The Background And History Of Bullying Psychology Essay

The Background And Hi bill Of intimidate Psychology Essay determent young-bearing(prenominal) genital organ lead suicide and death, scatheonize to Centers for Disease Control suicide is ca enjoymentd death number 3 in adolescent. occupy by Yale University (2008) adolescent that became dupe of hector 2 to 9 times to a greater extent plausibly concider to suicide. Suicide case related boss around must be keep open, this situation contrary with the reality that even deterrence occurs in domesticate, but fewtimes people does non aw be or just think that as naughtiness of the children. From CDC (2011) prevelance of pupil who involved in or affected by b either in allyrag atomic number 18 43.9% bookmans shopping centre tutor and 30.5% students juicy instruct, think by Owusu et al. (2011) effect that 40.1% of the total warning student organism bullied and likely signifi slewt produce over negative psycological wellness than students who do non become bullied. pic k out by Allison, Roeger and Reinfeld-Kirkman (2009) show that n betimes whiz-fifth of adults report having experience of boss around when they at nurture and this check excessively found that those who had been bullied significantly poorer noetic and mental health. Acording information from world-wide indoctrinate wellness Survey (GSHS) of WHO, 2007 prevalence of hectorrag in Indonesia is 49 %, Thailand 27,8% in 2008 and Filiphina 35.7% student in 2004. only(prenominal) with a population of adolescents atomic number 18 1,2 one thousand thousand in worldwide which is 18-25% adolescent in Asia (WHO,2010) and in that location are 3,6 billion adolescent or 18 % of the total population in Indonesia (National map of Statistic,2010) if we did not immediatly addres this job, the future of the adolescent go forth be dangerous.The studies show prove that intimidate is precise dangerous for the future of students as it could hit printing or even suicide. In 2010, Kv arme, Helseth, Sateren and Natvig found that indoctrinate children who pee-pee been bullied mat up helpless, lonely and excluded when they were bullied, students who behave been bullies have an increase risk of ontogeny anxiety, depression. Study by Owusu, Hart,Oliver and Kang, (2011) in any case found that victim of deterrence were significantly much likely to report negative psychological health such as signs of depression, suicide belieftion, being so mad that affect sleep and loneliness. Moreover vignette from korea shown that victim perpetrators describe more(prenominal) suicidal/ egotism-importance insalubrious behaviors (Kim, Koh,Laventhal, 2005). In 2010, Patchin and Hinduja found that Students who see cyber blustery both as a victim and an offender, had significantly lower egotism-importance enjoy than who had little or no experience with cyber blusterous and also hire by Schneider, ODonnell, Stueve and Coulter (2012) found that victim of strong-arm rep ort low school performance and school attachment, psychological distress was highest among victim of strong-arm.Study ab come in the intervention also have been lease to overcome blustery. Blosnich and Bossarte (2011) found that having adults and staff that supervising hallways was associated with 26% shine of peer victimization. The impat of the Olweus prevention ptogram consider by Bowllan (2011) found that teacher statistically significant improvements in their capacity to identify bullying, blather to students who bully and talk with them. Study by Boulton, Bishop, Baxandall, et al. (2007) found that a majority of participant necessity that peer counselling as problem solving related bullying. in like manner knowledge by Li, Washburn, Dubois, et.al (2011) found that student who involved with Positive bodily process Program have 37% fewer violence behaviors and 41% fewer bullying behavior. The intervention program did not erective if we did not comprehend the bullyin g as problem.Topic in this interpret about bullying in adolescent, this topic will be help us to undestand bullying as problem. To support this topic and to identify the gap of bangledge in the community, about 25 terms that related with this topic has been colected. The articles that employ were publish in 2004-2012 at the data base at Ebsco Host and Science Direct.This news report will help student to gain more knowlegde, support the idea about the bullyingin adolescent and will help to conducting the tesis in the future. In commit to make a better understanding about the content of the report. This paper will summarize the article from the definition of the phenomena, the objective, design, sample and the result of the study. And finnaly will expalin about gap of knowledge and how to fulfill the gap as the tesis plan.Summarizing consequentDefinition of phenomena1. BullyingDefinition of Bullying is tell intentional bother of injury or discomfort (physical or nonphysical) on