Personal characteristics of bullying victims in residential care for youth

Sekol, Ivana; Farrington, David P.

doi:10.1108/jacpr-11-2015-0198

Cited by 20 publications

(31 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Seseorang dikatakan matang emosinya apabila orang tersebut memiliki sifat mandiri yaitu dia memiliki kemampuan mengambil keputusan yang dikehendaki serta bertanggung jawab terhadap konsekuensi dari keputusan yang telah diambilnya (Sekol & Farrington, 2016). Mereka yang matang emosinya adalah individu yang memiliki kemampuan untuk menerima kenyataan bahwa dirinya tidak selalu sama dengan orang lain, setiap individu memiliki kekurangan dan kelebihan dalam hidupnya sehingga individu tersebut tidak merasa rendah dan tidak berguna (Hellfeldt, Gill, & Johansson, 2018).…”

Section: Pembahasanunclassified

Kematangan Emosi Remaja Pelaku Bullying

Maryam

Fatmawati

2018

JKBK

View full text Add to dashboard Cite

Abstract:In recent year, there is a number of news in the mass media on violence in the school, including bullying. The high number of juvenile delinquency is the result of a lack of ability to control emotions in an acceptable way, causing the individual to easily engage the group's influence to perform negative behavior, including bullying behavior. From the above explanation, we interested to examine more deeply how the emotional maturity in adolescents bully in Junior High School 9 Banda Aceh. This study was done through quantitave method by using the Emotional Maturity scale developed by Katkovsky and Gorlow. The results showed that most of the students had emotional maturity belonging to the low category with the percentage of 80.65%. To that end, parents and teachers have a very important role, in which they must be consistent in educating, being open and dialogical, not authoritarian, or imposing a will to the adolescents. Keywords: emotional maturity; bullying behavior; adolescentsAbstrak: Dalam beberapa tahun belakangan ini begitu banyak pemberitaan di media massa terkait kekerasan yang terjadi di sekolah, termasuk perilaku bullying. Tingginya angka kenakalan remaja merupakan akibat dari kurangnya kemampuan dalam mengendalikan emosi dengan cara yang dapat diterima norma, sehingga menyebabkan individu mudah terbawa pengaruh kelompok untuk melakukan perilaku tertentu, terutama perilaku negatif (perilaku bullying). Dari penjelasan di atas, maka tujuan dari penelitian ini adalah untuk mengkaji lebih dalam bagaimana gambaran kematangan emosi pada remaja pelaku bullying di Sekolah Menengah Pertama (SMP) Negeri 9 Banda Aceh. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik kuantitatif melalui skala Kematangan Emosi yang dikembangkan oleh Katkovsky dan Gorlow. Hasil penelitian menunjukkan bahwa sebagian besar siswa memiliki kematangan emosi yang tergolong pada kategori rendah dengan persentase 80.65%. Untuk itu, orang tua dan guru mempunyai peran yang sangat penting, dimana mereka harus konsisten dalam mendidik, bersikap terbuka serta dialogis, tidak otoriter, atau memaksakan kehendak.Kata kunci: kematangan emosi; perilaku bullying; remaja Dalam beberapa tahun belakangan ini begitu banyak pemberitaan di media massa terkait kekerasan yang terjadi di sekolah, mulai dari tawuran antar pelajar, perpeloncoan, pelecehan seksual, serta perilaku bullying. Berdasarkan laporan Telepon Sahabat Anak (TEPSA) kepada Kementerian Sosial Republik Indonesia, hingga Juli 2017 terdapat 117 kasus bullying terjadi pada pada anak sekolah (Indrawan, 2017). Berdasarkan survei yang dilakukan Kementerian Sosial Republik Indonesia pada anak usia 12 hingga 17 tahun, setidaknya 84% diantaranya pernah mengalami kasus bullying di sekolah (Saputra, 2017). Bullying merupakan perilaku negatif dimana pihak yang kuat menekan,

show abstract

Section: Pembahasanunclassified

Kematangan Emosi Remaja Pelaku Bullying

Maryam

Fatmawati

2018

JKBK

View full text Add to dashboard Cite

show abstract

“…Using a behavioral checklist, the first large-scale Self-Report Study on Bullying in Croatian Residential Care (SSBCRC; Sekol & Farrington, 2009, 2010, 2016a, 2016b) demonstrated that bullying in Croatian residential care is a serious and prevalent problem, with almost three quarters of residents being involved in bullying at least 2 to 3 times a month. Based on self-reported background and psychological correlates of bullying and victimization, as well as on residents’ qualitative accounts of residential peer cultures, the SSBCRC has offered valuable evidence-based policy recommendations.…”

