MANAJEMEN KONFLIK DAN RESILIENSI SISWA SEBAGAI MITIGASI DAMPAK BULLYING TERHADAP MENTAL HEALTH
Main Article Content
Abstract
This research aims to analyze conflict management and student resilience in an effort to mitigate the impact of bullying on mental health. Using a qualitative approach with a case study type, this research involved students, teachers and counselors from secondary schools that had significant cases of bullying. Data was collected through in-depth interviews, observation and documentation studies, then analyzed using thematic methods. The research results show that mediation-based conflict management and strengthening student resilience through empathy, communication and social support training are effective in reducing the negative impact of bullying. Students who have a high level of resilience tend to be better able to deal with psychological pressure due to bullying, while a conflict management approach increases collective awareness in creating a more supportive environment. This research contributes to the development of practical strategies for schools in dealing with bullying, as well as providing new insights into the links between conflict management, resilience and student mental health.
Article Details
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Ahmed, G. K., Metwaly, N. A., Elbeh, K., Galal, M. S., & Shaaban, I. (2022). Risk factors of school bullying and its relationship with psychiatric comorbidities: a literature review. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 58(1), 16.
Anasori, E., De Vita, G., & Gürkan Küçükergin, K. (2023). Workplace bullying, psychological distress, job performance and employee creativity: the moderating effect of psychological resilience. The Service Industries Journal, 43(5–6), 336–357.
Arslan, G. (2024). Cultivating Resilience and Resilient Mindset in Schools: Practices and Strategies for Youth. In Handbook of Positive School Psychology: Evidence-Based Strategies for Youth Well-Being (pp. 1–12). Springer.
Avivar-Cáceres, S., Prado-Gascó, V., & Parra-Camacho, D. (2022). Effectiveness of the FHaCE Up! Program on school violence, school climate, conflict management styles, and socio-emotional skills on secondary school students. Sustainability, 14(24), 17013.
Avruch, K. (2022). Culture and conflict resolution. In The Palgrave Encyclopedia of Peace and Conflict Studies (pp. 254–259). Springer.
Balluerka, N., Aliri, J., Goñi-Balentziaga, O., & Gorostiaga, A. (2023). Association between bullying victimization, anxiety and depression in childhood and adolescence: The mediating effect of self-esteem. Revista de Psicodidáctica (English Ed.), 28(1), 26–34.
De la Torre, R., Onggo, B. S., Corlu, C. G., Nogal, M., & Juan, A. A. (2021). The role of simulation and serious games in teaching concepts on circular economy and sustainable energy. Energies, 14(4), 1138.
Ganotz, T., Schwab, S., & Lehofer, M. (2023). Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience? International Journal of Inclusive Education, 27(8), 890–903.
Greco, G. (2021). Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors. Physical Culture and Sport. Studies and Research, 90(1), 1–9.
Hornstein, G. A., Branitsky, A., & Robinson Putnam, E. (2022). The diverse functions of hearing voices peer-support groups: findings and case examples from a US national study. Psychosis, 14(1), 46–56.
Hysing, M., Askeland, K. G., La Greca, A. M., Solberg, M. E., Breivik, K., & Sivertsen, B. (2021). Bullying involvement in adolescence: implications for sleep, mental health, and academic outcomes. Journal of Interpersonal Violence, 36(17–18), NP8992–NP9014.
Karakuş, C., & Göncü-Köse, A. (2023). Relationships of domestic violence with bullying, silencing-the-self, resilience, and self-efficacy: Moderating roles of stress-coping strategies. Current Psychology, 42(16), 13913–13926.
Laor, T. (2024). Breaking the silence: the role of social media in fostering community and challenging the spiral of silence. Online Information Review, 48(4), 710–724.
Levin-Banchik, L. (2023). Learning Goals in Simulations. International Studies Perspectives, ekad024.
Shemesh, D. O., & Heiman, T. (2021). Resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents. International Journal of Adolescence and Youth, 26(1), 158–171.
Simmons, B. (2023). Mindfulness strategies for primary prevention. In School violence and primary prevention (pp. 513–543). Springer.
Vila, S., Gilar-Corbí, R., & Pozo-Rico, T. (2021). Effects of student training in social skills and emotional intelligence on the behaviour and coexistence of adolescents in the 21st century. International Journal of Environmental Research and Public Health, 18(10), 5498.
Wall, C. R. G. (2021). Relationship over reproach: Fostering resilience by embracing a trauma-informed approach to elementary education. Journal of Aggression, Maltreatment & Trauma, 30(1), 118–137.
West, L., & Halvorson, D. (2021). Student engagement and deep learning in the first-year international relations classroom: simulating a UN security council debate on the Syrian crisis. Journal of Political Science Education, 17(2), 173–190.
Yosep, I., Hikmat, R., Mardhiyah, A., Kurniawan, K., & Amira, I. (2023). A scoping review of the online interventions by nurses for reducing negative impact of bullying on students. Journal of Multidisciplinary Healthcare, 773–783.
Yubero, S., de las Heras, M., Navarro, R., & Larrañaga, E. (2023). Relations among chronic bullying victimization, subjective well-being and resilience in university students: a preliminary study. Current Psychology, 42(2), 855–866.