another somebody over time in an imbalanced relationship (Olweus,1994). In addition to physical and nonphysical forms, bullying can also be reason as call or collateral, Direct bullying involves threatening, stealing, hitting, and verbal ab hold, whereas indirect bullying involves loving isolation, spreading rumors, and ignoring ( Van der Wal MF, de Wit CAM, Hirasing RA, 2003).Bullying as a type of interpersonal violence in which there is a power imbalance between victim and bully, typically characterized by repeated aggressive verbal and/or physical behavior with intent to harm or disturb the victim (Nansel et al., 2001 Olweus, 1993, 1994).According of Royal College of Psychiatricts (2006) Bullying is a form of aggresion that can be hurtful manner such as hit or punch other,kick or trip other up, take or spoil other things, call other names, tease other, compensate other nasty looks, threaten other, make nasty rumours or story about other, spread nasty rumours or stories about other, not allow them join in play or games and not talk to them.The useable definition of Bullying is agression behavior that hurtful manner in direct (threatening, hitting, puch other) and indirect (verbal abuse, teasing, bequeath other nasty looks, and make nasty rumours abot ather) with imprint to physical dan phycological health which done by other people with more power in some periode of time.2. AdolescentThe fall in Nations Population stock certificate (UNFPA) defines adolescents as being between the suppurates of 10 and 19 this definition like with World Helath Organization (WHO) about adolescent.according to the American Academy of tiddler and Adolescent Adolescents divided into three floors early adolescent (11-13 year of age), centerfield adolescent (14-18 year of age) and late Adolescent (19-24 year of age).According to United Nations Childrens Fund (UNICEF) in 2005, The stages of adolescence can be separated into three early (10-13 eld of age), middle (14-16), and late (17-19).In early adolescence, physical changes include physical and sexual maturation. These changes continue through middle adolescence into the late stage, adolescents are thought to be less concerned with their body image than they are during early adolescence. Cognitively, adolescents in the early stage develop concrete persuasion abilities, while in middle and late adolescence, the young person moves to thinking abstractly and can develop reasoning skills. Emotionally, adolescents in the early stage are undertakening to explore decision-making opportunities, while in the middle stage, they begin to develop a sense of identity, established more fully in late adolescence. Socially, during this stage, peers become a bigger influence and sexual fire usually begins. During the middle stage of adolescence, peers continue to hold influence, and sexual stake develops further. Finally, in the late stage, transitions to work and further schooling take behind.Over all, The in operation(p) definition of the adolescent is young people that age around 10-19 years old.Objective of the studyThe near objectieve of the former studies was the assosiation bullying with psychological distress(Schneider, ODonnell, Stueve,et all.,2012 Undheim and Sund, 2010 Kim, Koh and Leventhal,2005), attempt factor of bullying (CDC,2011 Fitzpatrick, Dulin and Piko, 2007), Psycological adjustment (Wei and Williams,2009 Owusu,Hart, Oliver,et all.,2011), School safety (Blosnich and Bossarte,2011), Psychosocial environment (Meyer-Adam and Conner,2008), clinical depression (Kaltiala-Heino, Frojd and Marttunen,2010 Fleming and Jacobsen, 2009), Self esteem ( Patchin and Hinduja, 2010), Preception about bullying (Frisen,Jonsson and Persson, 2007 Juvonen and Gross, 2008), Program intervention (Bowllan and Nancy, 2011), Health quality of life (Allison, Roeger and Reinfeld-Kirkman, 2009), Suicide (Kim, Koh and Leventhal,2005) and also to examine the prevalence of bullying s uch as study by Schneider, ODonnell, Stueve,et all.(2012) . The other objective was to explore the bullying experience (Kvarme,Helseth, and Natvig, 2010 Willis and Griffith , 2010), Peer councelling (Boulton, Trueman and Bishop, 2007) and perspective of bullying (Brown, Birch and Kancherla, 2005). determinationMost of the article using quantitative design for their study which is fall into place sectional studies (Wei and William, 2009,Owusu, Hart, Oliver,et all.,2011 Undheim and Sund, 2010 Blosnich and Bossarte, 2011Hensershot, Dake, expenditure and Lartey, 2006 Kim, Koh and Leventhal,2005 Fitzpatric, Dulin and Piko,2007 Juvenen and Gross, 2008 Patchin and Hinduja,2010), and Retrospective studies (Meyer-Adams and Conner,2008 Allison, Roeger, and Reinfeld Kirkman,2009 Brown, Brich and Kancherla,2005 Bond, Wolf, Tollit, Butler and Patton,2007 Chapell,Hasselman, Kitchin et all.,2008Gukin and Lewis,2006). The rest of the article use descriptive study (Schneider, ODonnell, Stueve,et