Influence of Parental Rearing Patterns on School Bullying Behavior of Junior High School Students

Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school students.Some students even suffer from psychological problems such as depression and anxiety.Many research results at home and abroad show that personality is an important factor affecting bullying behavior.In this case,this study explores the impact of parental rearing patterns on school bullying behavior.Improving the parenting styles of junior high school students and their parenting level has become an practicable practical approach to prevent the problem of school bullying.

Do Victims Defend Victims?The Mediating Role of Empathy between Victimization Experience and Public-Defending Tendency in School Bullying Situations

Objectives:This study investigates the association between victimization experience and the tendency to defend on behalf of victims during school bullying incidents in public settings,with a focus on the mediating effect of empathy and the moderating role of school level among Chinese children and adolescents.Methods:Data were collected by a cross-sectional survey.A total of 1491 students in Grades 4–11 participated(Boys=52.8%;Mean_(age)=13.00 years,Standard Deviation_(age)=2.31).Structural equation modeling is employed to test the hypotheses.Results:The results indicate that empathy measures partially mediate the relationship between victimization experience and defending tendency in public in-school bullying situations.In particular,individuals with a history of victimization typically demonstrate lower levels of empathy.They are less likely to protect victims in school bullying situations in the presence of others,which suggests that empathy plays a significant mediating role in this relationship.Group differences were found between primary and secondary school students,which indicates that the hypothesized model should be considered through a developmental perspective.Conclusions:The findings of this study emphasize the importance of children’s benign peer relationships,and practitioners are encouraged to prevent victimization in schools and care for students who have been victimized;specific measures include cultivating empathy,teaching defending skills that have been found to help reduce the adverse effects of victimization,and encouraging prosocial behavior during children's socialization development.

Intervention research on school bullying in primary schools

Intervention research on school bullying was conducted in a primary school with an action research method.After conducting a five-week intervention program,the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly,but the rate of reduction in grade three was greater than that of grade five.Moreover,pupils'sense of security in school and the teachers'awareness and problem-solving ability were also improved.

What Should Parents Say to a Child Bullied at School?

The Double Take column looks at a single topic from an African and Chinese perspective. This month we discuss how parents should respond when their child is bullied at school.

Association of Adolescent Bullying Victimization with Meeting 24-hour Movement Behavior Recommendations:A Cross-Sectional Study Using the Combined 2015-2019 Youth Risk Behavior Survey

Purpose To examine the association between bullying victimization and meeting recommendations for the 24-h movement behaviors of physical activity,screen use,and sleep in adolescents.Methods Participants were a sample of US adolescents from the 2015–2019 national Youth Risk Behavior Survey(N=43,847;Mean age=16.0±1.2 years;50.7%female).The bullying victimization variables included the bullying expe-riences at school and online.Weighted multivariable logistic regressions analyzed associations between bullying victimiza-tion and meeting recommendations for 24-h movement behaviors controlling for age,sex,race/ethnicity,and weight status.Results Adolescents meeting non-academic screen and sleep recommendations had 25%(OR=0.75,95%CI 0.69–0.82)and 19%(OR=0.81,95%CI 0.74–0.89)lower odds to be bullied at school.Adolescents meeting non-academic screen recommen-dation had 27%lower odds(OR=0.73,95%CI 0.58–0.91)of experience online bullying.Male adolescents who met physical activity,non-academic screen use,and sleep recommendations had lower odds of experience the bullying at school of 29%(OR=0.71,95%CI 0.59–0.85),26%(OR=0.74,95%CI 0.61–0.90),and 31%(OR=0.69,95%CI 0.55–0.86),respectively.Among the females,non-academic screen use was the only movement behavior yielded statistical significance,in that those who met the recommendation had 15%(OR=0.85,95%CI 0.73–0.98)lower odds of experience the bullying at school.Conclusion The presence of meeting 24-h movement behavior recommendations associates with a lower probability of bullying at school and online in adolescents.Interestingly,these associations tended to be stronger and more consistent in males compared to females.