Harm inflicted by another, in the home or outside it.
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Qurʾān
القرآن6 shownVerses named for this subject by hand come first. The rest are found by the subject’s own Arabic and English senses and are shown as lexical matches, not as anchors anyone has confirmed.
Qur'ān 2:231English sense: harm, wrong him | named: named for theme_bridge theme no-harm | Arabic sense: ظلم
وَإِذَا طَلَّقۡتُمُ ٱلنِّسَآءَ فَبَلَغۡنَ أَجَلَهُنَّ فَأَمۡسِكُوهُنَّ بِمَعۡرُوفٍ أَوۡ سَرِّحُوهُنَّ بِمَعۡرُوفࣲۚ وَلَا تُمۡسِكُوهُنَّ ضِرَارࣰ ا لِّتَعۡتَدُواْۚ وَمَن يَفۡعَلۡ ذَٰلِكَ فَقَدۡ ظَلَمَ نَفۡسَهُۥۚ وَلَا تَتَّخِذُوٓاْ ءَايَٰتِ ٱللَّهِ هُزُوࣰ اۚ وَٱذۡكُرُواْ نِعۡمَتَ ٱللَّهِ عَلَيۡكُمۡ وَمَآ أَنزَلَ عَلَيۡكُم مِّنَ ٱلۡكِتَٰبِ وَٱلۡحِكۡمَةِ يَعِظُكُم بِهِۦۚ وَٱتَّقُواْ ٱللَّهَ وَٱعۡلَمُوٓاْ أَنَّ ٱللَّهَ بِكُلِّ شَيۡءٍ عَلِيمࣱ
When you divorce women and they have reached their set time, then either keep or release them in a fair manner. Do not hold on to them with intent to harm them and commit aggression: anyone who does this wrongs himself. Do not make a mockery of God’s revelations; remember the favour He blessed you with, and the Scripture and wisdom He sent to teach you. Be mindful of God and know that He has full knowledge of everything
Qur'ān 65:6named: named for theme_bridge theme no-harm
أَسۡكِنُوهُنَّ مِنۡ حَيۡثُ سَكَنتُم مِّن وُجۡدِكُمۡ وَلَا تُضَآرُّوهُنَّ لِتُضَيِّقُواْ عَلَيۡهِنَّۚ وَإِن كُنَّ أُوْلَٰتِ حَمۡلࣲ فَأَنفِقُواْ عَلَيۡهِنَّ حَتَّىٰ يَضَعۡنَ حَمۡلَهُنَّۚ فَإِنۡ أَرۡضَعۡنَ لَكُمۡ فَـَٔاتُوهُنَّ أُجُورَهُنَّ وَأۡتَمِرُواْ بَيۡنَكُم بِمَعۡرُوفࣲۖ وَإِن تَعَاسَرۡتُمۡ فَسَتُرۡضِعُ لَهُۥٓ أُخۡرَىٰ
House the wives you are divorcing according to your means, wherever you house yourselves, and do not harass them so as to make their lives difficult. If they are pregnant, maintain them until they are delivered of their burdens; if they suckle your infants, pay them for it. Consult together in a good way- if you make difficulties for one another, another woman may suckle the child for the father––
Qur'ān 34:31English sense: oppress, oppression | Arabic sense: الظلم, ظلم
وَقَالَ ٱلَّذِينَ كَفَرُواْ لَن نُّؤۡمِنَ بِهَٰذَا ٱلۡقُرۡءَانِ وَلَا بِٱلَّذِي بَيۡنَ يَدَيۡهِۗ وَلَوۡ تَرَىٰٓ إِذِ ٱلظَّٰلِمُونَ مَوۡقُوفُونَ عِندَ رَبِّهِمۡ يَرۡجِعُ بَعۡضُهُمۡ إِلَىٰ بَعۡضٍ ٱلۡقَوۡلَ يَقُولُ ٱلَّذِينَ ٱسۡتُضۡعِفُواْ لِلَّذِينَ ٱسۡتَكۡبَرُواْ لَوۡلَآ أَنتُمۡ لَكُنَّا مُؤۡمِنِينَ
The disbelievers say, ‘We will believe neither this Qur an nor the Scriptures that came before it.’ If only you could see [Prophet] how the wrongdoers will be made to stand before their Lord, hurling reproaches at one another. Those who were oppressed will say to the oppressors, ‘If it were not for you, we would have been believers.’
