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Bullying in Greek Schools: Does Age Matter

Literature Review. Bullying

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Bullying in Greek Schools: Does Age Matter

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    1. Bullying in Greek Schools: Does Age Matter? Anastasia Psalti, Department of Early Childhood Care & Education. Alexander Technological Educational Institute of Thessaloniki, Greece

    2. Literature Review Bullying a widespread phenomenon around the world A major question: Does age matter? Studies show: Olweus (1993): Victim - A declining curve mainly in primary school, which declines less steeply in secondary school, less use of physical means in the higher grades & Bully tendency to abuse increases or at least is maintained with age Smith, Madsen & Moody (1999): A fairly steady downward trend through ages 8 to 16 years Eslea & Rees (2001): the largest number of victims between ages 11 & 13 Eslea & Smith (1994): the youngest children are those with the most sympathetic attitudes toward victims; the lowest levels of sympathy at age 14; after that, some evidence of improvement One of the issues that bullying researchers try to address is that of age. Several studies have been conducted to look into age differences. Olweus, the Scandinavian researcher who began the systematic study of the phenomenon in the late 70s, reports that in terms of victims, there is a declining curve mainly in primary school, which declines less steeply in secondary school, whereas in terms of perpetrators, the tendency to abuse increases or at least is maintained with age. Furthermore, Olweus found that there is less use of physical means in higher grades. Smith & his associates in their study towards a developmental analysis of risks of being bullied found that there is a fairly steady downward trend through ages 8 to 16 years. In addition, Eslea & Rees in their retrospective study report that the largest number of victims is found between the ages 11 & 13. Developmental trends were also found in attitudes to bullying. The study by Eslea & Smith indicated that the youngest children are those with the most sympathetic attitudes toward victims; the lowest levels of sympathy at age 14; after that, some evidence of improvement. One of the issues that bullying researchers try to address is that of age. Several studies have been conducted to look into age differences. Olweus, the Scandinavian researcher who began the systematic study of the phenomenon in the late 70s, reports that in terms of victims, there is a declining curve mainly in primary school, which declines less steeply in secondary school, whereas in terms of perpetrators, the tendency to abuse increases or at least is maintained with age. Furthermore, Olweus found that there is less use of physical means in higher grades. Smith & his associates in their study towards a developmental analysis of risks of being bullied found that there is a fairly steady downward trend through ages 8 to 16 years. In addition, Eslea & Rees in their retrospective study report that the largest number of victims is found between the ages 11 & 13. Developmental trends were also found in attitudes to bullying. The study by Eslea & Smith indicated that the youngest children are those with the most sympathetic attitudes toward victims; the lowest levels of sympathy at age 14; after that, some evidence of improvement.

    3. Bullying in Greek Schools Growing interest in Greece over the past decade A few localized studies Participants: elementary-school students Project PYTHAGORAS: A large-scale research project funded by the Greek Ministry of Education Objectives: To study the phenomenon of school violence in Greek schools (Pre-school through High School) in relation to the formation of gender and cultural identity To look into the process of the social construction of both perpetrators and victims

    4. Project PYTHAGORAS Objectives of current presentation: To report on the results of this large-scale study focusing on the influence of age To discuss these results from a developmental point of view as well as their implications for interventions in schools

    5. Methodology STUDY 1 2027 elementary-school students from state schools all over Greece Gender: 49.7% girls & 50.3% boys Grade: 52.8% 5th grade (age:11) & 47.2% 6th grade (age: 12) 1830 secondary-school students from state schools all over Greece Gender: 52.4% girls & 47.6% boys Grade: 58% 1st of Lyceum (age: 16) & 40% 3rd of Gymnasium (age: 15) STUDY 2 135 preschoolers from kindergartens and pre-schools in the greater Metropolitan Area of Thessaloniki Gender: 54.8% girls & 45.2% boys Age: 4-6 years For both elementary & secondary education a multistage probability sampling with regard to the population density was usedFor both elementary & secondary education a multistage probability sampling with regard to the population density was used

    6. Methodology STUDY 1 Elementary & Secondary Education Questionnaire 'Life at School' (Elementary Form & Secondary Form) developed by the research team based on: The Revised Olweus Bully/Victim Questionnaire (1996) & the Pro-Victim Scale (PVS) by Rigby & Slee (1991) STUDY 2 Pre-School Education Individual Interview Protocol developed by the research team bullying scenarios and matching cartoon cards, modified from the cartoon cards of the intervention program But is it Bullying? by Margaret Collins (2004).

