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Moore J, Tam LYC, Allen JL. When Being Bad Feels Good: A Systematic Review of the Relationship Between Positive Emotion and Antisocial Behavior in Children and Adolescents. Clin Child Fam Psychol Rev 2024:10.1007/s10567-024-00493-4. [PMID: 38961029 DOI: 10.1007/s10567-024-00493-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2024] [Indexed: 07/05/2024]
Abstract
Antisocial behavior in childhood and adolescence is associated with poor family and peer relationships, and a higher risk of mental and physical health problems in adulthood, as well as criminality. Emotions play a central role in children's moral development, but most research has focused on negative emotions (e.g., shame and guilt), in relation to childhood antisocial behavior. Research in adult populations indicates that positive emotions experienced in anticipation of, during, and after antisocial acts may play an important role in the development and maintenance of antisocial behavior. Consequently, this systematic review aimed to investigate the relationship between positive emotion and antisocial behavior in children and adolescents. A systematic search in five databases was conducted, yielding 52 studies that used different methodological approaches, samples, designs and methods to examine this association. Results provide support for a positive relationship between positive emotion and antisocial behavior across community, forensic and clinical samples. This link appeared to be stronger for younger children, boys, and for children high in social dominance, callous-unemotional or sensation-seeking traits. Results suggested that positive affect may act in concert with negative emotion, cognitive, personality and motivational processes, as well as peer influences to determine the initiation and maintenance of antisocial behavior. This review presents directions for future research and discusses the implications of findings for prevention and intervention programs for youth with antisocial behavior.
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Affiliation(s)
- Jessica Moore
- Department of Psychology, University of Bath, 10 West, Claverton Down, Bath, BA2 7AY, UK
| | - Lok Yee Chloe Tam
- Department of Psychology, University of Bath, 10 West, Claverton Down, Bath, BA2 7AY, UK
| | - Jennifer L Allen
- Department of Psychology, University of Bath, 10 West, Claverton Down, Bath, BA2 7AY, UK.
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2
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Maggi S, Zaccaria V, Breda M, Romani M, Aceti F, Giacchetti N, Ardizzone I, Sogos C. A Narrative Review about Prosocial and Antisocial Behavior in Childhood: The Relationship with Shame and Moral Development. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101556. [PMID: 36291492 PMCID: PMC9600945 DOI: 10.3390/children9101556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/11/2022] [Accepted: 10/12/2022] [Indexed: 11/06/2022]
Abstract
We conducted a literature review aimed at identifying the origins of shame as well as its effects on moral development, especially in terms of behavioral outcomes, and we reflected on the practical implications of our findings. We explored the role of shame in moral development through cultural differences and parental influences, collecting evidence of psychopathological consequences of primary moral emotion dysregulation. These studies showed a dichotomous feature of shame, as a prosocial behavior enhancer in morally relevant situations and, simultaneously, a risk factor for aggressive and antisocial behaviors on other occasions. Dysregulated shame leads to maladaptive interpersonal behaviors, which could evolve towards psychopathological paths. Therefore, an integrated intervention is recommended in children with emotional/behavioral problems.
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Sánchez-Jiménez V, Rodríguez-deArriba ML, Muñoz-Fernández N. Is This WhatsApp Conversation Aggressive? Adolescents' Perception of Cyber Dating Aggression. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP17369-NP17393. [PMID: 34215162 DOI: 10.1177/08862605211028011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study investigated adolescents' understanding of cyber dating aggression in terms of frequency and aggressiveness: how prevalent they perceived cyber dating aggression among adolescents and how aggressive they perceived such behaviors to be. To do so, different WhatsApp scenarios were presented to adolescents, controlling for the typology of cyber dating aggression (verbal/emotional, controlling, or sexual) and its publicity (public or private cyber dating aggression). The moderating effect of gender and moral disengagement (MD) was also analyzed. A total of 262 adolescents (56.5% girls; mean age of 14.46 years) participated in the study and answered a computer-based questionnaire. General linear models revealed that adolescents consider cyber dating aggression to be present in most adolescent romantic relationships. Controlling online behavior was perceived as the most frequent and the least aggressive behavior. Adolescents rated private cyber aggression as more frequent and less aggressive than public cyber aggressions. Controlling for gender, girls reported that cyber dating aggression was more common and more severe than boys. Moreover, participants with high levels of MD perceived cyber dating aggressions to be less aggressive than participants with medium-low MD. This study reveals the significance of the type of cyber dating aggression, the public/private dimension, gender, and MD as variables that influence adolescent understanding of cyber dating aggression. These results have implications not only for the design of cyber dating aggression prevention programs but also for future research on cyber dating aggression.
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Careful what you wish for: the primary role of malicious Envy in Predicting Moral Disengagement. MOTIVATION AND EMOTION 2022. [DOI: 10.1007/s11031-022-09973-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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5
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The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers. SUSTAINABILITY 2022. [DOI: 10.3390/su14095575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.
