Violência interpessoal no ambiente acadêmico: percepções de uma comunidade universitária / Violencia interpersonal en el ambiente académico: percepciones de una comunidad universitaria / Interpersonal violence in the academic environment: perceptions of a university community

Este estudo visa descrever as percepções sobre violência na universidade em uma comunidade acadêmica com base em relatos sobre violências ocorridas em um campus universitário. Entrevistas qualitativas foram realizadas com 17 informantes-chave, assim considerados pelos papéis desempenhados na comunidade: estudantes, professores e funcionários, em cargos de gestão e/ou de representação. As entrevistas foram transcritas e analisadas em seu conteúdo, e referências discursivas recorrentes permitiram identificar os tipos de violência em cinco categorias de acordo com a experiência dos participantes: trote; violência em função de gênero ou raça; assédio moral; violência institucional; e outros tipos de violência. As violências na universidade são diversas; conhecê-las permite oferecer subsídios para melhorar as respostas institucionais já existentes ou criar formas de enfrentamento.(AU)

El objetivo de este estudio es describir las percepciones sobre violencia en la universidad en una comunidad académica a partir de relatos sobre violencias ocurridas en un campus universitario. Se realizaron entrevistas cualitativas con diecisiete informantes-clave, considerados de tal forma por los papeles desempeñados en la comunidad: estudiantes, profesores y empleados, en cargos de gestión y/o de representación. Las entrevistas se transcribieron y analizaron en su contenido y referencias discursivas recurrentes permitieron identificar los tipos de violencia en cinco categorías, de acuerdo con la experiencia de los participantes: novatadas, violencia en función de género o raza, acoso moral, violencia institucional y otros tipos de violencia. Las violencias en la universidad son diversas, conocerlas permite ofrecer subsidios para mejorar las respuestas institucionales ya existentes o crear formas de enfrentamiento.(AU)

This study aims to understand the perceptions of violence at the university in an academic community from the reports of its occurrence on a university campus. Seventeen qualitative interviews were carried out with key informants: students, lecturers, and staff members who had a manager position or representation in the collegiate. The interviews were transcribed, and their content analyzed. It was possible to identify the types of violence into five categories, according to the participants' experience and their recurrent discursive references. They are: hazing, gender or race-based violence, moral harassment, institutional violence, and other kinds of violence. The acts of violence in the university are varied and to know them offers subsidies to improve the institutional responses or create news forms of facing it.(AU)

Dark Triad Personality Traits in Cyber Aggression Among College Students.

Despite evidence supporting the importance of cyber aggression among early adolescents (Hinduja & Patchin, 2015), we know less about its correlates among college students. The present study examined the relationships of Dark Triad personality traits to cyber aggression in a college student sample (N = 297). Machiavellian, narcissistic (both grandiose and vulnerable forms), and psychopathic traits positively related to cyber aggression perpetration. A hierarchical multiple regression including gender, age, and Dark Triad traits found that only the erratic lifestyle component of psychopathic traits explained unique variance in cyber aggression perpetration. Gender did not moderate the relationships between Dark Triad traits and cyber aggression. These findings add to the literature on cyber aggression among college students, suggesting that psychopathic traits are a useful predictor.

Determinants of Workplace Bullying Types and Their Relationship With Depression Among Female Nurses.

BACKGROUND: Workplace bullying is commonly experienced by nurses worldwide. PURPOSE: This study was conducted to examine the determinants of different types of workplace bullying and their relationship to depression in female nurses. METHODS: A cross-sectional correlational study was employed, and 484 female nurses from a large medical center in southern Taiwan completed the questionnaire. Data were analyzed using logistic regression analysis. RESULTS: Being unmarried and working in medical/surgical units were found to be the major determinants of work-related bullying, whereas being unmarried was found to be the single determinant of person-related and physical-intimidation bullying. Moreover, work-related and person-related bullying were both found to be significant determinants of depression. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: Nursing administrators should establish workplace-bullying prevention and management strategies by setting reasonable and equal workloads for nurses, assigning tasks equitably, and building depression-related support and consultation groups.

Genetic and Environmental Influences on Different Forms of Bullying Perpetration, Bullying Victimization, and Their Co-occurrence.

