Prevalence of Bullying and Its Relation with Social-Emotional Skills, Problem Solving Skills and Depression in First High School Students

Subject Areas : Educational Psychology

Yousef Asmari Bardezard ¹ (Tehran)
Behrouz Dolatshahi ² (Tehran)
Ehsane Taheri ³ (Tehran)

Received: 2019-09-15 Accepted : 2020-05-05 Published : 2020-02-20

Keywords: Depression, bullying, problem-solving skills, Social-Emotional Skills,

Abstract :

The purpose of this study was to investigate the prevalence of bullying victimization bullying and its correlation with social-emotional skills, problem-solving skills, and depression in middle school students. This is a correlational and descriptive study. The study population consists of all students of the first-grade middle school of city of Bukan. The sample has been chosen by cluster sampling method of 525 people. The data were collected by using illinois bullying questionnaire, Heppner problem-solving skills, child and young depression (CADS), and social-emotional skills (SEL). The data were analyzed using descriptive statistics, standard deviation, Pearson correlation coefficient and multiple regression by spss24. The results showed that bullying behaviors with total score of problem solving (p=0.001, r =-0.25) and self-confidence (p=0.000, r=-0.21), self-control (p=0.002 r=-0.25) tendency to problem solving (p=0.000, r=-0.27) and total score social-emotional skills (p=0.02, r=-0.13) and the components of self-organizing (p=0.009, r=-0.14) self-regulation (p=0.003, r=-0.12) and relationships with peer (p=0.03, r=-0.10) have negative correlation. But there is a positive correlation with depression (p=0.006, r=0.16) and avoidance of problem solving (p=0.005, r=0.20). The results of regression analysis also showed that solving problem (β=0.19) and emotional social skills(β=0.71) and depression (β=0.10) were reliable predictors in the regression model. Findings indicate that bullying can be predicted based on variables of depression (positive correlation), social-emotional skills (negative correlation), and problem-solving skills (negative correlation). These results can be considered in clinical interventions for students and used as preventive variables.

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Blair, R. J. R., Colledge, E., Murray, L., & Mitchell, D. (2001). "A selective impairment in the processing of sad and fearful expressions in children with psychopathic tendencies."Journal of abnormal child psychology 29(6): 491-498.

Bollmer, J. M. R., Milich, Harris, M. J., & Maras, M. A. (2005). A friend in need: The role of friendship quality as a protective factor in peer victimization and bullying. Journal of interpersonal violence 20(6): 701-712.

Bornstein, M. H. L., Davidson, Keyes, C. L., & Moore, K. A. (2003). Well-being: Positive development across the life course, Psychology Press.

Boulton, M. J., Trueman., M., & Murray L. (2008). Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils. British Journal of Educational Psychology 78(3): 473-489.

Cassidy, T. (2009). Bullying and victimisation in school children: The role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12(1), 63-76.

Chalmeh, R. (1392). Sufficient validity of Eli Noiz bullying scale in Iranian students: Investigating the validity, reliability and structural structure. Journal of Psychological Methods and Models, 3(11), 52-39 [In Persian].

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Coryn, C. L., Spybrook, J. K., Evergreen, S. D., & Blinkiewicz, M. (2009). Development and evaluation of the Social-emotional Learning Scale. Journal of Psychoeducational Assessment, 27(4): 283-295.

Deniz, M., & E. Ersoy (2016). Examining the Relationship of Social Skills, Problem Solving and Bullying in Adolescents. International Online Journal of Educational Sciences 8(1).

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Fox, C. L., & Boulton, M. J. (2003). "A social skills training (SST) programme for victims of bullying."Pastoral Care in Education, 21(2): 19-26.

García, A. S., & Margallo, E. M. (2014). Bullying: what's going on? A bibliographic review of last twelve months. Procedia-Social and Behavioral Sciences, 132: 269-276.

Grennan, S., & Woodhams, J. (2007). The impact of bullying and coping strategies on the psychological distress of young offenders.Psychology, Crime & Law 13(5): 487-504.

Harris, S., & Willoughby, W. (2003). Teacher Perceptions of Student Bullying Behaviors. ERS Spectrum 21(3): 11-18

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Hunter, S. C., & Boyle, J. M. (2002). Perceptions of control in the victims of school bullying: The importance of early intervention. Educational research 44(3): 323-336.

Hong, J. S., Lee, C.-H., Lee, J., Lee, N. Y., & Garbarino, J. (2014). "A review of bullying prevention and intervention in South Korean schools: An application of the social–ecological framework."Child Psychiatry & Human Development 45(4): 433-442.

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Jan Bozorgi, M., & employees, Kheronesa., H. (2005) Investigation of the prevalence of depression in school students in Tehran. Journal of Research, 6 (10), 379-383 [In Persian].

