Page 116 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 116
positive youth development in contexts
bullying situations) and in less unwanted or risky behaviours (e.g. using
bullying to gain social power, reinforcing bullying as a bystander).
The studies that have considered bullying in the PYD framework have
shown that students reporting higher levels of internal and external assets
also reported lower levels of both bullying perpetration and victimisation
(Benson & Scales, 2009; Fredkove et al., 2019), indicating that developmen-
tal assets could work as protective factors for bullying involvement. In ad-
dition, the protective role of some internal (e.g. social competence, posi-
tive identity; Tsaousis, 2016; Zych et al.., 2019a)there are still many gaps in
knowledge that need to be addressed. Research on protective factors and
effective interventions is still in its relatively early stages. This systematic
review of meta-analyses on protective factors against bullying and cyber-
bullying was conducted to synthesize knowledge and discover the most im-
portant community, school, family, peer and individual protective factors.
After systematic searches and the application of inclusion and exclusion
criteria, 18 meta-analyses with 128 effect sizes were included and analyzed.
Forest plots were constructed and median effect sizes were calculated for
each group of protective factors. Self-oriented personal competencies were
the strongest protector against victimization. Low frequency of technology
use protected from involvement in cyberbullying. Good academic perfor-
mance and other-oriented social competencies were the strongest protec-
tive factors against perpetration. Positive peer interaction was the strongest
protective factor against being a bully/victim. These findings can be useful
to improve anti-bullying programs, policy and practice. Bullying perpetra-
tion and peer victimization has long been considered an important social
and clinical problem. Children and adolescents who are bullied are at in-
creased risk for mental health problems. The aim of this study was to in-
vestigate the relationship between self-esteem and bullying behavior (i.e.
perpetration and peer victimization and external resources (e.g. peer and
teacher support; Holt & Espelage, 2007; Košir et al., 2020) has been found in
studies that investigated these resources from theoretical perspectives oth-
er than PYD model. The same holds for the indicators of positive youth de-
velopment that have been examined relative to bullying: care could also be
conceptualised as empathy (Zych et al., 2019b), connection as peer support
and friendships (Kenrtich et al., 2012, Košir et al., 2020) and competence as
both academic and social competence (Jenkins et al., 2016).
In many countries, the transition from childhood to adolescence cor-
responds with the transition to a new level of education (from elementary
116
bullying situations) and in less unwanted or risky behaviours (e.g. using
bullying to gain social power, reinforcing bullying as a bystander).
The studies that have considered bullying in the PYD framework have
shown that students reporting higher levels of internal and external assets
also reported lower levels of both bullying perpetration and victimisation
(Benson & Scales, 2009; Fredkove et al., 2019), indicating that developmen-
tal assets could work as protective factors for bullying involvement. In ad-
dition, the protective role of some internal (e.g. social competence, posi-
tive identity; Tsaousis, 2016; Zych et al.., 2019a)there are still many gaps in
knowledge that need to be addressed. Research on protective factors and
effective interventions is still in its relatively early stages. This systematic
review of meta-analyses on protective factors against bullying and cyber-
bullying was conducted to synthesize knowledge and discover the most im-
portant community, school, family, peer and individual protective factors.
After systematic searches and the application of inclusion and exclusion
criteria, 18 meta-analyses with 128 effect sizes were included and analyzed.
Forest plots were constructed and median effect sizes were calculated for
each group of protective factors. Self-oriented personal competencies were
the strongest protector against victimization. Low frequency of technology
use protected from involvement in cyberbullying. Good academic perfor-
mance and other-oriented social competencies were the strongest protec-
tive factors against perpetration. Positive peer interaction was the strongest
protective factor against being a bully/victim. These findings can be useful
to improve anti-bullying programs, policy and practice. Bullying perpetra-
tion and peer victimization has long been considered an important social
and clinical problem. Children and adolescents who are bullied are at in-
creased risk for mental health problems. The aim of this study was to in-
vestigate the relationship between self-esteem and bullying behavior (i.e.
perpetration and peer victimization and external resources (e.g. peer and
teacher support; Holt & Espelage, 2007; Košir et al., 2020) has been found in
studies that investigated these resources from theoretical perspectives oth-
er than PYD model. The same holds for the indicators of positive youth de-
velopment that have been examined relative to bullying: care could also be
conceptualised as empathy (Zych et al., 2019b), connection as peer support
and friendships (Kenrtich et al., 2012, Košir et al., 2020) and competence as
both academic and social competence (Jenkins et al., 2016).
In many countries, the transition from childhood to adolescence cor-
responds with the transition to a new level of education (from elementary
116