Bullying comes in different forms, yet most previous genetically-sensitive studies have not distinguished between them. Given the serious consequences and the high prevalence of bullying, it is remarkable that the aetiology of bullying and its different forms has been under-researched. We present the first study to investigate the genetic architecture of bullying perpetration, bullying victimization, and their co-occurrence for verbal, physical and relational bullying. Primary-school teachers rated 8215 twin children on bullying perpetration and bullying victimization. For each form of bullying, we investigated, through genetic structural equation modelling, the genetic and environmental influences on being a bully, a victim or both. 34% of the children were involved as bully, victim, or both. The correlation between being a bully and being a victim varied from 0.59 (relational) to 0.85 (physical). Heritability was ~ 70% for perpetration and ~ 65% for victimization, similar in girls and boys, yet both were somewhat lower for the relational form. Shared environmental influences were modest and more pronounced among girls. The correlation between being a bully and being a victim was explained mostly by genetic factors for verbal (~ 71%) and especially physical (~ 77%) and mostly by environmental factors for relational perpetration and victimization (~ 60%). Genes play a large role in explaining which children are at high risk of being a victim, bully, or both. For victimization this suggests an evocative gene-environment correlation: some children are at risk of being exposed to bullying, partly due to genetically influenced traits. So, genetic influences make some children more vulnerable to become a bully, victim or both.

Acoso escolar en el ámbito universitario / Bullying in higher education

El objetivo del estudio fue analizar el acoso escolar (objeto, agente y observador) en el ámbito universitario según determinadas variables sociodemográficas y académicas (sexo, edad, procedencia, nivel de estudios y facultad). Los participantes fueron 765 estudiantes (72,9% mujeres) de la Universidad de Murcia, quienes contestaron el "Cuestionario sobre acoso entreestudiantes universitarios" (QAEU). Los resultados del estudio determinaron quetanto hombres como mujeres se implicaron en las distintas formas de acoso. Como agentes del acoso se implicaban más los que tenían entre 20 y 24 años comparados con los mayores de 30 años y los estudiantes de grado comparados con los demáster. Como objeto se implicaban más los estudiantes de entre 20 y 24 años comparados con los de 30 o más años y los estudiantes de otro tipo de formación comparados con los de máster. Sin embargo, como observador no se obtuvieron diferencias significativas según los rangos de edad. Los estudiantes de Humanidades, Ciencias Sociales y Ciencias de la Salud obtuvieron valores más altos en las subescalas evaluadas. Es conveniente promover programas de prevención del acoso escolar

The aim of the study was to analyze bullying (target, perpetrator and by stander) in the university environment according to sociodemographic andacademic variables (sex, age, origin, level of education and Faculty). The participants were 765 students (72.9% women) of the University of Murcia, whocompleted the "Questionnaire on harassment among university students" (QAEUin Spanish). The results of the study determined that both men and women were involved in different forms of harassment. Students were more involved asperpetrators between 20 and 24 years of age as compared to those over 30, and undergraduates were more involved than postgraduate students. As target,students aged 20-24 were more involved compared to those above 30 and undergraduate students exceeded postgraduates. However, as by standers, no significant differences were found according to age. The students of Humanities,Social Sciences and Health Sciences obtained higher values in the subscales evaluated. It is highly advisable to promote programs for the prevention of bullying in universities

Item Generation and Content Validity of the Child-Adolescent Bullying Scale.

BACKGROUND: Healthcare providers do not uniformly screen young patients for exposure to bullying, and no screening instruments have been developed for widespread use in clinical settings. OBJECTIVES: The objectives of this study were to (a) generate scale items by identifying and eliciting concepts relevant to youths with potential exposure to bullying as well as to professionals who work with bullied youths and (b) assess the content validity of the new Child-Adolescent Bullying Scale (CABS) instrument. METHODS: A mixed-methods design was used to develop an initial pool of 52 items. The study was conducted in four phases: (I) comprehensive review of the existing literature; (II) concept elicitation through the conduct of focus groups with school-age youths and professionals who work with bullied youths; (III) concept selection and item construction; and (IV) content validation assessment of relevance, clarity, and dimension of each item by a panel of 30 international bullying and measurement experts through completion of an online survey. RESULTS: An initial pool of 52 potential items was developed during Phases I-III of the study. During Phase IV, item- and scale-level content validity indices were calculated and were used to refine the item pool. These strategies resulted in a new, 22-item tool, with scale-level content validity indices of .954 for clarity and .920 for representativeness. DISCUSSION: Evaluation of the CABS tool with a sample of youths drawn from healthcare settings will be necessary to assess the performance of the CABS items, further evaluate its psychometric properties, and further refine the tool.

