Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd olg tdns n ihihscnen bu o uligmgtb drse ihncriua n student and curricula, within addressed be might services. bullying via how about positiveand concerns highlights from and to benefit students, college abusive andanopportunity or students. and fellow disadvantaged and ofdeprivation, from teachers Edu- out people with teaching. young interactions as safe apathway for such so their power, professional especially offering of factor, backgrounds, undertake positions protective family they in a to how when as being as recognized bullies with that is become associated important implications cation may Issues is significant bullied have teachers. It Those may compassionate post-graduation. [17]. student both, roles and role or the bully, caring vital on a a become models being dependent play to role bullied, largely programs trained as is preparation stakeholders are formation teacher other teachers and experiences, teacher pre-service students learning While many prior [16]. by and regarded context liefs and wellbe- Bhutanese training care, and the development (teacher their education, in programs in the especially people for formation responsible young teacher become the in will of they are ing as 18 who interest, ages students particular people of College young are cyberbullying. and courses) to adolescents of relation sub-group Being in important [15]. than impacts. an negative [14], students, similar [13], college have students. among to [12], school likely bullying of [11], is health [10], college mental in [9], and peers development [8], or the teachers [7], on by impacts [6], bullied have [5], may negative being teachers Likewise, numerous [4], their with [3], or associated [2], peers is by bullying [1], bullied of others experience bullying The colleges. including and outcomes, schools in common is Bullying Introduction Received: DOI: on they Keywords: provided. dependent also as largely are especially research is presented, further formation for are teacher Recommendations issues Although the programs). teacher training address pre-service (teacher a to formation stakehold- not anuncommon recommendations years, relevant teacher and 21.5 for is to age Implications elsewhere, relate victimizers. mean and bullying and that with Bhutan, victims indicate students in as findings college both ers The students; 1191) Bhutan. ex- college = across inBhutan, the female campuses to amongst kind college survey and experience its 11 self-administered 1242 the of a = of employed (male eight study first 2471 from The the of students. study, sample college This representative among studies. bullying a school of en- from experience learning and comes the evidence onindividuals plores the impacts of negative Much significant vironments. has colleges/universities and schools in Bullying 2 1 programmes formation teacher for implications students: college Bhutanese among bullying of Experience Choden Ugyen GRUYTER DE 09Wle eGutrGb,Berlin/Boston. GmbH, Gruyter de Walter 2019 © Sherab Kezang Abstract: aoCleeo dcto,RylUiest fBua,Pr,Bua,Emi:[email protected] E-mail: Bhutan, Paro, Bhutan, of University Royal Education, of College Paro ainlDu n loo eerhCnr,Fclyo eiie nvriyo e ot ae,Sde,NW Australia NSW, Sydney, Wales, South New of University Medicine, of Faculty Centre, Research Alcohol and Drug National hssuy h is fiskn nBua,rprso h xeine fblyn mn asampleofBhutanese among ofbullying ontheexperiences reports inBhutan, kind its of first the study, This of experience the about known is Little students. school with research from derives known is what of Much 10.1515/ijamh-2019-0087 pi 4 2019; 24, April ulig aig olg tdn,cmaso,tahrformation teacher compassion, student, college caring, bullying, stecrepnigauthor. corresponding the is 1 eagSherab Kezang / ’ eif n ro erigeprecs ece rprto rgaspa ia role. vital a play programs preparation teacher experiences, learning prior and beliefs s Accepted: a 0 2019 30, May 1 onHoward John / 2 nentoa ora fAoecn eiieadHat.21;20190087 2019; Health. and Medicine Adolescent of Journal International – 4 other 24, ’ be- s 1 Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd – – – [6]: [5], [4], – [3], [2], criteria four by Some characterized [1]. generally members is family it termed extended is parents, and violence life: spouses their this of girlfriends, part of boyfriends, a are employers, who teachers, people by peers, committed are siblings, children by experienced acts violent of majority The impacts its and Bullying 63a atassmn 1] twsfudepsr oblyn a soitdwt ihraxey depression, anxiety, higher with 2 associated and was first bullying at to years 11.3 exposure age found mean was of It boys) [19]. 