Influence of Positive Youth Development (PYD) to Bullying Behavior

in Indonesian Islamic Boarding School Students

Rena Latifa

, Solicha

, Imam Subchi

, Desi Nahartini

and Dede Rosyada

Faculty of Psychology, UIN Syarif Hidayatullah Jakarta

Keywords: Indonesian adolescents, positive youth development, bullying, Indonesian students, Islamic Boarding

School students

Abstract: This paper examines the influence of Positive Youth Development (PYD) to Bullying Behavior in

Indonesian Islamic Boarding School Students. It has been established that bullying behavior have negative

outcomes for those involved. However, this problem has received little research attention in Indonesian

samples, particularly in Indonesian Islamic Boarding School Students. The incidence of three types bullying

was assessed in 195 sample: verbal bullying, mental and physical bullying. Samples are Islamic Boarding

School students from all regions in Indonesia. Positive youth development was measured by using the

validated Five Cs model of competence, confidence, connection, character, and caring/compassion. Using

multiple regression analysis, results show that there is a significant influence from Positive Youth

Development (PYD) to Bullying Behavior (0.168, p = 0.000). This research also explains the dimensions of

PYD which have a significant prediction to decrease bullying behavior are: character and connection. For

further research, to decrease bullying behavior, we can design and implement a ‘character’ and ‘connection’

intervention program, within the student in Indonesian Islamic Boarding School.

1 INTRODUCTION

Bullying is a form of aggression where children are

intentionally intimidated, harassed or harmed. The

most important thing of bullying that occurs is the

repeated acts of aggression and the imbalance of

power among the bullies and the victims. Bullying

behavior can have an impact on physical health,

emotional, and social development. A literature

report that victims of bullying are likely to

experience sleep disturbances, abdominal pain,

headaches, sadness, low self-esteem, depression,

anxiety, and driving their thoughts to do suicide

(Lemstra, et.al., 2012).

Both victims and perpetrators of bullying feel

more depressed than students who are not involved

in bullying (Seals & Young, 2003). This depression

can lead to academic problems, self-defeating

behaviors, and interpersonal problems (MIlsom &

Gallo, 2006). They also reported experiencing

emotional reactions include sadness, anger, and

rejection. The response includes the rejection to the

bully behavior, ask the help from adults, more

assertive, or bullying back the doers. Other

consequences are such as loss of a friend, negative

thinking, and changing schools (Lane, 2005).

Another researcher reported some problems or

consequences that may be experienced by teenagers

such as crime, abuse of alcohol, and was expelled

from school (Kaiser & Rasminsky, 2003).

Several studies have described the serious impact

of bullying behavior that will affect all parties; as the

perpetrators, the victims, and those who witnessed

the bullying behavior. Victims would be afraid to go

to school, afraid to go to the bathroom, and was

afraid to ride the bus. Those who witnessed bullying

tend to feel angry but helpless because they do not

know what to do, and they are afraid that they may

become the next target. They also felt guilty of not

taking any action to help the victims (Quinn, 2003).

From some of these explanations, the negative

effects arising from the bullying behavior is quite

serious. There are some program anti-bullying that

been conducted to minimize this negative effects.

This policies and programs are reactive rather than

proactive, using punishment rather than building

students’ attitudes and skills (Goodman-Scott, Doyle

& Brott, 2013). This has received little research

attention in Indonesian samples, particularly in

Indonesian Islamic Boarding School Students

Latifa, R., Solicha, ., Subchi, I., Nahartini, D. and Rosyada, D.

Inﬂuence of Positive Youth Development (PYD) to Bullying Behavior in Indonesian Islamic Boarding School Students.

DOI: 10.5220/0009927113171324

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1317-1324

ISBN: 978-989-758-458-9

1317

In the present study, we assume that there are

several things that can be done to equip the

teenagers from the adverse effects of bullying

behavior, one of them is through the formation of

the positive aspects of themselves (the experts call it

the PYD or Positive Youth Development).

Positive Youth Development is a view of the

new approach, which is to understand adolescence

as an asset in human development. The concept of

PYD sees youth to have the potential to succeed,

grow healthy, and have the capacity to evolve

positively (Lerner, et.al., 2005). PYD is based on the

opinion expressed the youths will try to meet the

basic needs of physical, personal and social, and to

build and use the competencies seen as important for

their life, in the present and in the future (Lynch &

Mahler, 2014).

Positive Youth Development is inseparable from

the two important roles: the role of the family and

the role of the school environment. Both of these,

aims to be able to see how the teenagers are able to

take advantage of a good time with activities at

home or school environment. The role of family has

a positive relationship to bullying behavior

(Fitzpatrick, 2007). Lack of involvement and

warmth with or from parents, especially those who is

coming from a single family structure, the parental

abuse is the primary predictor of bullying behavior.

