Bullying Victimisation Effect at Physical, Phychological, and Social in

Adolescence

A Systematic Review

Wildan Akasyah, Hendy Muagiri Margono and Ferry Efendi

Faculty of Nursing Universitas Airlangga, Kampus C Mulyorejo, Surabaya, Indonesia

Keywords: Adolescent, Bullying Victim, Bullying Effect.

Abstract: Bullying is an experience that occurs when a person feels persecuted by the actions of others and he is afraid

that if the bad behavior will happen again while the victim feels powerless to prevent bullying. The aim of

this study was to synthesize the bullying victimisation effect at bio, psycho, and social in adolescence. This

study was a systematic review. Pre-defined keywords were searched in Science Direct and Scopus with

relevant literature in any year. First step were selection of primary studies, data extraction, assess studies

quality of the included studies with PRISMA. Year and type of study, study design, sample size, sample

characteristics, interventions and results were presented. Three key themes were identified from the original

research were bullying victimisation on physical, psychology, and social. Thirteen studies have been found

in its systematic review. Bullying behavior obtained from the results review were verbal, physical,

electronic/cyber and relational bullying. Bullying verbally includes mocking, making fun of the physical

shortcomings of other students and using unpleasant words, physical bullying such as hitting, kicking, pushing

and forcibly taking possession of others. Almost victim of bullying show stress, anxiety, depression, problem

with academic, suicide ideas and psychosocial problems.

1 BACKGROUND

Bullying often triggers serious conflict among

adolescents (Adams, 2015) and becomes a complex

psycho-social problem (Craig et al., 2009; Zhou et al.,

2017). The case of bullying in schools is a

phenomenon of icebergs, events that occur far more

than are visible on the surface, because the reported

cases are only a small part. KPAI also mentioned that

bullying cases affecting children in Indonesia, both in

urban and rural areas are almost the same case

(Saubani & Sopia, 2017). Bullying can occur in

public schools, private, even international schools

(Setyawan, 2014).

Portion of adolescents and children experiencing

bullying in schools varies widely, depending on

country and research. Schoolchildren experience with

bullying verbal (20-65%) is the most prevalent form

of violence in school (Pinheiro, 2006). The research

from UNESCO in report that 246 million adolescents

and children experience violence school bullying and

in some form each year (UNESCO, 2011).

In 2014-2015 20.8% of adolescents aged 12-18

years (over 5 million) reported that they had been

bullied in school (Lessne & Yanez, 2016). Other data

show that 17.6% of boys and 15.3% of girls are

reported to be victims of bullying (Rasalingam et al.,

2016). Other studies have shown that 15-30% are

generally teenagers had been the victim of bullying

(Zhou et al., 2017). Other studies have shown that

bullying occurs mostly in early adolescence (14-15

years) (Peltzer & Pengpid, 2017, Rhee et al, 2017,

Tanrikulu & Campbell, 2015).

The results show that bullying is associated with

low levels of psychological adjustment and social

adjustment and high levels of psychological pressure,

depressive symptoms, and adverse physical health

symptoms (Undheim et al., 2016). Emotional mental

disorders in bullying victims may progress to more

serious disorders such as mental illness if not

successfully addressed (Riskesdas, 2013;

Zauszniewski and Bekhet, 2012).

Victims of bullying will have a significant

negative impact on the physical and psychological

health of adolescents, such as, nausea, headaches,

538

Akasyah, W., Margono, H. and Efendi, F.

Bullying Victimisation Effect at Physical, Phychological, and Social in Adolescence.

DOI: 10.5220/0008328205380546

In Proceedings of the 9th International Nursing Conference (INC 2018), pages 538-546

ISBN: 978-989-758-336-0

sleep problems, fatigue, self-harming behavior,

loneliness (Zhou et al., 2017) depression (Murshid,

2017), psychosis and the idea of killing self (Bang &

Park, 2017) than those who do not have such a

history. Symptoms of depression are the detrimental

effects found in victims of bullying (Zhou et al.,

2017).

Bullying causes psychosocial risks and serious

academic adjustment to victims and perpetrators

(Solberg et al., 2007). Mental health disorders have

been shown to have significant adverse effects on

welfare, function and development in adolescence,

and are associated with decreased academic

performance, unemployment, poor social

functioning, and substance abuse. This negative

effect can continue well beyond adolescence, creating

a cycle of continuing dysfunction and loss (Yin et al.,

2017).

