Positive Psychological Interventions to Prevent Well-Being Issues, Aggression and Bullying in School Students

Реан, Артур Александрович; Stavtsev, Alexey A.

doi:10.17323/1814-9545-2020-3-37-59

Cited by 7 publications

(3 citation statements)

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“…However, in the Russian context, most measures have been directed at eliminating negative consequences of bullying, reducing the level of aggression, or providing support to victims. On the contrary, a framework based on positive psychology suggests that measures directed at creating a positive psychosocial environment at schools can be more efficient in eliminating bullying as they tackle the cause of the problem instead of dealing with its consequences (Rean and Stavtsev, 2020). If prevention strategies aim to increase self-esteem and motivation of schoolchildren, as well as harmonize social interaction between children and teachers, these strategies have the potential to create a solid basis for positive outcomes that go beyond eliminating bullying.…”

Section: Literature Reviewmentioning

confidence: 99%

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

et al. 2021

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Background: Bullying has been recognized as an important risk factor for personal development in adolescence. Although numerous studies report high prevalence of bullying in Russian schools, limited research was based on the large-scale, nationally representative analysis, which highlights the lack of findings applicable to the national context.Objective: This study aims to address the following research questions: (1) What is the bullying victimization prevalence in Russian secondary schools? (2) What is the socio-demographic profile of the bullying victims? (3) To what extent do learning outcomes in core subject domains predict bullying? (4) How does psychological climate at school affect the occurrence of bullying? (5) Which emotional states do bullying victims typically display? (6) Which psychosocial traits are the most common for bullying victims?Data and Methods: The study adopts the statistical analysis of the Programme for International Student Assessment (PISA) data in Russia. The final sample consists of 6,249 children aged 15 years who answered the bullying questions. K-means clustering approach was adopted to identify schoolchildren who should be classified as bullying victims amongst those who have reported bullying. Logistic regression was used to estimate the probability change of bullying under different psychosocial factors and examine the effect of bullying on the emotional states of the victims.Results: The results of the study reveal that 16% of children are victims of bullying in the Russian secondary school. Bullying is strongly associated with learning outcomes in reading, thus outlining that low performers are at risk of severe victimization. Bullying is also contingent on the psychological climate and tends to develop more frequently in a competitive environment. The findings outline that bullying increases negative feelings such as misery, sadness, and life dissatisfaction amongst its victims, making a substantial footprint on their lives. Logically, bullying victims are less likely to feel happy and joyful. Finally, it was revealed that bullying victims do not tend to share negative attitudes to the per se, which identifies directions for future research in this domain.Implications: Instead of dealing with the consequences of bullying, prevention strategies should aim at facilitating a positive environment at school, thus addressing the problem.

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Section: Literature Reviewmentioning

confidence: 99%

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

et al. 2021

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“…Shalaginova et al, A.A. Rean, A.A. Stavtsev, K.D. Khlomov et al, and other psychologists characterize coping as a purposeful, constructive and conscious way of human response [4,5,6].…”

Section: Introductionmentioning

confidence: 99%

“…There has been described that such personality characteristics as age, social role, religion, the level of anxiety, locus of control, self-esteem, self-acceptance, selfefficacy, belonging to a certain group, individual values, etc. act as predictors of certain coping strategies [4,5,6]. Behavior strategies help a person to be integrated into the system of the place of residence.…”

Section: Introductionmentioning

confidence: 99%

Features of choosing coping strategies by teenagers in the context of the risks of modern education

Kara

Kruteleva

2021

E3S Web Conf.

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The school environment is a complex microcosm where the younger generation learns to adapt to live in society. The problem of school bullying is in the highlight. The purpose of the research is to study the correlations between “bullying structures” of the teenagers, living in their own families and in social rehabilitation centers for minors, and their choice of coping strategies. The hypothesis of the research assumes that teenagers will prefer different coping strategies depending on their place in the bullying structure and the place of living. The sample consisted of 62 teenagers aged 12-13 years old. On the grounds of the theoretical research, we distinguished psychological and social prerequisites of the phenomenon of school bullying. We and state that aggression and anxiety displaying by teenagers in a group cooperation are predictors of a bullying situation. The psychological testing allowed us to reveal bullying structures, components of aggressive behavior and school anxiety, and preferable coping strategies of adolescents. Using the Spearman’s rank correlation analysis enabled us to prove the hypothesis and to describe the preferable coping strategies of such bulling structures as “Bully”, “Bully’s assistant”, “Defender”, “Victim” and “Bystander” depending on the place of living of teenagers. The research has got a novelty and practical importance and the results are useful for work with teenagers in comprehensive schools and in social rehabilitation centers for minors.

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Enhancing Positive Psychological Qualities of College Students through Service Learning: A Case Study of the Internship Program for Master’s Degree Students in Social Work at XX University

Gao,

Wang,

2024

Applied Research Quality Life

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Positive Psychological Interventions to Prevent Well-Being Issues, Aggression and Bullying in School Students

Cited by 7 publications

References 1 publication

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

Features of choosing coping strategies by teenagers in the context of the risks of modern education

Enhancing Positive Psychological Qualities of College Students through Service Learning: A Case Study of the Internship Program for Master’s Degree Students in Social Work at XX University

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