Dynamics of Verbal Bullying and School Ecosystem Responses in Junior High Education: An Analysis of Excessive Joking Culture and Character-Based Interventions
- 1Universitas PGRI Semarang, Indonesia
Abstract
Verbal bullying at the junior high school level is frequently normalized as ordinary social interaction, despite its significant detrimental impact on students' emotional well-being and academic development. This descriptive qualitative case study aimed to examine the manifestations of verbal bullying, analyze its socio-cultural determinants and psychological impacts on students, and evaluate the effectiveness of institutional responses within the school ecosystem. The study involved 50 participants, including students, subject teachers, Guidance and Counseling (BK) teachers, and administrative staff at SMP Kartiyoso Semarang. Data were gathered through social interaction observations, open-ended questionnaires, and in-depth interviews, followed by interactive data analysis validated through triangulation techniques. The findings revealed that verbal bullying at SMP Kartiyoso Semarang predominantly manifested through negative labeling (name-calling), physical mocking, abusive language, and degrading jokes disguised as friendly banter (excessive teasing). Primary catalysts included peer group pressure, low emotional literacy, and expansion into digital spaces (cyber-verbal bullying). Psychologically, victims suffered from diminished self-efficacy, social anxiety, embarrassment, and reduced learning motivation. The study concludes that current reactive institutional interventions remain insufficient in preventing recurrent incidents. Consequently, strengthening the institutional role of SMP Kartiyoso Semarang requires integrating emotional literacy into the curriculum, strengthening interactive teacher supervision, establishing confidential reporting channels, and fostering sustainable synergy with parents.
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BibTeX
@article{ismah2026dynamics,
title = {{Dynamics of Verbal Bullying and School Ecosystem Responses in Junior High Education: An Analysis of Excessive Joking Culture and Character-Based Interventions}},
author = {Ismah Ismah and Siti Fitriana},
journal = {Bulletin of Counseling and Psychotherapy},
year = {2026},
month = oct,
doi = {10.51214/002026082220000},
url = {https://doi.org/10.51214/002026082220000},
note = {CC BY},
}
RIS
TY - JOUR
TI - Dynamics of Verbal Bullying and School Ecosystem Responses in Junior High Education: An Analysis of Excessive Joking Culture and Character-Based Interventions
AU - Ismah Ismah
AU - Siti Fitriana
PY - 2026
DA - 2026/10/25
JO - Bulletin of Counseling and Psychotherapy
DO - 10.51214/002026082220000
UR - https://doi.org/10.51214/002026082220000
AB - Verbal bullying at the junior high school level is frequently normalized as ordinary social interaction, despite its significant detrimental impact on students' emotional well-being and academic development. This descriptive qualitative case study aimed to examine the manifestations of verbal bullying, analyze its socio-cultural determinants and psychological impacts on students, and evaluate the effectiveness of institutional responses within the school ecosystem. The study involved 50 participants, including students, subject teachers, Guidance and Counseling (BK) teachers, and administrative staff at SMP Kartiyoso Semarang. Data were gathered through social interaction observations, open-ended questionnaires, and in-depth interviews, followed by interactive data analysis validated through triangulation techniques. The findings revealed that verbal bullying at SMP Kartiyoso Semarang predominantly manifested through negative labeling (name-calling), physical mocking, abusive language, and degrading jokes disguised as friendly banter (excessive teasing). Primary catalysts included peer group pressure, low emotional literacy, and expansion into digital spaces (cyber-verbal bullying). Psychologically, victims suffered from diminished self-efficacy, social anxiety, embarrassment, and reduced learning motivation. The study concludes that current reactive institutional interventions remain insufficient in preventing recurrent incidents. Consequently, strengthening the institutional role of SMP Kartiyoso Semarang requires integrating emotional literacy into the curriculum, strengthening interactive teacher supervision, establishing confidential reporting channels, and fostering sustainable synergy with parents.
SN - 2656-1050
ER -