    7. STUDY 1 - Results

    8. Bullying at school- Peer-reports Whether they had witnessed bullying incidents at school Middle-school students report higher incidents of physical bullying (violence, assault & destruction of personal belongings) at school than high-school and elementary-school students do. A significant increase at middle school & a decrease at high school The lowest rates reported at elementary schoolWhether they had witnessed bullying incidents at school Middle-school students report higher incidents of physical bullying (violence, assault & destruction of personal belongings) at school than high-school and elementary-school students do. A significant increase at middle school & a decrease at high school The lowest rates reported at elementary school

    9. Bullying at school- Peer-reports No item for sexual comments (verbal 1) at elementary. Middle-school students report higher incidents of verbal bullying (discrimination & mockery) than high-school & elementary-school students do. Especially for mockery (verbal 3), high-school students report the lowest incidents.No item for sexual comments (verbal 1) at elementary. Middle-school students report higher incidents of verbal bullying (discrimination & mockery) than high-school & elementary-school students do. Especially for mockery (verbal 3), high-school students report the lowest incidents.

    10. Bullying at school- Peer-reports A different tendency is noted here. A gradual decrease in the report of social exclusion incidents with age, whereas middle-school students report higher incidents of rumor spreading than the rest of the students do.A different tendency is noted here. A gradual decrease in the report of social exclusion incidents with age, whereas middle-school students report higher incidents of rumor spreading than the rest of the students do.

    11. Participants Roles What are the different roles that students take according to their answers in the victimization & bullying questions and whether there is a difference according to grade/age. Most students fall into the non-participant category; this means that they have never been victims and perpetrators of bullying incidents. INTERESTING: middle-school students are the smallest group in this category. Victims: gradual decrease with age. Bullies: increase at secondary level. Bully/Victim: more middle-school students fall into this category than the rest of the students. What are the different roles that students take according to their answers in the victimization & bullying questions and whether there is a difference according to grade/age. Most students fall into the non-participant category; this means that they have never been victims and perpetrators of bullying incidents. INTERESTING: middle-school students are the smallest group in this category. Victims: gradual decrease with age. Bullies: increase at secondary level. Bully/Victim: more middle-school students fall into this category than the rest of the students.

    12. Victimization- Self-reports Students reported whether they were bullied at school. Middle-school students reported more than the rest of the students that they were victims of physical bullying at school. The lowest rates reported by elementary-school students.Students reported whether they were bullied at school. Middle-school students reported more than the rest of the students that they were victims of physical bullying at school. The lowest rates reported by elementary-school students.

    13. Victimization- Self-reports No item on sexual comments (verbal 1) for elementary-school students. An decrease with age was noted in this type of victimization. Middle-school students reported more than the rest that they were victims of discrimination, whereas there was a steady decrease with age in terms of mockery.No item on sexual comments (verbal 1) for elementary-school students. An decrease with age was noted in this type of victimization. Middle-school students reported more than the rest that they were victims of discrimination, whereas there was a steady decrease with age in terms of mockery.

    14. Victimization- Self-reports The same trend as before: middle-school students reported more than the rest that they were victims of social exclusion & rumor spreading. INTERESTING: almost similar number of elementary- & high-school students reported that they were victims of social exclusion.The same trend as before: middle-school students reported more than the rest that they were victims of social exclusion & rumor spreading. INTERESTING: almost similar number of elementary- & high-school students reported that they were victims of social exclusion.

    15. Bullying- Self-reports Students reported whether they bullied somebody at school. Great differences between elementary & secondary level. Middle-school students reported more than the rest that they physically bullied somebody at school.Students reported whether they bullied somebody at school. Great differences between elementary & secondary level. Middle-school students reported more than the rest that they physically bullied somebody at school.

    16. Bullying- Self-reports Great differences between elementary & secondary level. Middle-school students reported more than the rest that they verbally bullied somebody at school. Great differences between elementary & secondary level. Middle-school students reported more than the rest that they verbally bullied somebody at school.

    17. Bullying- Self-reports Great differences between elementary & secondary level. Middle-school students reported more than the rest that they socially bullied somebody at school. Great differences between elementary & secondary level. Middle-school students reported more than the rest that they socially bullied somebody at school.

