![]() Data from the WHO, Global School-based Student Health Survey (GSHS), and Health Behavior in School-aged Children (HBSC) on bullying prevalence rates in different regions revealed that the prevalence rates of bullying in the Middle East and North Africa were 41.1% and 42.7%, respectively, and the rate was 48.2% for Sub-Saharan Africa. ![]() Longitudinal studies have demonstrated a continuum where being a bully/victim in elementary school is associated with continuing to be a bully/victim at high school and college ( Sourander et al., 2000 Schäfer and Korn, 2004). A large number of studies found bullying to peak during adolescence, then victimization gradually decreases with age (e.g., Pepler et al., 2008 Craig et al., 2009 Bjärehed et al., 2020). Research indicates that bullying declines with age ( Pepler et al., 2008) dropping from 15% in 2nd grade to 5% in 9th grade ( Olweus, 1994). Therefore, the current study attempts to fill this gap by investigating experiences of bullying from a sample gathered at a UAE-based university. As most research on bullying has been done internationally (e.g., Bjärehed et al., 2020 Wachs et al., 2021), we know very little about bullying in the United Arab Emirates (UAE). Despite this, both genders feel equally victimized ( Chapell et al., 2004). The type of bullying in which males are involved in is often of the direct traditional type, while females tend to be more involved in indirect/relational or manipulative forms of bullying ( Hinduja and Patchin, 2008 Olweus and Limber, 2010 Lee, 2017). Gender differences have been noted males tend to bully and get bullied more than females, boys and younger students are more prone to take the aggressor’s side compared with girls and older students ( Bjärehed et al., 2020). This cyberbullying power is rooted from expertise on social media, rather than physical strength or social status ( Hinduja and Patchin, 2008 Wachs et al., 2020).īullying can be further differentiated by type, but regardless of the label, research has proven that it has negative physical and emotional effects, and has a social impact on those who are involved in bullying as well as on others (e.g., Gruber and Fineran, 2008 Schenk and Fremouw, 2012 AlMulhim et al., 2018). A new form of bullying has emerged in the 2000s as an extension to traditional bullying this occurs through electronic technologies which spreads bullying beyond school premises. It may also be indirect or relational, such as excluding victims socially, or spreading rumors ( Carlyle and Steinman, 2007 Liang et al., 2007 Lund and Ross, 2017). Traditional face-to-face bullying is a form of aggression which can be verbal (e.g., name calling, threatening, blackmailing, or making derogatory comments), or physical (e.g., hitting, pushing around, or physical intimidation). Factors like physical size, social status seem to empower aggressors to victimize other individuals ( Nansel et al., 2004). Bullying is an intentional aggressive behavior that is carried out repeatedly, which usually occur between perpetrators and victims who are unequal in power.
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