a ll.,2012), , Quasi experimental (Kaltiala-Heino, Frojd and Marttunen,2010 Bowllan and Nancy, 2011), Randomised Control attempt (Li, Washburn, Dubois et all.,2011) and the qualitative study that use explorative design ( Kvarme, Helseth, Sateren and Natvig, 2010 Willis and Griffith, 2010) and phenomenological (Boulton, Truemen, Bishop et all.,2007 Frisen, Jonsson and Perddon, 2007).Sample /participantMost of sample that use in that studies were students and only one study that use nurse as sample (Schneider, ODonnel, Stueve, et all.,2012). Range of the sample sizing was from 11 (Willis Griffith, 2010) to 20,406 (Schneider, ODonnel, Stueve, et all.,2012). The type of consume that most use in 25 articles was random sampling (Hendershot, Dake et all.,2006 Patchin and Hinduja,2010 Allison, Roeger and Reinfeld,2009 Guckin and Lewis,2006) and the other use project sampling, clustered sampling and total sampling with survey and the rest of the article did not exempt about the method t hat use to take sample.Most of the studie were conduct in America and Europe from 25 articles only 2 studies that conduct in Asia which is in Taiwan by Wei and Williams (2009) and in Korean by Kim, Koh and Levental (2005) . The age of the sample size that use in was student in middle school and high school or both of them example study by Schneider, Shari Kessel, ODonnell, Lydia, Stueve, Ann, Coulter, Robert W. S., (2012) sample was use student in grade nine-twelfth. promoterMost of the peckers that use in the previous studies are different. unaccompanied study by Owunsu, Hart, Oliver et all.(2011) and study by Flemming Jocebsen (2009) are same used Global School Based Health Survey (GSHS). This pecker develop by WHO and conducted among students aged 13-15. This instrument used to identify health behavior and cautionary factor among student aged 13-15. This instrument did not particular(prenominal) to identy bullying but there are some content about bullying in GSHS. The instr ument that specific to identify bullying was Olweus Questionnaire in this instrument identify of bullying about exposure to various physical,verbal, indirect, racial, and sexual forms of bullying/ harassment, how students bully others, where bullying occurs, pro-bully and pro-victim attitudes, and the extent to which the social environment that used in study by Bowllan and Nancy (2011). The other instrument to identify bullying was Gatehouse Bullying Scale (GBS) whis is in good to moderate test- retest reability (rho 0.65) that used in study by Bond, Wolfe, Tollit et all.(2007).Study by Undheim and Sunud (2010) was to asses prevalence of beeing bullied and behaving aggresively toward other and the psychosocial characteristics of exposed student, so they used the Mood and Feeling Questionnaire to identify psychosocial characteristic of students.The other instrument that used were Beck Depression, Rosenberg self esteem and ect.Main resultStudy by Centers for Disease Control and Preven tion (2011), shown that student who involved in or affected by bullying are 43.9% students middle school and 30.5% students high school, and ussualy Bully victims were more likely to report violent family encounters than bullies and bullies were more likely to report such encounters than victims. the prevelance of cyberbullying and school bullying was 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months with a majority of cyberbullying were also school bulying and then Victimization was higher(prenominal) among nonheterosexually youth. The Victims report low school performance and school attachment. Psychological distress was highest among victims of both cyberbullying and school bulying. (Schneider, Shari Kessel, ODonnell, Lydia, Stueve, Ann, Coulter, Robert W. S.,2012).The school nurses identified the most common barrier to dealing with bullying, which include bullying taking place where the nurse is not supervising (49%), somebody else in the school being more qualified to address bullying (41%), not having enough time (26%), and not beeing prepared to handle the problem (25%). Only 14 % stated that there were no barriers to dealing with student bullying. (Hendershot C Dake JA Price JH Lartey GK, 2006). In African American Adolescents Bullying behavior was higher than reported for other general student. And age, family violence, negative peer relationships and behavioral risks all contributed to increased odds of students reporting bullying behavior. (Fitzpatrick KM Dulin AJ Piko BF.,2007).The ages which most students had been bullied at school were between 7 and 9 years. Bullies give tongue to bullying took place when they were 10 to 12 years old. The most common reason as to wherefore individuals are bullied was that they have a different appearance. (Frisn A Jonsson A Persson C., 2007). When bullied, almost half said they fight back down, about a fourth tell an adult, and 20% do nothing only 8% purify to t alk