Family experiences in childhood also influence

bullying behavior, such as violence in family,

inconsistent given punishment, and intimidation of

relatives or sibling rivalry. Thus, monitoring and

support from parents will be able to decrease the risk

of bullying that occurs among adolescents (Patton,

Hong, Williams & Meares, 2013). In addition, the

positive support given by parents are also able to

bring the active teenagers into pro-social behavior,

better school performance and tends to lower the

psychological pressure (Grey & Steinberg, 1999),

low use of drugs (Parker & Benson, 2004) and a

decrease in bullying behavior (Grant, et.al., 2002).

The discussion about the role of the school

environment must always be related to the quality of

peer relationships, bullying behavior is caused by

teenagers who have peers with a negative influence

(Farrar, 2006; Fitzpatrick, 2007; Griffin, et.al.,

1999). The quality of peer relationships as pro-social

behavior and emotional support has an important

role that is predicted to inhibit or decrease the

bullying either as perpetrators or victims (Patton,

Hong, Williams & Meares, 2013).

In Indonesia, still need more research about how

to decrease or prevent bullying. Little is known

about variable that contribute to prevent this

behavior. This study intends to examine whether the

Positive Youth Development (PYD) can contribute

to a decrease in bullying behavior. If there is a

contribution, what dimensions of the PYD that exert

significant influence, so it can serve as a

recommendation of the establishment of PYD

aspects that can help to reduce the incidence of

bullying in Indonesian Islamic Boarding School

Students.

2 THEORY BACKGROUND AND

HYPOTHESIS

Bullying is an act of intimidation carried out by the

stronger against the weaker. In schools, bullying is

more commonly known by terms such as being

threatened, beaten, and others (Coloroso, 2004).

Bullying can be grouped into three categories:

a. Physical bullying is a type of bullying that is

visible to the eye. Anyone can see it because

there is physical contact between the offender

and the victim of bullying. The examples of this

physical bullying include: hitting, kicking,

pinching, scratching, pushing the head or body,

slapped, struck, grab by the collar, stepping on

the foot, tripped, spat, grabbed, twisted, throw

stuff, shove with the shoulder, running laps,

push-ups, and so on.

b. Verbal bullying is a type of bullying that can be

detected because it caught our sense of hearing.

Examples of verbal bullying: yell, curse, insult,

criticize, dub, yelling, cheering, gossip, slander.

Some examples of bullying is verbal expression

that is often used as: You Piggy Fat!, Hey

Black!, and so on.

c. Mental/Psychological Bullying. It is a type of

bullying that is the most dangerous because it

does not unfold by our eyes or our ears if we are

not alert enough to detect it. This practice of

bullying is going on quietly and outside of our

conscious monitoring. Examples: cynical view,

looked threatening, embarrassing in public,

silencing, isolating, humiliating, degrading,

terrorizing through text messages, telephone or

e-mail, deny, accuse, gossip, slander, snapped,

glaring, sneering.

Most bullying behavior evolved from a variety of

complex factors. No single factor is the cause of

bullying. Factors that cause the occurrence of

bullying, are:

ICRI 2018 - International Conference Recent Innovation

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a. Teachers. There are several factors that come

from the teacher to make students behave in

bullying, such as:

1) Lack of knowledge of teachers that either

physical or psychological bullying can cause

psychological trauma and are at risk of

hurting the self-esteem of students.

2) Partial perception in assessing students.

Every child has a historical context that

cannot be released in any words and actions,

including the actions of students who are

considered crossing the line. Infringement by

students is a sign of a hidden problem behind

it.

3) The teacher psychological problem that

causes a bottleneck in managing emotions

until the teacher becomes more sensitive and

reactive.

4) The working pressure. Targets to be met by

the teachers, both in terms of curriculum,

and achievement, while students must

achieve the perceived obstacles and to

achieve those ideal and maximum results is

not easy.

5) Pattern of teaching that they promote

compliance and adherence factors on

teachers that teaching patterns are one-way

(from teacher to student). This pattern may

have a negative impact if the teachers

themselves are insecurity that seeks

compensated through the application of

power.

6) The charge of curriculums that emphasizes

the cognitive ability and ignore the affective

abilities of students. It will lead a learning

atmosphere to be desolate and stressful.

b. Students

One of the factors that influence bullying

behavior in students is the attitude of the students

themselves. The attitude of the students can not

be separated from the psychological dimension

and personality of the students.

c. Family

According to experts of psychology in the US,

family influence is still the dominant cause of a

child doing the bullying. Children who grow

from families who often become victims of

humiliation, physical blows and injustice of

siblings or parents, tend to commit acts of

violence later in life.