Qur'ān 42:40English sense: harm, wrong him | Arabic sense: الظلم, ظلم
وَجَزَٰٓؤُاْ سَيِّئَةࣲ سَيِّئَةࣱ مِّثۡلُهَاۖ فَمَنۡ عَفَا وَأَصۡلَحَ فَأَجۡرُهُۥ عَلَى ٱللَّهِۚ إِنَّهُۥ لَا يُحِبُّ ٱلظَّٰلِمِينَ
Let harm be requited by an equal harm, though anyone who forgives and puts things right will have his reward from God Himself––He does not like those who do wrong
Qur'ān 28:50Arabic sense: الظلم, بغي, ظلم | English sense: wrong him
فَإِن لَّمۡ يَسۡتَجِيبُواْ لَكَ فَٱعۡلَمۡ أَنَّمَا يَتَّبِعُونَ أَهۡوَآءَهُمۡۚ وَمَنۡ أَضَلُّ مِمَّنِ ٱتَّبَعَ هَوَىٰهُ بِغَيۡرِ هُدࣰ ى مِّنَ ٱللَّهِۚ إِنَّ ٱللَّهَ لَا يَهۡدِي ٱلۡقَوۡمَ ٱلظَّٰلِمِينَ
If they do not respond to you, you will know that they follow only their own desires. Who is further astray than the one who follows his own desires with no guidance from God? Truly God does not guide those who do wrong
Qur'ān 16:90Arabic sense: البغي, بغي | English sense: oppress, oppression
۞إِنَّ ٱللَّهَ يَأۡمُرُ بِٱلۡعَدۡلِ وَٱلۡإِحۡسَٰنِ وَإِيتَآيِٕ ذِي ٱلۡقُرۡبَىٰ وَيَنۡهَىٰ عَنِ ٱلۡفَحۡشَآءِ وَٱلۡمُنكَرِ وَٱلۡبَغۡيِۚ يَعِظُكُمۡ لَعَلَّكُمۡ تَذَكَّرُونَ
God commands justice, doing good, and generosity towards relatives and He forbids what is shameful, blameworthy, and oppressive. He teaches you, so that you may take heed
Research library, full list
951 to 975 of 995Meyer-Lindenberg A, Buckholtz JW, Kolachana B, R Hariri A, Pezawas L, Blasi G, Wabnitz A, Honea R, Verchinski B, Callicott JH, Egan M, Mattay V, Weinberger DR (2006)MEDLINE-indexed journal, not yet read by usProceedings of the National Academy of Sciences of the United States of America472 citations Neural mechanisms of genetic risk for impulsivity and violence in humans.
Neurobiological factors contributing to violence in humans remain poorly understood. One approach to this question is examining allelic variation in the X-linked monoamine oxidase A (MAOA) gene, previously associated with impulsive aggression in animals and humans. Here, we have studied the impact of a common functional polymorphism in MAOA on brain structure and function assessed with MRI in a large sample of healthy human volunteers. We show that the low expression variant, associated with increased risk of violent behavior, predicted pronounced limbic volume reductions and hyperresponsive amygdala during emotional arousal, with diminished reactivity of regulatory prefrontal regions, compared with the high expression allele. In men, the low expression allele is also associated with changes in orbitofrontal volume, amygdala and hippocampus hyperreactivity during aversive recall, and imp…
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A study of psychiatric nurses' beliefs and attitudes about work safety and assaults in Turkey.
In Turkey, the cultural structure effects the gender roles in the society, and women are subject to violence in an intense manner both inside the family and in their workplaces. In nursing, which is still defined as a woman's job in our country, it is possible to encounter many aggressive and threatening behaviours. Knowing no geographical borders, aggression leads to dissatisfaction and alienation with the profession for the nurses working at the psychiatric institutions in Turkey, thus aggression is a significant health risk in physical, psychological and social dimensions. The research was carried out with 162 randomly selected nurses working in the psychiatric institutions in Istanbul using the Attitudes Toward Patient Physical Assault Questionnaire. It has been determined that nurses' rate of exposure to verbal/physical assault by the patients and their relatives is high and that th…
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Common genital complaints in women: the contribution of psychosocial and infectious factors in a population-based cohort study in Goa, India.
