Bullying

The purpose of this study is to find longitudinal evidence of the effect of targeted peer victimization (TPV) on depressive cognitions as a function of victimization type and gender. Prospective relations of physical and relational peer victimization to positive and negative self-cognitions were examined in a 1-year, 2-wave longitudinal study. Self-reports of cognitions and both peer nomination and self-report measures of peer victimization experiences were obtained from 478 predominantly Caucasian children and young adolescents (Grades 3-6 at the beginning of the study) evenly split between genders. As a result, (a) peer victimization predicted increases in negative cognitions and decreases in positive cognitions over time; (b) relational victimization was more consistently related to changes in depressive cognitions than was physical victimization; (c) the prospective relation between victimization and depressive cognitions was stronger for boys than for girls; and (d) when the overlap between relational and physical TPV was statistically controlled, girls experienced more relational TPV than did boys, and boys experienced more physical TPV than did girls. Peer victimization, particularly relational TPV, has a significant impact on children's depressive cognitions. This relation seems particularly true for boys. Implications for future research, clinical work with victimized youth at risk for depression, and school policy to help both victims and bullies are discussed.

What is the 19 Days Prevention Campaign?
It is a multi-issue CALL TO ORGANIZE FOR ACTION to change social behavior, educate, and mobilize diverse organizations and civil society partners – including young people – to become involved in prevention of one or more of the 19 abuse themes listed below. To help create a culture for better prevention, the end of violence against children and youth, support implementation of the UN Study recommendations, and last but not least to reach the promised 2030 Sustainable Development Goals, we must unite in collaborative action.

What are the 19 Campaign Themes?
Although other forms of abuse and violence exist,
WWSF has selected the following 19 themes with the main
theme for 2017 on Harmful Traditional Practices (pgs. 41-44)
1  Children involved in armed conflict (2012 main theme)
2  Sexual abuse (+ World Day for Circles of Compassion)
3  Bullying (2015 main theme)
4  Neglect
5  Child labor
6  Corporal punishment (2011 main theme)
7  Sale of children (2013 main theme)
8  Child prostitution (2013 main theme)
9  Child pornography (2013 main theme)
10  Child trafficking
11  Child sex tourism
12  Harmful traditional practices (2017 main theme)
13  Street children
14  Discrimination based on health conditions
15  Addiction and substance abuse (2014 main theme)
16  Malnutrition (2016 main theme)
17  Dangers of ICTs
18  Abduction
19  Juvenile Justice and Children deprived of liberty

This study on bullying, carried out in Peru, draws on a mixed research approach (qualitative and quantitative) to assess a prevention program based on social and interpersonal competence. The procedure includes a quasi-experimental design developed in two phases: 1) the analysis and detection of bullying situations, and 2) the design, implementation and assessment of the program. The study included 176 students from three educational institutions in Chiclayo, Peru. Data was collected through questionnaires, participant observation and assessment sheets. The results show that the program boosted social competence skills. After implementation of the program, students’ attitudes improved, showing better coexistence with peers, dialog, expression of feelings, understanding and empathy towards those who suffer, as well as friendship and solidarity in

El maltrato escolar es un tema de reciente investigación en México. El tipo de estudio fue comparativo, expostfacto y transversal, con un muestreo probabilístico; participaron 1552 estudiantes, ambos sexos, con promedio de edad de 14 años, de 4 municipios del estado de Guanajuato, México. Se eligieron escuelas en zonas semi-rural y urbana. Se aplicó el Cuestionario de Intimidación y Maltrato entre Iguales de Mora-Merchán (2000). Se obtuvo una prevalencia de maltrato del 53% global y se encontraron algunas diferencias significativas según sexo y roles. La prevalencia coincidió con reportes internacionales. Se analizan posibilidades para la discriminación fina de los roles participantes en el bullying que permitan incidir en diagnósticos oportunos y estrategias integrales de prevención universal, selectiva e indicada.
Palabras clave: bullying, maltrato escolar, adolescentes, nivel secundaria, México.

Abstract
Bullying is a recent research topic in Mexico. This was a comparative, ex post facto, transversal study with a probabilistic sample of 1552 students of both sexes (median age 14), from 4 municipalities from the state of Guanajuato, Mexico. The schools were from both, urban and semi-rural areas. The Questionnaire of Intimidation and Bullying of Mora-Merchán (2000) was used. A prevalence of 53% of abuse was found, with some significant differences attributed to sex and role in bullying. This prevalence coincides with the reports of international studies. Also, differences were found from previous studies in Mexico. Further research should emphasize and analyze on bullying roles to contribute to early diagnosis of bullying dynamics and comprehensive strategies of universal, selective and indicated prevention.
Keywords: bullying, school harassment, adolescents, middle schoolers, Mexico

Background: In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. Methods/Design: This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and posttesting. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, selfconcept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. Discussion: These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health.

Objective: To evaluate the potential of a 60-minute sexuality diversity workshop to address bullying in secondary
schools.
Methods: Students completed pre- and post-workshop questionnaires. Descriptive statistics were used to summarise
results with pre- to immediate post-workshop changes compared using t-tests. Thematic analysis was used to analyse
open-ended questionnaire responses.
Results: We had 229 students (mean age 13.7 years) attending 10 workshops participate in the study. Three-quarters
of students thought the workshop would reduce bullying in schools, and over 95% of the participants thought that
other secondary schools should offer the workshop. There was a significant increase in valuing (p < 0.001) and
understanding (p < 0.001) sexuality-diverse individuals (e.g. lesbian, gay and bisexual people), between the preand
post-workshop results. School climates were largely perceived to be ‘hard’ and included ‘bullying/mocking’ of
sexuality-diverse students; however, many individual students reported a desire to be supportive of their sexualitydiverse
peers.
Conclusions: Sexuality-based bullying is commonplace in secondary schools. This form of bullying is associated
with depression and suicide attempts. Reducing sexuality-based bullying is very likely to have a positive impact on
the mental health of young people. Brief workshops, as a part of a wider suite of interventions, have some potential
to create safer school environments.

Using the qualitative participatory action methodology, collective memory work, this study explored how transgender, queer, and questioning (TQQ) youth make meaning of their sexual orientation and gender identity through high school experiences. Researchers identified three major conceptual but overlapping themes from the data generated in the transgender, queer, and questioning youth focus group: a need for resilience, you should be able to be safe, and this is what action looks like! The researchers discuss how as a research product, a documentary can effectively "capture voices" of participants, making research accessible and attractive to parents, practitioners, policy makers, and participants.