The aim of this study is to examine if bullying affects health differently among boys and girls and if bullying has more negative effects on the health of girls than of boys. The study will examine Swedish schoolchildren in elementary school and upper secondary school who has been victims of bullying. In relation to the aim of the study, the hypothesises is that bullying has negative effects on the health of girls and boys and that bullying affects girls health more than boys. The quantitative data material and analysis is based on a survey which was created by the Swedish authority Ungdomsstyrelsen. The findings in this study shows in accordance with previous research that bullying has a negative effect on the health of young girls and boys, that there are differences between the genders when it comes to being a victim of bullying (girls tend to be more bullied than boys) and that being a victim of bullying has a negative impact on the health of an individual. This indicates that being a victim of bullying is having a harmful effect on the health of young girls and boys. The first hypothesis was that bullying has negative effects on the health of girls and boys and it seemed to be correct. The second hypothesis was that bullying affects girls health more than boys but it seemed not be correct. Bullying is a problem which harms the individual, it is relevant and important to examine since it harms the individual and its surroundings. It is also important to examine since bullying can lead to health issues or at worst, successful or unsuccessful suicide attempts.

Bully-victims have not been studied extensively in the South African context and studies regarding cyber bullying are not keeping up with this widespread of ICTs. There is a large scale of research that focuses on bullying and victimisation, but not much on bully-victims in general which makes it difficult to identify this group of individuals for better intervention measures. The term bully-victims refers to those individuals that are bullies but also experience bullying as well. An obstacle in the development of interventions suitable for this phenomenon is the inability of researchers, teachers as well as learners to differentiate between the different forms of bullying. Failure to understand the distinctions in the forms of bullying may result in a domino effect of not understanding individuals' behavioural differences as well as bullies' risk profiles. Therefore, it would be very important to try and get an understanding of this behaviour and the possible causes which will help in developing tools that can assist in preventing the cycle of mobile bullying, and mobile bully-victimisation as well as raise awareness on the issue. This study will therefore target the category of mobile bully-victims, this class has not been studied extensively but recent developments show that it has extreme consequences for young people. This study identified different factors that impact on bully-victim behaviour and the evolution thereof. Following literature review, the researcher developed a conceptual framework illustrating the evolution of mobile bully-victim behaviour. The framework proposed that there are relationships between previous traditional bullying experience and (1) the school environment, (2) self-control/self-esteem, (3) age/grade, (4) retaliation and (5) technology which result in the evolution of mobile bully-victim behaviour. The conceptual framework was tested using a questionnaire which was distributed to grade 8 and 9 learners in four schools in the Mpumalanga province where 817 responses were obtained. A Frequency distribution test was run on factors of mobile bullying that are significantly associated with factors of mobile victimisation and it was found that a total of 121 learners scored high on both these factors thus making them mobile bully-victims. It was also found through the execution of a Spearman rank order correlation that learners that currently use their mobile phones to bully others are those that were victims of previous traditional bullying. The results revealed, for example, that learners tend to threaten, spread rumours, share content online and create groups solely for the purpose of excluding others because they have been bullied in the past. Studies explain that this reaction is as a result of impulsivity, a characteristic of low self-esteem or lack of self-control, after experiencing bullying. Structural Equation modelling was run to analyse how bully-victim behaviour evolves and how the bully-victim pathways are formed. The results revealed that schools located in rural or less advantaged communities engage in bullying activities more than those in urban or suburban communities. It was also found that only 14% of learners were aware or knew of exiting anti-bullying policies in their schools and 40% indicated that they know of other mobile bullying reporting mechanisms, with most of these learners being from urban and suburban schools. Studies found that this may be due to the high social capital provided by well off communities which provide a safer environment. The findings also proved that learners are more involved in mobile bullying activities at a younger age, this contradicting previous studies which found that mobile bullying is more prevalent as children mature. Also, younger learners lack self-control/self-esteem due to previous traditional bullying experience whereas for older learners it is due to mobile bullying experience. This is despite the fact that studies show that self-control improves with age.

<p>D. J. Pepler et al. (2006) fann en högre benägenhet att utsätta andra för mobbning på gymnasiet än på högstadiet till skillnad från T. R. Nansel et al. (2001) som fann motsatta resultat. Studien undersökte, med hjälp av enkäter, om högstadieelever och gymnasieelever skiljde sig i tillvägagångssätt och upplevelse av mobbning, samt skillnader i medvetenhet om skolans mobbningsprevention. Vidare undersöktes könsskillnader och elevers inställning till skolan. Resultatet visade att högstadieelever upplever sig mer utsatta för mobbning. Pojkar upplevde både att de utsattes och utsatte andra för mer direkt mobbning än flickor. Högstadieelever var mer medvetna om att det fanns anti-mobbningsgrupper på skolan. Detta kunde bero på att gymnasieelever ansågs kunna ta hand om sin situation och söka hjälp själva.</p>

D. J. Pepler et al. (2006) fann en högre benägenhet att utsätta andra för mobbning på gymnasiet än på högstadiet till skillnad från T. R. Nansel et al. (2001) som fann motsatta resultat. Studien undersökte, med hjälp av enkäter, om högstadieelever och gymnasieelever skiljde sig i tillvägagångssätt och upplevelse av mobbning, samt skillnader i medvetenhet om skolans mobbningsprevention. Vidare undersöktes könsskillnader och elevers inställning till skolan. Resultatet visade att högstadieelever upplever sig mer utsatta för mobbning. Pojkar upplevde både att de utsattes och utsatte andra för mer direkt mobbning än flickor. Högstadieelever var mer medvetna om att det fanns anti-mobbningsgrupper på skolan. Detta kunde bero på att gymnasieelever ansågs kunna ta hand om sin situation och söka hjälp själva.