Background: The genital complaint of abnormal vaginal discharge is common in South Asia. We describe the risk factors for the incidence of the complaint in women of reproductive age. Method Population-based cohort study in Goa, India. Out of 3000 randomly selected women, 2494 women participated. The outcome was an incident case of the complaint of abnormal vaginal discharge at 6 months (T1) and 12 months (T2) review.
Results: In total 71 (3.6%, 95% CI 2.8-4.5%) of the 2000 eligible women reviewed at T1 reported the complaint; and 80 (4.0%, CI 3.2-5.0%) of the 1999 women who did not complain of abnormal vaginal discharge at T1 reported it at T2. Multivariate logistic regression analysis identified the following factors as associated with the complaint: younger age (OR 0.26, CI 0.1-0.5 for women aged 40-49 years compared with women aged 18-24 years); illiteracy (OR 1.48, CI 0.9-2.4); relig…
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Violence exposure and traumatic stress symptoms as additional predictors of health problems in high-risk children.
Objective: To test the hypotheses that both violence and traumatic stress symptoms are associated with negative health status among poor preschool children.
Study design: This cross-sectional analysis of a Head Start preschool age cohort (n = 160) studied health outcomes parallel to those assessed in the 2001 National Health Interview Survey of child health (asthma, allergy, attention deficit hyperactivity disorder, global appraisal) as well as two stress-related somatic complaints, gastrointestinal problems and headache. Risk factors include sociodemographics, mothers' health factors, extent of exposure to violence and maltreatment, and mother- and teacher-reported traumatic stress symptoms.
Results: Compared with poor children in the National Health Interview Survey and their Head Start peers, children exposed to violence and those with high levels of traumatic stress had significantly…
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Carlson BE (2005)MEDLINE-indexed journal, not yet read by usJournal of interpersonal violence17 citations The most important things learned about violence and trauma in the past 20 years.
In the past 2 decades, important insights have been gained regarding violence and trauma. Complications occur in how violence and trauma, their causes, and their effects on victims should be defined. Violence and abuse to women--physical, sexual, and emotional--are not rare events and are most often perpetrated by partners or acquaintances rather than strangers and occur in nonmarital as well as marital relationships, including same-sex relationships. A promising methodological innovation in the study of violence and trauma is the use of longitudinal designs. Innovations in treatments for victims such as evidence-based interventions have been slow to emerge; they include eye movement desensitization and reprocessing (EMDR) and the Seeking Safety group intervention for drug-abusing women with trauma histories. Future research should address increased understanding of variation in individu…
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Preventing domestic abuse for children and young people: A review of school-based interventions.
Schools provide the setting in which interventions aimed at preventing intimate partner violence and abuse (IPVA) are delivered to young people in the general population and a range of programmes have been designed and evaluated. To date, most rigorous studies have been undertaken in North America and the extent to which programmes are transferable to other settings and cultures is uncertain. This paper reports on a mixed methods review, aimed at informing UK practise and policy, which included a systematic review of the international literature, a review of the UK grey literature and consultation with young people as well as experts to address the question of what works for whom in what circumstances. The context in which an intervention was delivered was found to be crucial. Context included: the wider policy setting; the national or regional level, where the local culture shaped under…
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Prevalence of dyslexia related to mental health problems and character strengths among primary school students in northwest China.
Objective: This study aimed to examine the prevalence of dyslexia, mental health problems, and character strengths among primary school students in northwest China.
Method: Primary school students (N = 2,322) were assessed for dyslexia, strengths and difficulties, self-esteem, bullying, depression, anxiety, and character strengths. The Student's t-test and χ2 test were used to compare continuous and categorical variables between students with and without dyslexia.
Results: The estimated prevalence of dyslexia ranged from 4.9% to 6.9% and was highly prevalent among boys. Students with dyslexia reported statistically higher mean scores for emotional symptoms, conduct behaviours, internalizing and externalising problems, as well as total difficulties. Conversely, they exhibited lower levels of prosocial behaviour, expressed lower self-esteem, and reported higher instances of being bullied. …
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Investigating the Multidimensionality and Psychometric Properties of the Children's Anger Rumination Scale (CARS): A Bifactor Exploratory Structural Equation Modeling Framework.