1) Parenting, such as:

a) Children who are educated under the

indulgent parenting (spoiled), have

highly privilege (privilege) and

overprotected (overprotective). By

fulfilling all the wishes and demands of

the child, it can make the child can not

learn to control their impulses, select

and arrange the priority needs, and did

not even learn to manage emotions. This

can make the child like a king and could

do anything they want and even demand

others do their things, so the child will

force others to meet their needs in any

way as long as the goal is achieved.

b) Parents who are emotionally or

physically uninvolved, could give rise to

the perception of the children that they

are an unwanted child, ugly, stupid, not

good and so on. This can impact

psychologically, that is the emergence

of feeling inferior, rejected, and so on.

Conversely, parents who are too rigid

and authoritarian, do not provide the

opportunity of expression on their child,

and more criticized, makes the child feel

that they are "not good enough", until in

themselves arise feeling of inferiority,

dependence, manner of doubting, not

confidence, fear of the stronger party,

obedient and submissive attitude,

irrational, and so on. Gradually the

emotional stress can come out in the

form of aggression directed at others.

c) Parents experiencing psychological

problems. If parents are experiencing

psychological problems that dragging

on, it could affect the pattern of

relationship with both. Over time this

condition can affect a child's personal

life. Children can lose the spirit,

concentration, sensitive, reactive, short-

tempered and so on.

2) Dysfunctional families.

Family dysfunction had a significant impact

on children. The family that one of its

members is often hit or physical or

emotional torment, intimidate other family

members or families who often have an

open conflict with no resolution, or a

prolonged problem experienced by the

family can affect children's emotional

condition and further affect the

development of their personality.

d. Environments

Bullying can occur due to environmental factors,

that is:

1) There is a culture of violence. A person

doing the continued bullying because they

are live in a group that is highly tolerant to

Inﬂuence of Positive Youth Development (PYD) to Bullying Behavior in Indonesian Islamic Boarding School Students

1319

bullying. Children who grow up in that

environment seeing bullying as a common

things.

2) Experiencing the Stockholm syndrome.

Stockholm syndrome is a psychological

condition in which the victim with the

aggressor party woke positive relationship.

As happened in the tradition of new student

orientation. Bullying happens because it

mimics the behaviour of the senior.

e. Friends

In adolescence, children spend more time outside

the home. At this time young people have a

desire to become less dependent on their families

and start looking for the support and security of

their peer group, therefore one huge factor of

bullying in adolescence caused by peer who has a

negative impact by providing good ideas actively

or passively that bullying will not affect anything

and is a reasonable thing to do. Adolescent that

look for their identity can be through

incorporation in the peer group or groups who

they idolized.

For teenagers, acceptance from their group is

important because they can share the feelings and

experiences with the peers and their group. To be

accepted and feel safe, all the moments leading

up to adolescence and throughout their teenage

years, children not only join any groups, they

also formed a group called “click”. Click share

similar interests, values, skills, and tastes. It is

indeed good, but there are exceptions school

culture that nurtures and raises a number of

groups over other groups, it fosters

discrimination and oppression or bullying

(Coloroso, 2004).

f. Media

Television programs that do not educate will

leave an imprint on the minds of the audiences. It

would be dangerous if the impressions is abusive

watched by pre-school children. Aggressive

behaviours by adolescents are highly associated

with the habit of watching television. The

influence of the media in the bullying behaviour

is crucial, a survey conducted by Indonesian

national newspaper showed that 56.9% of

children mimicking the scenes they had seen in

the movie. They mimic the movement (64%) and

the words as much (43%). Based on these data it

is known that television has an important role in

the formation of the way of thinking and

behaving. It is not just limited to the television

media, but also in all other forms of media.

Teenagers who are accustomed to watching

violence in the media tend to behave aggressively

and use aggression to solve problems.

Based on this factors, we need to make

preventive action rather than curative. Where all

aspect of that factors related to the adolescents

development. We hypothesized that adolescent

Positive Youth Development (PYD) can contribute

to decrease this bullying behaviour.

Positive Youth Development is a view of the

new approach, which is to understand adolescence

as an asset in human development. The concept of

PYD sees youth to have the potential to succeed,

grow healthy, and have the capacity to evolve

positively (Lerner, et.al., 2005). PYD is based on the

opinion expressed the youths will try to meet the

basic needs of physical, personal and social, and to

build and use the competencies seen as important for

their life, in the present and in the future (

Lynch &

Mahler, 2014

PYD perspective would be relevant to the design

of the program given to adolescents based on the

ideas of positive development (

Jelicic, et.al., 2007).