to the bully. Nearly two thirds claimed they tell or try to cut off bullying when they see it, but 16% do nothing, and 20% join in. Frequent bullies were more likely to think it is cool, to fight back when bullied, and to join in when others are bullied. Two classes of victims were apparent. Victims who also bully practically said that bullying occurs because others are not friendly to bullies or because bullies necessity to get their way, many also admitted that they do not know how it can be stopped. Victims who do not bully were most likely to do nothing when bullied but to try to stop the bullying of others. (Brown SL, Birch DA, Kancherla V., 2005). info from Northern Ireland the incidence of victimization within the peer group of respondents was very high in comparison not only to previous. The report 59.2% of the respondents said that schools were proactive in bullying and did have an official policy in place and one quarter of respondents and victims who would approach the teacher and also 50.4% of all respondents believed that their school provided real help for victims. (Guckin CM, Lewis CA.,2006).Study by Kvarme LG Helseth S Steren B Natvig GK. (2010). Nearly one-fifth of adults reported having experience bullying when they were at school. Those reporting that they had been bullied experienced significantly poorer mental and psycological health compared to those who had been bullied (Allison S Roeger L Reinfeld-Kirkman N., 2009). The students felt helpless, lonely and excluded when they were bullid, students who have been bullies have an increased risk of developing anxiety, depression and They wanted the bullying to be recognized, assistance from the staff to stop the bullying, and to be included by their peers and from other study Victim of bullying were significantly more likely to report negative psychological health compared with those who reported not beeing bullied.such as signs of depression, suicide ideation, being so worried rried th at it affects sleep and loneliness. (Owusu, Andrew, Hart, Peter, Oliver, Brittney, Kang, Minsoo. 2011).Moreover, study from korea shown that Victim perpetrators reported more suicidal/self injurious behaviors and suicidal ideation in the previous 6 months. In female students, all 3 school bullying groups had increased suicidal ideation for the previous 2 weeks but not in male students. (Kim YS Koh Y Leventhal B, 2005). Students who experienced cyberbullying both as a victim and an offender, had significantly lower self esteem than who had little or no experience with cyberbullying (Patchin JW Hinduja S., 2010). Students who reported being bullied in the past month were more likely than nonbullied students to report symptoms of depression. A higher number of days of being bullied in the past moth was associated with a statitcally significant increase in reported rate of sadness and hopelessness. (Fleming LC, Jacobsen KH. 2009). abstract frameworkMost of the study did not use conceptu al framework, some of the study use the conceptual framework example study by Kvarme, Helseth, Seteran and Natvig, (2010), used Quality of Live (QOL) and Solutions Focus approach and famework and also study by Wei and Williams, 2009 use The information Processing Model as a framework..LimitationThe article that review have some limitation in some study data sorce use self-reported single item such as study by Schneider, ODonnel,Stueve et all.(2012), CDC(2011), Undheim Sund (2010), Hendershot, Dake, Price et all (2006), Boulton,Trueman, Bishop et all( 2007), Juvenen and Gross(2008), self-report of negative behaviours was used as a basis for outcome measures in study by Brown, Birch and Kancherla(2005) and self report as subject to recall and social desirability bias, but some study use multiple source, cause discrepancy between measure (Wei and Williams, 2009). In the content of study did not explore contextual influences on the behaviors and the complex role that bystanders student and parents and adults in the community study by Schneider, ODonnel,Stueve et all.(2012) , The sample size that use only small sample (Kvarne, Helseth, Deteren and Natvig,2010), The sample was limited to school nurses who were member of NASN (Hendershot, Dake, Price et all,2006), Knowledge about theoretical framework to analysis and interpretation data of school nurses and researchers are limited. Use cross sectional study and author cannot be implied (Kvarne, Helseth, Deteren and Natvig,2010), The result cannot be generalized to similar age out of school adolescents (Owusu, Hart, Oliver et all.,2011 Undheim Sund, 2010 Willish Griffith, 2010Fitzpatrick, Dulin and Piko, 2007 Frizen, Jonsson and Persson,2007, Meyer-Adam Conner, 2008, Kaltiala-Heino, Frojd, and Marttunen, 2010 Patchin Hinduja, 2010 Bowllan Nancy, 2011 Li, Washburn , Dubois et all., 2011) with only one moderatly size city and participant qualified age range, None of the unbeliefs used in