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Esposito C, Spadari EM, Caravita SCS, Bacchini D. Profiles of Community Violence Exposure, Moral Disengagement, and Bullying Perpetration: Evidence from a Sample of Italian Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:5887-5913. [PMID: 35259316 DOI: 10.1177/08862605211067021] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
According to the Pathologic Adaptation Model of community violence exposure, repeated experiences of violence within the community lead youth to accept violence as a normative and legitimate strategy to cope with conflict, thus increasing their involvement in aggressive behaviors. This hypothesis has been under-investigated with reference to bullying at school. Using a person-centered analytical approach (latent profile analysis), this study examines the mediating role of moral disengagement as a type of normalizing cognition about violence, in the relationship between profiles of community violence exposure and perpetration of bullying. Eight hundred and two adolescents (11-18 years; 43.4% girls) from two different urban and societal contexts in Italy (Milan vs. Naples) participated in the study. Four profiles of exposure to community violence emerged. Context site and age influenced belonging to the four profiles. Being moderately exposed to violence, both as a victim and as a witness, was significantly associated with higher levels of moral disengagement and bullying perpetration. Being exposed as a witness and as a victim, and being exposed only as a witness were associated with bullying perpetration via the increase of moral disengagement. These findings support the Pathologic Adaptation Model and indicate that adolescents who experience higher levels of community violence, as a witness or both as a witness and a victim, are more likely to develop morally disengaged beliefs about violence, which in turn would increase the likelihood to perpetrate bullying. Results are also discussed in the context of social diversity.
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Affiliation(s)
| | | | - Simona C S Caravita
- 9371Catholic University of the Sacred Heart, Milan & Brescia, Italy
- 56627University of Stavanger, Stavanger, Norway
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7
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Hong YJ, Lee K. Adolescent bystanders’ moral emotions in cyberbullying. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221088186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders’ moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response to vignettes about cyber scenarios. Using latent profile analysis, the current study identified five types of bystanders: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. Moreover, multinomial logistic regressions were performed to determine the predictive power of the moral emotions of each bystander type. The findings indicated the importance of understanding bystanders’ roles for designing effective intervention strategies regarding moral emotions, leading to adolescents’ improved moral sensitivity.
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Affiliation(s)
- Yea-Ji Hong
- Department of Child Studies, Inha University, Incheon, Republic of Korea
| | - Kangyi Lee
- Department of Child Development and Family Studies, Seoul National University, Seoul, Republic of Korea
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Caravita SCS, Finne JN, Fandrem H. Two Dimensions of Moral Cognition as Correlates of Different Forms of Participation in Bullying. Front Psychol 2022; 12:768503. [PMID: 35250690 PMCID: PMC8896117 DOI: 10.3389/fpsyg.2021.768503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 12/07/2021] [Indexed: 11/13/2022] Open
Abstract
The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research on moral shifts (the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8–15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander. Results from structural equation modeling analysis confirmed that moral disengagement and socio-conventional comprehension of aggressions are separate and moderately connected morality dimensions. Controlling for age, gender and SES, only moral disengagement was positively associated with perpetrating bullying. These results point to moral disengagement as the critical component of moral cognitions to be addressed in interventions.
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Affiliation(s)
- Simona C. S. Caravita
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
- *Correspondence: Simona C. S. Caravita,
| | - Johannes N. Finne
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
| | - Hildegunn Fandrem
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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Lo Cricchio MG, Stefanelli F, Palladino BE, Paciello M, Menesini E. Development and Validation of the Ethnic Moral Disengagement Scale. Front Psychol 2022; 12:756350. [PMID: 35111099 PMCID: PMC8801567 DOI: 10.3389/fpsyg.2021.756350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 12/10/2021] [Indexed: 11/23/2022] Open
Abstract
Research has underlined that moral disengagement processes, by which people switch off their moral values and act aggressively without experiencing guilt, are highly connected with contextual factors. However, research on situational variations in moral disengagement is limited, especially considering the associations with characteristics such as the ethnic origin of potential victims. The general aim of the present study was to develop a brief, specific measure of ethnic moral disengagement able to catch individual justification used in the case of ethnic bullying and cyberbullying, and test its validity and reliability. An eight items scale was developed and administered in study 1, in a sample of 961students attending several Italian high schools (53.5% female; Mage 15 years). Considering the results of the CFA, we modified one of the items and the scale was administered again, in a second sample of 1,229 students (49.9% female; Mage 15.62 years) in study 2. A one-factor model of ethnic moral disengagement fit the data well and internal consistency showed to be good. As an additional step, we found that the model was invariant across Italian adolescents and youths with a different ethnic or culture of origin (having at least one parent born abroad) strengthened our confidence regarding the factorial integrity of the scale. Last, the scale showed to be positively associated with ethnic bullying and cyberbullying. Generally, findings suggested that the Ethnic Moral Disengagement scale can be a useful tool for those interested in measuring moral disengagement and evaluating how it impacts bullying and cyberbullying of minority groups.
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Affiliation(s)
| | - Federica Stefanelli
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
- *Correspondence: Federica Stefanelli,
| | - Benedetta E. Palladino
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
| | | | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
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Wójcik M, Flak W. Frenemy: A New Addition to the Bullying Circle. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP11131-NP11154. [PMID: 31603043 DOI: 10.1177/0886260519880168] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants' roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.
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Affiliation(s)
| | - Wojciech Flak
- SWPS University of Social Sciences and Humanities, Katowice, Poland
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11
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Liu Y, Du J, Li Y. The Cost of Excessive Smartphone Use: Guilt Cross the Work-Family Domains. Front Psychol 2021; 12:701482. [PMID: 34354643 PMCID: PMC8330811 DOI: 10.3389/fpsyg.2021.701482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 06/28/2021] [Indexed: 11/25/2022] Open
Abstract
Empirical evidence has accumulated showing that smartphone use at work has the double-edged sword impacts on work-related attitudes and behaviors, but little is known about how its effects transmit and spill over from the workplace to the family domain. Drawing upon compensatory ethics theory, we hypothesize positive associations of employees’ daily private smartphone use at work with their family role performance after work through feeling of guilt. Using an experience sampling methodology, we test our hypotheses in a sample of 101 employees who completed surveys across 10 consecutive workdays. Multilevel path analysis results showed that excessive smartphone use at work triggered experienced guilt, and had a positive indirect effect on family role performance via feeling of guilt. Furthermore, employees with high ability of emotion regulation can be better resolve own painful emotion by engaging in family role performance. Theoretical and practical implications, limitations, and propose future research directions are discussed.
