Bullying in the Arab World: Definition, Perception, and Implications for Public Health and Interventions
Abstract
:1. Introduction
- Is there a lack of standardised terminology for bullying across Arabic-speaking Middle Eastern populations, and to what extent does this variation in terminology result from limited understanding and cultural differences? How do participants use various words and phrases to describe bullying behaviours instead of a singular, universally accepted term?
- To what degree do descriptions of bullying behaviours in Arabic-speaking Middle Eastern populations tend to be linked to specific acts and actions rather than encompassing the broader concept of bullying itself? How does the understanding of bullying relate to concrete experiences and actions rather than a comprehensive definition?
- In what ways do variations in the terminology used to describe bullying behaviours exist across different Arabic countries and nationalities within the Middle Eastern region? How do these variations reflect distinct cultural norms, perceptions, and experiences related to bullying? To what extent does nationality shape perceptions and descriptions of bullying behaviours, influenced by unique socio-cultural factors within each country?
- When comparing Arabic and English terms for describing bullying behaviours, how do participants exhibit more nuanced descriptions when using their native Arabic language compared to English? To what extent are these differences in expression attributed to variations in linguistic expression and cultural nuances between the two languages?
- How do perceptions and descriptions of bullying behaviours differ across genders in Arabic-speaking Middle Eastern populations? To what degree are these differences influenced by societal expectations, gender norms, and experiences related to bullying?
2. Materials and Methods
2.1. Study 1
2.1.1. Participants
2.1.2. Design
2.1.3. Materials
- Every day at school, Reem steals Heba’s chocolate bar taken off her from her lunchbox. She also sometimes takes her money.
- He doesn’t take things from any other people in the class; and Mohamed and Haitham regularly and anonymously spread false stories about one of their colleagues in class through Facebook. They do this with the intention of harming him.
- Mohammed punched Faisal in the face during the lunch break at school, leaving him with a bleeding mouth.
- Participants were asked to provide a term that best described the action being represented in each scenario.
- Once they had completed the first task, participants were asked four further questions that explored their perceptions about the behaviours in the three scenarios: (1) What do you generally think about the previous scenarios? (2) Are these scenarios or similar ones acceptable/unacceptable, and why? (3) Have you witnessed or experienced similar situations before? (Would you like to share any of it?) (4) How did the experience make you feel? How was it for you to go through such a situation?
- Participants were then presented with a 7-item word list that consisted of terms that described the characteristics of bullying (see Table 2). Participants were asked to choose a term from the list that best described the three scenarios. These terms were chosen from the answers that the participants produced from the first tasks while adding other common words that are used in Arabic literature about bullying (e.g., tanammor/تنمر—bullying). Participants were also given the option to use their own terms.
2.1.4. Procedure
2.2. Study 2
2.2.1. Participants
2.2.2. Materials
- A group of girls are making fun of one of the girls at school; they often call her bad names.
- Three friends in the same class repeatedly send Faisel text messages calling him names (impolite). Faisal is upset by this but does not say anything to anyone.
- A boy/girl keeps receiving a message on his/her computer from an unknown person. The messages are often strange and say things such as ‘I hate you’.
- Over the last three weeks, a student has been repeatedly hit by other students.
- Hasan once joked with Ahmad, but Ahmad got angry and punched him in the face.
- A group of friends are telling untrue stories about one of their colleagues; they have done that many times.
- Mohamed and his friends never let Naif play with them.
2.2.3. Procedure
2.3. Validity and Reliability
3. Results
3.1. Results for Study 1
3.1.1. Task 1
3.1.2. Task 2
Qualitative Analysis for Responses to the First Question
Qualitative Analysis for Responses to the Second Question
Qualitative Analysis for Responses to the Third Question
Qualitative Analysis for Responses to the Fourth Question
3.1.3. Task 3
- Every day at school, Reem steals Heba’s chocolate bar taken off her from her lunchbox. She also sometimes takes her money.
- He doesn’t take things from any other people in the class; and Mohamed and Haitham regularly and anonymously spread false stories about one of their colleagues in class through Facebook. They do this with the intention of harming him.
- Mohammed punched Faisal in the face during the lunch break at school, leaving him with a bleeding mouth.