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

The following study examined the effects of ethnic harassment and bully victimization on immigrant youths’ adjustment over the course of one year. Adjustment outcomes included depression, poor self-esteem, and self-harm. We asked: (1) Is bully victimization a risk for immigrant youths’ adjustment? and (2) Is ethnic harassment a risk for immigrant youths’ adjustment over and beyond bully victimization? Participants included 252 first and second-generation immigrant youths (52% female, 46% born abroad, M= 14.98 years) from seven schools in a mid-sized Swedish city. Multiple hierarchical regression analyses were conducted to test whether bully victimization and ethnic harassment predicted adjustment outcomes one year later and changes in these outcomes over the course of one year. A factor analysis revealed that bully victimization and ethnic harassment were separate constructs. Bully victimization predicted depression and poor self-esteem scores as well as increases in depression over the course of one year.  Ethnic harassment predicted depression, poor self-esteem, and self-harm scores as well as increases in these three outcomes over the course of one year. Results suggest that ethnic harassment poses an added risk to the adjustment of immigrant youth over and above bully victimization.  Findings underline the importance of assessing ethnic harassment when conducting research in ethnically diverse settings.

Aims and objectives The aim of this study is to investigate the impact of bullying of educators by learners they teach, thereby make an effort to improve the methods of dealing with bullying in our schools by introducing a pastoral counselling approach to our schools. The objectives of the study were the following: • To journey with the bullied educators through method of positive deconstruction, so as to give a supportive system and to cease their pain of being shamed and belittled. • To develop a pastoral model to help bullying victims and perpetrators. • To avail to the educators another possible effective method to deal with bullying in our schools, "A formation of pastoral model". • To combat the acts of violence in our society • To create awareness of bullying in our society. This qualitative study endeavoured to answer the following research questions: What is the impact of bullying on the educator? The other forms of bullying like verbal bullying, teasing and threats found hard to investigate, as at times it is the victim's word against the perpetrator's word. The research found that it's not easy to get witnesses, especially from learners. Cases of the bully acts normally get neglected, unless, they ended up being physical. Findings and recommendations The study, presented findings and recommendations. These were to be piloted in one school with the aim to get to buy in of the Department of Education, so to have this approach implemented in all schools and be incorporated in the already existing policies and programmes of intervention. The author aimed at assisting our Department of Education and schools with an alternative method that can improve interventions. The study was feasible, as it was easy to find former educators and learners for interviews and study cases. Not much information was found from schools due to protocol, red tape and right procedure given our schools by the Government as far as information related to learners in our schools. It would have been difficult to complete this study on time if the author was to wait for authorization. Financially the author had to rely on his congregational and diocesan support. The author being a former educator was able therefore to work with adults who are no longer at school but have experienced bullying as former learners and educators. The following points are in the authors mind, as he seeks to research on the bullied, the bullies and the bystander: • Physical bullying is the most feared form of bullying and educators felt it a challenge as they can't retaliate due to policy. • Cyber bullying is the most difficult form of bullying that is highly perpetuated against educators and caused internal wounds and scars that take very long to heal. • Sexual bullying is one of the causes of high pregnancy amongst girls in our school. • Drugs and alcohol are a catalyst to many boys who bully their educators / Dissertation (MA (Theology))--University of Pretoria, 2016. / Practical Theology / MA (Theology) / Unrestricted

Within the last decade, increased media coverage has been given to incidents associated with acts of violence associated with bullying, cyber bullying, and other associated acts of incivility. The increased media coverage has garnered the attention of researchers from a diverse field of disciplines. However, much of the research that has been conducted has remained focused in North America and Europe. This study identified a limitation in the research available that focused on bullying in the Middle East region of the world, specifically the perceptions and experiences of cyber bullying behavior by female university students in the United Arab Emirates. The study employed a quantitative approach to the research. Participants in the study completed a survey, which collected data related to individuals’ personal experiences and perceptions pertaining to cyber bullying. The study employed the theoretical framework of Perception Theory, Symbolic Interaction Theory, and Conflict Theory. This study provides better understanding on the perceptions and experiences of cyber bullying experiences of female university students at Zayed University in the United Arab Emirates. A quantitative study with a sample size of 655 (n=655) participants, the study yielded responses that demonstrated a significant online social media presence of 90.3% (n=592), 47.39% (n= 291) have reported experiencing harassment online, and 95% reported a desire to create a kind and respectful online world. The information from this study will help the greater field of conflict resolution by gaining an understanding of the widespread impact of cyber bullying on an international level.

While researchers have assessed the prevalence and health impact of bullying, there are still relatively few successful interventions and strategies implemented to reduce and prevent bullying. A particular promising area is to know more about students who may be willing to intervene in a bullying situation, which is the focus of this thesis. Using the data from the Georgia Student Health Survey II (GSHS 2006) (n=175,311) an empirical analyses of students who state that they are willing to intervene in a bullying situation, their demographic characteristics and psychosocial attributes will be examined. The survey administered to students across Georgia in grades 6th, 8th, 10th and 12th measured the number of students who reported being a bully-victim, bully or a victim of bullying, and their likelihood to engage in risky behaviors. The results demonstrated students who were white and were girls were most likely to intervene in bullying situations. Grade level was not significant when it involved intervening, but was an important marker for the co-occurrence of bully-victims. One compelling finding is that the bully subgroup was most likely to always intervene. School climate factors such as success in school, clear expectations and liking school were significant indicators of willingness to intervene. These findings assist researchers and schools to better understand the characteristics of students who are willing to intervene and school factors that may promote students likelihood of intervening. These findings may guide how bullying is addressed in Georgia schools, and underscore the importance of providing safe school climates.