The aim of this study was to investigate potential factors of why children and youths generally start bullying, but also the long and short-term effects bullying has on its victims. In order to answer the research questions, the method used was a systematic literature review which includes collecting data by using databases such as Libsearch and Swepub. We obtained seven studies including doctoral dissertations and scientific articles, some of which include collected data results from several longitudinal, quantitative, qualitative and meta-analytic studies. The theoretical framework used in this study include social cognitive theory by social psychologist Albert Bandura. This theory was relevant in order to analyze how bullying behavior can be designed based on the social environment together with cognitive abilities. The results indicate that bullying is a complex phenomenon explained differently within the research field and our main finding shows that the victims define bullying differently from the definition used by researchers within the field. Several different factors emerged as to why some children and youths are prone to bullying. This study identifies that some of these factors are due to moral disengagement which refers to distancing from moral actions and lack of moral emotions such empathy, sympathy and guilt. Furthermore, domestic violence and social environment such as aggressive peers are also explanatory factors to why children develop and normalize a bullying behavior. Finally, this study has shown that bullying affects the victims at both early and adult age. Bully victims are often being affected in an early age developing mental health issues such as depression, anxiety, low self-esteem and increased risk for behavioral problems associated with substance use. These problems often continue into adulthood where beside mental and physical health issues the victims also struggle with trust and relationship issues.

Aims of the study–to investigate the associations between school bullying, psychological injuries in the family and health outcomes among students. Methods Questionnaire information on bullying by methods of D. Olweus, Norwegian scientist. The psychological state was measured by the sense of coherence, self-esteem, loneliness, happiness, and communication skills. Health outcomes were headache, stomach ache, back pain, anxiety, etc. Family injuries were stress in the family, domestic violence, crisis. Totally 588 students were investigated among all the 670 studying in X Kaunas gymnasium. Response rate 87.8%. Results. Totally 138 (23.6%) were involved in the bullying process, among them 76 (12.9%) were bullied frequently, 46(7.8%) were bullies and 16 (2.7%) were involved in the two-way bullying process. The prevalence of frequent bullying among boys was 58 (24.1%) and among girls 34 (9.8%) (p<0.0001), among 5-9 grades it was 72 (18.3%) and among 10-12 grades 20(10.3%) (p=0.012). Though the prevalence of bullies was more often among 10-12 grades-29 (14.9 %) than 5-9 grades 33 (8.4%, p=0.015). 11.8% of students suffered from severe conflicts in the family and permanent tension. Crises (divorces, death or incurable disease of the close family member, severe financial problems) were met by 15.1%. Stress at home 6 times increased the risk of low sense of coherence, 8 times the risk of poor self-rated health, while frequent bullying 4 times in the 5-9 grades group. Though the... [to full text]

Mémoire en recherche-projet / L’intimidation à l’école est une problématique qui a principalement été abordée dans le domaine de la psychologie. Plusieurs programmes de lutte en sont issus, mais des études démontrent leur faible efficacité (Smith et al., 2004, Limber, 2011) et invitent les interventions futures à s’intéresser à des aspects plus généraux portant notamment sur le climat scolaire. Le design étant un processus écologique (Findeli, 2015), l’idée de s’interroger sur le climat scolaire nous a semblé particulièrement porteuse. Ainsi, la recherche-projet suivante a pour objectif de désindividualiser la problématique de l’intimidation à l’école en s’intéressant à l’affordance (Chemero, 2003) prosociale de l’environnement scolaire. Nous posons l’hypothèse que l’intimidation à l’école est un problème environnemental et nous cherchons à comprendre comment l’affordance peut s’avérer un concept pertinent pour les designers, afin de traiter de telles problématiques sociales. Les hypothèses de concepts que nous proposons amènent des pistes de solutions inédites à la problématique de l’intimidation à l’école. Celles-ci modifient les dispositions antisociales du milieu scolaire en offrant de nouvelles possibilités qui encouragent les comportements prosociaux. Ces modifications démontrent la pertinence pour le champ du design d’opter pour un regard écologique axé sur les possibilités. Nous suggérons d’ailleurs une façon de faire, notamment en utilisant le récit ethnographique afin de saisir les dispositions du milieu, puis les scénarios d’usage afin de démontrer l’expérience amenée par les nouvelles possibilités. Finalement, à la lumière de cette étude, nous posons l’hypothèse qu’il est essentiel de considérer la qualité de l’expérience offerte par ces nouvelles possibilités afin de maximiser les chances de réalisation d’une disposition. Penser l’expérience d’usage est l’expertise des designers, ce faisant, il s’agirait d’une démonstration supplémentaire de l’intérêt d’impliquer les designers dans les sphères sociales et des politiques publiques, afin d’amener les citoyens à adopter les changements de société visant le bien commun. / Bullying at school is an important problem that has mostly been addressed in the field of psychology. Several prevention programs have stemmed from it but studies demonstrate low efficiency (Smith et al., 2004, Limber, 2011) and suggest that future interventions consider broader issues like school climat. Design is an ecological process (Findeli, 2015), thereby the idea of questioning school climate seemed particularly interesting. The following research-project uses a holistic approach to the problem of bullying at school by focusing on the affordance of a pro-social school environment. We hypothesize that bullying at school is partly an environmental problem and we seek to understand how the theory of affordances can be a relevant basis for designers looking to address this social issue. The concepts that we offer suggest new solutions to the problem of bullying at school. They aim to modify antisocial dispositions within school environments by offering new opportunities that encourage pro-social behaviour. These modifications demonstrate that opting for an ecological vision based on possibilities is relevant to the field of design. We also suggest a way to apply this vision, which includes using ethnographic narratives to capture the situation’s dispositions and using scenarios to demonstrate the experience brought by new possibilities. Finally, in light of this study, we hypothesized that the quality of the experience offered by these new possibilities is of utmost importance to maximize the chances of individuals adopting them. Refining the user’s experience is a designer’s expertise and doing so is a further demonstration of the relevance of involving designers in rethinking our public and social spaces for the common good.