The main aim of the present study was to investigate the factors which contribute to teasing/bullying among children with CLP. A previous study identified that children with similar types of CLP are not uniformly teased/bullied. Seventy-five children took part in the study with their parent/guardian on two occasions, therefore the study was a longitudinal investigation using a repeated measures design. The average time between data collection points was 8 months. Children completed a teasing/bullying questionnaire and a number of psychological instruments measuring anxiety, self-esteem, depressive mood and behaviour problems. The children also took part in a semi-structured interview schedule specially designed for the present study. The interview addressed issues specific to children with CLP which are not addressed by any currently available standardised measures. A parent/guardian of each child completed a parenting stress questionnaire. The results revealed a higher prevalence of at least 16% more teasing/bullying among children with CLP compared to the general population. Teasing/bullying decreased with age among children with CLP. The relationship between teasing/bullying at primary school and increased levels of psychological problems was also identified, although scores were not within the clinical range overall. The role of the parent in developing healthy appearance and speech-related emotion regulation among younger children was identified as a protective factor against teasing/bullying. Recommendations for clinical application relate to the role of healthcare professionals providing care for children with CLP. Clinicians are required to provide support and teasing/bullying related information to children and parents. Part of their new role is also to increase links with the school to help reduce teasing/bullying.
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Objective: Little is known about health-related behaviours and their co-occurrence among male adolescents in Saudi Arabia. The main purpose of this study was to determine the prevalence of health related behaviours, and to investigate the associations between socio-demographic variables and health related behaviours and the clustering of health risk behaviours. Research Methods: A cross-sectional study using a self-completion anonymous questionnaire was undertaken between February and April, 2008. A stratified random sample of 1501 male adolescents was recruited from one private and public high school in each of the five districts in the city of Riyadh, Saudi Arabia. Main Outcome Measures: Prevalence and associations between health, social and demographic factors and health-related behaviours, including dietary behaviours, oral health, physical activity, smoking, violence, injuries and safety, and mental health factors. Results: The results of this study showed that only 24.2% and 39.9% of the students consumed fruit and vegetables on a daily basis (at least once every day), and only 7% and 13.7% ate fruit and vegetables 3 times or more every day. Also, only 52.4% consumed dairy products at least once every day and only 18.3% of the students consumed dairy products 3 times or more every day. 48.1% reported to not consume any fish products on any day of the week. About 48.7%, 60.2% and 25.2% of the students consumed sweets, soft drinks, and energy drinks at least once every day. The results of this study also showed that only 36.7% of students eat breakfast regularly (? 5 days per week). Eating breakfast regularly was positively associated with lower age, liking school, good academic performance, not eating high fat food every day, drinking soft drinks ? 1 time/day, drinking milk every day, low BMI, brushing teeth every day, physical activity ? 3 days/week, and not engaging in physical fights. Around half (51.3%) participants reported good teeth health status, 22.6% brushed their teeth two times daily, 29.7% brushed their teeth once daily, whereas 47.7% of the subjects do not brush their teeth daily and 54.3% never visited the dentist during the past year. About 29.5% of participants suffered teeth pain sometimes or most of the time and 16.4% missed some school days for this reason. Brushing teeth every day was positively associated with higher standards of parental education, attending private school, living district, good academic performance, liking school, visiting dentist during the last year, good teeth status, and not suffering from teeth pain. Only 18.4% of the students were physically active and only 65.2% participated in physical activity classes in schools. Regular physical activity was positively associated with younger age, liking school, good health status, lower BMI, father’s, mother’s, siblings’ and peers’ physical activity, not smoking, not fighting, not wanting to use drugs or alcohol, and not feeling lonely. Over a third (36.3%) of the participants were overweight or obese. A fifth (20.8%) of the adolescents were current smokers. 20.8% of the students were current smokers. Smoking among students was positively associated with higher age, studying in private school, poor health status, poor school performance, not liking school, father smoking, mother smoking, sibling smoking, peers smoking, low physical activity, wanting to use drugs and alcohol, carrying weapons, fighting, performing car drifting, and being abused by teachers. ii Over half the sample (55.5%) reported an injury, 21.8% had been threatened or injured by weapons. Just under half (49%) of the adolescents reported they were involved in a physical fight. Moreover, fighting among students was positively associated with the interaction of low parental education, not liking school, poor academic performance, skipping breakfast, low physical activity, current smoking, being threatened or injured by weapons, carrying weapons, joining people performing car drifting, bullying others, being abused by teachers. Carrying weapons during the last 30 days was reported by 36.6% of the sample. Carrying weapons was positively