3.2. Results for Study 2
3.2.1. Results from Qatar International Schools
3.2.2. Results from Qatar Independent Schools
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Gender | Age | Total | ||
---|---|---|---|---|
Nationality | Male (%) | Female (%) | Means (SD) | n (%) |
Egyptian | 33.3% | 66.7% | 32.57 (14.60) | 9 (27.0%) |
Qatari | 25.0% | 75.0% | 18.86 (6.64) | 12 (32.4%) |
Syrian | 0.0% | 100.0% | 22.67(5.03) | 4 (10.8%) |
Other Arab nationalities * | 45.5% | 54.5% | 30.80 (8.06) | 11 (29.8%) |
Chosen Term | ||
---|---|---|
Arabic Term | Transliteration | Translation |
تسلط | Tassalot’ | Dominance |
تعدي | Ta’adi | Trespass |
مضايقة | Modayaqah | Harassment |
أذى | Az’a | Harm |
بلطجة | Baltag’ah | Gangsterism |
تنمر | Tanammor | Bullying (Resembling the tiger) |
مشاكسة | Moshakasah | Teasing |
Type of School | Age | Total | ||
---|---|---|---|---|
Nationality | International n (%) | Independent n (%) | Means (SD) | n (%) |
Egyptian | 13 (72.2) | 5 (27.8) | 14.4 (1.46) | 18 (15.4) |
Qatari | 15 (56.8) | 28 (43.2) | 14.6 (1.32) | 43 (36.7) |
Palestinian | 3 (27.3) | 8 (72.7) | 13.5 (0.89) | 11 (9.4) |
Syrian | 0 (0.0) | 5 (100) | 14.8 (0.45) | 5 (4.3) |
Other Nationalities | 30 (75) | 10 (25) * | 14.7 (1.28) | 40 (34.2) |
Scenarios * | ||||||||
---|---|---|---|---|---|---|---|---|
Scenario 1 | Scenario 2 | Scenario 3 | ||||||
Arabic Term Used | English Translation | n (%) | Arabic Term Used | English Translation | n (%) | Arabic Term Used | English Translation | n (%) |
سرقة | Theft | 6 (16.6) | غيرة | Jealousy | 8 (19.4) | عدائي | Aggression | 6 (16.6) |
غير طبيعي | Abnormal | 2 (5.6) | نشر إشاعات | Spreading Rumours | 4 (11.1) | عنف | Violence | 4 (11.1) |
غيرة | Jealousy | 6 (16.6) | تنمر إلكتروني | Cyber-bullying | 3 (5.5) | زعيم البلطجة | Leader of a Gangster | 1 (2.8) |
لفت الإنتباه | Attention seeking | 4 (11.1) | بلطجة | Gangster | 1 (2.8) | لعوزة ** | Reprimand | 2 (5.6) |
بلطجة | Gangster | 2 (5.6) | أذى | Harming | 3 (13.8) | غلاسة | Silliness | 1 (2.8) |
كراهية | Hatred | 1 (2.8) | كراهية | Hatred | 1 (2.8) | أذى | Harming | 1 (2.8) |
غَلاَسَة | Silliness | 1 (2.8) | موقف مخيف | Scary situation | 1 (2.8) | يدافع عن نفسه | Self-defence | 1 (2.8) |
تنمر | Bullying (Resembling the tiger) | 1 (2.8) | تقليد لفعل سيء رآه في البيت | Imitating bad behaviour observed at home | 1 (2.8) | تنمر جسدي | Physical Bullying | 2 (5.6) |
أفعال صبيانية | Childish acts | 1 (2.8) | إستظراف | Trying to be funny/joke | 1 (2.8) | تصرف طبيعي | Normal Behaviour | 2 (5.6) |
مضايقة | Annoying | 1 (2.8) | تسلط | Forcing Control (Dominance) | 1 (2.8) | سيطرة | Controlling | 2 (5.6) |
تهجم | Attacking | 1 (2.8) | للشهرة | To be Famous | 1 (2.8) | غضب | Anger | 2 (5.6) |
ثقة زائدة | Over Trust | 1 (2.8) | شَر | Evil | 1 (2.8) | مزاح | Joke | 1 (2.8) |
إنتقام | Revenge | 1 (2.8) | جريمة إجتماعية | Social Crime/bully | 2 (5.6) | رد فعل | Reaction | 2 (5.6) |
حالة سيئة | Bad Situation | 1 (2.8) | سرقة | Theft | 1 (2.8) | غَلاَسَة | Silliness | 1 (2.8) |
تقييم خاطىء | Lack of Judgement | 1 (2.8) | - | No Answer | 5 (13.8) | فَتْوَنَة *** | Gangsterism | 2 (5.6) |
رد فعل | Reaction | 1 (2.8) | - | - | - | تهجم | Attacking | 1 (2.8) |
- | No Answer | 5 (13.9) | - | - | - | - | No Answer | 6 (16.6) |