    18. Attitudes toward bullying Students attitudes toward bullying: stated agreement or disagreement to 27 statements. Factor analysis indicated 3 factors. All grades: disagree with the use of violence against students. Elementary-school students reported more than the rest their disagreement with the use of violence against students as well their opposition to violence at school and their agreement that bullying is a boys issue.Students attitudes toward bullying: stated agreement or disagreement to 27 statements. Factor analysis indicated 3 factors. All grades: disagree with the use of violence against students. Elementary-school students reported more than the rest their disagreement with the use of violence against students as well their opposition to violence at school and their agreement that bullying is a boys issue.

    19. Some more results Report of victimization All grades: friends Elementary school: parents, teachers, siblings, other person Report of Bullying All grades: friends Elementary school: parents, siblings, other person Coping mechanisms All grades: ignore Elementary: retaliate, avoid, report to teachers, protect oneself, ask help from friends, stop, run away Secondary: ignore

    20. Some more results Usual reaction to bullying All grades: help Elementary: help Secondary: negative or indifferent reactions Feelings toward victims All grades: sympathy & help Elementary: sympathy & help Secondary: some sympathy, not much, s/he deserved it Future bullying All grades: probably not Elementary: probably not Usual reaction to bullying: secondary ? bully, forced to bully, do nothing but I dont think its wrong, do nothing but Im having fun, do nothing, but I think I should help, just watch.Usual reaction to bullying: secondary ? bully, forced to bully, do nothing but I dont think its wrong, do nothing but Im having fun, do nothing, but I think I should help, just watch.

    21. STUDY 2 - Results This study was mainly designed and conducted by Stella Kassapi, as part of her Masters thesis requirements.This study was mainly designed and conducted by Stella Kassapi, as part of her Masters thesis requirements.

    22. Bullying at preschool peer-reports Most students reported that they had witnessed incidents of bullying at school (89.6%). Higher percentage of victims, followed by non-participants. Different forms of bullying: Victim: most common form reported ? verbal & then physical and social Bully: most common form reported ? social & then physical & verbalMost students reported that they had witnessed incidents of bullying at school (89.6%). Higher percentage of victims, followed by non-participants. Different forms of bullying: Victim: most common form reported ? verbal & then physical and social Bully: most common form reported ? social & then physical & verbal

    23. Bullying at preschool self-reports What the students themselves reported: Higher percentage of victims, followed by non-participants. Different forms of bullying: Victim: most common form reported ? physical & then verbal and social Bully: most common form reported ? social & then physical & verbal/ very low rates reported.What the students themselves reported: Higher percentage of victims, followed by non-participants. Different forms of bullying: Victim: most common form reported ? physical & then verbal and social Bully: most common form reported ? social & then physical & verbal/ very low rates reported.

    24. Some more results Report of victimization Teachers: 69.2% - 85% Parents: 49% - 66.7% Coping strategies Report to an adult Ask help from a friend Retaliate Flee

    25. CONCLUSION

    26. Does age matter? Peer reports: High incidence rates at preschool, peak at middle school & a small decrease at High School Forms of bullying: Physical peak at middle school Verbal main form at preschool, peak at middle school Social (a) social exclusion: gradual decrease with age, (b) rumors: minimal at preschool, peak at middle school Participants roles: Victims highest rates at preschool, gradual decrease with age Bullies lowest rates at preschool, increase with age Bullies/Victims peak at middle school In part agrees with results from other studies in terms of the high rates reported at preschool. However, most studies indicate a steady decline with age. Here, a peak at age 15 was noted. Different forms of bullying: again a peak at age 15 with the exception of social exclusion. Maybe stable social groups are formed as students grow older and this is not a effective way anymore to behave. Participants roles: These results are consistent with results from other studies. INTERESTING FINDING: peak of bullies/victims at middle-school. Maybe some of the victims transfer to this category. In our sample, middle-school students attended the 3rd grade of Gymnasium, which means they were the oldest at school so they had large numbers of younger students to bully as a reaction to their own long victimization. In part agrees with results from other studies in terms of the high rates reported at preschool. However, most studies indicate a steady decline with age. Here, a peak at age 15 was noted. Different forms of bullying: again a peak at age 15 with the exception of social exclusion. Maybe stable social groups are formed as students grow older and this is not a effective way anymore to behave. Participants roles: These results are consistent with results from other studies. INTERESTING FINDING: peak of bullies/victims at middle-school. Maybe some of the victims transfer to this category. In our sample, middle-school students attended the 3rd grade of Gymnasium, which means they were the oldest at school so they had large numbers of younger students to bully as a reaction to their own long victimization.