5314 assessment and by girls last (5894 rejected at twins be 16.3 11,108 followed may Wales who and England and in unpopular Study or aggression, do their victims, who from impacts their students, stigma the popular of social be to [24]. those of may students similar mimic deal Bullies other may are disorder. great again, personality and a antisocial which, anger, encounter of perpetrators, shame, not traits the guilt, of on include development impacts the These are and/or [24]. there not Likewise, or victims. intervene on to attempt who and behavior severe more to escalate easily may poorer actions having serious employ- lower potential, less argues, and their the 272) preparation, meeting p. vocational impact (2, not and Duncan lifelong people education prospects. have young further ment could with in participation associated which reduced be discussed outcomes, is strongly can behaviors learning bullying impacts negative These for other internationally, and desire [3]. the a youths and States and on anger the United of ideation feelings in suicidal be may to there both Also, associated that [23]. [22], confirmed [21], meta-analysis [19], A [18], [6], vengeance. [4], truancyand [3], school inactivities, attending use, of participation fear substance performance, inconcentration, enuresis, difficulties, loneli- decline sleep isolation, violence, symptoms, difficulties, rejection, psychosomatic relationship of attempts, feelings suicidal trust, ideation, of on suicidal lack impacts ness, (PTSD), have disorder which stress post-traumatic of insecurity, stress, all ety, safety, and wellbeing education. student of andthe quality ensuring teachers the of, that and incapable beliefs wellbeing are student andinsecurity, the and fear about, by from care are characterized people not young do They benefit. protect usually no not are of sub-groups, are do ronments certain that of communities marginalization the in of the Norms reflected and exist. stigmatization, discrimination, they bullying, which violence, within contexts social and to feelunwanted can students can lead themselves that Schools traumatized. school personnel [14]. and or unimportant control or bystudents and bullying discipline managing, effectively not maintain or of, to violence of use being ‘ embarrassment, the stigma, legitimize of may fear students cite often assistance, assistance, seek seek not victims do of who 50% to Those Up as impact. [20]. seen no bullying [19]. or of [18], [6], type little bullying traditional of of the often rates than higher higher minority experience is from orientations People rate gender [15]. cyberbullying [14], and The [13], sexual [12], diverse [11], with [10], those [7], [2], and others groups bullying in involved being reporting 30% to blogs. up and chatrooms media, social online of character use about via someone rumors often behind spreading gestures relationships, obscene activities, or and faces groups making reputation, from or exclusion involves or usually [7] and [2], bullying, ma- verbal inap- exhibitionism) humiliating, propositioning, pulling, sexual defaming, hair harassment, poking, (rejecting, (sexual “ (hitting, emotional sexual physical pressure), gossip), directly peer teasing, be friends, calling, may nipulating (name It verbal colleges. touching), and propriate schools most in occurs Bullying teach cyber otl net(..tehr asdb uligi eieae o accidental); not deliberate, is bullying by caused harm the (i.e. intent hostile itmdsrs vci ufr idt eeepyhlgcl oilo hscltrauma). orphysical and times); social multiple psychological, occur to severe to potential mild the suffers with (victim the once distress and victim than bully more (i.e. the time between of period inequity a power over perceived repetition or real a includes bullying (i.e. power of imbalance hr ssm ako lrt st hte h mat fblyn nue h wn al Development Early Twins The endure. bullying of impacts the whether to as clarity of lack some is There on impacts are there addition, In anxi- depression, include and extensive, are teachers and/or students fellow from bullying of impacts The community broader the from isolated not are colleges) (hereafter, systems education tertiary and Schools over teachers of authority the support that norms social example, for role, a play norms social and Gender with lifetime, their in bullying experience may people of 35% and 15 between that shown has research Prior victim); ’ hdne al. et Choden ” hlrnt evoet hscnocrtruhtahrldo oee edrdsrmnto,o tolerance or discrimination, gender modeled or led teacher through occur can This violent. be to children ‘ i oilmdaadohrItre ltom 8,[] nietblyn a esmlrt mtoa and emotional to similar be can bullying Indirect [9]. [8], platforms Internet other and media social via weak ’ rfe httepolmi o eiu nuht ekhl [13]. help seek to enough serious not is problem the that feel or , ‘ culture ’ feuainlstig nescrflyadefcieymngd naelann envi- learning Unsafe managed. effectively and carefully unless settings educational of ‘ bullying ’ . While there appears to be no universally accepted definition of bullying, definition accepted universally no be to appears there While . “ bystanders “ goigayo h blyn]bhvoscnb agru because dangerous be can behaviors [bullying] the of any ignoring ” flo tdnsadtahr)wowtestebullying, the witness who teachers) and students (fellow ’ ak n aiuaigfinsiso other or friendships manipulating and back, s ” . EGRUYTER DE ‘ system ’ Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd ulig n opoiegiac okysaeodr nBua n elsewhere. and Bhutan in stakeholders key to in guidance bullying experiences. provide constructive perpetuate to and and could meaningful bullying, undergo who teachers teachers, pre-service future the train that they important include, is as interest It interest, schools. of particular their variables of Some are college of colleges colleges. type and Education study, in of year bullying age, their independently, with attend or hostels they associated in parents, are their with live that students whether factors is much to not found as level, study stakeholders