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Affiliation(s)
- Yujing Liu
- Economics and Management School, Wuhan University, Wuhan, China
| | - Jing Du
- Economics and Management School, Wuhan University, Wuhan, China
| | - Yuan Li
- Economics and Management School, Wuhan University, Wuhan, China
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12
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Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications. SOCIAL SCIENCES 2021. [DOI: 10.3390/socsci10060223] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% (n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade (p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students (n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender (p = 0.637) or grade (p = 0.578). A total of 53.9% (n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys (p = 0.003). Furthermore, 53.8% (n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender (p = 0.254) or by grade (p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others.
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Potard C, Pochon R, Henry A, Combes C, Kubiszewski V, Roy A. Relationships Between School Bullying and Frustration Intolerance Beliefs in Adolescence: A Gender-Specific Analysis. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2021. [DOI: 10.1007/s10942-021-00402-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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Travlos AK, Tsorbatzoudis H, Barkoukis V, Douma I. The Effect of Moral Disengagement on Bullying: Testing the Moderating Role of Personal and Social Factors. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:2262-2281. [PMID: 29502501 DOI: 10.1177/0886260518760012] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Bullying is a subset of aggressive behavior that has severe consequences in children's psychosocial development. Bullying behaviors can be influenced by personal and social factors, such as gender, age, school type, and sport participation, as well as psychological constructs, such as moral disengagement. The present study was designed to investigate the effect of moral disengagement on bullying behaviors and the moderating role of personal and social factors. In this study, 2,252 students (M = 13.57, SD = 1.17; 1,125 girls, and 1,127 boys) attending the sixth grade of primary school and secondary education have participated. Participants completed the revised Olweus Bully/Victim Questionnaire and Bandura's Moral Disengagement Questionnaire along with general questions about their demographic characteristics. The results of the analyses demonstrated moderation effects of gender on the moral disengagement-physical bullying relationship and of age on the moral disengagement-verbal bullying relationship. No significant moderating effect emerged for school type and sport participation. The findings of the present study provide valuable information about the role of personal and social factors on bullying behavior.
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Paciello M, D'Errico F, Saleri G, Lamponi E. Online sexist meme and its effects on moral and emotional processes in social media. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2020.106655] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041947. [PMID: 33671350 PMCID: PMC7922842 DOI: 10.3390/ijerph18041947] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 02/11/2021] [Accepted: 02/13/2021] [Indexed: 12/19/2022]
Abstract
This research aimed to explore the interplay of sexism and moral disengagement (MD) in the explanation of psychological and physical dating aggression. The sample comprised 1113 Spanish adolescents (49.2% girls, n = 552) between the ages of 12 to 17 (M = 14.44). A latent profile analysis conducted with sub-sample of 432 adolescents with sentimental experience identified four configurations: (1) benevolent; (2) less disengaged and sexist; (3) highly disengaged and sexist; and (4) moderately disengaged and sexist. Regarding gender and age, boys were more present than girls in the moderately disengaged and sexist group, as well as in the highly disengaged and sexist profile. The highly disengaged and sexist and benevolent groups were the youngest. Regarding dating aggression, the highly disengaged and sexist group had the highest engagement in physical and psychological aggression. However, the others three profiles showed a similar engagement in aggression. These findings confirmed the moderating role of MD on the relationship between sexism and dating aggression and suggested that the association between MD, sexism, and dating aggression was exponential; that is, the risk appeared when adolescents were extremely hostile and disengaged. The results have implications for the design of tailored dating aggression prevention programmes.
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Bjärehed M, Thornberg R, Wänström L, Gini G. Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study. J Sch Psychol 2021; 84:63-73. [PMID: 33581771 DOI: 10.1016/j.jsp.2020.08.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 04/09/2020] [Accepted: 08/22/2020] [Indexed: 12/13/2022]
Abstract
This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1-T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
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Affiliation(s)
- Marlene Bjärehed
- Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Linda Wänström
- Department of Computer and Information Science, Linköping University, Sweden
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padova, Italy
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Gutzwiller-Helfenfinger E, Perren S. Tempted to join in or not? Moral temptation and self-reported behaviour in bullying situations. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:98-124. [PMID: 32902898 DOI: 10.1111/bjdp.12348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Revised: 08/02/2020] [Indexed: 11/29/2022]
Abstract
We investigate the relationship between adolescents' construction of a transgression relating to a hypothetical temptation and bystander behaviour and bullying (offline and online). A total of 331 Swiss eighth graders completed an electronic questionnaire on bystanding, bullying, moral disengagement, and empathy. Moral functioning was assessed in a hypothetical scenario, using different moral judgements (deontic and self-judgement, judging the transgression; paper-and-pencil measure). Cluster analyses were used to identify patterns of moral functioning. For the open situation (deontic and self-judgement), happy transgressors, happy moralists, ashamed moralists, and indifferent moralists were differentiated, and for the transgression (accomplished deed) moralists and happy opportunists. The analyses yielded significant differences between the different cluster groups. Happy transgressors (open situation) reported higher levels of assisting the bullying than unconcerned moralists. Happy transgressors also reported lower levels of helping than ashamed and happy moralists. Opportunists (accomplished deed) reported higher levels of assisting the bullying, offline bullying, and lower levels of helping the victim. The multivariate GEE analyses showed that happy transgressors reported higher levels of assisting the bully and online bullying than the moralist groups (open situation). The study shows that adolescents who construct a favourable interpretation of yielding to temptation in a hypothetical scenario displayed higher levels of both assisting the bully and online bullying, emphasizing the need for incorporating targeted moral education in bullying prevention.
