<i>BULLYING</i> OR INTIMIDATION AT SCHOOL: CONTRIBUTIONS FROM THE EVIDENCE OF RESEARCH IN NURSING

Ariza, Karol Johanna Briñez; Castillo, Clara Virginia Caro

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Literatura Review • Texto contexto - enferm. 27 (4) • 2018 • https://doi.org/10.1590/0104-07072018000400017 copy

BULLYING OR INTIMIDATION AT SCHOOL: CONTRIBUTIONS FROM THE EVIDENCE OF RESEARCH IN NURSING

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

to analyze relevant theoretical and methodological aspects from the scientific evidence in nursing related to school bullying.

Method:

Integrative review of nursing studies’ literature in eight databases: PubMed, MEDLINE, Academic Search Complete, Ovid nursing, SciELO, ScienceDirect, Redalyc and Embase, with the keywords: bullying, nursing, child school bullying, peer aggression, adolescent and time span from 2004 to 2016. There were 30 studies of which 19 that met the selection criteria were selected. The analysis was developed in six stages: search of studies, selection, and criticism of qualitative and quantitative studies, comparison of findings/grouping by themes, interpretation, conclusions by levels of nursing evidence.

Results:

Four prevalent themes were identified: consequences in health, causes, nursing interventions and coping. The main contribution in the theme from the evidence of research in nursing allowed to identify research developments in both the qualitative and quantitative paradigm, different methodological approaches in the levels of evidence VII, VI, V, IV, III.

Conclusions:

health policies that intervene in preventing the phenomenon, know the causes and related consequences are needed; in addition, strategies for identifying schoolchildren at risk should be designed to avoid consequences to their health, also generate intervention studies and support coping processes for schoolchildren who are mocked or bullied.

DESCRITORES:
Bullying; Health, school; Nursing based on evidence; Nursing research; Nursing

Year / local	Study type	Age (years) / grade level	Sample size	Results
2011 United States³3 Krug EG, Dahlberg LL, Mercy JA, Zwi AB, Lozano R, editors. World report on violence and health. Geneva (CH): World Health Organization; 2002.	Qualitative - content analysis	Fifth year - elementary school	243	Expression of feelings of insecurity and emotional problems when being a victim, or witness.
2009 United States¹¹11 Willis D, Griffith C. Healing patterns revealed in middle school boys’ experiences of being bullied using Roger’s Science of Unitary Human Beings (SUHB). J Child Adolesc Psychiatr Nurs [Internet]. 2010 [cited 2014 Mar 26];23(3):125-32. Available from: https://doi.org/10.1111/j.1744-6171.2010.00234.x https://doi.org/10.1111/j.1744-6171.2010...	Quantitative - correlational	Average of 18 years old	241	Studied the relationship between school bullying of the relational aggression type and depression in adolescents.
2011 Asia¹³13 Kvarme L, Monsen K, Eboh W. Evidence-based solution-focused care for school-age children experiencing cyberbullying. J Psychosoc Nurs [Internet]. 2014 [cited 2017 Aug 10];52(3):31-41. Available from: http://www.ncbi.nlm.nih.gov/pubmed/24200914 http://www.ncbi.nlm.nih.gov/pubmed/24200...	Quantitative - correlational	Sixth year high-school	184	Health damages: headache, feeling bad, crying, restlessness, nervousness, sleeping problems, dizziness in victims and in the aggressor group: poor appetite.
2015 United States¹⁷17 Karatas H, Ozturk C. Relationship Between Bullying and Health Problems in Primary School Children. Asian Nurs Res [Internet]. 2011 [cited 2018 Sep 5];5(2):81-7. Available from: http://linkinghub.elsevier.com/retrieve/pii/S1976131711600169 http://linkinghub.elsevier.com/retrieve/...	Quantitative - correlational	18 to 25	121	Found a positive relationship between coping strategies of avoidance with depression and anxiety and negative relationship with self-esteem.