recent school [27]. a However, students the [9]. college at [8], Bhutanese bullying cyberbullying amongst on for common and is than research colleges harassment other extensive into level, sexual is continue college that will there the it at While level, bullying [2]. school about workplace the known at the addressed in not later is bullying also if that suggest research Existing students college and Bullying sometimes beaten were they that reported children The hostels. be their to in seen wardens reason was and schools experienced matrons at Bhutan by violence in or While children 10). others school to p. 2008, contribute (31, and in to wellbeing prevalent ability social remained school, and it at emotional reducing, experiences physical, families, own their their of and wellbeing the to linked tally [32]. [31], [30], [29], [28], organizations non-governmental counsellors leaders, and community (NGOs) work- representatives, government 49 were relevant there with 2014 addition, interviews In in 29 Bhutan. study in 8 qualitative youth aged and a children children 428 2013, against with violence in shops on review 2015 literature in survey a national been undertake a had bullied. to and 2.4% being Ltd reported bullied, Frontiers (24%) being Child scholars reported commissioned day who Bhutan than those (31%) Of survey. students the boarding to More prior times. school days more at 30 or bullied the been 10 had during bullied they days to7576stu- that more reported Organization surveyed or people Health young 1 Survey administered World the Health on of The Student 27% survey. that national found School-based Bhutan, a Global across experience dents Asia [15] via the East broadly of South more extent for the and Office of Regional articles students, indication school an newspaper experi- give been among of studies has bullying recent appearance Bhutan two However, of [27]. that frequent [26], indicate the [25], suicide issues youth context, such and Bhutanese encing harassment sexual the discrimination, in bullying, to research related limited is there Although situation Bhutan The forresilience. potential a time, demonstrating over dissipated effects were some vulnerabilities however, multiple significant, and Pre-existing problems. conduct and inattention impulsivity, and hyperactivity GRUYTER DE niiainadtras utn onaddsrmntn gis h esaldpromn n/rpoor and/or abled/performing less 13 the of (aged against basis people discriminating the on and and down students, putting threats, and [31]. community intimidation the in and home at as well as teachers, and aet ryr.Hwvr hl usrpre only reported nuns vii child However, prayers. to late of 50% a About with 17.1%). master) males (discipline for mainly greater was (but and schools; violence day school, in sexual at teachers reporting occurred by violence 12.8% 54.5% sexual caregivers; with other the peers; or from relatives parents, 25% from about it and experienced 43.7% 13; of age the – hssuysuh oatmtt rvd rae nih noteBuaeecleestudents college Bhutanese the into insight greater provide to attempt to sought study This researchtoguide islimited there college students, to inrelation the literature in gap significant the Given fundamen- is happiness their that revealed happy children Bhutanese makes what on study qualitative The Nation United the and Children and Women for Commission National The bu aftesml xeine mtoa ilnea colsc ssodn,sraig humiliation, screaming, scolding, as such school at violence emotional experienced sample the half About nMnseis hl ok eotdbigblidb le ok n eual etnb the by beaten regularly and monks older by bullied being reported monks child Monasteries, In ii,abi hs eanat fviolence. of acts remain these albeit viii), ” rwe h eceswere teachers the when or , – ..sineadtcnlg,euain elhsine,bsns tde,adntrlresources. natural and studies, business sciences, health education, technology, and science i.e. – 7ad18 and 17 teycha – 4yas eeldmr hn6.%eprecdpyia ilne sal before usually violence, physical experienced 64.1% than more revealed years) 24 “ – caste 7yas ot etmne,gopdsusoswt 6 dl tkhles and stakeholders, adult 368 with discussions group testimonies, youth years, 17 lahrwi)o te dl ok o committing for monks adult other or whip) (leather “ ” tesdo drunk or stressed “… n/rdsblt 3] h ainlsre f38 hlrnadyoung and children 3187 of survey national The [31]. disability and/or colwsntasf place safe a not was school “ light “ ih beatings light ” ” “ eulvoec a xeine rmohrstudents other from experienced was violence Sexual . to touching “ severe ” ” ” [29]. ’” etnsb hi ecesadprincipals and teachers their by beatings ytheir by ept a ncroa punishment corporal in ban a Despite . kudrung ’ Children s “ or offences “ dl nuns adult ’ mrec Fund Emergency s hdne al. et Choden ” ’ uha being as such , xeine of experiences ’ happiness ” kudrung 3,pp. (31, “ o no for 3 Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd npcino tnaddvain Ss o hs V eeldrltvl ml ifrne ls hnonescale than (less groups. differences various small However, the ofvariables. relatively significance between revealed showed DVs SD) groups the DVs these of six for between unit All (SDs) differences variances. were deviations of there standard homogeneity that of the indicating inspection MANOVA each check for to Levene 0.05) undertaken groups. > were across (p DVs equal not the was DVs of the each all of for matrices covariance