All teenagers can be developed, and the

development functions to reduce the urge to perform

risky behavior. Reduction of high-risk behavior are

at the core of the framework PYD, which recognizes

low risk of negative behavior as a part of a healthy

adolescent development.

Factors associated with positive outcomes among

adolescents including: positive self-perception

(Taussig, 2002), a sense of personal competence and

the ability to set goals for the future (

Hass & Graydon,

2008

), the feeling of strength and security for men

(Hart,

O’Toole, Price-Sharps & Shaffer, 2007), positive

connections with peers (Taussig, 2002; Widom,

1991), social support (Hass & Graydon, 2008;

Metzger

, 2008), authoritative parenting (Hart,

O’Toole, Price-Sharps & Shaffer, 2007), and

involvement in community service (

Hass & Graydon,

2008

Positive Youth Development is conceptualized

into the term "FIVE CS" (Zarner & Lerner, 2008),

where there are five dimensions of it: competence,

confidence, connection, character and caring.

Competence is a positive view of one's actions in a

specific field, such as social, academic, cognitive,

health, and vocational. Social competence refers to

the interpersonal skills (such as conflict resolution),

cognitive competence refers to the cognitive abilities

(e.g., decision-making), academic competence refers

to the performance of schools, health competencies

involves the use of nutrition, exercise, and rest, as

ICRI 2018 - International Conference Recent Innovation

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well as vocational competence involving work

habits and exploration of career options. Confidence

is an internal sense that arises in whole by displaying

self-efficacy and positive self-esteem. Connection

conceptualized as a positive bond with the people

and institutions that are reflected in the exchange

between the individual and his or her peers, such as

family, school, and community in which both parties

contribute to the relationship. Character is to respect

the social norms and culture, proprietary standards

for proper behavior, sense of right and wrong

(morality), as well as integrity. While caring is

sympathy and empathy for others.

A positive adolescents supported by positive

adults, are those who recognize and respond to the

needs of adolescents, by providing support for the

development and socialize with others (Gomez &

Ang, 2007). Some of the support, among others, is to

be the one who is always ready, easily found, giving

happiness to those who are younger, celebrate

successes, and being someone who is fairly firm in

regulating health (Scales & Leffert, 1999).

3 RESEARCH METHODS

Participants and Procedures

The participants for this study are students from an

Islamic Boarding School (Junior and Senior High

School) in Indonesia. Students in this boarding

school are comes from all around Indonesia. Range

ages are 12-19 years, all are boys. Total participants

are 195 respondent, using population sampling

methods.

Measurement

Bullying behaviour. The bullying behaviour was

measured based on four aspect (

Dracic, 2009): (1)

threatening, (2) embarrassing, (3) harming, (4)

disrupting, and (5) making uncomfortable. The

instrument consists of 33 items. Participants were

asked to think about the past 1 months and rate their

agreement on a 5-point Likert scale (from 1 =

strongly disagree to 5 = strongly agree). A sample

item is ‘I ever beat a friend’. The responds for each

item of the scale of bullying is summed to create an

overall score of bullying.

Positive Youth Development (PYD). Positive

Youth Development was measured based on Lerner

theory [21], consist of 5 dimensions called 5C's:

Character, Competence, Confidence, Connecting,

and Caring. The instrument consists of 78 items.

Participants were asked to rate their agreement on a

5-point Likert scale (from 1 = strongly disagree to 5

= strongly agree). A sample item is ‘I like to be

myself’. The responds for each item of the scale of

PYD is summed to create an overall score of PYD.

Demographic variables. Participants were also

asked to fulfil the data about their origin (which part

of Indonesian area), ages, and their class in the

school.

4 RESULTS

Tests of Discriminant Validity

To examine whether key constructs and covariates in

the current study were distinguishable from each

other, a confirmatory factor analysis (CFA) using

Mplus 7 was conducted. CFA results indicated that

the factor measurement model (i.e., all variables are

independent of each other) fitted the data well, p <

.01. These results provided support for the

discriminant validity of the constructs in the present

study.

Hypothesis Tests

In this study we examine the role of PYD as an

independent variable to decrease bullying behavior

as a dependent variable. The model summary of the

relationship from those variables are presented in

Table 1, while Anova can be seen in Table 2.