associated with higher age, not liking school, poor academic performance, current smoking, fighting, being threatened or injured by weapons, performing car drifting, joining people performing car drifting, taking part in bullying others, and being abused by family. Some (26.1%) of participants reported having been bullied and 24.6% of the students reported bullying others. Many of the adolescents reported being abused by a family member (34.4%) or one of their school teachers (39.5%) during the past 12 months preceding the survey. During this time period, many of the students reported feeling lonely (22.8%), feeling very worried about something that they could not sleep at night sometimes or more (27.0%), and feeling very sad or hopeless almost every day for two weeks or more (40%). About 14% of the participants in this study reported that they had wanted to use alcohol or drugs. A small but notable proportion (13.9%) of the participants reported that they had thought of attempting suicide and 6.9% had actually attempted suicide. Over a third (36.1%) of adolescents had performed car drifting 12 months preceding the survey. However, car drifting was positively associated with higher age, attending a private school, not liking school, poor academic performance, not brushing teeth every day, current smoking, wanting to use drugs and alcohol, carrying weapons, joining people who performing car drifting, bullying others, and attempting suicide. The majority (78.7%) of participants drove vehicles and 96% and 97.7% reported that they did not use a seat belt when doing so and did not use a seat belt when riding in a car as a passenger, respectively. Only 2.1% and 1.4% of participants wore a helmet when used motorized vehicle or nonmotorized. Conclusions and implications: The results of this study reveal that the adolescents engage in multiple health-risk behaviours, and these risk behaviours are relatively common among adolescents and cluster together. Health related behaviours are associated with several socio-demographic variables (age, father’s and mother’s education, school factors, health status and living districts), although not necessarily in the same order. However, the data emphasized the need for further quantitative and indepth qualitative research throughout Saudi Arabia, including other cities, rural communities, female adolescents, and other Middle Eastern countries. Cross-sectional research to gather evidence on youth health to collect population-based data on a range of health-related behaviours along with physical and social environments amongst school-age students and out-of-school youth facilities are important and highly needed to investigate health-related behaviours and associated risk factors and to measure change over time.
Building on a small body of research, the present study explores the perceptions of teaching staff about their work with Gypsy, Roma, Traveller (GRT) children and young people. Specifically the research is concerned with participants’ views about the relationship between GRT children and schools in relation to attainment, social inclusion, the GRT culture and lifestyle and wider systemic factors. Existing literature and research about the educational experiences of GRT children and young people is explored. Situated within a critical realist epistemology, the present study utilises semi-structured interviews with 13 members of teaching staff across five schools in Greenshire County Council (pseudonym). Transcripts were subjected to thematic analysis following the model proposed by Braun and Clarke (2006). Six superordinate themes (educational outcomes; barriers to education; GRT parents; social inclusion; cultural dissonance and inclusive practices) were identified. Findings are explored in relation to previous research. One key finding concerns the views participants expressed about GRT children’s reports of bullying or racism. Implications for practice and future research are considered.
Despite abundant literature about bullying, previous research has predominantly focussed upon the characteristics of those who bully, peer influences in bullying and anti-bullying interventions, with little acknowledgement of how young people who bully and their counsellors experience counselling. This research seeks to address the gap by asking; how well young people who bully feel able to express themselves to their counsellor, and what facilitates or inhibits the therapeutic relationship for both counsellors and young people who bully? These research questions derive both from existing literature and my profession as a counsellor of young people who bully. Using interpretative phenomenological analysis (IPA), data were gathered using focus groups and semi-structured interviews with a sample consisting of six participants representing four young people and two counsellors. In IPA, the researcher’s use of self is equally implicated in the collection and analysis of data (Smith & Osborn, 2003); consequently, my dual identity as counsellor and researcher has asserted differing perspectives. The three superordinate themes identified in the current study focus upon attachment states (Bowlby, 1977, 1988), the therapeutic relationship, and the influence of emotional management upon counsellors. Trust and risk emerged as pervading concerns for the young people and have been integrated into discussion of the superordinate themes. The research received favourable ethical opinion from the Faculty of Health and Medical Science (FHMS) ethics committee. Findings suggest that young people who bully experience insecurities which manifest as mistrust, inhibiting the relationship with their counsellor. It also appears that a counsellor’s life experiences and occupational identity variously affect the therapeutic relationship. Individual counselling may not be a panacea but I recommend that if undertaken expertly, it has potential. Future research could focus upon confidentiality where equivocal standards are confusing for young people who bully.