Section: Introductionmentioning

confidence: 99%

“…Following highly publicized incidents of bullying in Croatian residential care, Sekol and Farrington (2009, 2010, 2016a, 2016b) conducted the above-mentioned SSBCRC. The SSBCRC was the first large-scale study that established quantifiable estimates of bullying and victimization in residential care globally.…”

Section: Introductionmentioning

confidence: 99%

Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Sekol

Farrington

2019

Int J Offender Ther Comp Criminol

Self Cite

View full text Add to dashboard Cite

This study compares staff reports of bullying among institutionalized youth with residents’ own self-reported prevalence of bullying and victimization collected in the previous study (the Self-Report Study on Bullying in Croatian Residential Care [SSBCRC]) and staff reports of reduction strategies are compared with evidence-based proposed policy solutions arising from residents’ reports. The study also compares reduction strategies used by staff with evidence-based proposed policy solutions arising from residents’ reports arising from the SSBCRC. A total of 140 staff from 20 Croatian youth facilities completed an anonymous questionnaire. The results revealed that staff estimates of the prevalence of bullying and victimization were significantly lower than resident reports. Staff were better aware of the prevalence of certain types of bullying, but they held stereotypical views of bullies and victims and had difficulties in recognizing the true times and places of bullying. Staff described their anti-bullying policies as being predominantly reactive, rather than proactive and evidence-based. It is concluded that more effort needs to be made to change the current anti-bullying policies used by staff.

show abstract

“…They found that bullying had a negative impact on academic performance. Even female students are more affected by bullying than male students (Sekol & Farrington, 2016). Sekol & Farrington (2016) stated that bullying in schools is considered a global problem affecting the emotional, social and physical well-being of school children worldwide.…”

Section: Introductionmentioning

confidence: 99%

“…Even female students are more affected by bullying than male students (Sekol & Farrington, 2016). Sekol & Farrington (2016) stated that bullying in schools is considered a global problem affecting the emotional, social and physical well-being of school children worldwide. Jan and Husain (2015) opined that bullying can occur inside and outside the school such as in the classroom, in the school toilet, while waiting for the school bus, while on Revised Manuscript Received on August 5, 2019. the bus, behind the school building or in a remote area away from teacher's sight.…”

Section: Introductionmentioning

confidence: 99%

Examining Factorial Validity on Bullying in Malaysian Secondary School Context

Nakman¹,

Azid²,

Nur³

2019

IJITEE

View full text Add to dashboard Cite

Bullying is a negative behavior toward an individual or a group of individuals that is considered weak. The Ministry of Education Malaysia says that the types of bullying that is common in Malaysian schools are physical, verbal, anti-social and cyber bullying. Accordingly, this study aims to examine factorial validity on bullying in Malaysian secondary school context. This quantitative approach with cross sectional survey method study was conducted in 3 secondary schools with 140 students randomly selected. 12 sets of questionnaires from previous researchers were transformed into a set of questionnaire to measure the domain of bullying by category. The data analysis of this study involves descriptive statistics analysis and Principal Component Analysis (PCA). The result showed that 4 factors of bullying which explained 68% of variance. The four types of bullying are (i) physical bullying explained by 4 items, (ii) verbal bullying reflected by 4 items, (iii) anti-social explained by 4 items and (iv) cyber bullying explained by 3 items. The results also revealed that there was a difference between physical and verbal bullying and cyber bullying based on gender (p <0.05), there was no difference between anti-social bullying by gender (p> 0.05), there was no difference between anti-social bullying and no differences between physical (p <0.05), verbal and cyber bullying by age (p> 0.05).

show abstract

Personal characteristics of bullying victims in residential care for youth

Cited by 20 publications

References 63 publications

Kematangan Emosi Remaja Pelaku Bullying

Kematangan Emosi Remaja Pelaku Bullying

Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Examining Factorial Validity on Bullying in Malaysian Secondary School Context

Contact Info

Product

Resources

About