of homogeneity the that indicated experiences. intheir differences significant statistically physically others ( bullying (v) and verbally; others eeatdmgahcifraini rsne nTbe1. Table in presented is information demographic Relevant characteristics Demographic demographic by preceded posed, questions research the to relate they as presented information. are study this of results The Results (i) to also and items of number others the condense to The helped items. – Likert-type PCA the scales. of measurement validity construct three establish the of each for construct was consent ethics Informed granted basis. study study. voluntary this the a Several in in on participants = participated survey all the 3 that from return week; colleges obtained to eight a informed the Once were authorities, students = Individual appropriate 2 approval. the Sometimes; by = review 1 a No; After = (0 scale type Likert 4-point week). different a a amongst used times bullying and others into bullied insight (2) greater gain and explore in to students. year interest college and of independent), of study.categories or broader were hostel the variables (home, of aspects accommodation These bullying college, behavior gender, the course. on sexual age, of focuses were orientation, paper interest to One sexual This of [33]. equates use, substances, Bhutan. variables scale various This substance Key 6 across canvassed: Kessler of college. the instrument safety campuses small using survey the health college a mental The of was and 11 perceptions Bhutan. other use, in the the substance students of and for college eight reachable, reasons all not from of mean was 20% years), of one approximately 36 students, participate, about college to to 2471 refused 18 of colleges from sample the (ranging representative a years to 21.5 survey age self-administered a employed study The methods and Materials – – questions: research following the addressing at aimed paper This questions Research 4 edr ero td,acmoain n college and accommodation, study, of year gender, itmo eblblyn,vci fblyn hog nlecn others influencing through bullying of victim bullying, verbal of victim r hr n infcn ifrne nbigblidadblyn tes ntrso edr yearofstudy, gender, of in terms others, bullying and being bullied in differences others? bullying significant and any bullied there being Are of experience the of prevalence the is What itmo eblbullying verbal of victim npcino utvraeBox multivariate a of Inspection oroewymliait nlsso aine MNVs eecnutdbtentefv components: five the between conducted (MANOVAs) were variances of analysis multivariate one-way Four sub- common a measuring items of subsets identify to conducted were (PCA) analyses component Principal study. this out carry to permission seek to approached were Bhutan in colleges 11 bullying; the of all of victim management a The been (1) had: respondent the whether measured that scales two included survey The college? and age, accommodation, of type ” hdne al. et Choden cl rdcdtocomponents two produced scale (ii) ; itmo uligtruhifunigothers influencing through bullying of victim ’ etsoe infcnei em falfu eorpi aibe.This variables. demographic four all of terms in significance showed test M s – uligohr verbally others bullying sdpnetvrals(V)adfu eorpi variables demographic four and (DVs) variables dependent as sidpnetvrals(V)t xlr fteewr any were there if explore to (IVs) variables independent as ) “ itmo bullying of victim and , and , (iii) ; uligohr physically others bullying itmo hsclbullying physical of victim itmo hsclbullying physical of victim ” cl rdcdtrecomponents three produced scale . The . (iv) ; EGRUYTER DE “ bullying bullying ’ tests s Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd aldnms aefno n esd(61) oee,frfwrrpre uligohr,wt h most the with 2: Table others, bullying reported fewer far most being However, and the (36.1%). them with dislike (18.1%). teased 2), to others and (Table peers excluding get bullying being of to frequent of fun made form students made other one (45.2%), names, least them called at about told experiencing lies reported having surveyed being frequent students of 36% to Up bullying of Prevalence a 1: Table GRUYTER DE ecnae ontadu o10det isn values. missing to due 100 to up add not do Percentages Gender Characteristic victimized Being College Age college the in Accommodation study of Year to want not did they things do to others Threatened/forced others Bullying aldohr ae ihsxa meanings sexual with them names teased others of, Called fun made names, other race/color Called about names with others Bullied ignored excluded, out, others Left others dislike others Made rumors false Spread indoors others Locked students other pushed kicked, Hit, things money/destroyed Stole race/color about names with meanings Bullied sexual with names to want with not Bullied did things do to teased Threatened of, fun made names, Called ignored excluded, out, Left me dislike to made Others about told Lies taken/destroyed Money/things indoors Locked pushed or kicked Hit, rvlneo ulig( 2471). = (n bullying of Prevalence 2471). = (n characteristics Demographic 8 7 6 5 4 3 2 1 24 23 22 21 20 18 scholar Day hostel College year 4th year 3rd year 2nd year 1st Male Female Category – – 36 19 2151 1242 1191 326 442 304 406 222 324 292 310 345 268 275 400 466 515 278 300 450 763 907 n hdne al. et Choden 13.2 17.9 12.3 16.4 13.1 11.8 12.5 14.0 10.8 11.1 