Victimisation through bullyi8ng and cyberbullying: emotional intelligence, severity of victimisation and technology use in different types of victims / Victimización de bullying, cyberbullying y ambas: inteligencia emocional, gravedad de victimización y uso de tecnologías en diferentes tipos de víctimas

BACKGROUND: Bullying and cyberbullying are global public health problems. However, very few studies described prevalence, similarities and differences among face-to-face victims, cybervictims and students who are victimised through both bullying and cyberbullying. This study was conducted to describe these different patterns of victimisation and severity of victimisation, emotional intelligence and technology use in different types of victims. METHOD: A total number of 2,139 secondary school students from 22 schools, randomly selected from all provinces of Andalusia, Spain, participated in this study. Information about bullying, cyberbullying, social networking sites use and perceived emotional intelligence was collected. RESULTS: Face-to-face victimisation only is the most common type of victimisation followed by mixed victimisation. Cybervictimisation only is rare. Mixed victims score higher in severity of bullying and present higher emotional attention than face-to-face victims. CONCLUSIONS: Most victims of cyberbullying are also face-to-face victims. Holistic approach that focuses on different problems at the same time seems to be needed to tackle these behaviours

ANTECEDENTES: el bullying es un problema de salud pública mundial. Sin embargo, muy pocos estudios describieron la prevalencia, las similitudes y las diferencias entre las víctimas cara a cara, cibervíctimas y estudiantes que han sido victimizados de ambas maneras. Este estudio se ha llevado a cabo para describir estos diferentes patrones de victimización y la gravedad de victimización, la inteligencia emocional y el uso de las tecnologías en diferentes tipos de víctimas. MÉTODO: en este estudio participaron 2.193 estudiantes de 22 escuelas, seleccionadas aleatoriamente de todas las provincias de Andalucía, España. Se recogió información sobre bullying, cyberbullying, uso de redes sociales e inteligencia emocional percibida. RESULTADOS: la victimización cara a cara es el tipo más común de victimización seguida de victimización mixta. Cibervictimización sola es poco común. Las víctimas mixtas muestran puntuación más alta en la gravedad de la victimización cara a cara y una mayor atención emocional que las víctimas cara a cara. CONCLUSIONES: la mayoría de las cibervíctimas son también víctimas cara a cara. Un enfoque holístico centrado en diferentes problemas a la vez parece necesario para erradicar estos problemas

Victimisation through bullying and cyberbullying: Emotional intelligence, severity of victimisation and technology use in different types of victims.

BACKGROUND: Bullying and cyberbullying are global public health problems. However, very few studies described prevalence, similarities and differences among face-to-face victims, cybervictims and students who are victimised through both bullying and cyberbullying. This study was conducted to describe these different patterns of victimisation and severity of victimisation, emotional intelligence and technology use in different types of victims. METHOD: A total number of 2,139 secondary school students from 22 schools, randomly selected from all provinces of Andalusia, Spain, participated in this study. Information about bullying, cyberbullying, social networking sites use and perceived emotional intelligence was collected. RESULTS: Face-to-face victimisation only is the most common type of victimisation followed by mixed victimisation. Cybervictimisation only is rare. Mixed victims score higher in severity of bullying and present higher emotional attention than face-to-face victims. CONCLUSIONS: Most victims of cyberbullying are also face-to-face victims. Holistic approach that focuses on different problems at the same time seems to be needed to tackle these behaviours.

Defining Cyberbullying.

