The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention
ABSTRACT BACKGROUND Although an ecological perspective suggests the importance of multiple levels of intervention, most bullying research has emphasized individual‐ and school‐focused strategies. This study investigated community and family factors that influence school efforts to reduce odds of gro...
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crwiley:10.1111/josh.12270 2024-06-23T07:54:02+00:00 The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention Mann, Michael J. Kristjansson, Alfgeir L. Sigfusdottir, Inga Dora Smith, Megan L. 2015 http://dx.doi.org/10.1111/josh.12270 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fjosh.12270 https://onlinelibrary.wiley.com/doi/pdf/10.1111/josh.12270 en eng Wiley http://onlinelibrary.wiley.com/termsAndConditions#vor Journal of School Health volume 85, issue 7, page 477-486 ISSN 0022-4391 1746-1561 journal-article 2015 crwiley https://doi.org/10.1111/josh.12270 2024-06-13T04:21:15Z ABSTRACT BACKGROUND Although an ecological perspective suggests the importance of multiple levels of intervention, most bullying research has emphasized individual‐ and school‐focused strategies. This study investigated community and family factors that influence school efforts to reduce odds of group bullying behavior and victimization. METHODS We used multilevel logistic regression to analyze data from the 2009 Youth in Iceland population school survey (N = 7084, response rate: 83.5%, 50.8% girls). RESULTS Parental support and time spent with parents were protective against group bullying behavior while worsening relationships with teachers and disliking school increased the likelihood of such behavior. Knowing kids in the area increased the likelihood of group bullying while intergenerational closure was a protective factor. Normlessness was consistently positively related to group bullying. We found no indication of higher‐level relationships across the bullying models. Parental support was protective against victimization. Disliking school, intergenerational closure, and anomie/normlessness were strongly and negatively related to victimization. We found some indication of multilevel relationships for victimization. CONCLUSIONS Findings support efforts to increase family and community connection, closure, and support as a part of school‐based intervention. These factors become more important as young people participate in or experience greater odds of group bullying behavior and victimization. Article in Journal/Newspaper Iceland Wiley Online Library Journal of School Health 85 7 477 486 |
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English |
description |
ABSTRACT BACKGROUND Although an ecological perspective suggests the importance of multiple levels of intervention, most bullying research has emphasized individual‐ and school‐focused strategies. This study investigated community and family factors that influence school efforts to reduce odds of group bullying behavior and victimization. METHODS We used multilevel logistic regression to analyze data from the 2009 Youth in Iceland population school survey (N = 7084, response rate: 83.5%, 50.8% girls). RESULTS Parental support and time spent with parents were protective against group bullying behavior while worsening relationships with teachers and disliking school increased the likelihood of such behavior. Knowing kids in the area increased the likelihood of group bullying while intergenerational closure was a protective factor. Normlessness was consistently positively related to group bullying. We found no indication of higher‐level relationships across the bullying models. Parental support was protective against victimization. Disliking school, intergenerational closure, and anomie/normlessness were strongly and negatively related to victimization. We found some indication of multilevel relationships for victimization. CONCLUSIONS Findings support efforts to increase family and community connection, closure, and support as a part of school‐based intervention. These factors become more important as young people participate in or experience greater odds of group bullying behavior and victimization. |
format |
Article in Journal/Newspaper |
author |
Mann, Michael J. Kristjansson, Alfgeir L. Sigfusdottir, Inga Dora Smith, Megan L. |
spellingShingle |
Mann, Michael J. Kristjansson, Alfgeir L. Sigfusdottir, Inga Dora Smith, Megan L. The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
author_facet |
Mann, Michael J. Kristjansson, Alfgeir L. Sigfusdottir, Inga Dora Smith, Megan L. |
author_sort |
Mann, Michael J. |
title |
The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
title_short |
The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
title_full |
The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
title_fullStr |
The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
title_full_unstemmed |
The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School‐Based Intervention |
title_sort |
role of community, family, peer, and school factors in group bullying: implications for school‐based intervention |
publisher |
Wiley |
publishDate |
2015 |
url |
http://dx.doi.org/10.1111/josh.12270 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fjosh.12270 https://onlinelibrary.wiley.com/doi/pdf/10.1111/josh.12270 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Journal of School Health volume 85, issue 7, page 477-486 ISSN 0022-4391 1746-1561 |
op_rights |
http://onlinelibrary.wiley.com/termsAndConditions#vor |
op_doi |
https://doi.org/10.1111/josh.12270 |
container_title |
Journal of School Health |
container_volume |
85 |
container_issue |
7 |
container_start_page |
477 |
op_container_end_page |
486 |
_version_ |
1802645985369784320 |