Stability And Change In Bullying Involvement Among .
Stability and change in BullyingInvolvement among Adolescents inVietnamHa Hai Thi Le, Hanoi School of Public Health, VietnamMichael Dunne, Michelle Gatton, Marilyn Campbell QueenslandUniversity of Technology, AustraliaHuong Thanh Nguyen, HSPH, VietnamMay 2016
Vietnam profile Location: South-East Asian Region GDP (US ): 186.2 billion (lowermiddle income) (WB, 2014) Population: 90,493,400 (GSO 2014) Adolescents (aged 10-19): 16.3%(UNICEF, 2012) Elderly (aged 60 ): 10.2% (GSO,2014)
RationaleIn Vietnam: There is very rapid and widespread expansion ofcommunication technology (CT). Increasing number of adolescents using CT (SAVY, 2010) Increasing number of school violence video clips posted onYoutube went viral on social media. Lack of scientific publication in bullying and cyberbullying.In Southeast Asian countries: Relatively limited data on bullying and cyberbullying in thisregion (Sittichai & Smith, 2015). Most data are crosssectional. Sittichai and Smith recommend longitudinal studies toexamine determinants and consequences of bullying.
Research aims1. Estimate prevalence of specific behaviours of bullyingand victimisation, both traditional and cyber forms.2. Examine prevalence of stability and change in bullyinginvolvement during an academic year.3. Examine potential determinants of stability and changein bullying involvement among adolescents over time.4. Uncover policy implications to reduce bullying inschools in Vietnam and developing countries.
METHODS
Sample and procedures Sites: 4 public schools (2Age (N 1,424)middle 2 high schools); inHanoi and Hai Duong; Time: Time1 (Dec 2014),Time2 (May 2015) Instrument: Self-administeredquestionnaire; Sample: 1,424 students Ethics clearance: QUT, HSPHGender n (%)Mean (SD)14.7 (1.9)1,424Male642 (45.1)Female782 (54.9)Grades n (%)1,42411329 (23.1)10394 (27.7)8175 (12.3)7287 (20.1)6239 (16.8)
Measurement: Bullying victimization and perpetrationSCALES: develop & validate (use with definition of bullying) 14 items measuring TV&CV concurrently: 6 items (TV) and 8 items (direct & indirect CV)14 items measuring TB & CB concurrently: 6 items (TB) and 8 items (direct & indirect CB)List of behaviors:1. (being)hit/kicked/shovedaround2. (being) robbed/damagedproperties3.4.5.6.(being) threatened/forced to do unwantedthings(being) teased/call meanname(being) excluded(being) rumoredOlweus (2003), Ybarra (2012)Communication modesFrequency In-person1.Never2.A few times3.Once or a fewdays a month4.Once/a fewdays a week5.Almosteveryday In-person Direct cyber mode Indirect cyber modeLangos (2012)
Findings
Traditional bullying and victimization are very common; cyberbullying and cybervictimization quite rare among Vietnamese adolescents.A slight decline in prevalence of bullying victimization and perpetration over time(Olweus, 2013).504544.73543.533.132.43040352528.9 28.13020.1 tionalPerpetrationCyber
Traditional bullying and cyberbullying by grades at Time 2 51053.312.212.28.817.67.45.14.95.60.93.40Grade 6Traditiona victim (p .001)Grade 7Cyber victim (p .05)Grade 8Grade 10Traditional perpetration (p .001)Grade 11Cyber pepetration (p .05)
More boys than girls involved in traditional victimisation ditionalCyberTraditionalCybervictimisation victimisation perpetration perpetration(p .05)(p .05)(p .01)(p .05)MaleFemaleTime 13.80TraditionalCyberTraditionalCybervictimisation victimisation perpetration perpetration(p .05)(p .05)(p .01)(p .05)MaleFemaleTime 2
Stability and change in bullying involvement over timeTime 2Not involvedVictims onlyBullies onlyBully-victimsN (%)Not involved554693035688 (48.3)Victims only174991041324 (22.7)Bullies only561182499 (7)Bully-victims1017219121313 (22)885 (62.2)251 (17.6)67 (4.7)221 (15.5)Time 1N (%)Key points: 38.9% (554) not involved in any form of bullying across T1&T2 61.1% (870) involved in at least one form of bullying across T1&T2 26.0 % (228) remained stable across T1&T2 73.8% (642) changed their bullying roles over time1,424
Levels of Stability and change in bullying involvement over time(%) (n 870)706058.252.85040.44036.23023.4201719.314.5 13.414.310.5100Victims (n 342)Stable-lowBullies (n 94)DecliningIncreasingBully-victims (n 434)Stable-high
CHANGE in Bullying over time is the most stablecharacteristic 61.1% of all surveyed children were involved at T1, T2 or both times. Only 4/10 students were free of bullying Of 870 children who had some bullying experience: Only 1% (n 8) were Bullies only at both times 11% (n 99) were Victims only at both times 14% (n 121) were Bully-Victims at both times 74% changed their bully/victim “type”; that is, 3 in every 4 affectedchildren do not have a stable “type”POLICY IMPLICATION: Throughout our work, we should not classify orobjectify bullies, or victims, as “other” or a “type” of child.