16.2 18.9 20.8 11.3 87.0 12.1 18.2 30.9 36.7 50.3 48.2 16.2 18.1 12.8 13.5 36.1 35.1 36.1 45.2 11.9 14.0 14.0 % 9.0 5.9 9.1 9.1 9.0 8.0 3.2 8.7 4.5 8.1 % a 5 Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd al 4: Table 4). Table (see each components study of year components, three on gre,pshcTkymlil oprsn et eeeaie oietf infcn ifrne between differences significant twocat- identify than more to students. examined with of were IVs categories tests For the significance. comparisons the multiple to Tukey contributed posthoc components egories, the of which identify to examined for difference significant no showed F-test multivariate The study of that partial showed F-tests multivariate overall The variables demographic of terms in components six the of Comparison deviation. standard SD, 3: Table 3). Table (see 0.34) = SD 0.14; a = by be followed to 0.52), = appear SD students 0.44; college of number greater A bullying of experiences Student 6 ( components four all for colleges education teacher for means the of each for SD verbally and means of Examination 4). following: Table the (see showed variables variables of of grouping group each for scores of variability ero td itmo eblbullying verbal of Victim study of Year bullying verbal of Victim Component Gender MANOVA uligohr physically others Bullying verbally others Bullying bullying physical of Victim others influencing through bullying of Victim College effect codn oterslso nvraeF-tests, univariate of results the to According for F-tests multivariate significant the Following h xmnto fefc ie smaue yprilEasurd eeal xlie ml portionof asmall of terms In explained generally Eta squared, bypartial as measured size, effect of examination The hdne al. et Choden η and ; et fbetween-subjects of Tests uligcmoet ihma n SD. and mean with components Bullying (Wilk 2 0.028), = hwdsaitclysgiiatdfeecs( .5 n agnlysgiiatdfeecsontwo differences significant and marginally 0.05) (p< differences significant statistically showed uligohr physically others bullying ’ aba=095 VF(8 29 .6,p<00,partial 0.05, < p 3.066, = 6259) (18, F MV 0.975, = lambda s gender uligohr verbally others Bullying bullying physical of Victim others influencing through bullying of Victim verbally others Bullying bullying physical of Victim others influencing through bullying of Victim itmo eblbullying verbal of Victim variable Dependent uligohr physically others Bullying verbally others Bullying bullying verbal of Victim college en o aesuet o l he opnns( components three all for students male for means , college (Wilk uligohr verbally others bullying hwdsaitclysgiiatdfeecs( .5 nfu opnns and on four components, 0.05) (p< differences significant statistically showed ’ ’ effects. aba=093 VF(,26)=1.5,p<00,partial 0.05, < p 10.257, = 2260) (6, F MV 0.973, = lambda s were significantly higher than female student means. In termsof means. student female than higher significantly were gender gender M=01;S .8,adbiga being and 0.28), = SD 0.14; = (M (Wilk itmo bullying of victim edr college gender, hwdsaitclysgiiatdfeecs(p<0.05) differences significant statistically showed ’ aba=092 VF(,22)=1.7,p<0.05, < p 10.672, = 2226) (6, F MV 0.972, = lambda s accommodation fError df 284310.005 0.002 4.321 4.809 2218 0.001 2218 0.001 6.092 3 6.412 3 0.001 2218 0.001 21.504 2218 3 22.364 2265 3 0.001 2265 1 0.001 35.639 1 37.292 2265 2265 1 1 213.1 0.001 0.001 36.318 0.001 25.307 2231 21.955 2232 1 2231 1 1 itmo eblbullying verbal of victim and through η 2307 2303 2331 2335 2329 itmo eblbullying verbal of victim 2 ero study of year . .0)wr infcnl different. significantly were 0.008) = n i.PrilEasquared Eta Partial Sig. F er nlecn ahother each influencing peers itmo eblbullying verbal of victim ; nvraeFtsswere F-tests univariate , itmo uligthrough bullying of victim Mean 0.06 0.14 0.12 0.44 0.14 η 2 .2)and 0.027) = ; uligothers bullying EGRUYTER DE college 0.006 0.006 0.008 0.009 0.009 0.015 0.016 0.016 0.011 0.010 0.01 0.23 0.28 0.28 0.52 0.34 M= (M SD year (M , Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd emr rbeai.Wiei sbyn h cp fti td opoiearaoal xlnto o this for explanation reasonable taught, are a they provide what to to experience, appeared personal study their students this to college related of be senior scope respect, may It the of the investigation. lack beyond for further courtesy, warrants is of situation it lack it situation, the of While form addition, problematic. the In in more harassment. others be bullied and verbally insults, and bullying, calling, of name types something all is of This victims bullying. be physical to and verbal both to of as victims unclear often is exploration. it more However, further were adolescents adults. requires aggressive sample children, that on become the may impact in negative they existing have males that the can the risk in that why been increased demonstrated [7] is had As [3], There [2], them. indoors, people. violence from locked young away of dislike and taken ignored, form to things a or influenced other is activities, being or bullying from money students such their literature, out/excluded had other to and had left related pushed, to, were or want or them, kicked, not references about hit, did sexual told they with lies that had names things do them, called to were threatened Some color, bullying. or verbal race and studies physical international of attention. warrant the petrators countries, in