Jerrine Khong Bullying in Singapore Schools

7/30/2019 Jerrine Khong Bullying in Singapore Schools

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Singapore SchoolsPresented by:

“It isn't big to make others feel small”

Research Officer



Bully-Free Work

Bully-Free Campaign

Bully-Free Forum

www.bullyfreecampaign.sg/

2



Evidence-based Interventions

Research since 1994

“Bullying in Singapore

Schools” (2008)

“Young Adults’ Recall

”

(2010)

www.childrensociety.org.sg3



Features of Bullying (Olweus, 1993)

Repetitive

4



Prevalence

PRIMARY SCHOOL

students

1 in 4

SECONDARY SCHOOLstudents

5



Worldwide Prevalence(Akiba, LeTendre, Baker, & Goesling, 2002; Due et al., 2005)

Sweden(6.3 %) to

.

Colombia 29%

Philippines (60%)

Hong Kong,

Thailand (both 22%)USA (26%)

Australia (32%)

Singapore (20-25%)6



“Who-is-bullying-whom”

Bullying is likely between…

Students of the same gender

Students from the same educational level and

often classmates

Students from the same ethnic groups

i.e. “Intra-ethnic” instead of “Inter-ethnic”

7



The Classroom (Rigby, 2003)

Help create a social ethos in which bullying is

ess e y o appen

Actively discouraging bullying

Providing support and advice

Educating about bullying

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Types of Bullying Behaviours

Types BehavioursVerbal insults Name callin Racial

er a u y ng

teasing

Physical BullyingKicking, Hitting, Damaging other’s

belongings

Relational

Bullying

Social exclusion, Withdrawal of

friendship, Rumour spreading

Cyberbullying

Sending abusive text messages, Posting

negative comments online

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Bullying Behaviours

Verbal bullying is the most PERVASIVE

More boys experience PHYSICAL bullying

More girls experience RELATIONAL bullying

Indians are subjected to racial teasing more

frequently in primary schools

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Cyberbullying(Doolay, Pyzalski, & Cross, 2009)

Intention to harm

Repetitive

Power imbalance

11



Cyberbullying via Phone apps?

#OOTD

#FOOD

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Stop, Block and Tell

Stop!Do not attem t to do an thin . It is im ortant to

have a clear mind before you act.

Block!

Restrict or block communications with the

Cyber Bully.

Inform an adult whom you trust.Do not suffer alone.

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Bullying Situation

the person who

is causing harm

Bystanderthe person who

witness the harm

c mthe person whois being harm

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Bullying Situation

CYBER CYBER

CYBER

CYBER-

the person whocauses harm and is

being harm

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Traditional BullyingCyberbullying



The Bullying Cycle (Rigby, 2003)

Perception of weakness

and vulnerability

Plan to hurt, undermine,

humiliate

Action: Physical, Verbal,

Relational, Cyber

Potential

Victims (s)

Retaliate

Bullies another

May expose thesevictims to greater risks

of subsequent attacks

(Wolke et al., 2001)

Displaces theaggression onto

another individual

(Thompson et al., 2002) 16



Bully-victims(Holt, Finkelhor, & Kantor, 2007; Kumpulainen et al., 1998)

Students who are both perpetrators and targets of bullying behaviour

Reasons include:

•Revenge

•Anger•Self-defence

•Others

Victims only

(N = 237)Bully-

victims

Roles of students in bullying

The most at-risk group

for maladjustment andbehavioural problems

(N = 54)

Bullies only

(N = 38)

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Physical and Academic Effects

Physical Effects Primary School Secondary School

Problem slee in at ni ht 13% 23%

Wet your bed - 2%

Affected appetite 15% 32%

Academic Effects Primary School Secondary School

Afraid to go to school - 9%

Did not go to school 11% 11%

Problem concentrating in class 25% 22%

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Psychological Effects

Psychological Effects Primary School Secondary School

Self-blamed 11% 17%

Felt bad about self 21% 25%

Wanted to be alone 18% 37%

Felt no hope for the future - 10%

Young adults who were bullied during their

school days were had lower self-esteem,

poorer well-being and were more depressed,

compared to those not bullied19



Emotional and Behavioural EffectsEmotional Effects Primary School Secondary School

Felt angry 59% 75%

Felt sad 43% 46%

Felt scared 12% 9%

Cried when incident wasrecalled - 16%

Felt OK 39% -

Behavioural Effects Primary School Secondary School

Destroyed properties 9% 19%

Hurt animals 1% 2%

Retaliated against the bully 27% 37%

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‘Bullycide’

Self-harm

• 10% secondary school

students

Had suicidal thoughts• 6% in secondary school

students

21



Bullies and Bystanders

Effects on Bullies Aggressive behaviour in adulthood

Impaired social abilities and

unstable relationship

Depression and suicide

Effects on B standers Anxiety

Guilt

22



Non-disclosure (Sampson,2002)

