@article{ref1,
title="Risk factors associated with school bullying behaviors: a Chinese adolescents  case-control study, 2019",
journal="Journal of interpersonal violence",
year="2020",
author="Qian, Yining and Yang, Yaming and Lin, Ping and Xiao, Yue and Sun, Yan and Sun, Qiannan and Li, Xinyu and Fei, Gaoqiang and Stallones, Lorann and Xiang, Henry and Zhang, Xujun",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="This research aimed to identify risk factors including individual characteristics  and environment circumstances related to different types of school bullying  (physical, relational, verbal, sexual, and possession bullying) among middle school  students in China. Cases were the respondents reporting perpetrating bullying  behaviors three or more times in the past year. One control was selected for each  case from those participants who were not involved in school bullying in the past 12  months. Data were collected between April 2019 and May 2019 in China. After  considering potential confounding variables including gender, grade level, and  school, multivariable conditional logistic regression analysis was performed based  on the univariate logistic analysis including 1,594 adolescents. According to  conditional logistic regression analysis, alcohol use and lack of emotional  management and control were the significant individual characteristics positively  associated with involvement in school bullying. Alcohol use was related to all five  types of school bullying perpetration. Poor relationships between family members,  father's alcohol use, and parental neglect were strong risk factors for relational  bullying. Lack of a sense of safety and absence of trusted people were associated  with physical, relational, and verbal bullying perpetration. <br><br>RESULTS of this study  provide evidence about risk factors for school bullying and have implications for  potential policies to reduce bullying. Effective policies and programs need to take  individual characteristics (social-emotional skills, anger control), family (parent  training in conflict resolution, appropriate disciplining), peer and school factors  (promoting prosocial networks, zero tolerance for bullying, appropriate disciplining  policies against students who bully others, teacher training on building positive  teacher-student relationships and positive discipling techniques) into consideration  in order to develop effective prevention programs.<p /> <p>Language: en</p>",
language="en",
issn="0886-2605",
doi="10.1177/0886260520976218",
url="http://dx.doi.org/10.1177/0886260520976218"
}