Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

Lee, Seung-Ha; Ju, Hyun-Jung

doi:10.3390/ijerph16060924

Cited by 8 publications

(5 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This method may protect the victim only temporarily; the child may have difficulty when facing similar or more severe bullying in the future. This finding was consistent with those of Psalti [61], who found that teachers directed the victim to ignore the bully; of Dereli [42], who found that kindergarten teachers lacked knowledge of alternative functional methods and how to use them to reduce bullying; and of Lee et al [62], who showed that mothers of bullying victims directed their bullied children to avoid the bullying.…”

Section: Resultssupporting

confidence: 86%

Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives

Bashatah¹,

Al-fifi²

2023

International Journal of Mental Health Promotion

View full text Add to dashboard Cite

This study identified the methods used by kindergarten teachers to reduce bullying among their students in and out of the classroom and examined differences based on the teachers' years of experience and the number of courses on bullying they had taken. A descriptive survey using a questionnaire tool collected responses from 208 public kindergarten teachers in Riyadh, Kingdom of Saudi Arabia. The participants agreed with using such methods to reduce bullying among children as responding to parents' reports and following up on the reasons for a child's absence. They also agreed that bullying in the classroom could be reduced by methods such as avoiding comparisons between children and helping to build friendships among them. Moreover, the teachers agreed to use some methods in which the teacher relies on her authority, such as depriving the bully of play time and transferring him/her to another class. These methods were endorsed more strongly by teachers with at least 10 years of experience than by those with less experience, but no significant difference was observed according to the number of bullying courses taken. In addition, there is a lack of courses that focus on dealing with and confronting bullying in educational environments. The study highlights the need to provide teachers with training on how to deal with bullying and to set specific and clear policies on addressing bullying in kindergarten.

show abstract

Section: Resultssupporting

confidence: 86%

Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives

Bashatah¹,

Al-fifi²

2023

International Journal of Mental Health Promotion

View full text Add to dashboard Cite

show abstract

“…Teachers need to recognize the different bullying roles and their various characteristics in terms of peer relationships and power statuses. Kindergarten teachers are likely unaware of bullying in kindergarten [76]. This study highlights the importance of teachers' roles because they are in the best positions to observe children's peer hierarchies.…”

Section: Discussionmentioning

confidence: 83%

Kindergarten Teachers’ Perspectives on Young Children’s Bullying Roles in Relation to Dominance and Peer Relationships: A Short-Term Longitudinal Approach in South Korea

Lee

2020

IJERPH

Self Cite

View full text Add to dashboard Cite

There are several studies on young children’s bullying roles in relation to dominance or peer relationships. Although those are closely related, few studies examined this from longitudinal view and the influence of bullying role change on dominance and peer relationships. This study aimed to examine (1) the relationship between bullying roles and dominance, (2) the relationship between bullying roles and peer relationships, (3) the percentage of bullying role change over time, and (4) the changes in bullying roles in relation to changes in dominance and peer relationships. Sixty-three South Korean kindergarten teachers completed questionnaires regarding bullying roles, dominance, and peer relationships about 1312 children aged 3–5. The data were collected in mid-October 2017 and January 2018. The results showed that bullies had the highest dominance. No-role children had the most positive peer relationships, followed by bullies. About 10% of all sampled children remained involved in bullying over time. Their role changes related to changes in dominance rather than to changes in peer relationships. The findings imply that dominance should be considered to prevent young children’s bullying, in which peer relationships are interrelated. Intervention should be implemented as soon as possible to stop repeated victimization or bullying in early childhood.

show abstract

“…Alsaker, known as the Bernese Program against Victimization in Kindergarten and Elementary School, which focuses on educating teachers about handling bullying among young children. 32 Strategies such as role playing, victims facing bullying and group support for teenagers as well as the informa tion provided to guide parents can promote prevention and awareness about the adverse effects of being a victim of bullying. These strategies provide victims with skills to defend themselves, which results in a reduction of up to 67% in victimization and 50% in the number of ag gressors.…”

Section: Strategies To Control Bullyingmentioning

confidence: 99%

Influence of dentofacial characteristics on the appearance of self-reported bullying: A review

Morales-Salazar¹,

Monteagudo-Sangama²,

Arriola-Guillén³

2022

Dent. Med. Probl.

View full text Add to dashboard Cite

Bullying is a social problem that affects children and adolescents in particular. It deteriorates the selfesteem of its victims, decreases their quality of life and generates future psychological problems. The aim of this review was to determine the influence of dentofacial characteristics on the appearance of selfreported bullying through a literature review.A systematic search was carried out in the databases of international scientific literature on health sciences, including MEDLINE via PubMed, Scopus, LILACS, and SciELO. Up to October 10, 2020, a total of 348 articles were identified, but only 36 were ultimately selected for the review. Specific keywords in English were used in the search: "dentofacial features"; "soft tissue"; and "malocclusion". It was found that the appearance of bullying was associated with altered facial profiles, namely the presence of different classes of malocclusion, with class II or class III malocclusion being the most impactful.Altered dentofacial characteristics can make an individual the target of harassment, leading to low quality of life, emotional instability, low self-esteem, and the lack of confidence with regard to dentofacial appearance as well as poor long-term social and academic performance. There is a need to develop preventive measures that would be applied by both parents and authorities, with disseminating information on bullying in schools as well as on adequate oral hygiene and the importance of going to the dentist. Traditional and cybernetic bullying share similarities. While working out strategies against bullying, it is essential to raise awareness among victims and bullies, families, and society, and to determine how bullying is perceived by children and teenagers.

show abstract

Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

Cited by 8 publications

References 51 publications

Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives

Methods Used to Reduce Bullying in Kindergarten from Teachers’ Perspectives

Kindergarten Teachers’ Perspectives on Young Children’s Bullying Roles in Relation to Dominance and Peer Relationships: A Short-Term Longitudinal Approach in South Korea

Influence of dentofacial characteristics on the appearance of self-reported bullying: A review

Contact Info

Product

Resources

About