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2.
Nursing ; 50(3): 48-52, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32068707

RESUMO

Bullying can occur at all levels of nursing, and anyone could be targeted. This article offers strategies to identify bullying behaviors and discusses the prevalence of incivility in the nursing profession with a focus on vertical violence.


Assuntos
Bullying , Relações Interprofissionais , Enfermeiras Administradoras/psicologia , Enfermagem/organização & administração , Bullying/prevenção & controle , Bullying/estatística & dados numéricos , Humanos
4.
Glob Health Action ; 12(1): 1656905, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31512573

RESUMO

Bullying has been described as one of the most tractable risk factors for poor mental health and educational outcomes, yet there is a lack of evidence-based interventions for use in low and middle-income settings. We aimed to develop and assess the feasibility of an adolescent-led school intervention for reducing bullying among adolescents in Indonesian secondary schools. The intervention was developed in iterative stages: identifying promising interventions for the local context; formative participatory action research to contextualize proposed content and delivery; and finally two pilot studies to assess feasibility and acceptability in South Sulawesi and Central Java. The resulting intervention combines two key elements: 1) a student-driven design to influence students pro-social norms and behavior, and 2) a teacher-training component designed to enhance teacher's knowledge and self-efficacy for using positive discipline practices. In the first pilot study, we collected data from 2,075 students in a waitlist-controlled trial in four schools in South Sulawesi. The pilot study demonstrated good feasibility and acceptability of the intervention. We found reductions in bullying victimization and perpetration when using the Forms of Bullying Scale. In the second pilot study, we conducted a randomised waitlist controlled trial in eight schools in Central Java, involving a total of 5,517 students. The feasibility and acceptability were good. The quantitative findings were more mixed, with bullying perpetration and victimization increasing in both control and intervention schools. We have designed an intervention that is acceptable to various stakeholders, feasible to deliver, is designed to be scalable, and has a clear theory of change in which targeting adolescent social norms drives behavioral change. We observed mixed findings across different sites, indicating that further adaptation to context may be needed. A full-randomized controlled trial is required to examine effectiveness and cost-effectiveness of the program.


Assuntos
Comportamento do Adolescente/psicologia , Bullying/prevenção & controle , Instituições Acadêmicas , Estudantes/psicologia , Adolescente , Análise Custo-Benefício , Vítimas de Crime/psicologia , Feminino , Humanos , Indonésia , Masculino , Determinação de Necessidades de Cuidados de Saúde , Projetos Piloto , Prevalência , Desenvolvimento de Programas
5.
J Youth Adolesc ; 48(10): 2005-2022, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31482513

RESUMO

How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (Mage = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms.


Assuntos
Comportamento do Adolescente/psicologia , Agressão/psicologia , Bullying/psicologia , Vítimas de Crime/psicologia , Amigos/psicologia , Adolescente , Bullying/prevenção & controle , Chile , Feminino , Humanos , Relações Interpessoais , Masculino , Grupo Associado
6.
Int. j. clin. health psychol. (Internet) ; 19(3): 237-242, sept. 2019. tab
Artigo em Inglês | IBECS | ID: ibc-184970

RESUMO

Background/Objective: To test the effectiveness of an 8-week before-school physical activity program to reduce bullying victimization among a group of socially disadvantaged children in the Active-Start study. Method: A non-blinded randomized controlled trial was conducted in three public schools classified as highly vulnerable and located in a deprived area of Santiago (Chile). A total of 5 classes participated, totaling 170 fourth grade children. The intervention was delivered before starting the first school-class (8:00-8:30 a.m.). The program lasted for 8 weeks. Primary outcome measurement on bullying victimization was assessed by the CUBE questionnaire at baseline and post-intervention. Results: There was a statistically significant reduction in the probability of suffering physical bullying (OR= 0.18, 95% CI, 0.04-0.82; p= .027) and verbal bullying (OR=0.13, 95% CI, 0.02-0.97; p= .046) after the 8-week program. Conclusions: Participation in an 8-week before-school physical activity intervention implemented in schools located in a disadvantaged district in Santiago (Chile) resulted in lower levels of bullying victimization among study participants. The Active-Start program may be a feasible and potentially scalable intervention option to improve the climate and pro-sociality environment at schools


