forms of bullying

Bullying remains a concern at SDN Sindangsono because teasing and name-calling occur in student interactions, while students’ understanding of the forms of bullying is still limited. This community service activity aimed to describe bullying prevention education through a participatory approach for third- and fourth-grade students. The activity involved 64 students, consisting of 34 third-grade and 30 fourth-grade students, and included an initial question-and-answer session, presentation of learning materials, an educational video, discussion, sharing session, written reflection, oral evaluation, and a joint commitment. Evaluation was conducted through the initial question-and-answer session and oral evaluation. At the beginning of the activity, students’ responses were more focused on physical bullying. Fifteen students (23.4%) voluntarily stated that they had engaged in actions they understood as bullying, while all participants stated that they had experienced feeling bullied, mainly through teasing and name-calling. After the activity, students’ responses began to include verbal, social, and social media-related forms of bullying, accompanied by reflective responses regarding peer interactions. All participants also took part in a joint commitment to prevent bullying. The activity indicated a broader understanding of bullying, the emergence of reflection, and student participation in bullying prevention.

Bullying victimization is an important public health concern that has been linked to adverse psychological outcomes among adolescents. The study used mental health well-being data collected in the most recent Bangladesh Adolescent Health and Wellbeing Survey (2019–2020) (BAHWS). A total of 9,116 adolescents aged 15–19 years with complete depression data were included in the analysis. A three-level linear mixed-effects model was employed to account for the hierarchical structure of the survey, with adolescents nested within primary sampling units and districts. Additional analyses examined gender and marital status interactions, subgroup differences, and the cumulative association between multiple forms of bullying and depressive symptoms using a composite bullying measure. The findings revealed that verbal bullying (β = 1.39, p < 0.001) and cyberbullying (β = 1.15, p = 0.012) were independently associated with higher depressive symptom scores. The association between physical bullying and depressive symptoms differed significantly by gender, whereas interactions of gender with verbal and cyberbullying were not statistically significant. Exploratory subgroup analyses showed variation in the magnitude of estimated associations across ever-married females, unmarried females, and unmarried males. A graded association was observed for cumulative bullying exposure: compared with adolescents reporting no bullying exposure, those exposed to on (β = 1.25), two (β = 2.61), and three (β = 4.99) bullying types had progressively higher depressive symptom scores (all p < 0.001). Adolescent Age, Current school or college attendance and higher household wealth were associated with lower depressive symptom scores. Bullying victimization, particularly verbal bullying, cyberbullying, and exposure to multiple forms of bullying, was associated with higher depressive symptoms among Bangladeshi adolescents. These findings highlight the need for comprehensive bullying prevention strategies and accessible psychosocial support services, with particular attention to adolescents experiencing multiple forms of bullying and other vulnerable groups.

Bullying is widespread and negatively impacts youth mental health. However, differences between in-person bullying, cyberbullying, and their combination are understudied. To compare the prevalence, clinical presentations, and impairment associated with in-person bullying, cyberbullying, and their combination among depressed youth. Participants were N = 1,281 depressed and/or suicidal youth in Texas aged 8-17 years. Chi-square tests compared bullying prevalence across age, sociodemographic, and identity groups. Multivariate analysis of variance and post-hoc tests compared clinical presentations across forms of bullying experienced. Bullying prevalence differed by age group. Youth who experienced cyberbullying or combined bullying reported greater depression, anxiety, and impairment than non-bullied youth. Prevention and intervention strategies should address the combined effects of in-person and cyberbullying.

قلدری پدیده‌ای گسترده است که تأثیر منفی بر سلامت روان نوجوانان دارد. با این حال، تفاوت‌های میان قلدری حضوری، قلدری سایبری و ترکیب این دو کمتر مورد مطالعه قرار گرفته است. هدف این پژوهش مقایسه شیوع، تظاهرات بالینی و میزان ناتوانی مرتبط با قلدری حضوری، قلدری سایبری و ترکیب آن‌ها در میان نوجوانان مبتلا به افسردگی بود. شرکت‌کنندگان شامل N = 1,281 نوجوان مبتلا به افسردگی و/یا افکار خودکشی در تگزاس با دامنه سنی ۸ تا ۱۷ سال بودند. آزمون خی‌دو برای مقایسه شیوع قلدری در گروه‌های سنی، جمعیت‌شناختی و هویتی به کار رفت. تحلیل واریانس چندمتغیره و آزمون‌های پس از آن برای مقایسه تظاهرات بالینی در انواع مختلف تجربه قلدری انجام شد. شیوع قلدری بر اساس گروه سنی متفاوت بود. نوجوانانی که قلدری سایبری یا قلدری ترکیبی را تجربه کرده بودند، افسردگی، اضطراب و ناتوانی بیشتری نسبت به نوجوانان بدون تجربه قلدری گزارش کردند. راهبردهای پیشگیری و مداخله باید به اثرات ترکیبی قلدری حضوری و سایبری توجه داشته باشند.