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Abstract
Background: Phenomena of bullying for adolescents in Indonesia require a serious concern from the government, schools and parents. A high number of bullying incidents on adolescents can have negative impact physically and psychologically for actors and victims. Adolescent responses on bullying can be indicated as self-defence of a victim when being bullied.
Objective: This research aimed to identify adolescent responses on bullying and its impacts for the adolescents in Yogyakarta.
Methods: This study used a qualitative method of phenomenology. Data in this study were collected through observation and in-depth interviews. Participants included in this study were 14 people who consists of parents, adolescents, and teachers, and they were determined by purposive sampling. Validating of the data was conducted by using methodological triangulation, data triangulation and peer debriefing. Thematic data analysis was conducted by using the open code software 4.02.
Results: This study found that the responses of adolescents to the bullying included resistance, avoidance, silence, and fear. Then impacts of the bullying could make the victims have avoidant personality disorder or shift them as actors. For actors, they would feared by his friend at school and get punishment from the school.
Conclusion: Prevention of bullying of adolescents is urgently needed to overcome the impacts for the adolescents. The results of this study could be used as basic data to deal with bullying of the adolescents.
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References
- Wolke D, Lereya ST. Long-term effects of bullying. Archives of Disease in Childhood. British Medical Journal 2015. 2015;100:879–85
- Juvonen J, Graham S. Bullying in Schools: The power of bullies and the plight of victims. Annual Review of Psychology. 2014;65(1):159–85.
- Ansary NS, Elias MJ, Greene MB, Green S. Best practices to address (or reduce) bullying in schools. Phi Delta Kappan.2015;97(2):30–5.
- Plan International. Summary report : are schools safe and equal places for girls and boys in Asia?? research findings on school-related gender-based violence. Plan International. 2015. international center for research on women.
- Indonesia U. Laporan Tahunan Indonesia 2015. UNICEF Lap Tah Indones 2015 [Internet]. 2015;1–19.
- Bibou-Nakou I, Tsiantis J, Assimopoulos H, Chatzilambou P, Giannakopoulou D. School factors related to bullying: A qualitative study of early adolescent students. Social Psychology of Education. 2012;15(2):125–45.
- Al-Raqqad HK, Al-Bourini ES, Al Talahin FM, Aranki RME. The impact of school bullying on students’ academic achievement from teachers point of view. International Education Studies. 2017;10(6):44.
- Fujikawa S, Ando S, Shimodera S, Koike S, Usami S, Toriyama R, et al. The association of current violence from adult family members with adolescent bullying involvement and suicidal feelings. PLoS One. 2016.
- Boswell M Alison.School level predictors of bullying among high school students" (2016). Theses and Dissertations--Educational, School, and Counseling Psychology. 44.
- Hymel S, Swearer SM. Four decades of research on school bullying: An Introduction. American Psychologist. 2015;70(4):293–9.
- Rigby K, Johnson K. The prevalence and effectiveness of anti-bullying strategies employed in Australian schools the prevalence and effectiveness of anti-bullying strategies employed in Australian schools. 2016. Adelaide. University of South Australia.
- Georgiou SN, Stavrinides P. Parenting at home and bullying at school. Social Psychology of Education. 2013;16(2):165–79.
- Kowalski RM, Limber SP. Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health. 2013;53(1 SUPPL).
- Asif A. Relationship between bullying and behavior problems (anxiety, depression, stress) among adolescence?: impact on academic performance. 2016;1–35.
- Lodge J. Children who bully at School. Australian Institute of Family Studies Child Family Community Australia. 2014; CFCA. 2014;(27).
- Palacios D, Berger C. What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts. Psicologia Reflexão e Crítica. 2016;29(1):10.
References
Wolke D, Lereya ST. Long-term effects of bullying. Archives of Disease in Childhood. British Medical Journal 2015. 2015;100:879–85
Juvonen J, Graham S. Bullying in Schools: The power of bullies and the plight of victims. Annual Review of Psychology. 2014;65(1):159–85.
Ansary NS, Elias MJ, Greene MB, Green S. Best practices to address (or reduce) bullying in schools. Phi Delta Kappan.2015;97(2):30–5.
Plan International. Summary report : are schools safe and equal places for girls and boys in Asia?? research findings on school-related gender-based violence. Plan International. 2015. international center for research on women.
Indonesia U. Laporan Tahunan Indonesia 2015. UNICEF Lap Tah Indones 2015 [Internet]. 2015;1–19.
Bibou-Nakou I, Tsiantis J, Assimopoulos H, Chatzilambou P, Giannakopoulou D. School factors related to bullying: A qualitative study of early adolescent students. Social Psychology of Education. 2012;15(2):125–45.
Al-Raqqad HK, Al-Bourini ES, Al Talahin FM, Aranki RME. The impact of school bullying on students’ academic achievement from teachers point of view. International Education Studies. 2017;10(6):44.
Fujikawa S, Ando S, Shimodera S, Koike S, Usami S, Toriyama R, et al. The association of current violence from adult family members with adolescent bullying involvement and suicidal feelings. PLoS One. 2016.
Boswell M Alison.School level predictors of bullying among high school students" (2016). Theses and Dissertations--Educational, School, and Counseling Psychology. 44.
Hymel S, Swearer SM. Four decades of research on school bullying: An Introduction. American Psychologist. 2015;70(4):293–9.
Rigby K, Johnson K. The prevalence and effectiveness of anti-bullying strategies employed in Australian schools the prevalence and effectiveness of anti-bullying strategies employed in Australian schools. 2016. Adelaide. University of South Australia.
Georgiou SN, Stavrinides P. Parenting at home and bullying at school. Social Psychology of Education. 2013;16(2):165–79.
Kowalski RM, Limber SP. Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health. 2013;53(1 SUPPL).
Asif A. Relationship between bullying and behavior problems (anxiety, depression, stress) among adolescence?: impact on academic performance. 2016;1–35.
Lodge J. Children who bully at School. Australian Institute of Family Studies Child Family Community Australia. 2014; CFCA. 2014;(27).
Palacios D, Berger C. What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts. Psicologia Reflexão e Crítica. 2016;29(1):10.