Chosen Term | Scenarios (n; %) | |||||
---|---|---|---|---|---|---|
Arabic Term | Transliteration | Translation | 1 | 2 | 3 | Total (n; %) |
تسلط | Tassalot’ | Dominance | 12 (31.6) | 2 (5.0) | 1 (2.6) | 15 (39.2) |
تعدي | Ta’adi | Trespass | 10 (26.2) | 11 (27.5) | 7 (18.0) | 28 (71.7) |
مضايقة | Modayaqah | Harassment | 6 (15.8) | 4 (10.0) | 5 (12.8) | 15 (38.6) |
أذى | Az’a | Harm | 3 (7.9) | 16 (40.0) | 8 (20.5) | 27 (68.4) |
بلطجة | Baltag’ah | Gangsterism | 3 (7.9) | 2 (5.0) | 8 (20.5) | 13 (33.4) |
تنمر | Tanammor | Bullying (Resembling the tiger) | 2 (5.3) | 2 (5.0) | 5 (12.8) | 9 (23.1) |
مشاكسة | Moshakasah | Teasing | 2 (5.3) | 3 (7.5) | 5 (12.8) | 10 (22.6) |
Overall (N) | 38 (100) | 40 (100) | 39 (100) | 117 |
Type of Scenario | Arabic Chosen Term and Transliteration | Translation to English | Arabic Nationality (n; %) | |||
---|---|---|---|---|---|---|
Egyptian | Qatari | Syrian | Other | |||
Scenario 1 | تسلط—Tassalot’ | Dominance | 3 (33.3) | 3 (25.0) | 2 (50.0) | 3 (27.3) |
تعدي—Ta’adi | Trespass | - | 4 (33.3) | 1 (25.0) | 4 (36.4) | |
مضايقة—Modayaqah | Harassment | 3 (33.3) | 3 (25.0) | - | 1 (9.1) | |
أذى—Az’a | Harm | 1 (11.1) | 1 (8.3) | - | - | |
بلطجة—Baltag’ah | Gangsterism | 1 (11.1) | - | 1 (25.0) | 1 (9.1) | |
No Answer | 1 (11.1) | - | - | - | ||
Scenario 2 | تسلط—Tassalot’ | Dominance | 1 (11.1) | - | 1 (25.0) | 1 (9.1) |
تعدي—Ta’adi | Trespass | 1 (11.1) | - | - | 1 (9.1) | |
مضايقة—Modayaqah | Harassment | 1 (11.1) | - | - | - | |
أذى—Az’a | Harm | 2 (22.2) | 5 (41.7) | 3 (75.0) | 6 (54.5) | |
تنمر—Tanammor | Bullying (Resembling the tiger) | 1 (11.1) | 1 (8.3) | - | - | |
مشاكسة—Moshakasah | Teasing | 2 (22.2) | 3 (25.0) | - | - | |
بلطجة—Baltag’ah | Gangsterism | - | 1 (8.3) | - | 1 (9.1) | |
No Answer | 1 (11.1) | 2 (16.7) | 1 (25.0) | 2 (18.2) | ||
Scenario 3 | تسلط—Tassalot’ | Dominance | - | - | - | 3 (27.3) |
تعدي—Ta’adi | Trespass | 1 (11.1) | 3 (25.0) | 1 (25.0) | 4 (36.4) | |
مضايقة—Modayaqah | Harassment | - | - | 2 (50.0) | 1 (9.1) | |
أذى—Az’a | Harm | - | 4 (33.3) | - | - | |
تنمر—Tanammor | Bullying (Resembling the tiger) | - | 1 (8.3) | - | - | |
مشاكسة—Moshakasah | Teasing | 1 (11.1) | 3 (25.0) | - | - | |
بلطجة—Baltag’ah | Gangsterism | 5 (55.6) | 1 (8.3) | 1 (25.0) | 1 (9.1) |
Terms Used | Scenarios * (n; %) | ||||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
Bullying | 29 (47.5) | 12 (19.7) | 4 (6.6) | 17 (27.9) | - | 3 (4.9) | 4 (6.6) |
Mockery | 1 (1.6) | - | - | - | - | - | - |
Gossip | 5 (8.2) | - | - | - | - | 23 (37.7) | - |
Jealousy | 3 (4.9) | 3 (4.9) | 4 (6.6) | - | - | - | 5 (8.2) |
Making fun | 4 (6.6) | - | - | - | - | - | - |
Name Calling | 2 (3.3) | - | - | - | - | - | - |
Bad Attitude | 2 (3.3) | - | - | - | - | - | - |
Cyberbullying | - | 18 (29.5) | 17 (27.9) | - | - | - | - |
Hurting | 1 (1.6) | - | - | 1 (1.6) | - | 1 (1.6) | - |
Insult | 1 (1.6) | 1 (1.6) | - | - | - | - | - |
Hatred | - | - | 6 (9.8) | - | - | - | - |
Physical Bullying | - | - | - | 14 (23.0) | - | - | - |
Violence | - | - | - | 1 (1.6) | - | - | - |
Threat | - | - | - | 2 (3.3) | - | - | - |
Assault | - | - | - | - | - | - | - |
Joke | - | - | - | - | 16 (26.2) | - | - |
Reaction | - | - | - | - | 8 (13.1) | - | - |