many that in to research to similar similarity was the bullying and reported [15], bully- of (27%) experienced level had The surveyed lives. students their college (15 reported Bhutanese in the point of some (36%) at third ing a over that revealed study This discussion and Findings deviation. standard SD, mean; M, 6: Table counterparts. junior totheir showedthatsenior highercomponents compared for all significantly marginally pattern and overall significantly 6). The are means Table (seestudent differences significant marginally and deviation. standard SD, 5: Table 5). Table (see means others influencing GRUYTER DE itmo uligtruhifunigothers influencing through bullying of Victim physically other Bullying verbally others Bullying bullying verbal of Victim Component nlecn others influencing bullying verbal of Victim Component uligohr verbally others Bullying bullying physical of Victim through bullying of Victim bullying physical of Victim h idnsas ugs httecleesuet h r ntahrpeaaincusswere morelikely courses preparation inteacher who are students the college that suggest also findings The per- as well as bullying verbal of victims be to likely more were sample the in males the that found was It of terms In oto ue utpecmaio et nya fstudy. of year on tests comparison multiple Tukey Posthoc college. and gender of terms in comparison Mean – 5)[] 7,[0,[1,[2,[3,[4.Tefnig,tgte ihteWOBua colsurvey school WHOBhutan the with together findings, The [14]. [13], [12], [11], [10], [7], [2], 35%) ero study of year ; itmo hsclbullying physical of victim oslaino oto ue utpecmaio et hwdsvrlsignificant several showed tests comparison multiple Tukey posthoc of consultation , s erv.4hyear 4th vs. year 1st year 3rd vs. year 1st year 4th vs. year 2nd year 4th vs. year 1st difference Significant ; uligohr verbally others bullying s erv.4hyear 4th vs. year 1st year 4th vs. year 3rd year 4th vs. year 2nd agnlsignificance Marginal eesgiiatyhge hnohrcollege other than higher significantly were ) .703 .102 .903 .30.27 0.13 0.30 0.30 0.11 0.14 0.19 0.40 0.03 0.22 0.21 0.26 0.11 0.28 0.09 0.31 0.10 0.17 0.37 0.17 DMS DMSD M SD M SD M SD M Male Gender Female t M=01,S 0.33) = SD 0.18, = (M 0.25) = 4th SD 0.12, = 0.34) (M = 1st SD 0.17, = (M 0.26) = 4th SD 0.10, = 0.26) (M = 3rd SD 0.10, = (M 2nd t M=05,S 0.58) = SD 0.52, = (M 0.57) = 4th SD 0.50, = 0.48) (M = 3rd SD 0.39, = 0.42) (M = 1st SD 0.21. = 0.30) (M = 4th SD 0.12, = 0.28) (M = 2nd SD 0.12, = (M 1st comparison SD and Mean .505 .00.51 0.40 0.53 0.55 Education .603 .00.26 0.10 0.32 0.16 hdne al. et Choden College Others 7 Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd e fErpa onre,Asrla e eln,teUA n aaa a otne ic h ae1980s late the since continued has Canada, and USA, the Zealand, New Australia, countries, European of ber hlgclaue eces o xml,cnuewrst oto,rglt n eensuet,a elas well as students, demean and regulate andpsy- control, to of emotional words encourage. use and impacts can under-recognized, support praise, example, often for and Teachers, significant, abuse. the chological recognize to required is attention codes. criminal lying services campuses. of counselling college of and implementation on establishment counsellors or enhancement Appropriate accredited the design the and acts. on already through trained such victims not investigating with the reflect that for and provided Colleges and reporting be sector, level. to for need college school procedures supports the the reinforce at in and developments activity policies, prevention the less bullying on be draw to could appears so There do [15]. [1], structure becom- to and bullying policies of programs. victim formation a being teacher of harassment, in cycles and those any bullying for interrupt especially to of bully; and causes bullying, a and of ing nature forms the all of of impacts understanding negative and the knowledge the increase that sources perpetuation of bul- helpful. studies to be qualitative correlation would bullying, any bullied have and those suicide violence by youth of violence and pervasiveness of harassments cultural sexual the is of given research rate Further Likewise, increasing bullying. lying. college the and if school explore of to impact and required at homeandschool. frequency nature, prevalence, the violence on particularly factor in effective, to a required more as be for may strategies attention ofalcohol more reinforce Likewise, use GNH. to approaches. maintaining regulation need address and behavior effectively may and and ensuring programs parenting physical of harmful, community goal on less national and and focus its schools that with via strategies Bhutan education, for informed Parent especially evidence essential; implementing is wellbeing and mental developing role models. onpreventiveand are in and and leaders bulling, power of religious and sequelae influence of health position mental hold and they teachers, Like the physical interventions. treatment attention greater from posts. teaching benefit up also take will who the those As particular provided. in be violence, should physical and and can opportu- verbal bully inplacetoconfront, services, a being support and/or student practices bullied via being and bullied and of policies curricula experience personal within areeffective address occur to should instudentaccommodation, nities there This or bullying. whether campus eliminate and on and