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Affiliation(s)
| | - Sonja Perren
- Thurgau University of Teacher Education, Kreuzlingen, Switzerland.,University of Konstanz, Germany
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Effect of Mother’s Monitoring and Psychological Control on Adolescents’ Aggression: Mediating Role of Moral Disengagement. ADONGHAKOEJI 2020. [DOI: 10.5723/kjcs.2020.41.4.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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20
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Students’ moral emotions and judgments of cyberbullying: The influence of previous cyberbullying experiences. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00916-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Méndez I, Liccardi G, Ruiz-Esteban C. Mechanisms of Moral Disengagement Used to Justify School Violence in Sicilian Primary School. Eur J Investig Health Psychol Educ 2020; 10:682-690. [PMID: 34542504 PMCID: PMC8314290 DOI: 10.3390/ejihpe10030050] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 06/24/2020] [Accepted: 06/25/2020] [Indexed: 01/21/2023] Open
Abstract
This study investigated the mechanisms of moral disengagement most commonly used to justify school violence in Sicilian primary school. The main objective of this study was to analyze the mechanisms of moral disengagement that are set in motion by those involved in situations of school violence (victims, aggressors, and bystanders) in Sicilian primary school. Likewise, the differences by gender and age are investigated. A total of 113 subjects in primary school were recruited (56.6% girls). The ages ranged from 8 to 11 (M = 9.56, SD = 0.99). The first scale used was the Bullying Inventory by Olweus (1993) in the Italian translation by Genta, Menesini, Fonzi, Costabile, and Smith (1996) and the questionnaire on moral disengagement developed by Caprara, Barbaranelli, Vicino, and Bandura (1996) is also used. The regression analysis showed that the sociodemographic variables and the mechanisms of moral disengagement are different depending on a person's role (aggressor, victim, or bystander). Moral justification predicted the role of victim in school violence, dehumanization predicted the role of the aggressor (and gender), and the disclosure of responsibility (and dehumanization) predicted the role of the bystander in school violence. The conclusions of this study will facilitate the prevention of school violence, for example, by promoting social integration and minimizing situations of school violence (emphasizing morality, ethics, etc.), thereby establishing balanced and satisfactory interpersonal relationships.
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Georgiou SN, Charalambous K, Stavrinides P. Mindfulness, impulsivity, and moral disengagement as parameters of bullying and victimization at school. Aggress Behav 2020; 46:107-115. [PMID: 31736085 DOI: 10.1002/ab.21876] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Revised: 10/11/2019] [Accepted: 10/13/2019] [Indexed: 12/26/2022]
Abstract
The aim of the present study was to examine the existing association between mindfulness, impulsivity, moral disengagement, and bullying experiences at school. Longitudinal data were collected in three points in time (T1, T2, T3) with 6 months interval between them. Participants were 558 adolescents attending secondary schools in Cyprus, with their ages ranging from 14 to 17 years (M = 15.3; standard deviation = 0.69). Through structural equation modeling, it was found that mindfulness at T1 had a significant negative effect on both impulsivity and moral disengagement at T2 and these, in turn, had a positive effect on bullying and victimization at T3. Thus, mindfulness had an indirect effect on both bullying and victimization, fully mediated by impulsivity and moral disengagement.
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Romera EM, Ortega-Ruiz R, Rodríguez-Barbero S, Falla D. How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. Front Psychol 2019; 10:1753. [PMID: 31428018 PMCID: PMC6690008 DOI: 10.3389/fpsyg.2019.01753] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2019] [Accepted: 07/15/2019] [Indexed: 11/13/2022] Open
Abstract
The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.
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Affiliation(s)
- Eva M. Romera
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
| | | | | | - Daniel Falla
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
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Runions KC, Shaw T, Bussey K, Thornberg R, Salmivalli C, Cross DS. Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms. J Youth Adolesc 2019; 48:1835-1848. [PMID: 31278567 DOI: 10.1007/s10964-019-01067-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Accepted: 06/19/2019] [Indexed: 12/26/2022]
Abstract
The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a sample of 1895 students from grades 7-9 (50.6% female; 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.
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Affiliation(s)
- Kevin C Runions
- Telethon Kids Institute, Perth Children's Hospital, PO Box 855, West Perth, WA, 6009, Australia.