Antecedentes/Objetivo: Evaluar la efectividad de un programa de actividad física antes de la escuela de ocho semanas para reducir el bullying en niños en desventaja social del estudio Active-Start. Método: Se realizó un ensayo controlado aleatorio no ciego en tres escuelas públicas vulnerables y ubicadas en Santiago (Chile), con un total de cinco clases e incluyendo 170 niños de Cuarto Grado. La intervención de ocho semanas se realizó cinco veces por semana antes de comenzar la primera clase (8:00-8:30 a.m.). La medida de resultado primaria fue la victimización por bullying evaluado a través del cuestionario CUBE al inicio y después de la intervención. Resultados: Hubo una reducción estadísticamente significativa en la probabilidad de sufrir bullying físico (OR= 0,18, IC 95%, 0,04-0,82; p= 0,027) y verbal (OR= 0,13, IC 95%, 0,02-0,97; p= 0,046) después del programa de ocho semanas. Conclusiones: La participación en una intervención de actividad física antes de la escuela de ocho semanas implementada en escuelas ubicadas en una comuna desfavorecida en Santiago (Chile) dio lugar a niveles más bajos de victimización por bullying entre sus participantes. El programa Active-Start puede ser una opción de intervención viable y potencialmente escalable para mejorar el clima y el ambiente escolar


Assuntos
Humanos , Masculino , Feminino , Criança , Bullying/prevenção & controle , Bullying/psicologia , Atividade Motora , Vítimas de Crime/psicologia , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Inquéritos e Questionários
10.
BMC Med Educ ; 19(1): 220, 2019 Jun 21.
Artigo em Inglês | MEDLINE | ID: mdl-31226986

RESUMO

BACKGROUND: Student bullying in the clinical environment continues to have a substantial impact, despite numerous attempts to rectify the situation. However, there are significant gaps in the literature about interventions to help students, particularly a lack of specific guidance around which to formulate an intervention program likely to be effective. With this narrative review about student bullying interventions in the clinical learning environment, we examine and draw together the available, but patchy, information about 'what works' to inform better practice and further research. METHODS: We initially followed a PICO approach to obtain and analyse data from 38 articles from seven databases. We then used a general inductive approach to form themes about effective student bullying intervention practice, and potential unintended consequences of some of these, which we further developed into six final themes. RESULTS: The diverse literature presents difficulties in comparison of intervention efficacy and substantive guidance is sparse and inconsistently reported. The final analytical approach we employed was challenging but useful because it enabled us to reveal the more effective elements of bullying interventions, as well as information about what to avoid: an interventionist and institution need to, together, 1. understand bullying catalysts, 2. address staff needs, 3. have, but not rely on policy or reporting process about behaviour, 4. avoid targeting specific staff groups, but aim for saturation, 5. frame the intervention to encourage good behaviour, not target poor behaviour, and 6. possess specific knowledge and specialised teaching and facilitation skills. We present the themed evidence pragmatically to help practitioners and institutions design an effective program and avoid instigating practices which have now been found to be ineffective or deleterious. CONCLUSIONS: Despite challenges with the complexity of the literature and in determining a useful approach for analysis and reporting, results are important and ideas about practice useful. These inform a way forward for further, more effective student bullying intervention and research: an active learning approach addressing staff needs, which is non-targeted and positively and skilfully administered. (331w).


Assuntos
Bullying/prevenção & controle , Saúde do Trabalhador , Estudantes de Medicina , Bullying/psicologia , Bases de Dados Factuais , Humanos , Avaliação de Programas e Projetos de Saúde , Estudantes de Medicina/psicologia , Estudantes de Medicina/estatística & dados numéricos
11.
Artigo em Inglês | MEDLINE | ID: mdl-31121808

RESUMO

Over recent decades, bullying, and the more recent version of cyberbullying, have come to be recognized as important social and public health issues, generating an increasing volume of publications [...].


Assuntos
Bullying/prevenção & controle , Bullying/estatística & dados numéricos , Humanos
12.
Healthc Manage Forum ; 32(4): 224-227, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31092001

RESUMO

This article explores the ethical dilemma of maintaining patient experience and care team well-being when faced with coercive behaviour, specifically bullying by patients, families and substitute decision-makers, which is directed toward providers and health support workers. We discuss some of the contributing societal and environmental factors, the ethical implications for health leaders, and suggest some practical options for managing bullying situations in hospitals.


