Document Type : Review article
Authors
1
Assistant Lecturer of Public health and Preventive Medicine, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
2
Professor of Public health and Preventive Medicine, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
3
Professor of Psychiatry and Neurology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
4
Lecturer of Public health and Preventive Medicine, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Abstract
Bullying is defined as an intentional, systematic, and unwanted aggressive behavior that is characterized by an imbalance of power between bullies and victims and is repeated multiple times. Bullying has been linked with increased risks of insistent problems, such as low self-esteem, reduced school achievement, emotional problems, post-traumatic stress disorder, mental health complications, self-harm and even suicide. Bullying has been hypothesized as a cognitive-behavioral phenomenon. Cognitive behavioral methods as school wide education programs are used widely in reducing peer bullying. Behavior modification is commonly thought of as the method of changing patterns of human behavior using various motivational practices such as the Health Belief Model, The Theory of Planned Behavior, The Transtheoretical model and The Social Cognitive Theory.
Researchers from various disciplines in the social and health sciences have attempted to develop theories of health behavior that can be used to encourage healthy change and inform intervention design and implementation. Although these intervention theories and approaches share underlying similarities, they differ greatly in terms of behavioral foci, focal constructs, and processes and stages of change
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