The impact of education on victims of bullying

and violence is very significant. Bullying by teachers

or peers can make intimidated children and teenagers

feel afraid to go to school and interfere with their

ability to concentrate in class or participate in school

activities (UNESCO, 2017). They may often lose

classes, avoid school activities, and drop out

altogether. The unsafe learning environment creates a

climate of fear and insecurity and raises the

perception that teachers have no control or care for

students' welfare. This reduces the quality of

education for all students (UNESCO, 2017).

Comparatively little mastery of difficulty by

children and families is important to develop

resilience to further challenges (Shonkoff et al.,

2009). However, stress levels associated with

excessive, persistent or uncontrollable difficulty,

without the protection of stable adult support may

have disruptive effects on brain function (and some

organ systems) that can lead to life-long illness and

behavior problems (Shonkoff et al., 2009). This

systematic review is structured to identify the effects

of bullying victimization on physical, psychological,

and social in adolescence.

2 METHODS

2.1 Design

The design of this research is a systematic review of

quantitative studies. The review protocol used the

Preferred Reporting Items for Systematic Reviews

and Meta-Analyses (PRISMA) guidelines for the

reporting of systematic reviews and the guidelines

provided by the Cochrane Collaboration. PRISMA

guidelines methods were followed to direct the

creation of eligibility criteria and search strategies,

guide study selection process, and inform data

analysis.

2.2 Searching Strategy

The search strategy yielded a total of 2806 citations,

from which we removed 1756 duplicates. 1050

citations were then removed after firstlevel screening

because their titles and/or abstracts did not match

eligibility criteria. 64 full-text articles were subjected

to second-level screening from which 13 articles were

retained for inclusion in the review. Thus the final set

included 13 articles on the Bullying Victimisation

Bio,Psycho, Social Effect in Adolescence. Using the

PRISMA tool for quantitative studies, we assessed

quality of the included articles. The quality of 13

studies was considered good.

2.3 Study Characteristic

The 13 studies (Table 1) were published between

2006 and 2018 and conducted in five countries: seven

Identification

Eligibility

Included

Screening

Scopus =

2258citations

Science direct = 548

citations

1756 Non-Duplicate Citations Screened

1050Articles Excluded After title/Abstract

Screening

64 Full text Articles assessed for eligibility

51 articles excluded

After full text screening

11 Qualitative Studies

13 review articles

15 not focused on problem

7 Non Adolescent s participant

5 Thesis or Abstract

13 articles met inclusion criteria

Figure 1: Selection Process.

Bullying Victimisation Effect at Physical, Phychological, and Social in Adolescence

539

studies from United States, one study each studies

from the Germany, China, Sweden, two studies each

from Canada. All studies were quantitative methods.

Quantitative methodologies included descriptive

studies, associations, corelations, comparative

studies, longitudinal studies, cohort, and retrospective

studies. All papers did clearly report their sampling

strategy. Sample sizes ranged from 200 to >2000

participants, and the total number of participants

included across all studies was >100000.

Demographic data reported indicates that most

participants were female and the range of experience

bullying victimisation was from 1 months to 20 years.

Data were collected through questionaire (n = 9) and

survey (n = 3) and analyzed according to a form of

content or thematic analysis.

3 RESULTS

3.1 Physical Effects

School physical disorder and a lack of positive

behavioral expectations were associated with

increased risk for multiple forms of bullying. Several

gender and age differences were also observed in

relation to the patterns of bullying experienced

(Bradshaw et al., 2015).

Much of the research on bullying has tended to be

focused on the prevalence and correlates associated

with the behavior, carried out in a handful of

countries (mainly, the United States, Europe, and

Australia), and examined cross-sectionally. There

remain gaps in understanding how bullying manifests

in international contexts, especially because of the

widespread variability reported in bullying

perpetration and victimization between countries and

regions (World Health Organization, 2016).

Specifically, being the victim of verbal bullying was

associated with greater exposure to adverse health

problems, including asthma, rhinitis, and obesity. We

also found that being bullied physically was

associated with a higher prevalence of obesity

(Jennings et al., 2017).

3.2 Psychological Effects

Psychological distress generated by peer

victimization impairs a student's motivation and

performance in school. Traumatic experiences such

as sexual abuse physical abuse and violence have all

been found to have a variety of detrimental effects on

the psychological well-being of young people

(Gustafsson et al., 2009). Anxiety, depression, anger,

posttraumatic stress, dissociation and sexual concerns

are psychological simptomps that found in adolescent

with bullying (Gustafsson et al., 2009). A recent

Canadian study found that 40–46% of adolescents

experienced harassment (a composite score that

included verbal harassment, threat of physical assault,

and actual physical assault), and it predicted poorer

physical and psychological (i.e., depression) health

status (Abada, Hou, & Ram, 2008).