    27. Does age matter? Victimization Peak at middle school except for mockery (gradual decrease with age) Physical & Social Exclusion: high rates at preschool Rumors: lowest rates at preschool Bullying Peak at middle school Rumors: lowest rates at preschool It appears that middle school is a convenient ground for the display of bullying due to adolescence (hormones & experimentation), limited supervision, loose relations with teachers, formation of social hierarchies. More direct forms of bullying at preschool, less direct at the higher levels of education as students cognitive & social abilities develop.It appears that middle school is a convenient ground for the display of bullying due to adolescence (hormones & experimentation), limited supervision, loose relations with teachers, formation of social hierarchies. More direct forms of bullying at preschool, less direct at the higher levels of education as students cognitive & social abilities develop.

    28. Does age matter? Report Victimization: family & teachers at younger ages Bullying: family at younger ages Coping mechanisms: more active at younger ages Attitudes Gradual decrease of help with age Gradual decrease of sympathy toward victims & willingness to help them with age Gradual decrease of opposition to the use of violence at school with age Gradual increase of probability to engage in bullying behavior with age Report to adults at younger ages, which gradually declines so adults are unaware of whats going on between students at school. Older students may become too embarrassed to talk to others about their victimization. Younger students adopt more active coping mechanisms (they do something about it), whereas older students just try to ignore it, which may not always be a very effective coping strategies; it may even sometimes aggravate bullies. This may be one reason why there is an increase with age. Gradual decrease of intervention & sympathy toward victims with age & adoption of more pro-violence attitudes. Another reason why there is a peak at middle school, because nobody seems to intervene to stop this. Also, chronic victimization appears to harden audiences, who start to feel that the victim deserves what is happening to him/her. Report to adults at younger ages, which gradually declines so adults are unaware of whats going on between students at school. Older students may become too embarrassed to talk to others about their victimization. Younger students adopt more active coping mechanisms (they do something about it), whereas older students just try to ignore it, which may not always be a very effective coping strategies; it may even sometimes aggravate bullies. This may be one reason why there is an increase with age. Gradual decrease of intervention & sympathy toward victims with age & adoption of more pro-violence attitudes. Another reason why there is a peak at middle school, because nobody seems to intervene to stop this. Also, chronic victimization appears to harden audiences, who start to feel that the victim deserves what is happening to him/her.

    29. Interventions at school Prevention & intervention programs at preschool Information & sensitization Prevention & intervention programs at elementary school Focus on social skill development & conflict resolution Involvement of parents, teachers & school community Prevention & intervention programs at middle school Work at individual, class & school level Focus on social skill development & conflict resolution Peer networks Prevention & intervention programs at high school Sensitization Skill development & conflict resolution Peer networks Several important points in terms of anti-bullying interventions at schools: Start at the pre-school level. This seems to be the starting point of the phenomenon, as behaviors are not characterized yet by stability and chronicity. Work with students, parents, & teachers to inform & sensitize them. More prevention than intervention work. At the elementary level, the phenomenon becomes more stable & chronic. However, students still report incidents to adults, are more sympathetic toward the victims, thus, more likely to intervene & help and are more against violence. All these can be used both in prevention & intervention programs that will focus on conflict resolution & social skill development. It is also time to get adults involved both in the identification of the problem as well as the intervention efforts. The middle school appears to be the level where the phenomenon peaks. This means that we need to work at the individual, classroom, and school level, get everybody involved in the effort, and focus on peer networks to avoid the development of negative or indifferent attitudes toward victims later on. At the high school level, work must focus on the sensitization (or re-sensitization) of the whole school community to the issue and to activate and work with peer networks, which appear extremely stable and extremely important for students. Several important points in terms of anti-bullying interventions at schools: Start at the pre-school level. This seems to be the starting point of the phenomenon, as behaviors are not characterized yet by stability and chronicity. Work with students, parents, & teachers to inform & sensitize them. More prevention than intervention work. At the elementary level, the phenomenon becomes more stable & chronic. However, students still report incidents to adults, are more sympathetic toward the victims, thus, more likely to intervene & help and are more against violence. All these can be used both in prevention & intervention programs that will focus on conflict resolution & social skill development. It is also time to get adults involved both in the identification of the problem as well as the intervention efforts. The middle school appears to be the level where the phenomenon peaks. This means that we need to work at the individual, classroom, and school level, get everybody involved in the effort, and focus on peer networks to avoid the development of negative or indifferent attitudes toward victims later on. At the high school level, work must focus on the sensitization (or re-sensitization) of the whole school community to the issue and to activate and work with peer networks, which appear extremely stable and extremely important for students.

    30. Thank you!

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