Is cyberbullying essentially the same as bullying, or is it a qualitatively different activity? The lack of a consensual, nuanced definition has limited the field's ability to examine these issues. Evidence suggests that being a perpetrator of one is related to being a perpetrator of the other; furthermore, strong relationships can also be noted between being a victim of either type of attack. It also seems that both types of social cruelty have a psychological impact, although the effects of being cyberbullied may be worse than those of being bullied in a traditional sense (evidence here is by no means definitive). A complicating factor is that the 3 characteristics that define bullying (intent, repetition, and power imbalance) do not always translate well into digital behaviors. Qualities specific to digital environments often render cyberbullying and bullying different in circumstances, motivations, and outcomes. To make significant progress in addressing cyberbullying, certain key research questions need to be addressed. These are as follows: How can we define, distinguish between, and understand the nature of cyberbullying and other forms of digital conflict and cruelty, including online harassment and sexual harassment? Once we have a functional taxonomy of the different types of digital cruelty, what are the short- and long-term effects of exposure to or participation in these social behaviors? What are the idiosyncratic characteristics of digital communication that users can be taught? Finally, how can we apply this information to develop and evaluate effective prevention programs?

Overt and Relational Aggression Participant Role Behavior: Measurement and Relations With Sociometric Status and Depression.

This study is the first to measure participant role behavior across overt and relational forms of aggression. The Overt and Relational Aggression Participant Role Behavior Scales were designed to measure aggression, assisting, reinforcing, defending, victimization, and outsider behavior during acts of peer aggression in an ethnically diverse sample of 609 adolescents (M age = 12 years). The data fit the hypothesized 12-factor model, and measurement invariance was established across gender. Relational victimization, but not overt victimization, was positively associated with all other relational aggression roles. Each participant role subscale was positively associated with depressive symptoms with the exception of the overt and relational outsider subscales. Future research and intervention efforts should consider overt and relational aggression participant roles, separately.

Disentangling functions of online aggression: The Cyber-Aggression Typology Questionnaire (CATQ).

Aggression in online contexts has received much attention over the last decade, yet there is a need for measures identifying the proximal psychological drivers of cyber-aggressive behavior. The purpose of this study was to present data on the newly developed Cyber-Aggression Typology Questionnaire (CATQ) designed to distinguish between four distinct types of cyber-aggression on dimensions of motivational valence and self-control. A sample 314 undergraduate students participated in the study. The results confirmed the predicted four-factor structure providing evidence for distinct and independent impulsive-aversive, controlled-aversive, impulsive-appetitive, and controlled-appetitive cyber-aggression types. Further analyses with the Berlin Cyberbullying Questionnaire, Reactive Proactive Aggression Questionnaire, and the Behavior Inhibition and Activation Systems Scale provide support for convergent and divergent validity. Understanding the motivations facilitating cyber-aggressive behavior could aid researchers in the development of new prevention and intervention strategies that focus on individual differences in maladaptive proximal drivers of aggression. Aggr. Behav. 43:74-84, 2017. © 2016 Wiley Periodicals, Inc.

Instruments and Taxonomy of Workplace Bullying in Health Care Organizations.

PURPOSE: This study was aimed to evaluate the methodological issues and comprehensiveness of workplace bullying instruments and to suggest a taxonomy of psychological abuse. METHODS: Nineteen instruments applied in health care organizations and 469 questionnaire items mainly regarding psychological abuse were collected through a literature review. Three researchers classified the questionnaire items according to a "taxonomy of psychological abuse in the workplace." RESULTS: Many instruments of workplace bullying were developed in the 2000s using a reflective measurement model, but their psychometric property was not sufficient and the measurement model is questioned. Based on the questionnaire items, the "taxonomy of psychological abuse in the workplace" was modified by adding two new subcategories (unachievable work and unfair treatment) and clarifying some operational definitions. According to the modified taxonomy of 11 (sub)categories, the reviewed instruments assessed 6.5 (sub)categories on average. No instrument measured all (sub)categories. Category 4.2 (disrespect, humiliation, and rejection of the person) was measured in all instruments, followed by Categories 5 (professional discredit and denigration) and 1.2 (social isolation) behaviors. CONCLUSION: The current instruments are not comprehensive enough. It is suggested that the modified taxonomy is verified and guide more reliable and inclusive instruments in the future. Furthermore, a formative measurement model, which defines a bullying as an inventory of different types of behaviors, should be used.