A particular focus of our work withyoung peopleExcessive study burden as a form ofsystemic bullying and childmaltreatment, and possible violation ofarticle 31 of CRC - children’s right to? engage in playrest, leisure and to
Academic pressure in Vietnamhttp://dantri.com.vn16
CHINA
More than 12,000 students take exams on the playground of a schoolin the Chinese city of Baoji last November(Emily Rauhala, April 2, 2015 Time Magazine, Beijing).
A classroom for grade 12 students in Jinan city, Shandong school
Students bear hard pressurefrom parents, teachersVietNamNet Bridge
Personal factorsAge/Gender /GradeFamily structureSES; Self-EfficacyFamily factorsParent bondingConflict with parents andsiblingsSchool and study factorsSchool connectednessConflict with teachersAcademic gradeExtra classes’/tutors’attendancePeer factorsPeer popularityConflict with peersRomantic relationshipSchool bullyingCyber bullyingConceptual model for the studiesMental Health and wellbeingDepressionAnxietyHappinessWell-being Academic StressHealth Risk BehavioursSmoking; DrinkingUnsafe drivingSuicidal behavioursEating disorder behavioursEating Disorder Behaviours22
Measuring educational stress We developed a 16 item tool that captures broadelements of educational stress (Sun, Dunne, Hou & Xu, 2011,Journal of Psychoeducational Assessment; Sun, Dunne et al, 2013Educational Review; Truc et al, 2014, Asia-Pacific Journal of Public Health) The ESSA (Educational Stress Scale for Adolescents)has been validated in China, Vietnam and Turkey. In the past two years, QUT researchers have given approvalfor the scale to used in research in China, Hong Kong, India,Indonesia, Iran, Malaysia, Pakistan, the Philippines, SaudiArabia, Sri Lanka, South Africa, Thailand, UK, USA and othercountries
Sample ESSA statements(5 point Likert scale) I feel a lot of pressure in my daily studying There is too much competition among classmates that bringsme a lot of pressure I feel there is too much homework I feel that I have disappointed my parents when my examresults are poor I feel stressed when I do not live up to my own standards I always lack confidence with my academic scores Scores range from low ( 30) to very high (71-80)
Distribution of ESSA scoresShandong, China
Educational Stress and Depression(Past 2 weeks)3025CESD score2015Boys10Girls50 30NBoysGirls31-4041-5051-6061-7071-80ESSA score236021834018128124817526517618
Ed. Stress and suicidal thoughts60%Suicidal ideation50%40%30%Boys20%Girls10%0% 30NBoysGirls31-4041-5051-6061-7071-80ESSA score246222335518828124918227218118
Does this educational stress andsuicidal thinking causesuicidal actions?
We compared young people who said they had attemptedsuicide (25) and those whohad not (N empted
Brief, standardized measures ofBullying Involvement should beintegrated into health and socialsurveys, and incorporated withequal weight as a 5th form of childmaltreatment in Violence research
Traditional bullying and victimization are very common; cyberbullying and cyber victimization quite rare among Vietnamese adolescents. A slight decline in prevalence of bullying victimization and perpetration over time (Olweus, 2013). 44.7 28.9 43.5 28.1 11.9 6.1 0 5 10 15 20 25 30 35 40 45 50 Victimisation P
bullying, cyber bullying and so on, this paper specifically focuses on violent physical school bullying. Based on the recent definition of bullying above, physical school bullying, like other forms of bullying is associated with a series of harmful behaviors occurring repeatedly over time and characterizes an imbalance of power between
Bullying occurring in schools has been sustained for a long time and is currently a universal phenomenon. Traditional bullying is defined as repeated behaviors with the intention of physical or emotional harm against another person and involves physical bullying, verbal bullying, and relational bullying (Fanti, Demetriou, & Hawa, 2012).
Bullying Behaviors Tiers 2 & 3 risk or who have already been identified as engaging in bullying behavior. Another strategy brief addresses bullying prevention and intervention more generally, and focusing more particu-larly on preventing bullying, and the discussion which follows assumes that bullying prevention strategies are also in place.
respond to victimization with bullying behavior. While both boys and girls engage in and are victims of bullying, research has shown differences in their bullying behaviors. For example, boys engage in bullying more frequently than girls (Nansel et al., 2001; Seals & Young, 2003). Also, boys are more likely to engage in physical or verbal bullying,
high levels of racial/ethnic bullying also report high levels of general bullying. Propositions 5 and 6. The experience of bullying is likely to aVect employees' trust in the dispute resolution and conXict management systems of their organizations. Particularly, victims of bullying by supervisors or higher-level organization members
school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1 ). Section 2. displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 . These Web Tables were prepared for the National Center for Education Statistics
not considered bullying. Teasing becomes bullying when the intent of the action is to hurt or harm. Myth: Bullying will make kids tougher. Fact: Bullying does NOT make someone tougher. It often has the opposite effect—lowering a child's sense of self-esteem and self-worth. Bullying creates fear and increases anxiety for a child.
Reality: Cyber bullying is a low-frequent from of bullying, only a third or a fourth of the level of “traditional” forms of bullying such as Verbal bullying. See Figure. 2. Opinion: That cyber bullying has increased dramatically in recent years-- Reality: There has been no systematic increase in