| | - Thérèse Shaw
- Telethon Kids Institute, Perth Children's Hospital, PO Box 855, West Perth, WA, 6009, Australia
| | - Kay Bussey
- Centre for Emotional Health, C3A 731, Macquarie University, Macquarie Park, NSW, 2109, Australia
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, SE-58183, Linköping, Sweden
| | - Christina Salmivalli
- Department of Psychology, University of Turku, Assistentinkatu 7, 20500, Turku, Finland
| | - Donna S Cross
- Telethon Kids Institute, Perth Children's Hospital, PO Box 855, West Perth, WA, 6009, Australia
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Killer B, Bussey K, Hawes DJ, Hunt C. A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggress Behav 2019; 45:450-462. [PMID: 30900277 DOI: 10.1002/ab.21833] [Citation(s) in RCA: 56] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 02/26/2019] [Accepted: 03/08/2019] [Indexed: 12/31/2022]
Abstract
Over the last several years, researchers have become increasingly interested in the influence of moral factors on bullying behaviors. This is the first meta-analytic review to exclusively examine the relationship between moral disengagement (MD) and the key bullying roles of bully, victim, defender, and bystander. Forty-seven independent samples examining a total of 43,809 children/adolescents (aged 7-19) were included in this meta-analysis. Results indicated a positive relationship between MD and bullying (r = 0.31; 95% CI [0.27, 0.34]), MD and victimization (r = 0.08; 95% CI [0.05, 0.12]), and a negative relationship between MD and defending (r = -0.11; 95% CI [-0.17, -0.04]). No significant relationship was found for MD and bystanding behavior. Moderators of bullying type (traditional vs. cyberbullying), reporting type (self vs. peer report), age, and gender were included in the analyses. The results are discussed in the context of relevant literature with particular emphasis on the importance of distinguishing between guilty and unconcerned bystanders, and the significant overlap between bullying and victimization in the cyber context.
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Affiliation(s)
- Brittany Killer
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Kay Bussey
- Department of PsychologyMacquarie UniversitySydney New South Wales Australia
| | - David J Hawes
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Caroline Hunt
- School of PsychologyThe University of SydneySydney New South Wales Australia
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de Oliveira WA, Caravita SCS, Colombo B, Donghi E, da Silva JL, Silva MAI. Self-Justification Processes Related to Bullying Among Brazilian Adolescents: A Mixed Methods Study. Front Psychol 2019; 10:1086. [PMID: 31156510 PMCID: PMC6530426 DOI: 10.3389/fpsyg.2019.01086] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 04/25/2019] [Indexed: 11/13/2022] Open
Abstract
This study aims to investigate the associations between bullying and moral disengagement in a Brazilian sample, using a mixed method design. Two-thousand three hundred and thirty-four adolescents (11-19 years; 42.9% girls) answered self-report measures on bullying and moral disengagement in response to bullying situations. Fifty-five participants were randomly selected and interviewed on their experiences on bullying at school. Results allowed to identify specific mechanisms of moral disengagement associated with bullying behavior among Brazilian adolescents. Qualitative analysis highlighted how moral disengagement mechanisms were spontaneously used by the adolescents to explain both the bullying and the bystander behaviors. Findings support the relevance of moral disengagement mechanisms in explaining bullying behaviors. The value of addressing these mechanisms when designing anti-bullying interventions is discussed.
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Affiliation(s)
| | - Simona C. S. Caravita
- C.R.I.d.e.e., Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Barbara Colombo
- Psychology, Champlain College, Burlington, VT, United States
| | - Elisa Donghi
- C.R.I.d.e.e., Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
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Effects of Mothers’ Perfectionism on Their Adolescent Daughters' Moral Disengagement Through Mothers’ Psychological Control. ADONGHAKOEJI 2019. [DOI: 10.5723/kjcs.2019.40.2.131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Shohoudi Mojdehi A, Leduc K, Shohoudi Mojdehi A, Talwar V. Examining Cross-Cultural Differences in Youth's Moral Perceptions of Cyberbullying. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2019; 22:243-248. [DOI: 10.1089/cyber.2018.0339] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Affiliation(s)
| | - Karissa Leduc
- Faculty of Education, McGill University, Montreal, Canada
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Menesini E. Translating knowledge into interventions: An ‘individual by context’ approach to bullying. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1080/17405629.2018.1564273] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Ersilia Menesini
- Department of Education and Psychology, University of Florence, Firenze, Italy
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Irwin A, Li J, Craig W, Hollenstein T. The Role of Shame in the Relation Between Peer Victimization and Mental Health Outcomes. JOURNAL OF INTERPERSONAL VIOLENCE 2019; 34:156-181. [PMID: 27760878 DOI: 10.1177/0886260516672937] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Youth who experience peer victimization are at risk of developing mental health problems. However, little is known about the emotional causal mechanisms linking peer victimization with these negative outcomes. This study investigated whether shame mediated this relationship. At three time points (T1-T3), 396 10- to 13-year-olds completed measures of peer victimization, shame (characterological, bodily, and behavioral; shame proneness), and mental health (depression, social anxiety, and externalizing behavior). Three multiple mediation models tested the indirect effects of T1 victimization on T3 mental health through the four T2 shame-related variables. Analyses revealed indirect effects for the shame-related mediators on depression, social anxiety, and externalizing behaviors. Specifically, indirect positive effects for characterological and bodily shame on depression and social anxiety were found, with greater bodily shame linked to higher levels of social anxiety in girls but not boys. In addition, an indirect negative effect for behavioral shame on externalizing problems was found, with higher levels of externalizing problems in victimized boys but not in girls. Finally, an indirect positive effect for shame proneness and externalizing problems was found. To clarify the directionality, three additional mediation models were run with mental health symptoms as predictors of shame and subsequent victimization. Indirect effects for the shame-related mediators were found for all outcomes, specifically bodily shame and shame proneness as mediators between internalizing and externalizing symptoms and victimization. These three models were compared and contrasted with the hypothesized models. In sum, findings support the role of shame as an underlying emotional mechanism of peer victimization, and may guide intervention programs to address the mental health concerns of victimized youth.