Jamali Paqaleh, S., Abedi, A., Jadidi Fiqan, M., Jamali Paghleh, Z., & Aghaei, E. (2013) Feasibility study of the emotional social learning scale for third and fourth grade male students in Isfahan.Quarterly Journal of Educational Measurement. 13(4), 194-196 [In Persian].

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Khosravi, Z., & Rafati, M. (1998) The role of moods on the way female students evaluate their ability to solve problems. Journal of Thought and Behavior.4 (1), 35-45 [In Persian].

Lee, C.-H. (2010). "Personal and interpersonal correlates of bullying behaviors among Korean middle school students."Journal of interpersonal violence 25(1): 152-176.

Li, Q. (2006). Cyberbullying in schools: A research of gender differences. School psychology international 27(2): 157-170.

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Lotfi, S., Dolatshahi, B., Mohammadkhani, P., Campbell M. A., & Rezaei Dogaheh E. (2014). Prevalence of bullying and its relationship with trauma symptoms in young Iranian students. Practice in clinical psychology, 2(4): 271-276.

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Atik, G. & G. Kemer (2008). The role of problem solving skills, state trait anger and anger expression style, pysical self efficiency in predicting bullying among middle school studentsDokuz Eylül University Buca Education Faculty Journal 23: 198-206.

Ayoubi, E., Nazarzadeh, M., Biddle, Z., Bahrami, A., Tezval, J., Rahimi, M., and Delpisheh, A. (2013). The prevalence of bullying, intentional self-harm, and related factors in high school male students. Journal of Mental Health Principles; 15 (57), 5-16.[In Persian].

Baldry, A. C. (2004). The impact of direct and indirect bullying on the mental and physical health of Italian youngsters. Aggressive Behavior: Official Journal of the International Society for Research on Aggression 30(5): 343-355.

Bazl, M., (2004) Investigating the Relationship between Problem Solving Skills and Adaptability in Girls and Boys' Second Grade High School Students in North and South Tehran. Master's thesis.Al-Zahra University, Faculty of Psychology and Educational Sciences [ in Persian].

Bernstein, J. Y. & M. W. Watson (1997). Children who are targets of bullying: Avictim pattern. Journal of interpersonal violence 12(4): 483-498.

Blair, R. J. R., Colledge, E., Murray, L., & Mitchell, D. (2001). "A selective impairment in the processing of sad and fearful expressions in children with psychopathic tendencies."Journal of abnormal child psychology 29(6): 491-498.

Bollmer, J. M. R., Milich, Harris, M. J., & Maras, M. A. (2005). A friend in need: The role of friendship quality as a protective factor in peer victimization and bullying. Journal of interpersonal violence 20(6): 701-712.

Bornstein, M. H. L., Davidson, Keyes, C. L., & Moore, K. A. (2003). Well-being: Positive development across the life course, Psychology Press.

Boulton, M. J., Trueman., M., & Murray L. (2008). Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils. British Journal of Educational Psychology 78(3): 473-489.

Cassidy, T. (2009). Bullying and victimisation in school children: The role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12(1), 63-76.

Chalmeh, R. (1392). Sufficient validity of Eli Noiz bullying scale in Iranian students: Investigating the validity, reliability and structural structure. Journal of Psychological Methods and Models, 3(11), 52-39 [In Persian].

Cohn, A., & Canter A. (2003). Bullying: What schools and parents can do. National Association of School Psychologists Fact Sheet. Retrieved April 17.

Coryn, C. L., Spybrook, J. K., Evergreen, S. D., & Blinkiewicz, M. (2009). Development and evaluation of the Social-emotional Learning Scale. Journal of Psychoeducational Assessment, 27(4): 283-295.

Deniz, M., & E. Ersoy (2016). Examining the Relationship of Social Skills, Problem Solving and Bullying in Adolescents. International Online Journal of Educational Sciences 8(1).

DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology 33(1): 196-201

Elliott, M. (1991). "Bullies, victims, signs, solutions."Bullying: A practical guide to coping for schools, 8-14

Espelage, D. L., & M. K. Holt (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse,2(2-3): 123-142.

Fox, C. L., & Boulton, M. J. (2003). "A social skills training (SST) programme for victims of bullying."Pastoral Care in Education, 21(2): 19-26.

García, A. S., & Margallo, E. M. (2014). Bullying: what's going on? A bibliographic review of last twelve months. Procedia-Social and Behavioral Sciences, 132: 269-276.

Grennan, S., & Woodhams, J. (2007). The impact of bullying and coping strategies on the psychological distress of young offenders.Psychology, Crime & Law 13(5): 487-504.

Harris, S., & Willoughby, W. (2003). Teacher Perceptions of Student Bullying Behaviors. ERS Spectrum 21(3): 11-18

Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice, Cambridge University Press.