Table 1: Model Summary

From Table 1 we can see that the acquisition of R

square is as much as 0.168 or 16.8%, explain that the

proportion of the variance of bullying can be

explained by all the independent variables with

16.8%, while other 83.2% influenced by another

variables

Table 2: ANOVA*

From Table 2, we can conclude that there is a

significant influence of Positive Youth Development

Inﬂuence of Positive Youth Development (PYD) to Bullying Behavior in Indonesian Islamic Boarding School Students

1321

(PYD) to bullying behavior (p<0.05). Moreover, we

can see the relationship between each dimension of

PYD in predict bullying behavior from Table 3.

Table 3: Coefficints

From Table 3 we can see that Character and

Connection are significant (Sig < 0.05), while others

are not significant.

The category scores presentation for variables of

Positive Youth Development (PYD) dimension

(Character, Competence, Confidence, Connection,

Caring) based on regions can be seen in Table 4.

From this table we can say that the dimensions of

Caring is the highest score amongst another

dimensions, especially students from Central and

East Indonesia.

Table 4: Score of Positive Youth Development

(PYD) based on regions

The category scores based on student grades can be

seen in Figure 1. The highest bullying score exist in

the grade 3 (junior high school).

Figure 1: Bullying scores based on grades

5 CONCLUSIONS

The findings of the current research first supported

the research hypothesis that there is a significant

influence of Positive Youth Development to

bullying behavior on students of Islamic Boarding

School in Indonesia. Consistent with the (Ma,

Phelps, Lerner & Lerner, 2009) perspectives.

Furthermore, the findings of the current research

also provide explanation about 5 dimensional

variables of Positive Youth Development which

significant to decrease bullying behaviour, those are

Character and Connection. Character here defines as

to respect the social norms and culture, proprietary

standards for proper behaviour, sense of right and

wrong (morality), and integrity (Zarrett & Lerner,

2008). Teens with good character would have sense

of empowerment, or in other words have tendency of

self-empowerment, where teenagers feel being

respected by the community and have the

opportunity to contribute to others. Thus teenagers

will feel safe and comfortable and protected from

bullying (Edwards, 2007). While Connection

conceptualized as a positive bond with the people

and institutions that are reflected in the exchange

between the individual and his or her peers, such as

family, school, and community in which both parties

contribute to the relationship (Zarrett & Lerner,

2008). The connection or network is very important

for youth development as they seek opportunities for

further education and career fields (Hall, 2003).

Adolescents need opportunities for self-

development, support connections, as well as social

networking and strategic. Teenagers who have

access to development opportunities in the

community felt that they are in a situation with a

higher rate than other teens who do not have a

connection. In this case, a positive adult role

significantly able to reduce them from negative

behaviours such as bullying (Hall, 2003). The

importance of afterschool programs that will be a

channel of communication between families with the

school, effective afterschool programs can help

young people to build "social capital", to help them

establish relationships with community leaders and

entrepreneurs (Hall, 2003).

Another findings are the highest bullying cases

happen at the 3

grade and the lowest is at 1

grade.

This is in line with the results of a research stated

that bullying affects children in school age, nearly

15 % starting from grade 1, and then increase in the

next class, and then decreased at the end of high

school (Quinn, 2003).

This recent study also showed Caring become

the valuable dimensions in Indonesian students.

Caring is closely related to the concern among

fellow, a good relationship between adolescents and

adults is the most fundamental component. The

Longitudinal Study of Adolescent Health National

showed that students who scored high on the

"caring" are likely to have the strength and the

quality of relationships with teachers and peers, have

a better attitude toward school. Teenagers who care

Character Competence Confidence Connection Caring

West

3.3 2.8 3 3 3.7

Central

3.4 2.9 2.9 3 3.9

East

3.2 2.8 3.3 3.2 3.9

1.5

2.5

Grades

ICRI 2018 - International Conference Recent Innovation

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also have academic aspirations, motivation, and a

higher performance, social values and attitudes and

have more positive behaviour, and less likely to

engage in other risky behaviours such as bullying

(Hall, 2003).

Some recommendations based on this study are

(1) improving positive interaction in the school

environment, for example by campaigning the

importance of behavioural tolerance to friends, could

be use to create and promote a peaceful

environment, (2) the importance of shaping the

positive character of students can support the

process of creating a positive interaction.

School counsellors can include bullying

prevention strategies (develop positive character and

connection strategies) as an integral part of the

school counselling program. Prevention strategies

are most effective when they are comprehensive,

systemically implemented throughout the school,

proactive, anticipate student needs (since the first

grades of school), and include a partnership among

the school personnel, parents/guardians, students,

and community members (Goodman-Scott, Doyle &

Brott, 2013). Models for school-wide programs that

foster a positive school climate through positive

behaviours show promising results.

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