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Abstract
Pendahuluan: Bullying merupakan masalah serius yang dapat berdampak negatif pada kesejahteraan psikologis dan akademik siswa. Studi ini bertujuan untuk meningkatkan kesadaran dan pengetahuan tentang bullying serta cara-cara efektif untuk mencegah dan mengatasinya. Metode: Penyuluhan, diskusi kelompok, pelatihan keterampilan komunikasi, dan empati. Data dikumpulkan melalui kuesioner pra dan pasca kegiatan untuk mengukur perubahan pengetahuan dan sikap peserta terhadap bullying. Hasil: Terjadi peningkatan signifikan dalam pemahaman siswa dan guru tentang bullying serta strategi pencegahannya. Temuan ini menegaskan pentingnya pendidikan dan kesadaran dalam menciptakan lingkungan sekolah yang aman dan suportif. Kesimpulan: Program edukasi anti-bullying yang melibatkan kerjasama dengan mitra lokal dan partisipasi aktif seluruh komunitas sekolah dapat secara efektif meningkatkan kesadaran dan kemampuan untuk mengatasi bullying, sehingga menciptakan lingkungan belajar yang lebih aman dan kondusif.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
- Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2020). Overlapping and distinct dimensions of bullying perpetration and victimization: implications for the differential assessment of bullying. School Psychology Review, 49(1), 49-64.
- Chen, L. (2022). "Cyberbullying in Adolescence: Understanding Trends and Impacts for Effective Intervention." Cyberpsychology, Behavior, and Social Networking, 25(4), 231-245.
- Espelage, D. L., & Hong, J. S. (2020). Cyberbullying Prevention and Intervention: Translating Research to Practice. New York: Routledge.
- Garcia, M. et al. (2021). "Parental Involvement in Anti-Bullying Education: Strategies and Outcomes." Family Relations, 68(2), 301-315.
- Hinduja, S., & Patchin, J. W. (2022). Bullying Prevention: Creating a Positive School Climate and Developing Social Emotional Skills. New York: Oxford University Press.
- Smith, P. K., & Monks, C. P. (2023). Bullying in different contexts: Commonalities, differences, and implications for intervention. Cambridge University Press.
- Swearer, S. M., & Espelage, D. L. (Eds.). (2020). Preventing bullying in schools: A social and emotional learning approach. New York: Guilford Press.
- World Health Organization. (2020). Addressing bullying in schools: Research and implementation strategies. Geneva: World Health Organization.
References
Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2020). Overlapping and distinct dimensions of bullying perpetration and victimization: implications for the differential assessment of bullying. School Psychology Review, 49(1), 49-64.
Chen, L. (2022). "Cyberbullying in Adolescence: Understanding Trends and Impacts for Effective Intervention." Cyberpsychology, Behavior, and Social Networking, 25(4), 231-245.
Espelage, D. L., & Hong, J. S. (2020). Cyberbullying Prevention and Intervention: Translating Research to Practice. New York: Routledge.
Garcia, M. et al. (2021). "Parental Involvement in Anti-Bullying Education: Strategies and Outcomes." Family Relations, 68(2), 301-315.
Hinduja, S., & Patchin, J. W. (2022). Bullying Prevention: Creating a Positive School Climate and Developing Social Emotional Skills. New York: Oxford University Press.
Smith, P. K., & Monks, C. P. (2023). Bullying in different contexts: Commonalities, differences, and implications for intervention. Cambridge University Press.
Swearer, S. M., & Espelage, D. L. (Eds.). (2020). Preventing bullying in schools: A social and emotional learning approach. New York: Guilford Press.
World Health Organization. (2020). Addressing bullying in schools: Research and implementation strategies. Geneva: World Health Organization.