Relación entre perfil antropométrico con la clasificación de bullying en escolares vulnerables chilenos / Relationship between anthropometric profile with classification of bullying in chilean vulnerable schools

Introducción: Las manifestaciones de bullying entre los estudiantes chilenos son cada vez más frecuentes, siendo un tema preocupante al interior de los establecimientos educacionales. Objetivo: Determinar la relación entre el perfil antropométrico con la clasificación de bullying en estudiantes vulnerables de una escuela de la ciudad de Temuco-Chile (EVUT). Material y métodos: La investigación es transversal. La muestra incluyó 36 sujetos vulnerables (38.9% mujeres), con una media para la edad, peso y estatura de 12,1 años, 60 kilos y 1,56 metros, respectivamente. Las variables estudiadas correspondieron al perfil antropométrico (composición corporal, somatotipo y estado nutricional) y clasificación respecto al bullying (a través del Cuestionario de Evaluación de Violencia Escolar en Infantil y Primaria). Los análisis se realizaron a través de la prueba de Pearson, Rho de Spearman y Chi-cuadrado de Pearson, considerando un α < 0,05. Resultados: Los EVUT alcanzan un promedio para la masa adiposa de 39%, masa muscular de 34%, un somatotipo de endomesomorfos (6,1 - 5,1 - 1,6), índice de masa corporal (IMC) de 24,3 kg/m2 y un estado nutricional de sobrepeso/obesidad que alcanza al 69,4%; con una clasificación en torno al bullying correspondiente a 19,5% de observadores, 8,3% de agresores, 22,3% de víctimas y 49,9% sin participación. Conclusión: Si bien no se comprobó la existencia de una relación estadísticamente significativa entre el perfil antropométrico y la clasificación en torno al bullying, se pudo observar una tendencia inversamente proporcional entre el IMC y los sujetos clasificados como víctima (AU)

Introduction: The manifestations of bullying among Chilean students are a recurrent theme within educational establishments. Objective: Determine the relationship between the anthropometric profile with the classification of bullying invulnerable students of a school in the city of TemucoChile (SVT). Methods: The research is transversal. The sample included 36 vulnerable subjects (38.9% female) with a mean for age, weight and height of 12.1 years, 60 kilos and 1.56 meters, respectively. The variables studied corresponded to the anthropometric profile (body composition, somatotype and nutritional status) and classification regarding bullying (through the Assessmente Questionnaire on School Violence in infant and Primary). The analyzed were performed using the Pearson test, Spearman’s Rho and Pearson’s Chi-square, considering α < 0.05. Results: The SVT to reach an average 39% of fat mass, 34% of muscle mass, a somatotype of endo-mesomorphic (6.1 - 5.1 - 1.6), body mass index (BMI) of 24.3 kg/m2 and nutritional status of overweight/obesity that reaches 69.4%; while classification around bullying corresponds to 19.5% of observers, 8.3% of aggressors, 22.3% of victims and 49.9% without participation. Conclusion: Although not confirmed the existence of a statistically significant relationship between anthropometric profile and classification of bullying, it was observed an inverse trend between BMI and subjects classified as victims (AU)

Maltrato infantilen escolares de quinto y sexto grado / Child abuse among schoolchildren in fifth and sixth grade

El maltrato infantil se define como los abusos y la desatención de que son objeto los menores de 18 años, e incluye todos los tipos de maltrato físico o psicológico. Objetivo: Describir los tipos de maltrato en el ambiente escolar y familiar de los niños de quinto y sexto grado. Metodología:Estudio mixto con diseño transeccional narrativo, realizado en la escuela Guillermo Prieto Vélez de la Comunidad de Los Pinos, San Pedro Sula, en el período de febrero a marzo del 2014. El universo/- muestra fue de 54 escolares de quinto y sexto grado y 25 padres de familia que se encontraban en sus casas al momento de recolectar la información. La técnica de recolección de datos fue mediante encuesta para las variables cuantitativas y entrevista para la información cualitativa. Resultados: En cuanto el maltrato intrafamiliar por negligencia, 14 niños (25.9%) no desayunan antes de ir a la escuela, y 20 (37%) no consumen merienda. 45 (83%) de los niños no consumen la cantidad de agua adecuada diariamente, 11 niños (20%) no reciben de sus padres el tiempo necesa- rio. Se encontró que 23 (42.6%) de los niños recibían maltrato de sus compañeros; golpes (43.5%), apodos (21.5%). Los escolares, narraron que son castigados por sus madres, abuela y padrastro, mediante faja, regaños, manotazos y otros; los padres refirieron que los castiga con faja y regaños. Conclusión: Se encontró que la mayoría de niños reciben maltrato intrafamiliar y escolar, siendo más común de tipo físico y emocional...(AU)