Anger Rumination (AR) represents a maladaptive cognitive process that contributes negatively to psychosocial functioning. The purpose of the present study was to investigate the psychometric properties (e.g., factorial structure, measurement invariance, and reliability) of the Children's Anger Rumination Scale (CARS). Factorial structure was tested by contrasting alternative model representations of the instrument (one- and four-factor independent cluster models-confirmatory factor analysis [ICM-CFA], exploratory structural equation modelling [ESEM], bifactor-CFA and bifactor-ESEM) in a convenience sample of 552 Greek students (Mage = 11.50 years; 53.6% girls). The hypothesized bifactor-ESEM solution, composed by a general anger rumination factor and four specific factors (Angry Afterthoughts, Thoughts of Revenge, Angry Memories, and Understanding of Causes) provided the best fit to the …
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School Climate and Bullying Bystander Responses in Middle and High School.
Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more stro…
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Agley J, Jun M, Eldridge L, Agley DL, Xiao Y, Sussman S, Golzarri-Arroyo L, Dickinson SL, Jayawardene W, Gassman R (2021)MEDLINE-indexed journal, not yet read by usJMIR mental health11 citations Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial.
Background: Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important. Further, rigorous assessment of interventions prior to widespread dissemination is crucial.
Objective: This study assesses the effectiveness and implementation fidelity of the ACT Out! Social Issue Theater program, a 1-hour psychodramatic intervention by professional actors; it also measures students' receptiveness to the intervention.
Methods: This study is a 2-arm cluster randomized control trial with 1:1 allocation that randomized either to the ACT Out! intervention or control (treatment as usual) at the classroom level (n=76 classrooms in 12 schools across 5 counties in Indiana, comprised of 1571 students at pretest in fourth, seventh, and tenth grades). The primary outco…
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Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students.
Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Cas…
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Family Violence, Sibling, and Peer Aggression During Adolescence: Associations With Behavioral Health Outcomes.
Bullying and sibling aggression can appear as similar behavior, though the latter is comparatively understudied. Aligned with the Theory of Intergenerational Transmission of Violence, research suggests that exposure to family violence increases an individual's risk for perpetrating violence in their own future relationships. Additionally, Problem Behavior Theory suggests that engaging in one problem behavior (e.g., bullying) increases the likelihood of engaging in other problem behavior (e.g., substance use). In Phase 1, this study of middle school students from the U.S. examined how exposure to family violence predicted membership in latent classes of bullying and sibling aggression perpetration (N = 894, sampled from four middle schools). In Phase 2, we used mixture modeling to understand how latent classes of family violence, sibling aggression, and bullying predict future substance u…
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LGBTQ bullying: a qualitative investigation of student and school health professional perspectives.
Researchers and practitioners have recently called for greater involvement of school health professionals (SHPs; e.g., school psychologists, nurses, guidance counselors) in interventions to identify and address bullying of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students. To inform future interventions, this study explored the perspectives of LGBTQ students and SHPs on LGBTQ bullying and SHPs' responses to LGBTQ bullying. Five online, asynchronous focus groups were held in 2018 with 28 LGBTQ students and 19 SHPs recruited from Massachusetts, US. Methods were guided by Rapid Qualitative Inquiry. Results revealed a disconnect in perceptions of LGBTQ bullying among LGBTQ students versus SHPs, with LGBTQ students reporting a range of often significant verbal, social, and physical bullying experiences and SHPs reporting minimal awareness of LGBTQ bullying at their s…
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Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model.
Cyber-bullying is becoming an increasing school and health problem affecting adolescents worldwide. A number of studies have examined risk factors and protective factors in cyber-bullying situations and their consequences on the psychological well-being of adolescents. Gratitude and Emotional Intelligence (EI) are two personal resources that have been shown to have beneficial effects on the health and the social, personal and psychological functioning of young people. Nevertheless, little is known about these two variables in the context of cyber-bullying. The main purpose of this study was to examine the roles of gratitude and EI in cyber-aggression. Specifically, we hypothesised a mediational effect of gratitude in emotional intelligence-cyber-aggression link. A total of 1157 students aged 12-18 years (54.4% females) completed several questionnaires assessing gratitude (Gratitude Quest…
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Interpersonal stranger violence and American Muslims: an exploratory study of lived experiences and coping strategies.