Assuntos
Bullying/prevenção & controle , Família , Saúde do Trabalhador/ética , Pacientes , Guias como Assunto , Humanos , Relações Profissional-Paciente
13.
Ital J Pediatr ; 45(1): 65, 2019 May 27.
Artigo em Inglês | MEDLINE | ID: mdl-31133055

RESUMO

BACKGROUND: Bullying is one of the most common expressions of violence in the peer context during school years. This study investigates the prevalence of bullying and the short-term effects on students' bullying perceptions of a preventive intervention conducted among teachers of first-grade secondary schools in Palermo, Sicily (Italy). METHODS: Between the 2017/2018 and 2018/2019 school years, a pre-post intervention study was conducted among nine school institutions, sampled and categorized by neighbourhood socioeconomic index. A questionnaire investigating physical, verbal, and indirect bullying, the role of observers, prosociality, and resiliency in bullying was administered before and after intervention with formative cascade training of the teachers of the selected classes. Three different methods (sentinel questions, the five-question method, the 'score of seven' method) were used to detect the baseline level of bullying. RESULTS: A total of 402 students participated in the study (72.7% response rate). A decrease in the number of bullying episodes after the intervention was reported by the students in all types of bullying explored (physical, verbal, and indirect bullying, observers, resiliency, and prosociality), with all three methods. In particular, a statistically significant decrease in all the bullying areas investigated (except for resiliency) was reported for students attending schools of an intermediate socioeconomic level. CONCLUSIONS: Even if many school-based interventions have been implemented to reduce school bullying throughout the world, this is one of the first conducted in Europe and it assesses the effectiveness among students of an anti-bullying intervention tailored for teachers. The encouraging results in reducing the number of bullying episodes together with the low cost in terms of human and economic resources could suggest an extension of this research on a regional/national scale.


Assuntos
Bullying/prevenção & controle , Adolescente , Criança , Feminino , Humanos , Masculino , Instituições Acadêmicas , Sicília , Inquéritos e Questionários
14.
BMC Psychiatry ; 19(1): 121, 2019 04 24.
Artigo em Inglês | MEDLINE | ID: mdl-31014290

RESUMO

BACKGROUND: School bullying is a destructive behaviour common among adolescents that can sometimes escalate to criminal activity. This study aimed to examine the association between four types of school bullying (i.e., physical, verbal, relational, and cyber) and murderous ideation and behaviours (i.e., ideation, plans, preparation, and attempts) among adolescent students. METHODS: Data were collected from 5726 middle and high school students using self-administered questionnaires in December 2013. The participants were selected using a 3-stage random cluster-sampling strategy. The participants were asked about the frequency of their bullying experiences in the past two months and the frequencies of their murderous ideation and behaviours in the past six months. Multivariate logistic regressions were performed to explore the association between school bullying and murderous ideation and behaviours. RESULTS: Each type of school bullying perpetration was associated with murderous ideation and behaviours, as was each type of bullying victimization. Students who experienced more types of school bullying perpetration and victimization were more likely to report murderous ideation and behaviours. Moreover, the number of types of bullying perpetration and victimization had a dose-response association with murderous ideation and behaviours (aOR min = 1.45, aOR max = 2.72), as did the frequency of involvement in bullying perpetration and victimization (aOR min = 1.33, aOR max = 2.00). Being a bully-victim was a risk factor for murderous ideation and behaviours (aOR min = 3.88, aOR max = 7.24). CONCLUSIONS: Each type of school bullying was associated with an increased risk for murderous ideation and behaviours among adolescents. Dose-response relationships between the frequency of bullying and number of bullying types experienced and murderous ideation and behaviours were found in this study. Future studies are warranted to confirm our findings and explore the mechanisms underlying the relationship between school bullying and murderous ideation and behaviours.


