Kamer Gr, Nefise Bahecik, Ayse Yildiz - PowerPoint PPT Presentation

Title: Kamer Gr, Nefise Bahecik, Ayse Yildiz


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Kamer Gür, Nefise Bahçecik, Ayse Yildiz Community
Health Nursing Department, Nursing Division,
Faculty of Health Sciences. Marmara University.
Istanbul /Turkey
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The Bullying Tendency Among The 6th, 7th And 8th
Grade Students In Primary Schools.
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Introduction

• One of the groups, which is under higher risks of
  bullying that is a complex problem affecting all
  groups of the society, is children.
• The children may be witnesses or victims of
  bullying.

Erci B. 2009 Kenneth Shore 2006.
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Introduction

• Childrens bullying each other is a problem
  frequently encountered in the school environment,
  which may cause serious physical and
  psychological trauma, if no measures are taken
  against it.

Erci B. 2009 Kenneth Shore 2006.
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Introduction

• Over the last 20 years there has been a growing
  awareness of school bullying in many countries of
  the world.
• Bullying in schools is a worldwide problem that
  can have negative consequences on the general
  school climate and on the rights of students to
  learn in a safe environment without fear.

Kenneth Shore (2006) The ABC's of Bullying
Prevention A Comprehensive Schoolwide Approach
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Introduction

• School bullying has negative effects both on the
  bullies and the victims. Studies show that,
  bullying has various physical, psychological and
  social negative effects on the children subject
  to bullying.

Kepenekçi and Çinkir, 2006
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Introduction

• It is suggested that, the students subject to
  bullying develop feelings of anxiety, annoyance
  and helplessness and furthermore bullying may
  lead to reluctance to attend school, chronic
  diseases and even suicide.

Nelms R C.1997, Kenneth Shore 2006
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When Does Bullying Happen?

• Bullying can begin as early as preschool.
• It increases in elementary school, peaks in
  middle school, and then decreases in high school.
  

Jolene Huston, and Sandra J. Bailey,2008
Children and Bullying A Guide for Parents.
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Aim

• This study was performed to determine the place
  and the exposure statuses of the 6th, 7th and 8th
  class Turkish primary school students in the
  bullying cycle at school within the last one
  month.

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METHODS

• The study was performed with a total of 482
  students, who used to attend the 6th, 7th and 8th
  grade classes of two public primary schools in
  similar socio-economical parts of Asian side of
  Istanbul, in the spring semester of 2007.

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METHODS

• The data of this descriptive study were collected
  using Tormenting and Bullying Scale School Form
  and Personal Information Form (Cronbachs
  Alpha.915).
• From the answers given to the scale, it can be
  determined if a student is a bully, a victim, a
  bully-victim or neither bully nor victim.
• The data were evaluated in frequencies and
  chi-square analysis.
• Necessary permissions of the Directorate of
  National Education were taken.

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RESULTS
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Figure 1.Primary School Students In The Bullying
Cycle at School Within The Last One Month. (N482)
n70
n168
n184
n60
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x2 5,36 p 0,147
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When the students within the bullying cycle were
questioned about their emotional situation in the
classroom,

• 41.7 of the students, who were neither bullies
  nor victims, were very happy, 10 were unhappy.
• 58 of the children who were not involved in a
  bullying incident were very happy
• 13 of the victims were unhappy, 38 were
  neither happy nor unhappy.
• 34.2 of the students, who were both bullies
  and victims, were neither happy nor unhappy.
• 36 of the bullies were very happy.
• There was a statistically significant difference
  between the bullying and emotional situations of
  the students in the classrom. ( x2 39,041 p
  ,000)

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When the students feelings of confidence at
school was considered,

• 49 of the students, who were neither bullies
  nor victims, felt very confident.
• 57 of the students, who were victims, felt
  barely confident.
• 40 of the students, who were both bullies and
  victims, felt barely confident.
• 50 of the bullies felt very confident.
• Self confident (?2 42.7 p.000 )

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The disturbance of the students from the bullying
incidents at school

• 51.8 of the students, who were neither bullies
  nor victims,
• 72 of the victims felt very disturbed from the
  bullying incidents at school.
• 46.7 of the students, who were both bullies and
  victims and,
• 40.0 of the bullies felt very disturbed from
  the bullying incidents at school.
• 60 of the bullies were barely disturbed or not
  disturbed at all.
• (?2 31.539 p.000)

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Students fear of the bullying incidents at school

• 33 of the students, who were neither bullies
  nor victims, were very afraid.
• 43 of the victims were very afraid.
• 32.6 of the students, who were both bullies and
  victims, were barely afraid.
• 34 of the bullies were not afraid at all.
• (?2 21.628 p.001)

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• It was established that 244 (51 ) of the
  students were extremely disturbed by the bullying
  in school,
• 90 (19 ) students success in school was very
  negatively influenced
• 40 (8.5 ) of them had absenteeism due to this
  problem.

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CONCLUSIONS

• As per the findings of our study, only 35 of the
  children were not involved in a bullying
  incident.
• Boys are more apt to bullying.
• Most of the bullying incidents are encountered in
  the classrooms.
• It is quite remarkable that, the bullies express
  great happiness both during classes and breaks.
• Bullies are also the group, who feel themselves
  the most confident at school.
• A pleasing result is that, when the students
  within the bullying cycle see that a student is
  bullied at school, they either tell an elder
  about it or try to stop it. They dont overlook
  it.

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SUGGESTION

• The schools must bear the responsibility of
  providing the children with a safe environment.
  Also, knowing the bullying tendencies and
  tendency types of the children will contribute to
  the success of the nursing initiatives that will
  be planned to decrease the bullying problems.

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THANK YOU FOR YOUR ATTENTION