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Affiliation(s)
| | - Joyce Li
- 2 Queen's University, Kingston, Ontario, Canada
| | - Wendy Craig
- 2 Queen's University, Kingston, Ontario, Canada
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31
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Understanding the relationship between cyber-victimisation and cyber-bullying on Social Network Sites: The role of moderating factors. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2017.04.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Tzani-Pepelasi C, Ioannou M, Synnott J, Ashton SA. Comparing factors related to school-bullying and cyber-bullying. ACTA ACUST UNITED AC 2018. [DOI: 10.1080/23744006.2018.1474029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Calli Tzani-Pepelasi
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Maria Ioannou
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - John Synnott
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Sally-Ann Ashton
- Department of Applied Health and Social Care, Faculty of Health and Social Care, Edge Hill University, Ormskirk, UK
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Leduc K, Conway L, Gomez-Garibello C, Talwar V. The influence of participant role, gender, and age in elementary and high-school children's moral justifications of cyberbullying behaviors. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.01.044] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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34
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Camodeca M, Baiocco R, Posa O. Homophobic bullying and victimization among adolescents: The role of prejudice, moral disengagement, and sexual orientation. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1466699] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Marina Camodeca
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
- Department of Neurosciences, Imaging, and Clinical Sciences, University “G. d’Annunzio” of Chieti-Pescara, Chieti, Italy
| | - Roberto Baiocco
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Ortensia Posa
- Department of Neurosciences, Imaging, and Clinical Sciences, University “G. d’Annunzio” of Chieti-Pescara, Chieti, Italy
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Why do children and adolescents bully their peers? A critical review of key theoretical frameworks. Soc Psychiatry Psychiatr Epidemiol 2018; 53:437-451. [PMID: 29167925 DOI: 10.1007/s00127-017-1462-1] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Accepted: 11/12/2017] [Indexed: 01/21/2023]
Abstract
Bullying is a significant public health problem for children and adolescents worldwide. Evidence suggests that both being bullied (bullying victimisation) and bullying others (bullying perpetration) are associated with concurrent and future mental health problems. The onset and course of bullying perpetration are influenced by individual as well as systemic factors. Identifying effective solutions to address bullying requires a fundamental understanding of why it occurs. Drawing from multi-disciplinary domains, this review provides a summary and synthesis of the key theoretical frameworks applied to understanding and intervening on the issue of bullying. A number of explanatory models have been used to elucidate the dynamics of bullying, and broadly these correspond with either system (e.g., social-ecological, family systems, peer-group socialisation) or individual-level (e.g., developmental psychopathology, genetic, resource control, social-cognitive) frameworks. Each theory adds a unique perspective; however, no single framework comprehensively explains why bullying occurs. This review demonstrates that the integration of theoretical perspectives achieves a more nuanced understanding of bullying which is necessary for strengthening evidence-based interventions. Future progress requires researchers to integrate both the systems and individual-level theoretical frameworks to further improve current interventions. More effective intervention across different systems as well as tailoring interventions to the specific needs of the individuals directly involved in bullying will reduce exposure to a key risk factor for mental health problems.
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Jansma D, Malti T, Opdenakker MC, van der Werf G. Assessment of Anticipated Emotions in Moral Transgressions. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2018. [DOI: 10.1027/1015-5759/a000467] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. This paper describes the reliability and validity of the assessment of anticipated emotions in the context of moral transgressions in a sample of 1,179 children aged 6–13 years (M = 9.1; SD = 1.8, 49.0% girls), with a special interest in the domain and developmental specificity of the instrument. To evaluate the concurrent and predictive validity, we also examined the relation between anticipated emotions and antisocial and prosocial tendencies and sympathy at two time points. The instrument consisted of six transgression scenarios covering three domains: unfairness (not winning fairly, not keeping word), omission of a prosocial duty (not sharing, not helping), and victimization (verbal bullying, relational bullying). Results show sufficient internal consistency and a one-factor structure of the anticipated emotions, indicating a lack of domain variability of the assessment of anticipated emotions. Additionally, emotions following hypothetical moral transgressions showed some developmental variability. Whereas no relation was found between anticipated emotions and antisocial tendencies, anticipated negative emotions following the moral transgressions were positively related to prosocial tendencies and sympathy. This provides preliminary evidence for the concurrent and predictive validity of the instrument.
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Affiliation(s)
- Dorinde Jansma
- Department GION, Rijksuniversiteit Groningen, The Netherlands
| | - Tina Malti
- Department of Psychology, University of Toronto, Toronto, ON, Canada
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Abstract
Dehumanization is a complex social phenomenon, intimately connected to intergroup harm and neglect. However, developmental research has only recently started to investigate this important topic. In this chapter, we review research in areas closely related to dehumanization including children's intergroup preferences, essentialist conceptions of social groups, and understanding of relative status. We then highlight the small number of recent studies that have investigated the development of this social bias more directly. We close by making a series of suggestions for future research that will enable us to better understand the nature and causes of this harmful phenomenon.
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Medeiros CRDO, Silveira RAD, Oliveira LBD. Mitos no Desengajamento Moral: Retóricas da Samarco em um Crime Corporativo. RAC: REVISTA DE ADMINISTRAÇÃO CONTEMPORÂNEA 2018. [DOI: 10.1590/1982-7849rac2018160310] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Nesta pesquisa, conduzimos uma análise retórica com o objetivo de explorar os mecanismos de desengajamento moral utilizados pela Samarco no caso do crime ocorrido com a quebra de uma barragem sob sua administração, em novembro de 2015, em Minas Gerais. O corpus de pesquisa submetido à análise retórica constitui-se de publicações contendo declarações da empresa e de seus representantes sobre o caso em questão. Como resultados, mostramos que a Samarco utiliza-se de três mitos na sua retórica: (a) Nós estamos fazendo o que deve ser feito; (b) Nós não colocamos a sociedade e o meio ambiente em risco; e (c) A culpa não é nossa. Esses três mitos são recursos representativos do desengajamento moral (Bandura, 1999) da empresa para cometer um crime corporativo. Nossa análise identificou três mecanismos: deslocamento de culpa; minimização e distorção das consequências; e rotulagem eufemística.