Year / local	Study type	Age (years)/ grade level	Sample size	Results
2004 United States⁹9 Horowitz JA, Vessey JA, Carlson KL, Bradley JF, Montoya C, McCullough B, et al. Teasing and bullying experiences of middle school students. J Am Psychiatr Nurses Assoc [Internet]. 2004 [cited2017 Jan 16]; 10(4):165-72. Available from: https://doi.org/10.1177/1078390304267862 https://doi.org/10.1177/1078390304267862...	Qualitative - phenomenological	8 to 14	7 focus groups (8-10 per group)	Risk categories to be bullied: physical appearance, personality and behavior, family and environment, and factors related to school.
2011 Asia²²22 Kaya F, Bilgin H, Singer M. Contributing factors to aggressive behaviors in High School students in Turkey. J Sch Nurs [Internet]. 2012 [cited 2014 Jun 7]; 28(1):56-69. Available from: http://jsn.sagepub.com/cgi/doi/10.1177/1059840511418669 http://jsn.sagepub.com/cgi/doi/10.1177/1...	Quantitative - descriptive	14 to 18	805	The factors for aggressive behavior were described as follows: being a victim of past violence, time of computer use, and being a man.
2015 Brazil¹⁹19 Oliveira WA, Silva MAI, Mello FCM, Porto DL, Yoshinaga ACM, Malta DC. The causes of bullying: results from the National Survey of School Health (PeNSE). Rev Latino-Am Enfermagem [Internet]. 2015 [cited 2017 Feb 1]; 23(2):275-82. Available from: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692015000200013&lng=en&nrm=iso&tlng=en http://www.scielo.br/scielo.php?script=s...	Quantitative - descriptive	9 grade	109, 104	Causes to for being school bullied were identified as follows: male sex, mothers without schooling, black or indigenous race, physical appearance, sexual orientation.
2011 Chile¹⁸18 Pasten L, Lobos P, Mosqueda A. Comportamiento agresivo en varones de 10 a 12 años, pertenecientes a colegios de Valparaíso. Cienc Enferm [Internet]. 2011 [cited 2014 Mar 26]; XVII(2):97-109. Available from: http://dx.doi.org/10.4067/S0717-95532011000200011 http://dx.doi.org/10.4067/S0717-95532011...	Quantitative - correlational	10 to 12	551	Established factors related to aggressive behavior: younger age, history of drug and alcohol use, inconsistent parenting pattern, physical punishment, parent with full high-school education, study in municipal schools and in small schools.
2011 Brazil⁷7 Lopez R, Amaral A, Ferreira J, Barroso T. Fatores implicados no fenómeno de bullying em contexto escolar: revisão integrada da literatura. Rev Enf Referência [Internet]. 2011 [cited2017 Mar 2]; Ser III(5):153-62. Available from: http://dx.doi.org/10.12707/RIII1169 http://dx.doi.org/10.12707/RIII1169...	Integrative review of correlational studies	-	16 articles	Synthesized risk factors: male gender, ethnic minorities, substance use, low level of empathy, depressive symptoms, psychological stress, being violent, being different in appearance or behavior; abusive or dysfunctional families, lack of family support or lack of family supervision; early school years, suburban school, receiving free meals at school, having weak teacher support. Synthesized protective factors: medium socioeconomic level; high level of self-esteem, low level of depression, stress and loneliness; living with both parents, having siblings, family cohesion and affectivity, democratic families; good school performance.