Assuntos
Agressão/psicologia , Bullying/psicologia , Vítimas de Crime/psicologia , Instituições Acadêmicas , Estudantes/psicologia , Pensamento , Adolescente , Bullying/prevenção & controle , Criança , China/epidemiologia , Estudos Transversais , Feminino , Homicídio/prevenção & controle , Homicídio/psicologia , Humanos , Masculino , Fatores de Risco , Instituições Acadêmicas/tendências , Inquéritos e Questionários
16.
BMC Med Educ ; 19(1): 116, 2019 Apr 25.
Artigo em Inglês | MEDLINE | ID: mdl-31023315

RESUMO

BACKGROUND: Student bullying in clinical practice persists, and poor outcomes continue: for learning, academic achievement and career goals, for their mental and physical health and potentially affecting all staff and patients in a clinical workplace. We describe an emergent framework for the strategic design of a bullying intervention, presented as a staff development opportunity. METHODS: CAPLE (Creating A Positive Learning Environment) was a bullying intervention designed around current best evidence about ameliorating student bullying in the clinical environment. CAPLE was also an action research project delivered in two eight- week cycles, one in 2016 & another in 2017. CAPLE's primary practical foci were to offer clinical staff in two separate hospital wards an opportunity to develop their clinical teaching skills and to guide them in reflection and cultivation of values around students and learning. Research foci were: 1. to gain insight into staff experiences of CAPLE as a development process and 2. to evaluate how CAPLE might best help staff reflect on, discuss and develop values around student learning, to include bullying. Staff undertook five active learning workshops combined with supportive contact with one researcher over the research period. Data include individual interviews, staff and researchers' reflective journals and a paper survey about staff experiences of the 2017 intervention. RESULTS: We confirm the effectiveness of best evidence from the literature and also that a strategic four-part framework of approach, process, content and person can further enhance a bullying intervention by increasing the likelihood of participant engagement, learning and values change. CONCLUSIONS: This research aggregates and adds weight to the current literature about student bullying and adds important pragmatic detail about best practice for bullying intervention design and delivery. Ultimately, this emergent framework offers insight to help move past some persistent barriers encountered by those wishing to improve workplace behaviour.


Assuntos
Bullying/prevenção & controle , Pessoal de Saúde/psicologia , Saúde do Trabalhador , Australásia , Bullying/psicologia , Bullying/estatística & dados numéricos , Assistência à Saúde , Pessoal de Saúde/estatística & dados numéricos , Pesquisa sobre Serviços de Saúde , Humanos , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Pesquisa Qualitativa , Desenvolvimento de Pessoal/estatística & dados numéricos , Engajamento no Trabalho
19.
J Youth Adolesc ; 48(5): 876-890, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30900083

RESUMO

This study fills a gap in research on multi-level school-based approaches to promoting positive youth development and reducing bullying, in particular cyberbullying, among middle school youth. The study evaluates the Restorative Practices Intervention, a novel whole-school intervention designed to build a supportive environment through the use of 11 restorative practices (e.g., communication approaches that aim to build stronger bonds among leadership, staff, and students such as using "I" statements, encouraging students to express their feelings) that had only quasi-experimental evidence prior to this study. Studying multilevel (e.g., individual, peer group, school) approaches like the Restorative Practices Intervention is important because they are hypothesized to address a more complex interaction of risk factors than single level efforts, which are more common. Baseline and two-year post survey data was collected from 2771 students at 13 middle schools evenly split between grades 6 (48 percent) and 7 (52 percent), and primarily ages 11 (38 percent) or 12 (41 percent). Gender was evenly split (51 percent male), and 92 percent of students were white. The intervention did not yield significant changes in the treatment schools. However, student self-reported experience with restorative practices significantly predicted improved school climate and connectedness, peer attachment, and social skills, and reduced cyberbullying victimization. While more work is needed on how interventions can reliably produce restorative experiences, this study suggests that the restorative model can be useful in promoting positive behaviors and addressing bullying.


Assuntos
Bullying/prevenção & controle , Meio Social , Bullying/psicologia , Bullying/estatística & dados numéricos , Criança , Vítimas de Crime/estatística & dados numéricos , Emoções , Feminino , Humanos , Relações Interpessoais , Liderança , Masculino , Grupo Associado , Avaliação de Programas e Projetos de Saúde , Fatores de Risco , Distância Social , Habilidades Sociais , Apoio Social , Estudantes/psicologia
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