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Strøm IF, Aakvaag HF, Birkeland MS, Felix E, Thoresen S. The mediating role of shame in the relationship between childhood bullying victimization and adult psychosocial adjustment. Eur J Psychotraumatol 2018; 9:1418570. [PMID: 29372013 PMCID: PMC5769808 DOI: 10.1080/20008198.2017.1418570] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2017] [Accepted: 12/06/2017] [Indexed: 11/01/2022] Open
Abstract
Background: Psychological distress following experiencing bullying victimization in childhood has been well documented. Less is known about the impact of bullying victimization on psychosocial adjustment problems in young adulthood and about potential pathways, such as shame. Moreover, bullying victimization is often studied in isolation from other forms of victimization. Objective: This study investigated (1) whether childhood experiences of bullying victimization and violence were associated with psychosocial adjustment (distress, impaired functioning, social support barriers) in young adulthood; (2) the unique effect of bullying victimization on psychosocial adjustment; and (3) whether shame mediated the relationship between bullying victimization and these outcomes in young adulthood. Method: The sample included 681 respondents (aged 19-37 years) from a follow-up study (2017) conducted via phone interviews derived from a community telephone survey collected in 2013. Results: The regression analyses showed that both bullying victimization and severe violence were significantly and independently associated with psychological distress, impaired functioning, and increased barriers to social support in young adulthood. Moreover, causal mediation analyses indicated that when childhood physical violence, sexual abuse, and sociodemographic factors were controlled, shame mediated 70% of the association between bullying victimization and psychological distress, 55% of the association between bullying victimization and impaired functioning, and 40% of the association between bullying victimization and social support barriers. Conclusions: Our findings support the growing literature acknowledging bullying victimization as a trauma with severe and long-lasting consequences and indicate that shame may be an important pathway to continue to explore. The unique effect of bullying victimization, over and above the effect of violence, supports the call to integrate the two research fields.
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Affiliation(s)
- Ida Frugård Strøm
- Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway
| | | | | | - Erika Felix
- Department of Counseling, Clinical, & School Psychology, University of California, Santa Barbara, Santa Barbara, CA, USA
| | - Siri Thoresen
- Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway
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40
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Tolmatcheff C, Galand B, Roskama I. Diversit� des caract�ristiques des harceleurs et�implications pour l�intervention en milieu scolaire. ENFANCE 2018. [DOI: 10.3917/enf2.183.0471] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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41
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Broekhof E, Bos MGN, Camodeca M, Rieffe C. Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2018; 23:17-27. [PMID: 28977584 DOI: 10.1093/deafed/enx036] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2017] [Accepted: 08/10/2017] [Indexed: 06/07/2023]
Abstract
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions with a 9-month interval. Outcomes show that DHH adolescents reported fewer bullying behaviors, but more victimization compared to hearing adolescents. Longitudinal relations between emotions and bullying/victimization did not differ between DHH and hearing adolescents. More anger and less guilt predicted increased bullying, and more bullying predicted increased anger and decreased guilt. Higher levels of anger, fear, and shame predicted increased victimization, and more victimization predicted increased anger, fear, and shame. These findings emphasize that emotions are involved in both the emergence and maintenance of bullying and victimization. These outcomes have clinical implications for the prevention of bullying.
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Affiliation(s)
| | | | | | - Carolien Rieffe
- Leiden University
- Dutch Foundation for the Deaf and Hard of Hearing Child
- University College London
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42
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Pozzoli T, Gini G, Altoè G. Associations between facial emotion recognition and young adolescents' behaviors in bullying. PLoS One 2017; 12:e0188062. [PMID: 29131871 PMCID: PMC5683572 DOI: 10.1371/journal.pone.0188062] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Accepted: 10/31/2017] [Indexed: 12/30/2022] Open
Abstract
This study investigated whether different behaviors young adolescents can act during bullying episodes were associated with their ability to recognize morphed facial expressions of the six basic emotions, expressed at high and low intensity. The sample included 117 middle-school students (45.3% girls; mean age = 12.4 years) who filled in a peer nomination questionnaire and individually performed a computerized emotion recognition task. Bayesian generalized mixed-effects models showed a complex picture, in which type and intensity of emotions, students' behavior and gender interacted in explaining recognition accuracy. Results were discussed with a particular focus on negative emotions and suggesting a "neutral" nature of emotion recognition ability, which does not necessarily lead to moral behavior but can also be used for pursuing immoral goals.