Bruxismo noturno, bullying verbal escolar e satisfação de vida dos adolescentes brasileiros / Sleep bruxism, scholl verbal bullying and life satisfaction among brazilian adolescents

O objetivo deste estudo foi investigar a associação entre o provável bruxismo noturno, bullying verbal escolar, classe econômica e satisfação de vida em adolescentes. : o primeiro com delineamento transversal de base populacional e o segundo, um estudo caso-controle aninhado ao estudo transversal. O estudo transversal de base populacional foi realizado com uma amostra de 1344 adolescentes de 13 a 15 anos de idade, matriculados em escolas de Itabira, Brasil. Os dados sobre o provável bruxismo noturno e classificação econômica foram obtidos por meio de questionário respondido pelos pais. Por sua vez, as informações sobre o envolvimento em episódios de bullying verbal escolar e satisfação de vida foram coletadas por meio de questionário respondido pelos adolescentes. O bruxismo noturno foi identificado à partir dos critérios mínimos da International Classification of Sleep Disorders (ICSD), enquanto as questões sobre o bullying verbal escolar foram baseadas no questionário da Pesquisa Nacional de Saúde do Escolar (PeNSE). Para se classificar economicamente às famílias, foram adotados os critérios formulados pela Associação Brasileira de Empresa de Pesquisa (ABEP). A satisfação de vida foi avaliada através da Escala Multidimensional de Satisfação de Vida para Adolescentes (EMSVA). Os dados foram analisados mediante testes bivariados e regressão de Poisson com variância robusta. De acordo com o relato dos pais, 205 (15,3%) adolescentes apresentavam provável bruxismo noturno. Em relação ao bullying verbal escolar, 10,9% dos adolescentes eram vítimas, 17,2% eram agressores e 5,9% eram tanto vítimas quanto agressores. A maior prevalência de bruxismo noturno foi observada entre adolescentes vítimas de bullying verbal escolar (RP: 6,31; IC95%: 4,78-8,32) e vítimas/agressores (RP: 5,27; IC95%: 3,82-7,27). O bruxismo noturno associou-se também à alta classe econômica (RP: 1,51; IC95%: 1.23-1,86), aos maiores escores de satisfação de vida nos domínios self (RP: 1,04; IC95%: 1,00-1,08), escola (RP: 1,05; IC95%: 1,02-1,09) e autoeficácia (RP: 1,07; IC95%: 1,03-1,12) e aos baixos escores de satisfação no domínio não violência (RP: 0,96; IC95%: 0,93-0,99). No estudo caso-controle, os adolescentes que participaram do estudo transversal foram distribuídos em dois grupos de acordo com a presença/ausência do provável bruxismo noturno. O grupo caso foi composto por 103 adolescentes com bruxismo noturno e o grupo controle tinha 206 participantes sem bruxismo noturno. Os grupos foram pareados de acordo com gênero e idade dos adolescentes e adotou-se uma proporção de dois controles para cada caso. A associação entre a variável dependente (bruxismo noturno) e as variáveis independentes (classe econômica e bullying verbal escolar) foi verificada por meio de modelos de regressão logística condicional não ajustado e ajustado. À partir da análise dos dados, verificou-se que os adolescentes com bruxismo noturno tiveram uma chance seis vezes maior de terem sido expostos a episódios de bullying verbal escolar (OR: 6,08; IC95%: 4,25-8,72), em comparação aos adolescentes do grupo controle. Diante destes resultados, concluiu-se que o bruxismo noturno associou-se significativamente ao bullying verbal escolar em ambos os estudos. Em contrapartida, a associação entre o bruxismo noturno e a classe econômica foi observada apenas no estudo transversal