Examining the precise nature of the relationship

between parental rejection and multiple victimization

was beyond the scope of the present study, but it

maybe that adolescents who perceive their parents as

rejecting suffer psychological consequences (e.g.,

low sense of self-worth, depressed mood,

helplessness, anger) that make them more vulnerable

to victimization (Cuevas et al., 2007).

Youth with multiple victimizations experienced

more psychological distress and earned lower grades

than their peers (Holt et al., 2007). A substantial

number of youth are bullied by their peers at school,

and that this victimization is associated with

deleterious psychological and academic effects

(Espelage & Holt, 2001)

Targets of bullying report more loneliness, greater

school avoidance, more suicidal ideation, lower self-

esteem, and more depression than their non-bullied

peers (Hawker & Boulton, 2000). Finally, high school

students who had experienced high levels of

childhood sexual abuse, sexual harassment, and

dating violence reported more psychological distress

and a lower sense of school belonging than their non-

victimized peers and peers with fewer victimization

experiences (Holt & Espelage, 2003).

This is alarming because bullying and

victimization are severe risk factors for a variety of

adverse short- and long-term outcomes: bullying has

been linked to antisocial behavior, low prosocial

behavior, school failure, or substance abuse, whereas

victimization predicts psychosomatic complaints,

school absenteeism, low self-esteem, anxiety,

loneliness (Rigby, 2003).

3.3 Social Effects

Bullying victimization in adolescence is a sig-

nificant social problem that can become persistent

over time for some victims (Calvete et al., 2017).

Children’s behavior and social experience,

particularly with respect to peer relationships, have

received increasing attention from researchers

because of their critical role in the socialization

process (Yuan, Shao, Liang, & Bian, 2014). Bullying

victimization positively predicted children’s social

anxiety (Wu et al., 2018).

Although previous research suggests that some

characteristics of the victims, such as social anxiety

INC 2018 - The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research

540

(Storch et al., 2005), can perpetuate the risk of being

a victim, there is an overall paucity of research

examining the factors that contribute to continued

bullying victimization. Symptoms of social anxiety

could encourage bullies to choose them as victims,

believing that they will have more difficulty

defending themselves. Thus, social anxiety could not

only be a consequence of victimization, it could also

act as a factor that increases the risk of future bullying

victimization. Moreover, the role of social anxiety in

bullying victimization could be stronger among girls

because they usually score higher than boys on social

anxiety (Caballo et al., 2014).

4 DISCUSSION

This systematic review of quantitative studies has

presented the bullying victimisation effect at bio,

psycho, and social in adolescence. It was evident

from the studies included in this review, that type of

bullying, effect of bullying on physical psychology,

and social. Three synthesized findings were identified

which could create lasting effects on bullying:

physical problem, psychology problem, and social

problem in child adolescent.

Victims of Bullying have complex problems.

Based on previous data and research forms of

bullying include physical, verbal, cyber bullying, and

social. Psychosocial problems are of primary

concern, followed by physical problems.

Psychological distress can have a bad impact. Self-

esteem, low self-esteem, anxiety, depression, suicidal

idea are some of the distress psychology that often

appears in victims of bullying (Gustafsson et al.,

2009; Holt et al., 2007). More impact on acadeic

changes has also been reported in previous studies.

Teenagers with ongoing bullying have problems in

the academic field. One example is the declining

learning grade, often not attending school for fear,

and dropping out or out of school (Cornell et al.,

2013; Holt et al., 2007).

In another report mentioned that the victims of

bullying also have an impact on physical health

problems. Asthma, rhinitis and obesity are some of

the physical problems (Jennings et al., 2017).

It is important to note that while this review has

highlighted some of the more challenging aspects of

bullying victimization effect at adolescents,

overwhelmingly it highlights what is done well. The

findings have clearly demonstrated that adolescent

with bullying victimization have some problem there

are physical, psychological, and social. Since it is

evident that grief and emotional distress are

experienced bullying victimization can be

identification. Olweus. (2016) recently published

clinical practice guidelines for bullying intervention

program in school which could be used as a platform

to develop unit specific guidelines.

The findings of this review would suggest that

despite the varying approaches to quantitative inquiry

that have been used, the bullying victimization effect

in physical, psycho, and social. As such, implications

for research can be suggested beyond the bullying

victimization effect have been identified The latter is

particularly important because the period of time

leading up to a decision to control the effect of

bullying victiisation. Furthermore, a critical

evaluation of existing bullying victimization effect

and clinical practice guidelines as well as how these

guidelines are actualized in school would help to

identify and solidify best-practices.

