Bullying: the role of the clinician in prevention and intervention

Burkhart, Kimberly; Keder, Robert D.

doi:10.1016/b978-0-12-816024-4.00007-3

Cited by 3 publications

(2 citation statements)

References 62 publications

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“…All these strains can be seen as major contributors to a perpetrator’s involvement in bullying behavior and victims’ transformation into perpetrators. The literature has elaborated that bullying and cyberbullying are generally associated with people who have been maltreated or have a higher level of anxiety, academic difficulties, passive aggressive behaviors, and internalizing and externalizing problems than their peers [ 22 – 24 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Moreover, Patchin and Hinduja (2011) explained bullying behaviour in terms of the General Strain Theory (Agnew, 1992) that argues that individuals who experience strain feel angry or frustrated as a result and are more at risk to engage in criminal, deviant or bullying behavior [ 21 , 53 ]. Correspondingly, traditional bullying and cyberbullying are more common among people who are traditionally or cyber victimized, show a high level of anxiety, academic difficulties, passive-aggressive behaviours, and internalizing and externalizing problems than among their peers [ 22 – 24 ]. Husain (2000) reported that post-independence economic development has predominantly benefited a small class of the elite, while the majority of the population remains uneducated and poor [ 54 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention

Siddiqui

Schultze-Krumbholz

2023

PLoS ONE

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Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention

Siddiqui

Schultze-Krumbholz

2023

PLoS ONE

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Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire

2023

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Bullying Faced by Children With Special Needs in Pakistan

Manzoor,

Khalid,

Rashid

2024

Advances in Educational Marketing, Administration, and Leadership

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The proposed book chapter aims to landscape the case of children with special needs in Pakistan who are victims of persistent bullying and are at high risk of being targeted for facing discrimination due to differences in their physical appearance, communication challenges and social interactions. Based on empirical research and theoretical frameworks, the book chapter consists of five sections; the first section will conceptualize the understanding about the bully and its type, the second section narrates the state of bullying in Pakistan and the challenges of children with special needs within the community and schools. The third section is based on the review of legislation to protect against bullying and support prevention. The fourth section shares the findings of a study conducted as part of this chapter to explore the perspectives of teachers on their knowledge and understanding of bullying and its impact on children with special needs. The final section of the chapter presents the recommendations.

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Bullying: the role of the clinician in prevention and intervention

Cited by 3 publications

References 62 publications

Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention

Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention

Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire

Bullying Faced by Children With Special Needs in Pakistan

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