the analysis assessed the source of bullying, since there no item in the survey(Owusu, Hart, Oliver et all.,2011),The questionnaire must be more specific (Blosnich and Bossarte, 2011 Kim, Koh and Leventhal, 2005 Fleming and Jacobsen, 2009) and the length of the survey are limited (Fleming and Jacobsen, 2009).Gap of the KnowledgeThe article that have been review can be categorize become three part.Article that shown the prevalence of bullying or phenomena of bullying.The ages which most students had been bullied at school were between 7 and 9 years. Bullies said bullying took place when they were 10 to 12 years old. The most common reason as to why individuals are bullied was that they have a different appearance. (Frisn A Jonsson A Persson C., 2007). In African American Adolescents Bullying behavior was higher than reported for other general student. And age, family violence, negative peer relationships and behavioral risks all contributed to increased odds of students reporting bullying behavior. (Fitzpatr ick KM Dulin AJ Piko BF.,2007).Article that shown the effect of bullying.Study by Kvarme LG Helseth S Steren B Natvig GK. (2010). Nearly one-fifth of adults reported having experience bullying when they were at school. Those reporting that they had been bullied experienced significantly poorer mental and psycological health compared to those who had been bullied (Allison S Roeger L Reinfeld-Kirkman N., 2009). The students felt helpless, lonely and excluded when they were bullid, students who have been bullies have an increased risk of developing anxiety, depression and from other study Victim of bullying were significantly more likely to report negative psychological health compared with those who reported not beeing bullied.such as signs of depression, suicide ideation, being so worried rried that it affects sleep and loneliness. (Owusu, Andrew, Hart, Peter, Oliver, Brittney, Kang, Minsoo. 2011). Moreover study from korea shown that Victim perpetrators reported more suicidal/self i njurious behaviors and suicidal ideation in the previous 6 months. (Kim YS Koh Y Leventhal B, 2005).Article that shown about the intervention that can be resolution to bullying.The school nurses identified the most common barrier to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not beeing prepared to handle the problem (25%). Only 14 % stated that there were no barriers to dealing with student bullying. (Hendershot C Dake JA Price JH Lartey GK, 2006).The review from the article found that most of the studies conduct in the America and Europe and only two studies that conduct in Asia. Hence, the study about bullying must be improved in Asia especially in Indonesia which is have large population and did not have specific program about bullying.Bullying that have been study most of them shown the high of prevelance of the bullying, eventhough the prevelance of bullying high but we can see this as real situation condition because the sample that used was only one group of the students so the result of the study can not be generalize. Moreover the adolescent that have been categorie as the stage developmental, so to realy know about phenomena of bullying and prevalence of bullying in adolescent study about bullying in three stage of developmental in adolescent must be conduct in the future.Understand the effect of bullying and the urgention of this problem, prevention program and intervetion program to decrese prevelence of bullying must be done. But the problem is the program will be fail if we give the program in the wrong student. So identify the student that can be victim of the bullying will be help to prevent the bullying. What the determinats of personal factors that related to victim of bullying and the association bullying with self esteem which is part of self concept .Who the victim ?Effect of bullyingBullyingIntervention of bullyingHow to fullfill the gapThe gap of knowledge that we found can become reseach question. The reseach question that we found were who the victim of bullying?, how the bullying in indonesia and how the relationship between bullying and self esteem?Reseach question must be answered with study in the future. To answer the reseach question the purpose of the study must be setting. From reseach question in above, the objective of the study are The prevalency of bullying in indonesiaTo examine the determinants of personal factors that related to bully victimThe association bullying with self esteem.InstrumentThe instrument that used to answer the reseach questian are The Olweus bully/ victim questionnaireThe Rosenberg scale of self esteemThe reseach design of this study are cross sectional with regression.SampleThe sample that used are student from the 10-19 years old. With type of sample are stratified sampling.The conceptual frameworkIn this study will use conceptual frame work of the developmental of adolescent and the concept of self esteem