Hunter, S. C., & Boyle, J. M. (2002). Perceptions of control in the victims of school bullying: The importance of early intervention. Educational research 44(3): 323-336.

Hong, J. S., Lee, C.-H., Lee, J., Lee, N. Y., & Garbarino, J. (2014). "A review of bullying prevention and intervention in South Korean schools: An application of the social–ecological framework."Child Psychiatry & Human Development 45(4): 433-442.

Ireland, J. L. (2001). The relationship between social problem‐solving and bullying behaviour among male and female adult prisoners. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 27(4), 297-312.

Ivarsson, T. A., Broberg, G., Arvidsson, T., & Gillberg, C. (2005). Bullying in adolescence: Psychiatric problems in victims and bullies as measured by the Youth Self Report (YSR) and the Depression Self-Rating Scale (DSRS).Nordic journal of psychiatry 59(5): 365-373.

Jan Bozorgi, M., & employees, Kheronesa., H. (2005) Investigation of the prevalence of depression in school students in Tehran. Journal of Research, 6 (10), 379-383 [In Persian].

Jamali Paqaleh, S., Abedi, A., Jadidi Fiqan, M., Jamali Paghleh, Z., & Aghaei, E. (2013) Feasibility study of the emotional social learning scale for third and fourth grade male students in Isfahan.Quarterly Journal of Educational Measurement. 13(4), 194-196 [In Persian].

Joffre-Velázquez, V. M. García-Maldonado, G., Saldívar-González, A. H., Martínez-Perales, G., Lin-Ochoa, D., Quintanar-Martínez, S., & Villasana-Guerra, A. (2011). Bullying in junior high school students: general characteristics and associated risk factors. Bol Med Hosp Infant Mex 68(3): 177-185

Johnson, R. M. Kidd, J. D., Dunn, E. C., Green, J. G., Corliss, H. L., & Bowen D., (2011). Associations between caregiver support, bullying, and depressive symptomatology among sexual minority and heterosexual girls: Results from the 2008 Boston Youth Survey. Journal of school violence 10(2): 185-200

Jolliffe, D., & Farrington D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables? Journal of adolescence 34(1): 59-71.

Kanetsuna, T. P. Smith, K., & Morita Y. (2006). Coping with bullying at school: children's recommended strategies and attitudes to school‐based interventions in England and Japan. Aggressive Behavior: Official Journal of the International Society for Research on Aggression 32(6): 570-580

Kartal, H. (2009). The ratio of bullying and victimization among Turkish elementary school students and its relationship to gender and grade level. Journal of Social Sciences 20(2): 109-119.

Knox, M., Carey, M., & Kim, W. J. (2003). Aggression in inpatient adolescents: The effects of gender and depression. Youth & Society, 35(2): 226-242.

Kowalski, R. M. (2003). Complaining, teasing, and other annoying behaviors, Yale University Press.

Kumpulainen, K., Räsänen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior: Official Journal of the International Society for Research on Aggression 27(2): 102-110.

Khosravi, Z., & Rafati, M. (1998) The role of moods on the way female students evaluate their ability to solve problems. Journal of Thought and Behavior.4 (1), 35-45 [In Persian].

Lee, C.-H. (2010). "Personal and interpersonal correlates of bullying behaviors among Korean middle school students."Journal of interpersonal violence 25(1): 152-176.

Li, Q. (2006). Cyberbullying in schools: A research of gender differences. School psychology international 27(2): 157-170.

Lomas, J. C., Stough, H., K.,& Downey, L. A. (2012). Brief report: Emotional intelligence, victimisation and bullying in adolescents. Journal of adolescence 35(1): 207-211.

Lotfi, S., Dolatshahi, B., Mohammadkhani, P., Campbell M. A., & Rezaei Dogaheh E. (2014). Prevalence of bullying and its relationship with trauma symptoms in young Iranian students. Practice in clinical psychology, 2(4): 271-276.

Margolin, G., & Gordis, E. B. (2000). The effects of family and community violence on children. Annual review of psychology, 51(1): 445-479.

Mavroveli, S., & Sánchez‐Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour.British Journal of Educational Psychology, 81(1): 112-134.

Mayer, J. D., Roberts R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. Annu. Rev. Psychol. 59: 507-536.

Mckenna, J., & Webb, J.A. (2013). Emotional intelligence. British Journal of Occupational Therapy 76(12): 560-561.

Moon, B., & Alarid, L. F. (2015). School bullying, low self-control, and opportunity. Journal of interpersonal violence 30(5): 839-856.

Nation, M. A., Vieno, Perkins, D. D., & Santinello M. (2008). Bullying in school and adolescent sense of empowerment: An analysis of relationships with parents, friends, and teachers.Journal of community & applied social psychology 18(3): 211-232.

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