Zhang, J.-W., Jiang, M.-M., & Yang, S.-Y. (2024). Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support. Psychology Research and Behavior Management, 627–640.
Main Article Content
Abstract
This research aims to analyze conflict management and student resilience in an effort to mitigate the impact of bullying on mental health. Using a qualitative approach with a case study type, this research involved students, teachers and counselors from secondary schools that had significant cases of bullying. Data was collected through in-depth interviews, observation and documentation studies, then analyzed using thematic methods. The research results show that mediation-based conflict management and strengthening student resilience through empathy, communication and social support training are effective in reducing the negative impact of bullying. Students who have a high level of resilience tend to be better able to deal with psychological pressure due to bullying, while a conflict management approach increases collective awareness in creating a more supportive environment. This research contributes to the development of practical strategies for schools in dealing with bullying, as well as providing new insights into the links between conflict management, resilience and student mental health.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Ahmed, G. K., Metwaly, N. A., Elbeh, K., Galal, M. S., & Shaaban, I. (2022). Risk factors of school bullying and its relationship with psychiatric comorbidities: a literature review. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 58(1), 16.
Anasori, E., De Vita, G., & Gürkan Küçükergin, K. (2023). Workplace bullying, psychological distress, job performance and employee creativity: the moderating effect of psychological resilience. The Service Industries Journal, 43(5–6), 336–357.
Arslan, G. (2024). Cultivating Resilience and Resilient Mindset in Schools: Practices and Strategies for Youth. In Handbook of Positive School Psychology: Evidence-Based Strategies for Youth Well-Being (pp. 1–12). Springer.
Avivar-Cáceres, S., Prado-Gascó, V., & Parra-Camacho, D. (2022). Effectiveness of the FHaCE Up! Program on school violence, school climate, conflict management styles, and socio-emotional skills on secondary school students. Sustainability, 14(24), 17013.
Avruch, K. (2022). Culture and conflict resolution. In The Palgrave Encyclopedia of Peace and Conflict Studies (pp. 254–259). Springer.
Balluerka, N., Aliri, J., Goñi-Balentziaga, O., & Gorostiaga, A. (2023). Association between bullying victimization, anxiety and depression in childhood and adolescence: The mediating effect of self-esteem. Revista de Psicodidáctica (English Ed.), 28(1), 26–34.
De la Torre, R., Onggo, B. S., Corlu, C. G., Nogal, M., & Juan, A. A. (2021). The role of simulation and serious games in teaching concepts on circular economy and sustainable energy. Energies, 14(4), 1138.
Ganotz, T., Schwab, S., & Lehofer, M. (2023). Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience? International Journal of Inclusive Education, 27(8), 890–903.
Greco, G. (2021). Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors. Physical Culture and Sport. Studies and Research, 90(1), 1–9.
Hornstein, G. A., Branitsky, A., & Robinson Putnam, E. (2022). The diverse functions of hearing voices peer-support groups: findings and case examples from a US national study. Psychosis, 14(1), 46–56.
Hysing, M., Askeland, K. G., La Greca, A. M., Solberg, M. E., Breivik, K., & Sivertsen, B. (2021). Bullying involvement in adolescence: implications for sleep, mental health, and academic outcomes. Journal of Interpersonal Violence, 36(17–18), NP8992–NP9014.
Karakuş, C., & Göncü-Köse, A. (2023). Relationships of domestic violence with bullying, silencing-the-self, resilience, and self-efficacy: Moderating roles of stress-coping strategies. Current Psychology, 42(16), 13913–13926.
Laor, T. (2024). Breaking the silence: the role of social media in fostering community and challenging the spiral of silence. Online Information Review, 48(4), 710–724.
Levin-Banchik, L. (2023). Learning Goals in Simulations. International Studies Perspectives, ekad024.
Shemesh, D. O., & Heiman, T. (2021). Resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents. International Journal of Adolescence and Youth, 26(1), 158–171.
Simmons, B. (2023). Mindfulness strategies for primary prevention. In School violence and primary prevention (pp. 513–543). Springer.
Vila, S., Gilar-Corbí, R., & Pozo-Rico, T. (2021). Effects of student training in social skills and emotional intelligence on the behaviour and coexistence of adolescents in the 21st century. International Journal of Environmental Research and Public Health, 18(10), 5498.
Wall, C. R. G. (2021). Relationship over reproach: Fostering resilience by embracing a trauma-informed approach to elementary education. Journal of Aggression, Maltreatment & Trauma, 30(1), 118–137.
West, L., & Halvorson, D. (2021). Student engagement and deep learning in the first-year international relations classroom: simulating a UN security council debate on the Syrian crisis. Journal of Political Science Education, 17(2), 173–190.
Yosep, I., Hikmat, R., Mardhiyah, A., Kurniawan, K., & Amira, I. (2023). A scoping review of the online interventions by nurses for reducing negative impact of bullying on students. Journal of Multidisciplinary Healthcare, 773–783.
Yubero, S., de las Heras, M., Navarro, R., & Larrañaga, E. (2023). Relations among chronic bullying victimization, subjective well-being and resilience in university students: a preliminary study. Current Psychology, 42(2), 855–866.
Zhang, J.-W., Jiang, M.-M., & Yang, S.-Y. (2024). Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support. Psychology Research and Behavior Management, 627–640.