Hate crimes in the United States have drastically increased since 2015, particularly for the American Muslim population. There was a 17% hike in hate crimes against American Muslims in 2017 compared with the previous year. The objectives of the study were to document the experiences of interpersonal stranger violence, coping strategies and recommendations by American Muslims. We applied qualitative research methods to conduct seven focus group discussions with 37 participants in the Maryland area, throughout 2017. There were reports of verbal abuse, discrimination (in schools, workplace, college campuses, airports, Visa offices), bullying and microaggression. Individuals were torn between the public anxieties of being Muslim and their private attachment to their religious identity. Despite reports of fear and uncertainty, individuals applied caution, positive religious coping, and encour…
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A Mixed Method Evaluation of a Culturally Adapted, Brief, Bullying Bystander Intervention for Middle School Students.
The purpose of this mixed method study was to examine the appropriateness of a brief, bullying bystander intervention (STAC) adapted for a middle school in a low-income, rural community with a predominantly White and Hispanic student body. We were also interested in understanding the experiences of the students who participated in the intervention. Quantitative analysis suggested that students gained knowledge about bullying, increased their confidence to intervene in bullying situations, and used the STAC strategies to intervene in bullying behavior. Analyzing the qualitative data using Consensual Qualitative Research methodology ([CQR] Hill, 2005) revealed four domains in which students a) reported using the STAC strategies across multiple contexts and settings, b) spoke about fears related to intervening in bullying, yet intervened despite those fears, c) described emotional benefits …
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Bullied Adolescent's Life Satisfaction: Personal Competencies and School Climate as Protective Factors.
Although adolescence has been defined as a stage of vulnerability, due to the biopsychosocial changes that happen throughout this developmental stage, it is also one of growth. Some of the core personal competencies that have been identified to promote positive development at this stage while simultaneously preventing risks are: (1) a positive sense of self, (2) self-regulation, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. There are many factors and contexts that influence adolescent development. The school climate, for example, has the capacity to promote positive development and life satisfaction, yet on the other hand, it is a context within which different forms of violence, such as bullying, can occur. The principal aim of this study, therefore, is to analyze the influence that bullying has on one's life satisfaction, while taking into a…
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Mental health problems both precede and follow bullying among adolescents and the effects differ by gender: a cross-lagged panel analysis of school-based longitudinal data in Vietnam.
Background: The significant psychosocial harms from bullying among adolescents create major challenges for mental health promotion programs and services in schools. While the negative consequences of bullying victimisation are well known, to date there is scarce empirical analysis of inverse associations, in which mental health problems make children more vulnerable to bullying victimisation and perpetration. Based on a short-term longitudinal study among adolescents in Vietnam, this study examined reciprocal associations between children's depressive symptoms, psychological distress, suicidal ideation and bullying victimisation experiences (i.e., victims or bully-victims).
Methods: Secondary and high school students (n = 1167; age range: 11-16 years old; 55% female) in urban areas in northern Vietnam completed two self-administered questionnaires, 6-months apart in the academic year 201…
matched on Bullying (keyword), bullying (text)
Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame.
Bullying and cyberbullying have serious consequences for all those involved, especially the victims, and its prevalence is high throughout all the years of schooling, which emphasizes the importance of prevention. This article describes an intervention proposal, made up of a program (Cyberprogram 2.0 Garaigordobil and Martínez-Valderrey, 2014a) and a videogame (Cooperative Cybereduca 2.0 Garaigordobil and Martínez-Valderrey, 2016b) which aims to prevent and reduce cyberbullying during adolescence and which has been validated experimentally. The proposal has four objectives: (1) To know what bullying and cyberbullying are, to reflect on the people involved in these situations; (2) to become aware of the harm caused by such behaviors and the severe consequences for all involved; (3) to learn guidelines to prevent and deal with these situations: know what to do when one suffers this kind of…
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Bullying, mental health and friendship in Australian primary school children.