Misunderstanding | - | - | - | - | 4 (6.6) | - | - |
Anger | - | - | - | - | 3 (4.9) | - | - |
Immature | - | - | - | - | - | 2 (3.3) | - |
Exclusion | - | - | - | - | - | - | 3 (4.9) |
Left out | - | - | - | - | - | - | 6 (9.8) |
Childish | - | - | - | - | - | - | 2 (2.8) |
Arabic Term and Transliteration | English Translation | Scenarios * (n; %) | ||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | ||
إستهزاء—Istihzaa | Making Fun | 29 (51.8) | 3 (5.4) | 3 (5.4) | - | - | 3 (6.3) | - |
سخرية—Sokhriyah | Mocking | 16 (28.6) | - | - | - | - | - | - |
إهتمام عدم—A’adam Ihtimam | Carelessness | 6 (10.7) | 5 (8.9) | - | - | - | 1 (1.7) | - |
سب—Sab | Swearing | 4 (7.1) | 7 (12.5) | - | - | - | - | - |
تنمر—Tanammor | Bullying (Resembling the tiger) | 3 (5.4) | 1 (1.7) | - | 5 (8.9) | - | - | 1 (1.7) |
مضايقة—Modayaqah | Harassment | 1 (1.7) | 4 (7.1) | 2 (3.6) | - | - | - | - |
سيء سلوك—Solok sayea’ | Bad behaviour | 4 (7.1) | 9 (16.1) | 9 (16.1) | 6 (10.7) | - | - | - |
إعتداء لفظي—Ea’teda lafd’ee | Verbal assault | - | 1 (1.7) | - | - | - | - | - |
للمشاعر جرح—Jarih lil-mashaeir | Hurt the feelings | - | 3 (5.4) | 4 (7.1) | - | - | - | - |
كراهية—Karahiyah | Hatred | - | - | 6 (10.7) | - | - | 4 (7.1) | 18 (32.1) |
كذب—Kaz’ib | Lie | - | - | 3 (5.4) | - | - | 8 (14.3) | |
إستقواء—Istiqwaa’ | Perception of strength and control over others | - | - | - | 7 (12.5) | - | - | |
إعتداء—Ia’tidaa | Assault | - | 1 (1.7) | 6 (10.7) | 6 (10.7) | - | - | |
تكبر—Takabor | Arrogance | - | - | - | 3 (5.4) | - | 4 (7.1) | |
عنف—A’onf | Violence | - | - | - | 2 (3.6) | 3 (5.4) | - | - |
ثقيل مزح—Mazih Thaqeel | Heavy joking | - | - | - | - | 19 (33.9) | - | - |
غاضب—Ghad’eb | Angry | - | - | - | - | 12 (21.4) | - | - |
ضرب—D’arb | Hitting | - | 1 (1.7) | - | - | 5 (8.9) | - | - |
غيبة—Ghiba | Gossip | - | - | - | - | - | 7 (12.5) | - |
غيرة—Gherah | Jealousy | - | - | 1 (1.7) | - | - | 5 (8.9) | - |
تشويه—Tashweeh | Reputation distortion | - | - | - | - | - | 4 (7.1) | - |
أنانية—Ananeyah | Selfishness | - | - | - | - | - | - | 8 (14.3) |
حقد—H’ik’d | Grudge | - | - | - | - | - | - | 2 (3.6) |
ظالم—D’alem | Oppressor (unjust) | - | - | 1 (1.7) | - | - | 1 (1.7) | 6 (10.7) |
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Samara, M.; Alkathiri, N.; Sherif, M.; El-Asam, A.; Hammuda, S.; Smith, P.K.; Morsi, H. Bullying in the Arab World: Definition, Perception, and Implications for Public Health and Interventions. Int. J. Environ. Res. Public Health 2024, 21, 364. https://doi.org/10.3390/ijerph21030364
Samara M, Alkathiri N, Sherif M, El-Asam A, Hammuda S, Smith PK, Morsi H. Bullying in the Arab World: Definition, Perception, and Implications for Public Health and Interventions. International Journal of Environmental Research and Public Health. 2024; 21(3):364. https://doi.org/10.3390/ijerph21030364
Chicago/Turabian StyleSamara, Muthanna, Nura Alkathiri, Mahitab Sherif, Aiman El-Asam, Sara Hammuda, Peter K. Smith, and Hisham Morsi. 2024. "Bullying in the Arab World: Definition, Perception, and Implications for Public Health and Interventions" International Journal of Environmental Research and Public Health 21, no. 3: 364. https://doi.org/10.3390/ijerph21030364