Purpose
The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.
Methods
The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.
Results
The degree of empathy did not show a statistically significant relationship with cyberbullying (r=-.07, p=.359) but did show a significant relationship with cybervictimization (r=.18, p=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p<.001).
Conclusion
Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

Citations

• The Prediction of Peer Bullying in Adolescents by Individual and Environmental Variables
  Abdulkadir Özer, Namık Kemal Haspolat
  Uluslararası Türk Eğitim Bilimleri Dergisi.2024; 12(2): 649.     CrossRef
• Exploring the interplay of parenting styles, basic empathy, domestic violence, and bystander behavior in adolescent school bullying: a moderated mediation analysis
  Lujie Zhong, Yutong Ying, Chunni Zeng, Jiaying Li, Yun Li
  Frontiers in Psychiatry.2024;[Epub]     CrossRef
• Hemşirelik Öğrencilerinin Siber Zorbalık, Siber Mağduriyet ve Empatik Eğilim İlişkisi
  Afitap Özdelikara, Burak Mert Soylu, Melike Bolat, Özlem Fazlıoğlu, Selda Demirkan
  Journal of Higher Education and Science.2024; 14(2): 232.     CrossRef
• The Poison of Cyberbullying in Destroying Children's Sense of Empathy
  Shinta Shinta, Akif Khilmiyah
  Jurnal Ilmu Sosial dan Humaniora.2024; 13(3): 602.     CrossRef
• Empathic Skills Training As a Means of Reducing Cyberbullying among Adolescents: An Empirical Evaluation
  Ashraf Atta M. S. Salem, Amthal H. Al-Huwailah, Mahfouz Abdelsattar, Nadiah A. H. Al-Hamdan, Esraa Derar, Sheikhah Alazmi, Mosaad Abu Al-Diyar, Mark D. Griffiths
  International Journal of Environmental Research an.2023; 20(3): 1846.     CrossRef
• Has the COVID-19 Pandemic Affected Cyberbullying and Cybervictimization Prevalence among Children and Adolescents? A Systematic Review
  Anna Sorrentino, Francesco Sulla, Margherita Santamato, Marco di Furia, Giusi Toto, Lucia Monacis
  International Journal of Environmental Research an.2023; 20(10): 5825.     CrossRef

PURPOSE
This study was done to provide basic data for education of elementary school students on life-respect and peer bullying prevention.
METHODS
Participants were 5th and 6th grade elementary school students. Data from the questionnaires of 218 participants were analyzed.
RESULTS
1) The mean score for degree of life-respect was 4.23 (+/-0.38). The types of peer bullying were 'defenders of victims' (3.19+/-0.93), 'bullies' (2.04+/-0.72), 'victims' (1.91+/-0.84), 'bystanders' (1.79+/-0.80), and 'bully-followers' (1.66+/-0.60). 2) There was a significant difference in the degree of life-respect according to gender (t=-2.410, p=.017). Likewise, in the degree of peer bullying, among the type of 'bullies' there were significant differences according to grade (t=-2.285, p=.004), and gender (t=3.191, p=.002). Also, among the types of 'bully-followers' there were significant differences according to gender (t=2.053, p=.041), and having a religion or not (t=3.319, p=.001). 3) There was a significant correlation between life-respect and types of peer bullying.
CONCLUSION
The results of this study provide helps for more effective provision of educational programs regarding life-respect and peer bullying.

Citations

• Systematic Review of Meaning-centered Interventions for Adolescents
  Young Sook Lim, Kyung A Kang
  Child Health Nursing Research.2018; 24(3): 263.     CrossRef
• A Systematic Review of Forest Therapy Programs for Elementary School Students
  Min Kyung Song, Kyung-Sook Bang
  Child Health Nursing Research.2017; 23(3): 300.     CrossRef
• Relationship between Elementary School Students’ Bullying Experience and Bioethics
  Mi Young Moon
  Journal of the Korean Society of School Health.2015; 28(2): 127.     CrossRef

PURPOSE
This study was done to identify the effects of the Positive Peer Relationship Training Program on self-esteem, bullying, and depression.
METHODS
The research design was a quasi-experimental research with a nonequivalent control group non-synchronized pre-posttest. The recruited participants were forty-four 6th graders at an elementary school in G city. The research was carried out from September 10 to November 19, 2012. To test the effects of the Positive Peer Relationship Training Program, the participants were divided into two groups, an experimental group (23) and a control group (21). The Positive Peer Relationship Training Program was provided to the experiment group for 45 minutes/session twice a week, for 4 weeks. Data were analyzed using Fisher's exact probability test, chi2-test and t-test with the SPSS/WIN 18.0 program.
RESULTS
After attending the Positive Peer Relationship Training Program, no significant differences were found in self-esteem scores but significant differences were found in bullying and depression scores between the experimental group and the control group (t=1.27, p=.212, t=-2.10, p=.042; t=-2.37, p=.023).
CONCLUSION
The results indicate that the Positive Peer Relationship Training Program is an effective nursing intervention for decreasing bullying and depression among Children in Early Adolescence.

Citations

• School-based interventions to promote adolescent health: A systematic review in low- and middle-income countries of WHO Western Pacific Region
  Tao Xu, Sachi Tomokawa, Ernesto R. Gregorio, Priya Mannava, Mari Nagai, Howard Sobel, Rachel A. Annunziato
  PLOS ONE.2020; 15(3): e0230046.     CrossRef
• Effects of Peer Helper Training Program on Existential Spiritual Well-being, Peer Relationship, and Depression for Students Attending a Specialized Girls Vocational High School
  Hyun-Ok Jung, Hoy-Ok Song, Mi-Hyang Kim, Hee-Sook Kim
  Journal of Korean Academy of Psychiatric and Menta.2015; 24(4): 310.     CrossRef

This study was conducted with 512 students in 4 primary schools located at the inner and the outskirt of K city, Northern Kyungsang Province from November 6, 2001 to November 27, 2001(during 3 weeks). This study was a research about the difference of a bullying degree and tendency of both teasing and teased students. The purpose of the study was to help nursing teachers in charge of student consultation and treatment. The findings are as follows. First, for to whom students confess their worries, students in lower grade talked to their parents while students in higher grade talked to their close friends. The higher grader, the higher rate in solving their problems by themselves. For how many students are teased by their peers in groups, 52.0% students answered 1 or 2 students in a class. For the reasons of bully, 37.0% higher graders answered, very selfish and putting on airs after 29.6% lower graders answered, ugly and bad at speaking. Second, for perception of peer relation, 81.3% students participating in the study answered, very important. For a question whether students satisfy present relation with their friends by gender, 53.7% boys were satisfied while 34.6% girls were satisfied. Third, for difference in bullying by gender, boys mainly teased others by using words and physical power(p < 0.000) while girls estranged others. When it goes to teased students, it was the case: boys were bullied physically(p < 0.000) and linguistically while girls were hurt by estrangement. Having nothing direct to do with school achievement, nursing teacher should make good use of such an advantage that students tend to easily confess their worries to them and take care of psychological aspects of students in treatment. Furthermore, it needs to include contents of bully in the regular heath care education.