The aim of this study was to investigate the association between probable sleep bruxism, school verbal bullying, economic class and life satisfaction in adolescents. This study will be presented in two papers format: the first crosssectional population-based and the second, a case-control study nested in the cross-sectional study. The cross-sectional population-based study was conducted with a sample of 1344 adolescents aged 13 to 15 years of age, enrolled in schools in Itabira, Brazil. Data on the likely sleep bruxism and economic status were obtained through a questionnaire answered by parents. In turn, the information about the involvement in episodes of verbal bullying and school life satisfaction were collected through questionnaires answered by adolescents. The sleep bruxism has been identified as the minimum criteria of the International Classification of Sleep Disorders (ICSD), while questions about the school verbal bullying were based on the questionnaire from the National School of Health (PeNSE). To qualify economically families, they were adopted the criteria formulated by the Brazilian Association of Research Companies (ABEP). The life satisfaction was assessed using the Multidimensional Scale for Adolescents Life Satisfaction (EMSVA). Data were analyzed using bivariate tests and Poisson regression with robust variance. According to parents' reports, 205 (15.3%) adolescents were likely nocturnal bruxism. In relation to the school verbal bullying, 10.9% of adolescents were victims, 17.2% were aggressors and 5.9% were both victims and perpetrators. The higher prevalence of sleep bruxism was observed among adolescent victims of school verbal bullying (OR: 6.31; 95% CI: 4.78 to 8.32) and victims/perpetrators (PR: 5.27; 95% CI: 3.82 -7.27). The sleep bruxism was associated also with high economic class (PR: 1.51; 95% CI: 1.23-1,86) to higher life satisfaction scores in self domains (RP: 1.04; 95% CI: 1, 00 to 1.08), school (PR: 1.05; 95% CI: 1.02 to 1.09) and self-efficacy (OR: 1.07; 95% CI: 1.03 to 1.12) and low scores satisfaction in the non-violence (PR: 0.96; 95% CI: 0.93-0.99). In the case-control study, adolescents who participated in the cross-sectional study were divided into two groups according to the presence/absence of probable sleep bruxism. The case group was composed of 103 adolescents with sleep bruxism and the control group had 206 participants without sleep bruxism. The groups were matched according to gender and age of adolescents and we adopted a ratio of two controls for each case. The association between the dependent variable (sleep bruxism) and independent variables (economic class and school verbal bullying) was verified by conditional logistic regression models unadjusted and adjusted. In the analysis of this data, it was found that adolescents with sleep bruxism had a six times greater chance of having been exposed to episodes of school verbal bullying (OR: 6.08; 95% CI: 4.25 to 8.72) compared to adolescents in the control group. Given these results, it was concluded that sleep bruxism was significantly associated to school verbal bullying in both studies. In contrast, the association between sleep bruxism and economy class was only observed in cross-sectional study

Workplace Bullying in Healthcare: Part 3.

As many as 53.5 million American workers have experienced workplace bullying, which can cost organizations an estimated $200 billion annually in lost productivity, increased sick d ays, increased med ical claims, legal costs, and staff turnover. Bullying can occur in any profession, but for many reasons it is most prevalent in healthcare. Bullying behavior in healthcare has been reported and documented in literature for over 35 years. Although physicians are often considered to be the primary culprit of bullying, healthcare bullies can be one any one of the professionals who work in the organization including nurses, radiology technologists, pharmacists, ancillary staff personnel, administrators, or other non-physician staff members. The first installment of the series focused on defining bullying and its impact on the organization. Part 2 discussed three legal protections for the bully to include at-will laws, unions, and bylaws related to physician privileging. The final installment in this series will evaluate specific bully types and implementing processes to address inappropriate behavior.

Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States.

This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.

High school students' experiences of bullying and victimization and the association with school health center use.

BACKGROUND: Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of school-based bullying and victimization and their use of SHCs. METHODS: Data was analyzed from 2063 high school students in 5 Northern California school districts using the 2009-2010 California Healthy Kids Survey. Chi-square tests and multivariate logistic regression were used to measure associations. RESULTS: Students who were bullied or victimized at school had significantly higher odds of using the SHCs compared with students who were not, and were also significantly more likely to report confidentiality concerns. The magnitude of associations was largest for Asian/Pacific Islander students, though this was likely due to greater statistical power. African American students reported victimization experiences at approximately the same rate as their peers, but were significantly less likely to indicate they experienced bullying. CONCLUSIONS: Findings suggest that SHCs may be an important place to address bullying and victimization at school, but confidentiality concerns are barriers that may be more common among bullied and victimized youth.