staff, reduce bullying of needs tobethor- any behavior there and that including attitudes environment, apparent is the the college It on internationally. and Bhutan reflection for ough havesalience study this of findings The conclusion and Implications compassion, model should monks, and teachers, punish- society, life. corporal GNH towards of a attitude positive impacts In a necessary. the and is honesty, about to care, conversation violence likely Happiness sensitive National of is Gross culturally cycles It of and and [16]. philosophy respectful ment national emotionally the a students with up their inconsistent Opening is threaten to and (GNH). to continue them, nuns, continue on nuns and and impact and monks negative [31] monks senior a have punishment both and for principals, corporal monasteries and of in teachers use does Bhutanese make it if as that country, indicates the research adults. across Past caring [31]. schools and in kind occurs as still growth punishment their environment,poral assist learning to safe a students maintain their and for create care teachers they be- Good that the [34]. by demonstrate [16], influenced and teachers are students their teach, of teachers conduct what and than havior more that in-school shown during has observe research Earlier they communities. or what staff, academic and peers by environment college placements. the in to, exposed or 8 Research on the protective influence of the WHO of influence protective the on Research term the of use the reconsider to research and programs for need a be to appears there addition, In school in and curricula of part as schools, in programs anti-bullying implemented have countries re- Many develop and programs initiate to need stakeholders relevant gaps, research these Notwithstanding study, current the by raised issues the on understanding of depth greater a gain to required is research More and bearers culture of engagement The [31]. studies previous in could implicated counselling, been and have beliefs health, Traditional public nursing, example, for courses, care health in students addition, In Education of Ministry Bhutanese the Despite smaller in especially teach, they those for models role are who teachers future are students college Education ” hr uho htcmswti t mi sata violence actual is ambit its within comes what of much where , hdne al. et Choden fe become often “ Bullying bullies ” ti rca ohv npaesrcue ota tdnsd o eptaecce of cycles perpetuate not do students that so structures place in have to crucial is it , a osbybcm otrtr hnpyia n mtoa ilne Greater violence. emotional and physical than term softer a become possibly has ’ a ncroa uihetsne20,i per htcor- that appears it 2008, since punishment corporal on ban s ’ s “ elhpooigschools promoting health – hti,bhvo uihbeunder punishable behavior is, that ” prah dpe ynum- by adopted approach, EGRUYTER DE “ bul- Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd 1]Mle ,Ed .Rsoaiejsie oe o etn h ed fLBI ots n oisedA oa ,eios raigthe Breaking editors. A, Cohan A, Honigsfeld In: youths. LGBTIQ of needs the meeting for model a justice: Restorative H. P, Endo teachers Miller student [18] Developing GK. Chuan LE, Ling S, Chong [17] principals of beliefs efficacy and experiences the Understanding schools: Bhutanese in education happiness national Gross K. Sherab [16] Organization 2016. Health UNESCO; World NY: WHO-SEARO. York, [15] New violence. gender-based and School-related guidance: Global 2017. UNESCO. ReachOut; Australia: [14] NSW, Pyrmont, Australians. young and Bullying Australia. ReachOut [13] 2013:1 ScientificWorldJournal. Thailand. in adolescents school-aged among Q factors [12] associated its and Bullying K. Peltzer S, in Pengpid parents [11] and teachers children, of Involvement where? and when what, does who Bullying: Verloove-Vanhorick F, S. Pijpers M, Fekkes Res [10] Educ perspectives. and impacts, experiences, gendered students: university among Cyberbullying W. Cassidy M, Jackson Misbehaviour Wankel C, Charles Faucher & [9] Wankel Laura In: students. college 2014;65:159 Psychol. of Voices Rev Cyberbullying? Annu A. victims. Robie of L, plight Goldman the S, and Bauman bullies A, of Baldasare power [8] the schools: in Bullying S. Graham J, master Juvonen A [7] adults. heterosexual and LGBTIQ comparing indicators potential of prevalence the of exploration an Bullycide: I. Valdez Rev.[6] Psychol School subgroups. student across variations exploring schools: in discrimination and Bullying S. Hyme S, Swearer [5] 2008;20(2):133 Health. Med Adolesc D J J, Int Shin review. [4] a suicide: and Bullying B. Leventhal YS, Vil- Kim law? [3] the about know administrators college and universities should What violence: campus to bullies-precursors College S. Duncan [2] Children Nations United [1] References the standards. with of interest: ethical and comparable committee Conflict or research amendments national later and/or its institutional and the declaration of Helsinki standards 1964 ethical the with accordance in standards: ethical with Compliance adminis- for Education of College Paro and support funding the for Bhutan support. UNFPA, trative thank to like would We Acknowledgment interpretation. cautious require might findings the representative, while explored and Bhutan Bhutan, that in in study students students larger college the among of sexuality part and a cerns on based is report This Limitations indeveloping deployed be usefully might Theapproach [35]. outcomes positive “ mostly identified has and GRUYTER DE 2]Msn ,GdlaT aikJ ooo .Cbrblyn eaiusaogmdl n ihsho tdns mJOrthopsychiatry. J Am students. school high and middle among behaviours bullying Cyber 1994;33:167 S. Pract. Solomon Theor J, youth. Daciuk lesbian T, and Gadalla F, gay Mishna to [20] commitment our rethinking minority: silent The V. Uribe [19] elhpooigcolleges promoting health odo dcto o utrlyadlnusial ies tdns noaieadscesu rcie o 1tCnuy e ok USA: York, New Century. 