There are a number of limitations to consider

when interpreting the findings of this study. First, as

with all meta-aggregation studies, there is a

possibility that we misrepresented the original

experiences and/or interpretations. This can occur any

time one synthesizes aggregated quantitative data

from multiple sources. To minimize this potential

error, we followed a rigorous systematic review

methodology (PRISMA, 2009), including double

citation screening and data extraction and only

reported on findings deemed unequivocal or credible.

The research team also had expertise in review

methods, quantitative methodologies. Second, it is

possible that our search strategy failed to identify all

pertinent literature because we opted to create a

narrow search including keywords explicitly relevant

to the topic. It is possible that the addition of terms

might have produced more results including other

contexts of victimization effect. Furthermore, we did

not include a grey literature search. The studies we

reviewed originated from, Germany, Canada,

Sweden, China, and United States.In addition, most

of the participants were adolescent and the overall

experience described in this paper may not represent

accurately adolescent victimisation experiences.

5 CONCLUSIONS

This systematic review of quantitative studies from

various countries provided an aggregated perspective

of the bulling victimization effect at physical.

Psychological and social in adolescent. Bullying

behavior obtained from the results review is bullying

verbal, physical bullying, electronic/ cyber bullying

and relational bullying. Bullying verbally includes

mocking, making fun of the physical shortcomings of

other students and using unpleasant words, physical

bullying such as hitting, kicking, pushing and forcibly

taking possession of others. Almost victim of

Bullying Victimisation Effect at Physical, Phychological, and Social in Adolescence

541

bullying show stress, anxiety, depression, problem

with academic, suicide ideas and psychosocial

problems. Adolescent with bullying victimizations

experienced more physical, psychological emotional

distress, and psychosocial problem. The topic within

this context is complex, multifaceted and has

similarities across the world This review expands our

understanding of this of bulling victimization effect

at physical, psychological, and social in adolescent in

that it provides implications for practice and is

suggestive of areas for the development of new

knowledge by clearly identifying areas for further

research.

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Table 1: Summary of studies and reported study results

Author

(Year)

Country

Purpose/Aim/Research Methodolog

y/Data

Collection/

Data

Analysis

Sampling

and

Participants

Main results/themes

Cornell et al.

(2013)

United

States

To search Perceived Prevalence

of Teasing and Bullying

Predicts High School Dropout

Rates

Survey

regression

analyses

Random

N=7,082

ninth-grade

students

The predictive values of student and

teacher perceptions of PTB were

comparable in magnitude to the

predictive values for other

commonly recognized correlates of

dropout rates

Bradshaw et

al. (2015)

United

States

To examine the overlap in four

different forms of bullying that

youth commonly experi- ence

(i.e., verbal, relational, physical,

electronic), with the aim of

understanding their association

with social-emotional correlates

(i.e., internalizing symptoms,

externalizing symptoms,

retaliatory attitudes) and

exploring associations with

school contextual factors such

as supervision, school physical

disorder, and behavioral

expectations

Cohort web-

based survey

A series of

two-level

hierarchical

linear

models

(Descriptive

Analyses,

Latent Clas

Analysis)

Random N=

24,620

students

This research indicated significant

overlap in the different forms of

bullying victimization, with youth

experiencing multiple forms of

bullying reporting the greatest risk

for social-emotional problems

Turner et al.

(2016)

United

States

Groups of youth with specific

victimization profiles and

identify factors that are

associated with membership in

each victimi- zation group.

Survey

Descriptive

characteristic

Random N =

2,312 youth

ages 10-17

years

Youth in the polyvictim class

experienced the highest number of

different victimizations types in the

past year and had the most

problematic profile in other ways,

including greater likelihood of living

in disordered communities, high

probabilities of engaging in

delinquency of all types, elevated

lifetime adversity, low levels of

family support, and the highest

trauma symptom scores

Gustafsson

et al. (2009)

Sweden

To examined the impact of

polytraumatization,

operational- ized as the number

of different potentially

traumatic events.

Descriptive

statistics of

Cross-

sectional

Questionnair

Cheklist

Exploratory

analyses.

analysis of

variance

(ANOVA).

Random

school aged

children

(n=270)

adolescents

(n= 400).

The traumatic event was common in

both the samples (63% of the

children and 89.5% of the adoles-

cents). The number of different

traumatic events, polytraumatiza-

tion, was highly predictive of

symptoms in both samples.

INC 2018 - The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research

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Romano et

al. (2011)

Canada

To estimate the prevalence of

multiple vic- timization (verbal

harassment, threat of and actual

physical assault, school social

exclusion, discrimination) in

1,036 13–16 year olds. We also

examined household (e.g.,

parental edu- cation), family

(e.g., parenting practices), and

adolescent (e.g., friendship

quality) correlates of multiple

victimization for the whole

sample and separately by sex.