Background: Frequent bullying predicts adolescent mental health problems, particularly depression. This population-based study with young Australian primary school children aimed to determine the frequency and mental health correlates of bullying, and whether friendship could be protective.
Method: Participants were a population-based sample of 1221 children aged 8-9 years attending 43 primary schools in metropolitan Melbourne, Australia. Children were taking part in the Childhood to Adolescence Transition Study. Children completed online questionnaires at school to measure peer relations and emotional well-being. Parents reported on their child's mental health in questionnaires sent to the home.
Results: One in three children (29.2%) reported experiencing frequent bullying, defined as at least once a week. This included physical bullying alone (13.8%), verbal bullying alone (22.7%) and …
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Anger rumination and unjust world beliefs moderate the association between cyberbullying victimization and psychiatric symptoms.
Several studies have found a positive relationship between cyberbullying victimization and psychiatric symptoms such as depression or anxiety. However, relatively little research has investigated factors that might moderate this association. The present study aimed to examine the moderating role of anger rumination, unjust world beliefs and perceived social support in the relationship between cyberbullying victimization and psychiatric symptoms across different victim groups. A total of 1,500 participants (57.9% male, Mage = 28.9 years, SD = 8.7) were recruited using an online questionnaire. According to the results, 29.8% of participants reported being bullied online during the past year. Results also indicated that cyberbullying victims but not bully-victims with a tendency to ruminate on past anger episodes and strong unjust world beliefs are more likely to experience psychiatric symp…
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Hall W (2017)MEDLINE-indexed journal, not yet read by usJournal of the Society for Social Work and Research42 citations The Effectiveness of Policy Interventions for School Bullying: A Systematic Review.
Objective: Bullying threatens the mental and educational well-being of students. Although anti-bullying policies are prevalent, little is known about their effectiveness. This systematic review evaluates the methodological characteristics and summarizes substantive findings of studies examining the effectiveness of school bullying policies.
Method: Searches of 11 bibliographic databases yielded 489 studies completed since January 1, 1995. Following duplicate removal and double-independent screening based on a priori inclusion criteria, 21 studies were included for review.
Results: Substantially more educators perceive anti-bullying policies to be effective rather than ineffective. Whereas several studies show that the presence or quality of policies is associated with lower rates of bullying among students, other studies found no such associations between policy presence or quality and r…
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Associations between cyberbullying and school bullying victimization and suicidal ideation, plans and attempts among Canadian schoolchildren.
Purpose: The negative effects of peer aggression on mental health are key issues for public health. The purpose of this study was to examine the associations between cyberbullying and school bullying victimization with suicidal ideation, plans and attempts among middle and high school students, and to test whether these relationships were mediated by reports of depression.
Methods: Data for this study are from the 2011 Eastern Ontario Youth Risk Behaviour Survey, which is a cross-sectional regional school-based survey that was conducted among students in selected Grade 7 to 12 classes (1658 girls, 1341 boys; mean ± SD age: 14.3 ± 1.8 years).
Results: Victims of cyberbullying and school bullying incurred a significantly higher risk of suicidal ideation (cyberbullying: crude odds ratio, 95% confidence interval = 3.31, 2.16-5.07; school bullying: 3.48, 2.48-4.89), plans (cyberbullying: 2.7…
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Hinduja S, Patchin JW (2010)MEDLINE-indexed journal, not yet read by usArchives of suicide research : official journal of the International Academy for Suicide Research437 citations Bullying, cyberbullying, and suicide.
Empirical studies and some high-profile anecdotal cases have demonstrated a link between suicidal ideation and experiences with bullying victimization or offending. The current study examines the extent to which a nontraditional form of peer aggression--cyberbullying--is also related to suicidal ideation among adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of the largest school districts in the United States completed a survey of Internet use and experiences. Youth who experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression. Also, victimization was more strongly related to suicidal thoughts and behaviors than offending. The findings provide further evidence that adolescent peer aggression must be taken …
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The relationship between staff maltreatment of students and bully-victim group membership.
Objectives: The current study presents the prevalence of students' reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students' category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).
Method: This study is based on a large, nationally representative sample of 16,604 students in grades 7-11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students' gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.
Results: Significant MANOVA results were f…
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