A consilient, multi-level model of corporal punishment

: Bullying in primary and secondary school campuses is a serious social issue that adversely affects the physical and mental well-being as well as the educational development of children. The importance of family education in preventing and intervening in campus bullying issues is gradually gaining attention. As the initial socialization environment for children, the parenting style, family atmosphere, and relationship quality within the family profoundly influence a child's behavior and values. Therefore, examining the causes, influencing factors, and preventive measures of bullying in primary and secondary schools from the perspective of family education has become an urgent issue in the field of education. This article takes a family education perspective to conduct an in-depth analysis and discussion of bullying in primary and secondary schools. It explores the influence of family culture under the background of traditional Chinese culture, analyzing the role of traditional culture in shaping the behavior and values of adolescents. The article dissects the impact mechanism of factors such as family environment, lack of communication and emotional support, and adolescent's stage of second rebellion on the phenomenon of campus bullying. Based on this analysis, it proposes preventive strategies for bullying in schools from the perspective of family education, including enhancing adolescents' psychological resilience, fostering a positive family environment, transforming parenting styles, and establishing a sound school-family-society collaborative parenting mechanism.

Research on Prevention of Campus Bullying in Primary and Secondary Schools from the Perspective of Family Education

Despite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior. A cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC 'Bully Survey' for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher's exact tests to identify factors associated with school bullying. The study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study's findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism. The study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying's psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment. 

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

School bullying is a wide-spread phenomenon that manifests in various forms. It has both short-term and long-term devastating consequences on physical, mental and social wellbeing. The Middle East and North Africa (MENA) region, including Qatar, has a relatively high prevalence of school bullying. This research aims at identifying the prevalence of bullying, particularly unsafe environments were bullying takes place, and its attributes at schools in Qatar.In a cross-sectional study, 980 students from 10 schools in Qatar completed an anonymous self-completion standardized questionnaire to assess the different aspects of bullying from school students' point of view.The prevalence of bullying victimization and perpetration was found to be 41.0% and 31.7% among school students in Qatar, respectively. Classroom (67.5%) and hallways (64.8%) were the most frequently indicated environments of bullying whereas library was the least indicated one (28.3%). Verbal bullying was the most used type of bullying by students. Overall, students in Qatar believe that bullying is considerably a significant issue at their schools, yet schools are safe place for them to be in. Gender, age, ethnicity, school grade and years living in Qatar showed significant differences among the students.School bullying is a serious, yet a manageable global problem. Our findings re-demonstrated the alarming high prevalence of school bullying in Qatar, highlighted student related and school related factors which have implications for future multidimensional action and research and recommended measures to foster safety at school. 

Prevalence and determinants of school bullying in Qatar: a cross-sectional study

Violent child discipline is a widespread phenomenon that can have devastating short- and long-term consequences for an individual's physical, mental and social wellbeing. Parents' beliefs and expressed ideas about child discipline, both violent and non-violent, can differ from their practice. This study identifies which disciplinary methods Qatari mothers believe to be the most successful in changing their child's behaviour and compares them to the ones they report actually using. Using a cross-sectional design, a representative sample of Qatari mothers completed an anonymous standardised questionnaire, the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool for Parents. The majority (96.9 per cent) of Qatari mothers reported believing in non-violent disciplinary methods (NVDMs) in changing their child's behaviour and those believing only in such methods are more likely to use only them compared to those mothers believing in a mixture of methods (30.9 vs. 6.7 per cent, chi-squared value [𝜒2] = 83.5, P value <0.001). Still, 44.9 and 5.2 per cent of Qatari mothers believing in only NVDMs also used at least one moderate and one severe physical method, respectively. Much public education is needed to increase Qatari mothers' awareness in of the benefits of NVDMs, to foster a belief in their efficacy and to support using them. 

Qatari mothers’ beliefs in child disciplinary methods and their reported use: A cross‐sectional study

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Prevalence and determinants of school bullying in Qatar: a cross-sectional study

Qatari mothers’ beliefs in child disciplinary methods and their reported use: A cross‐sectional study