Cross-

sectional

National

Longitudinal

Survey of

Children and

Youth

(NLSCY)

Pearson 2

analyses

logistic

regression

Stratified

multistage

probability

sample

design

N= 1,036

13–16 year

olds

There was an increased probability of

multiple victimization (2 or more

types) in adolescents who reported

greater parental rejection, who

engaged in more frequent out-of-

school activities, and who

experienced non-victimization

adversity. The probability decreased

if adolescents reported greater

friendship quality.

Holt et al.

(2007)

United

States

To explore the victimization

experiences of urban

elementary school students to

determine whether subsets of

youth emerged with similar

victimization profiles (e.g., no

victimization, multiple types of

victimization). It also evaluated

whether multiple victimization

was associated with greater

psychological distress and

lower academic performance.

Cross-

Sectional

self-report

survey

Cluster

analysis

Random

N= 689 5th

grade

students

Youth with multiple victimizations

experienced more psychological

distress and earned lower grades than

their peers.

Jennings et

al. (2017)

United

States

To examine relationship

between bullying victimization

and adolescent physical health

Longitudinal

exam-

ination

survey

questionnair

e descriptive

statistics

ordinary

least squares

regression

models

(OLS)

Stratified

multi- stage

N= 2101

juveniles

Bullying victimization and

perpetration is a significant risk

factor for various forms of adverse

physical health outcomes includ- ing

asthma, rhinitis, and obesity.

Schneider et

al. (2012)

United

States

To examine the prevalence of

cyberbullying and school

bullying victim- ization and

their associations with

psychological distress

Surveys

binomial

logistic

regression

The survey

employs a

census rather

than

sampling

procedure.

Youths

n=20406

Victimization was higher among

nonheterosex- ually identified

youths. Victims report lower school

performance and school attachment.

Controlled analyses indicated that

distress was highest among victims

of both cyberbullying and school

bullying. Victims of either form of

bullying alone also reported elevated

levels of distress

Bullying Victimisation Effect at Physical, Phychological, and Social in Adolescence

545

Salmon et

al. (2018)

Canada

To estimate the prevalence of

nine types of bullying

victimization among

adolescents in Grades 7 to 12,

and examine how these

experiences vary according to

gender and school grade

Cross-

sectional

Self-report

Youth

Health

Survey

(YHS)

Descriptive

statistics

multiple

logistic

regression

models

Random

N=64.174

Gender and grade differences were

noted with girls being more to likely

than boys to report six types of

victimization

Kim et al.

(2017)

Canada

To examines the association

between cyber bullying and

adolescent mental health

problems and the extent to

which this association differs by

sex and mental health problem

type.

Cross

sectional

survey

Multilevel

structural

equation

modelling

Probability

sample of

schools

(cluster

samples)

n= 31,148

students in

grades 6–12

Control- ling for age and traditional

forms of bullying, cyberbullying was

a significant predictor of

adolescents’ emotional and

behavioral problems. Cyberbullying

was more strongly associated with

emotional problems for females and

with behavioral problems for males.

Calvete et

al. (2017)

Spain

To examines the role of

maladaptive schemas, the key

concept in schema therapy, as a

mechanism of continued

bullying victimization

Longitudinal

Study

Questionnair

Descriptif

Statistc

exploratory

factor

analysis

(SEM)

Randomly

N = 1328

adolescents

Maladaptive schemas of rejection

mediate the predictive association

between victimization in both the

family and at school and future

bullying victimi- zation.

Bondu et al.

(2016)

Germany

To investigate long-term

relations between experiences

of aggression at school and the

development of justice

sensitivity as a personality

disposition in ado- lescents.

Longitudinal

Study

Questionaire

Descriptif

Statistic

MANCOVA

regression

analyses

Latent path

analyses

Random

N= 565

Both bullying and victimization

showed long-term influences on

victim and observer justice

sensitivity, we did not find evidence

for the opposite influences of justice

sensitivity on bullying or on

victimization

Wu et al.

(2018)

China

To examining the relationship

between bullying victimization

and social anxiety has mainly

been conducted in Western

countries, and little is known

about the mechanisms

underlying this relationship

Correlation

Survey

Deskriptif

Statistic

A one-way

analysis of

variance

(ANOVA)w

Stratified

sample

N= 1903

children

Latent interaction effects indicated

that the protective effect of trait

resilience was stronger for girls

experiencing high, relative to low,

levels of bullying victimization, and

psychological suzhi buffered against

the detrimental effects of bullying

on children’s social anxiety.

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