Bullying in schools is an international problem. Whilst quite a lot is known about the nature, incidence and correlates of involvement in bully/victim problems from a cross-national perspective, practically nothing is known about this social phenomena within the Northern Ireland school system. To address this vacuum, the current research program had two major aims. The first of these aims was to explore the incidence of bully/victim problems among samples of primary and post-primary school pupils from a multiple-indicator approach. The second of these aims was the exploration of various health and well-being and individual difference correlates of involvement in bully/victim problems among these pupils. To facilitate this research, an audit of all schools in Northern Ireland was conducted to explore the wider ecological context in which bully/victim problems operate, and to serve as a method of recruiting schools into the main research program. The audit study focused on a variety of issues, including the implementation and communication of anti-bullying policies and programs, workplace and homophobic bullying. From an initial population of 1,233 schools, 285 provided valid responses (response rate of 23.11%). The results of the audit study highlighted that in the absence of a legislative framework regarding bully/victim problems, Principals in the Northern Ireland school system, have worked in a proactive manner regarding the management of such problems. A total of 7,061 pupils in attendance at 70 primary and post-primary schools participated in a number of studies exploring involvement in bully/victim problems and associated health and well-being and individual difference correlates. With respect to the first major aim, it was found that a significant minority of pupils were directly involved in bully/victim problems as either a bully, a victim or as a bystander. With respect to the second major aim, it was found that involvement in such problems was significantly associated with impaired levels of health and well-being. Moreover, the importance of a number of individual difference variables in understanding actor sub-group involvement in bully/victim problems were found. The findings of the research program were interpreted in relation to previous literatures. Methodological strengths and weaknesses were discussed, and directions for future research suggested.
International thematic meeting on bullying #1
The whole-education approach to bullying prevention
Tuesday 23 March 2021, from 13.00 – 15.00 (GMT +1)
UNESCO and the World Anti-Bullying Forum invite you to the first international meeting in an ongoing series about school bullying. Four virtual meetings will be held between March and September, contributing to the preparation of the 2021 World Anti-Bullying Forum, to take place in Stockholm on 1 – 3 November.
The first meeting will explore the whole-education approach to bullying prevention, recognising that the only way to put an end to school bullying and cyberbullying is for schools to work together with the community, including education, technological and societal systems. It will define the whole-education approach, present its nine components, and explore implementation and further research.
Speakers include:
Prof. Christian Berger, Professor in Education Psychology – Pontificia Universidad Católica de Chile, Chile
Mr. Laurent Boireau, Research and Evaluation Officer, Ministry of Education, Youth and Sports, France
Prof. Donna Cross, Professor within the Faculty of Medicine, Dentistry and Health Sciences – the University of Western Australia, Australia
Ms. Vibeke Jensen, Director, Division for Peace and Sustainable Development, Education Sector, UNESCO
Mr. Magnus Loftsson, Chair of the Scientific Committee, World Anti-Bullying Forum, and Head of Research and Development, Friends, Sweden
Prof. James O’Higgins Norman, UNESCO Chair on Tackling Bullying in Schools and Cyberspace and Director of Irish National Anti-Bullying Research and Resource Centre of Dublin City University, Ireland
Ms. Frida Warg, Managing Director, World Anti-Bullying Forum, and Research & Practice Officer, Friends, Sweden
Dr. Shoko Yoneyama, Senior Lecturer in Asian Studies – the University of Adelaide, Japan/Australia
Line-up of 2021 international meetings…
Tuesday 23 March 2021: Whole education approach to bullying prevention
Tuesday 4 May 2021: Revisiting the definition of school bullying
Tuesday 6 July 2021: Bullying involving children with disabilities
Tuesday 7 September 2021: The role of teachers in preventing and addressing bullying and cyberbullying