Bullying behavior is a behavior that many found among people in recent times. Many argue that bullying behaviors include behaviors that aim to intimidate others, discredit others, and even injure others. Different forms of bullying behaviors, some of which include bullying, threatening, mocking, calling offensive calls, and isolating or alienating others in a group. There are many impacts of bullying behavior, including individuals who become inferior, depressed, depressed, or even self-rebellious and revengeful. Such impacts will be harmful to others as well as to the individuals concerned. Therefore it is necessary to attempt to overcome the bullying behavior. One way that can be used is through the application of group guidance with sociodrama technique. Sociodrama is one of group guidance techniques. Through sociodrama, individuals will be invited to play a role to train their ability to deal with bullying behavior in accordance with the drama theme being played.

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Bimbingan Kelompok dengan Teknik Sosiodrama Sebagai Upaya Mengatasi Perilaku Bullying di Sekolah

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Bibliometrics Analysis in Articles of Verbal Bullying in Schools

Introduction. One of the aspects of digitalisation of education is the transfer of interpersonal relations and group processes into a virtual environment. Bullying, one of the biggest problems in school communities, is also relevant when communicating on the Internet. The danger of both bullying and cyberbullying is that the bullying processes can be hidden from the eyes of adults, which makes it difficult to counteract, because from the outside the situation may seem favourable. For the same reason, the scope of the phenomenon needs to be assessed and clarified.Aim. The current research aimed to investigate students’ subjective perceptions of the manifestations and experiences of bullying and cyberbullying in educational and online environment.Methodology and research methods. To study the problem, a questionnaire was developed to identify the type and form of participation in school bullying and cyberbullying. The questionnaire survey was carried out among 1762 middle-level students of educational organisations of general secondary education and secondary vocational training in Ekaterinburg and the Sverdlovsk region.Results. The presence of both school bullying and cyberbullying in the educational organisations of the Sverdlovsk region was revealed. The most common forms of both types of persecution and distribution by type of participation were identified. Distribution in school bullying: victims – 35.5%, instigators – 15.7%, ordinary participants – 11.5%, witnesses – 42.0%. In school cyberbullying: victims – 20.4%, aggressors – 7.7%, instigators – 4.7%, ordinary participants – 6.4%, witnesses – 20.4%. The transformation of school bullying in the digital space preserves the structure, types of participation, but adapts the forms of bullying and the degree of involvement of the participants. It can be argued that the involvement in cyberbullying (in all roles) is lower than the involvement in school bullying. The research results make it possible to start a study of the dependence of the forms and motivation of the persecutors on the space, in which these relations are realised.Scientific novelty. The present research demonstrates a cross-cutting comparison of various forms of bullying and cyberbullying in school communities, recorded in representatives by different forms of bullying (victim, stalker, witness).Practical significance. The questionnaire proposed in this paper can be used for the further analytical research on bullying and cyberbullying in school communities.

Bullying and cyberbullying in a modern school

Fenomena bullying di luar negeri dari tahun 2011 dengan lebih dari 300.000 siswa dari 48
negara berkembang. Menurut data KPAI 87,6 % anak mengaku pernah mengalami kekerasan
di lingkungan sekolah dalam berbagai bentuk. Jumlah itu sekitar 25% dari total pengaduan
dibidang pendidikan sebanyak 1.480 kasus bullying yang disebut KPAI sebagai bentuk
negatif disekolah.Berdasarkan Survei Lembaga Plan Indonesia dan Yayasan Sejiwa sejak
tahun 2008, Yogyakarta merupakan salah satu diantara 3 kota besar di Indonesia yang
memiliki risiko bullying paling tinggi, (Sejiwa, 2008). Diketahuinya hubungan pola asuh
orang tua dengan kejadian bullying pada remaja di SMPN 06 Yogyakarta. Jenis penelitian ini
adalah penelitian survey analitik dengan rancangan cross sectional. Tehnik pengambilan
sampel yang digunakandengan metode proportio sampling. Analisa data menggunakan
rumus Kendal Tau. Hasil penelitian ini menjukkan pola asuh orangtua di SMPN 06
Yogyakarta yang tertinggi adalah pola asuh otoriter dengan jumlah 27 orang (38,6%) dari 70
orang. Kejadian bullying pada remaja di SMPN 06 Yogyakarta tertinggi adalah kategori
sedang dengan jumlah 41 orang (58,6%) dari 70 orang. Hasil uji statistik Kendal Tau
didapatkan hasil nilai signifikan p<0,05 yaitu 0,000 dengan koefisien korelasi sebesar
0,624.Terdapat hubungan pola asuh orang tua dengan kejadian bullying di SMPN 06
Yogyakarta tahun 2018, dengan tingkat keeratan kuat. Untuk sekolah diharapkan
menambahkan program sosialisasi kepada orangtua wali murid tentang pola asuh orangtua
terutama demokratis, permisif dan otoriter untuk menekan angka kejadian bullying (fisik,
verbal, psikis dan elektronik).

Hubungan pola asuh orang tua dengan kejadian bullying pada remaja di smpn 06 yogyakarta tahun 2018

Perilaku bullying marak terjadi saat ini di sekolah. Perilaku bullying  tersebut merupakan perilaku bermasalah. Perilaku bullying  terjadi karena kurangnya penyesuaian terhadap lingkungan sosial. Hal tersebut karena salah satu tugas perkembangan masa remaja yang tersulit adalah yang berhubungan dengan penyesuaian terhadap lingkungan sosial. Upaya membantu siswa dalam mengurangi perilaku bullying di sekolah, salah satunya dapat dilakukan melalui pemberian layanan bimbingan  dan  konseling. Pemberian layanan bimbingan dan konseling dilakukan oleh konselor sekolah atau guru bimbingan dan konseling. Untuk itu, peran penting seorang konselor sekolah dalam mengurangi perilaku bullying yang muncul adalah dengan mengembangkan layanan bimbingan dan konseling yang lebih bersifat responsif terhadap penanganan masalah bullying siswa.

http://journal.unhena.ac.id/index.php/HibSos/article/download/30/17

Peran konselor dalam mengurangi perilaku bullying siswa di sekolah

Bullying is an action to harm other people that continuously happen either in groups or individually. Bullying could happen in a school environment to the students who are quiet, small and to those unable to defend themselves. This study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipating bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment. Bullying is an action to harm other people which is carried out continuously either in groups or individually. Bullying could occur in a school environment to students who are quiet, small and those unable to defend themselves. Bullying prevented by regulations that could be valid to all school members. The study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipation of bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment.

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Chistina Tri Cahyani

Papers

The Anticipation of Schools Bullying