21st 31 for pp. practices 2012. Publishers; successful Littlefield and innovative & Rowman students: diverse linguistically and culturally for education of mold England, New of University Philosophy, of Doctor of degree the for 2013. requirements Australia, the Armidale, of fulfilment in submitted thesis A teachers. and Student School-based 2017. Global WHO-SEARO; Bhutan Delhi: on New Report 2016. Bhutan. (GSHS) of Survey Government Royal Health Health, of Ministry Thimphu, Health, Public of partment 2005;20(1):81 Res. Educ Health behaviour. bullying 2014;2014:1 Int. 2012;5:127 Education, Higher in Online USA. Bernardino, San University, State California of Faculty to submitted 2015;44(4):504 2010;55(2):269 Rev. Law lanova 2010;80(3):362 2011;34(4):873 ’ or ,KrhmC mt .Blyn eaiu nIihshos ainiesuy rs sco.1997;18(2):141 Psychol. J Irish study. nationwide a schools: Irish in behaviour Bullying M. Smith C, Kirkham A, Moore ’ noi ,SnH i ,Pr .Blyn n iciiaineprecsaogKra-mrcnaoecns Adolesc. J adolescents. Korean-American among experiences discrimination and Bullying Y. Park S, Kim H, Son E, Antonio – – – – 83. 74. 9. 10. The authors declare that they have no conflict of interest. conflict no have they that declare authors The ’ ud aiirfc:Voec ntelvso hlrnadaoecns e ok NCF 2017. UNICEF; York: New adolescents. and children of lives the in Violence face: familiar A Fund. s ” – hr uhacneti o led nhie ngiigprinciples. guiding in enshrined already not is concept a such where , 320. – 55. – l rcdrspromdi tde novn ua atcpnswere participants human involving studies in performed procedures All ER n opeesv colHat rgam,Hat rmto iiin De- Division, Promotion Health Programme, Health School Comprehensive and SEARO – 8. – 91. ’ rfsinlidentities professional ” h apeotie ersnsaot2%o college of 20% about represents obtained sample The . “ ea n lea rgue etlhat con- health mental use, drug illegal and legal – nepoaoysuy n dcSu.2011;4(1):30 Stud. Educ Int study. exploratory An – 54. – 72. hdne al. et Choden – – 85. 69. ’ thesis s – – 5. 8. 9 Automatically generated rough PDF by ProofCheck from River Valley Technologies Ltd 3]TrnnH omnnM ora ,vnSee ,BjsG elhpooigschools promoting Health G. Bujis J, Seelen von 2010. D, Publishing; Jourdan MindFlight M, Sormunrn USA: H, education. Turunen shapes [35] thinking teacher How mind: in Teaching JL. Yero [34] popula- general the in illness mental serious for Screening al. et M, Cuitan E, Bromet NA, Sampson MJ, Gruber JG, Green Royal RC, Thimphu: Kessler Bhutan. [33] in children against violence on Research Bhutan. UNICEF 2015. Ltd; and Frontiers Children Child and Women Kong: for Hong Commission Bhutan. National in [32] children against violence of Ltd; study Frontiers Qualitative Child Frontiers. Kong: Child Hong [31] conclusions. and findings of summary 2016. Ltd; a Frontiers Bhutan: Child in Kong: children Hong against Bhutan. violence in on people Study young Frontiers. and Child children [30] 2016. against Ltd; violence Frontiers on Child Kong: survey Hong National Frontiers. Bhutan. Child in [29] children against violence report: review Literature J. Frontiers. Educ Child CERD [28] RABSEL: teachers. student B.Ed. pre-service the of experiences culture: Bhutanese the and harassment Sexual U. Tshomo Bhutan: [27] Thimphu, underreported. and perpetuated Hidden, children: and women 2018. against 30; violence June and newspaper harassment Sexual national Kuensel, K. Bhutan: Lhamo Thimphu, [26] bullying. alleged for detained Four K. Cheki [25] (2010 literature of review A Training. and Education of Department [24] LGBTQ of part only explains Bullying (2012). D. physical Espelage to J, threats Robinson additional [23] experiencing bullying of victims among suicidality and sadness of in risk bullying Increased to exposure A. of Adesman T, contribution Pham longitudinal [22] and Concurrent al. et C, Cecil A, Ronald L, Arseneault T, Schoeler E, Viding T, Singham [21] 10 mrvmn.Hat rmtIt 2017;32(2):177 Int. Promot Health improvement. Res. Psychiatr Methods J Int initiative. survey (WMH) Health Mental World WHO the 2010;19(1):4 from results scale: screening K6 the with tion 2016. Bhutan; of Government 2016. 2016;17(2):80 2018. 27; April newspaper, national Kuensel, 2015. Training; and Education of Department Australia: Queensland, Group. Working Communities 10.1515/ijamh-2017-0109. DOI: 2017; Health Med Adolesc J Int safety. 2017;74(11):1112 Psychiatry. JAMA resilience. and vulnerability of role the health: mental to childhood dctoa eerhr 2012;41(8):309 Researcher. Educational hdne al. et Choden – 22. – 95. – 19. – 84. – − 04 nsuetblyn yAustralia by bullying student on 2014) eeoeulrs iprte:ipiain o oiyadpractice. and policy for implications disparities: risk Heterosexual – ope prahadamjrmast health to means major a and approach complex a – 9. ’ aeadSpotv School Supportive and Safe s EGRUYTER DE