Little faith in how adults will

35% of primary

Fear of retaliation

Feelings of shame for being

weak

Fear of making the situationworse

school students

17% of secondaryschool students

Fear of being called a snitch

Fear that technologies will betaken away

23



Sources of Help and Effectiveness

Primar School Secondar School

Favourite

source Parents Peers

Most effectiveSchool School

Respondents reported that the most effective

help source is often the SCHOOL

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Effective Programs

The most positive effects were observed for those

(Farrington & Ttofi, 2009)

programs that adopted:

A whole-school approach

Firm discipline and classroom managementpractices

Provision of information about bullying and

victimization for parents

25



Key Findings Bullies and their victims were often classmates

of the same gender and ethnicity

Roles of students in a bullying situation are

NOT absolute

There are immediate negative effects and longterm psychological consequences of bullying

was the school

26



What about

CYBERBULLYING?

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on Health, Help-seeking and Risk

Behaviour among Singaporean andFinnish Adolescents

Institute of Mental Health, University of Turku, Singapore

Children’s Society, NIE Psychological Studies

28



Objectives

AIMS Investi ate the biolo ical s cholo ical

and cultural factors in cyberbullying

and internet addiction

REPRESENTATIVE SAMPLE

3,000 students age between 13 and 17

Randomly select 30 secondary schools

and junior colleges

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Study Implications

IMPLICATIONS

detect any possible cultural influences.

• Identify the specific factors which are associatedwith internet addiction and cyberbullying

•

internet addiction and cyberbullying

30



Resources

www.childrensociety.org.sg 31



AcknowledgementsResearch Monographs

• A/P John Elliott (National University of Singapore), Research Advisor• Tan Bee Joo (Singapore Children’s Society), Collaborator

• Christina A adoo Sin a ore Children’s Societ Collaborator

• Winston Ong (Singapore Children’s Society), Former Research Officer

• Koh Chee Wan (Singapore Children’s Society), Former Research Officer

• Tan Annie (Singapore Children’s Society), Former Research Officer

Cyberbullying Study

• Dr Ong Say How (Institute of Mental Health), Principal Investigator

• Prof Andre Sourander (University of Turku), Site PI

• A/P Daniel Fung (Institute of Mental Health), Collaborator

• Nikki Lim (Institute of Mental Health), Collaborator

• A/P Angeline Khoo (National Institute of Education), Collaborator

• Wilfred Liang (Institute of Mental Health), Co-Investigator• Tan Yi Ren (Institute of Mental Health), Co-Investigator

32



Thank you!

Singapore Children’s Society

(Research and Outreach

Centre)

Tel: 6358 0911



ReferencesAkiba, M., LeTendre, G. K., Baker, D. P., & Goesling, B. (2002). Student Victimization: National and School System Effects on

School Violence in 37 Nations. American Educational Research Journal, 39(4), 829-853. doi:10.3102/00028312039004829

Dooley, J. J., Pyzalski, J., & Cross, D. (2009). Cyberbullying versus face-to-face bullying. A theoretical and conceptual review. Journal of Psychology, 217 (4), 182-188. doi:10.1027/0044-3409.217.4.182

Due, P., Holstein, B. E., L nch, J., Diderichsen, F., Gabhain, S., Scheidt, P., & Currie, C. 2005 . Bull in and s m toms amon

school-aged children: International comparative cross sectional study in 28 countries. European Journal of Public

Health, 15(2), 128-132. doi:10.1093/eurpub/cki105

Farrington, D. & Ttofi, M. (2009). School-based programs to reduce bullying and victimization. Campbell Systematic Reviews.

Holt, M. K., Finkelhor, D., & Kantor, G. K. (2007). Hidden forms of victimization in elementary students involved in bullying. School

Psychology Review, 36(3), 345-360.

Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S., . . . Tamminen, T. (1998). Bullying and psychiatricsymptoms among elementary school-age children. Child Abuse & Neglect , 22(7), 705-717. doi:10.1016/S0145-

2134(98)00049-0

New Paper. (2011, 7 April). Ex-boyfriend called her a ‘loose woman’.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.

Rigby, K. (2003, revised, updated). Stop the bullying: a handbook for schools. Melbourne, Australian Council for Educational

Research.

Sampson, R. (2002). Bullying in schools. US Department of Justice, Office of Community Oriented Policing Services. Retrieved

from http://www.cops.usdoj.gov/Publications/e07063414-guide.pdf

Thompson, D., Arora, T., & Sharp, S. (2002). Bullying: Effective Strategies for Long-term Improvement . London: RoutledgeFalmer.

Wolke, D., Woods, S., Stanford, K., & Schulz, H. (2001). Bullying and victimization of primary school children in England and

Germany: Prevalence and school factors. British Journal of Psychology, 92(4), 673-696. doi:10.1348/000712601162419

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Jerrine Khong Bullying in Singapore Schools

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