Year / local	Study type	Age (years) / grade level	Sample size	Results
2009 New Zealand²⁴24 Dresler-Hawke E, Whitehead D. The Behavioral Ecological Model as a framework for school-based anti-bullying health promotion interventions. J Sch Nurs [Internet]. 2009 [cited 2014 Jun 7]; 25(3):195-204. Available from: http://www.ncbi.nlm.nih.gov/pubmed/19363105 http://www.ncbi.nlm.nih.gov/pubmed/19363...	Review based on the socio -ecological conceptual model	-	-	Proposal based on the scope of health promotion to guide programs against school bullying with awareness and nursing strategies.
2012 Colombia²³23 Pinilla E, Orozco L, Camargo F, Berrío J, Medina L. Bullying en adolescentes escolarizados: validación del diagnóstico de enfermería “Riesgo de violencia dirigida a otros”. Hacia Promoc Salud [Internet]. 2012 [cited 2014 Jun 7]; 17(1):45-58. Available from: http://promocionsalud.ucaldas.edu.co/downloads/Revista17(1)_3.pdf http://promocionsalud.ucaldas.edu.co/dow...	Methodological	-	-	Established the validation of nursing diagnosis "risk of violence directed at others", in school-aged adolescents.
2008 Norway and Scotland¹²12 Kvarme L, Eboh W, van der Teijlingen E, Love J. Use of solution focused brief therapy in bullying. Br J Sch Nurs [Internet]. 2008 [cited2017 Mar 2];3(7):346-8. Available from: https://doi.org/10.12968/bjsn.2008.3.7.31721 https://doi.org/10.12968/bjsn.2008.3.7.3...	Quantitative - case study	12	1	Applied the focus on the solution as a traditional bullying care intervention.
2014 Norway¹³13 Kvarme L, Monsen K, Eboh W. Evidence-based solution-focused care for school-age children experiencing cyberbullying. J Psychosoc Nurs [Internet]. 2014 [cited 2017 Aug 10];52(3):31-41. Available from: http://www.ncbi.nlm.nih.gov/pubmed/24200914 http://www.ncbi.nlm.nih.gov/pubmed/24200...	Quantitative - case study	12	1	Applied the focus on the solution as a care intervention in cyberbullying.
2011 United States¹⁴14 Bowllan NM. Implementation and evaluation of a comprehensive, school-wide bullying prevention program in an urban/suburban middle school. J Sch Health [Internet]. 2011 [cited 2014 Mar 26];81(4):167-73. Available from: http://doi.wiley.com/10.1111/j.1746-1561.2010.00576.x http://doi.wiley.com/10.1111/j.1746-1561...	Quantitative -quasi -experimental	7 and 8 grade	112	The effect of the nursing intervention showed that female school students have reduced reports on bullying.
2016 Brazil¹⁵15 Silva JL, Oliveira WA, Braga IF, Farias MS, Silva Lizzi EA, Gonçalves MF, etal. The effects of a skill-based intervention for victims of bullying in Brazil. Int J Environ Res Public Health [Internet]. 2016 [cited 2017 Aug 10]; 13(12):1042. Available from: https://doi.org/10.3390/ijerph13111042 https://doi.org/10.3390/ijerph13111042...	Quantitative -quasi -experimental	6 grade	118	The effect of intervention on social and emotional skills in victims reduced significantly the victimization, the aggression.
2011 United States⁸8 Vessey JA, O’Neill KM. Helping students with disabilities better address teasing and bullying situations: a MASNRN study. J Sch Nurs [Internet]. 2011 [cited2014 Jun 18]; 27(2):139-48. Available from: http://jsn.sagepub.com/cgi/doi/10.1177/1059840510386490 http://jsn.sagepub.com/cgi/doi/10.1177/1...	Mixed - Focus groups -Intervention	8 to 14	60	Improved the self-concept of the bullied children.

Year/ local	Study type	Age (years)/ grade levelSchool grade	Sample size	Results
2011United States¹⁰10 Gomes M. Examining the coping response to peer relational aggression victimization. Nurs Res Pract [Internet]. 2011 [cited2014 Apr 28]; 2011:473980. Available from: http://dx.doi.org/10.1155/2011/473980 http://dx.doi.org/10.1155/2011/473980...	Qualitative -Grounded Theory	Average of 18.3	15	Described the theoretical model of coping strategies: distancing, retaliation, expressing feelings, confronting the aggressor, working outside.
2010United States¹¹11 Willis D, Griffith C. Healing patterns revealed in middle school boys’ experiences of being bullied using Roger’s Science of Unitary Human Beings (SUHB). J Child Adolesc Psychiatr Nurs [Internet]. 2010 [cited 2014 Mar 26];23(3):125-32. Available from: https://doi.org/10.1111/j.1744-6171.2010.00234.x https://doi.org/10.1111/j.1744-6171.2010...	Qualitative - phenomenological	11 to 14	11	Identified healing patterns: creating meaning, self-transcendence, without violence, the power of personal vindication.
2015Brazil²¹21 Sampaio JMC, Santos GV, Oliveira WA, Silva JL, Medeiros M, Silva MAI. Emotions of students involved in cases of bullying. Texto Contexto Enferm [Internet]. 2015 [cited2017 Feb 1]; 24(2):344-52. Available from: http://dx.doi.org/10.1590/0104-07072015003430013 http://dx.doi.org/10.1590/0104-070720150...	Quantitative - descriptive	10 to 18	232	Described the emotions before being intimidated: anger, sadness, shame, demotivation.

Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem Campus Universitário Trindade, 88040-970 Florianópolis - Santa Catarina - Brasil, Tel.: (55 48) 3721-4915 / (55 48) 3721-9043 - Florianópolis - SC - Brazil
E-mail: textoecontexto@contato.ufsc.br

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[1] Correspondence: Karol Johanna Briñez Ariza, National University of Colombia - Edificio Enfermeria, Carrera 30 No. 45-03, edif 228, Bogotá - Colombia. E-mail: kjbrineza@unal.edu.co