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Affiliation(s)
- Tiziana Pozzoli
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Gianmarco Altoè
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
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Doenyas C. Self versus other oriented social motivation, not lack of empathic or moral ability, explains behavioral outcomes in children with high theory of mind abilities. MOTIVATION AND EMOTION 2017. [DOI: 10.1007/s11031-017-9636-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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44
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van Dijk A, Poorthuis AMG, Malti T. Psychological processes in young bullies versus bully-victims. Aggress Behav 2017; 43:430-439. [PMID: 28181256 PMCID: PMC5573968 DOI: 10.1002/ab.21701] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Revised: 12/01/2016] [Accepted: 12/08/2016] [Indexed: 11/07/2022]
Abstract
Some children who bully others are also victimized themselves ("bully-victims") whereas others are not victimized themselves ("bullies"). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully-victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully-victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This "distinct processes hypothesis" was contrasted with the "shared processes hypothesis," predicting that bullies and bully-victims do not differ on these psychological processes. Children (n = 283, age 4-9) were classified as bully, bully-victim, or noninvolved using peer-nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false-belief tasks; reactive and proactive motives were assessed using teacher-reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully-victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully-victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully-victims have shared, rather than distinct psychological processes underlying their bullying behavior.
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Affiliation(s)
- Anouk van Dijk
- Department of Psychology; Utrecht University; Utrecht The Netherlands
| | - Astrid M. G. Poorthuis
- Department of Psychology; Utrecht University; Utrecht The Netherlands
- Research Institute of Child Development and Education; University of Amsterdam; Amsterdam The Netherlands
| | - Tina Malti
- Department of Psychology; University of Toronto; Mississauga Ontario Canada
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45
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An Examination of Differences in Moral Disengagement and Empathy Among Bullying Participant Groups. ACTA ACUST UNITED AC 2017. [DOI: 10.1017/jrr.2017.15] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.
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46
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McLoughlin N, Tipper SP, Over H. Young children perceive less humanness in outgroup faces. Dev Sci 2017; 21. [PMID: 28224682 DOI: 10.1111/desc.12539] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 10/26/2016] [Indexed: 11/30/2022]
Abstract
We investigated when young children first dehumanize outgroups. Across two studies, 5- and 6-year-olds were asked to rate how human they thought a set of ambiguous doll-human face morphs were. We manipulated whether these faces belonged to their gender in- or gender outgroup (Study 1) and to a geographically based in- or outgroup (Study 2). In both studies, the tendency to perceive outgroup faces as less human relative to ingroup faces increased with age. Explicit ingroup preference, in contrast, was present even in the youngest children and remained stable across age. These results demonstrate that children dehumanize outgroup members from relatively early in development and suggest that the tendency to do so may be partially distinguishable from intergroup preference. This research has important implications for our understanding of children's perception of humanness and the origins of intergroup bias.
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Affiliation(s)
| | | | - Harriet Over
- Department of Psychology, University of York, UK
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Paciello M, Muratori P, Ruglioni L, Milone A, Buonanno C, Capo R, Lochman JE, Barcaccia B. Personal Values and Moral Disengagement Promote Aggressive and Rule-Breaking Behaviours in Adolescents With Disruptive Behaviour Disorders: A Pilot Study. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2017; 61:46-63. [PMID: 26138350 DOI: 10.1177/0306624x15589593] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The pilot study presented in this article investigated the role of moral-cognitive features in understanding aggressive and rule-breaking behaviours in adolescents with Disruptive Behaviour Disorder (DBD). We collected two samples. The community sample was composed of 85 adolescents, whereas the DBD sample was composed of 30 adolescents. Compared with a community sample, adolescents with DBD are more inclined to use moral disengagement (MD) to legitimize their aggressive and rule-breaking behaviours. Moreover, regression models showed that self-enhancement values and MD foster externalizing behaviours taking into account both gender and the group they belonged to, that is, either clinical or community sample. Instead, self-transcendence values could prevent externalizing problems by inhibiting MD. Implications of these findings for assessment and therapeutic interventions are discussed.
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Affiliation(s)
| | - Pietro Muratori
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone (Pisa), Italy
| | - Laura Ruglioni
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone (Pisa), Italy
| | - Annarita Milone
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone (Pisa), Italy
| | - Carlo Buonanno
- Associazione di Psicologia Cognitiva and Scuola di Psicoterapia Cognitiva s.r.l., Rome, Italy
| | - Rosario Capo
- Associazione Terapia e Ricerca Età Evolutiva e Adulti, Rome, Italy
| | | | - Barbara Barcaccia
- Associazione di Psicologia Cognitiva and Scuola di Psicoterapia Cognitiva s.r.l., Rome, Italy
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48
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Wu WC, Luu S, Luh DL. Defending behaviors, bullying roles, and their associations with mental health in junior high school students: a population-based study. BMC Public Health 2016; 16:1066. [PMID: 27724881 PMCID: PMC5057406 DOI: 10.1186/s12889-016-3721-6] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 09/27/2016] [Indexed: 03/05/2023] Open
Abstract
BACKGROUND Students should be encouraged to help prevent or stop bullying. However, defending victims of bullying can impact on mental health. It is not only bystanders who may defend victims, but bullies, victims and bully-victims can also have defending behaviors. Nevertheless, most studies of defending behaviors have been limited to an examination of the reactions of bystanders or those not involved in bullying and have ignored the other players. The aim of this study is to investigate the associations between defending behaviors and mental health among bullies, victims, bully-victims and bystanders. METHODS Associations among defending behaviors, mental health (including depressive symptoms and social anxiety), and bullying experiences were cross-sectionally examined in 3441 students (13-15 years old.) from 20 randomly selected junior high schools in Taiwan using a self-report questionnaire. SAS 9.3 Survey Analysis procedures were used to conduct descriptive analysis and multiple regression models. RESULTS Defending behaviors were associated with bullying roles and were higher in victims than in bullies or bystanders. Defending behaviors were positively associated with social anxiety and depressive symptoms. After stratifying by bullying roles, defending behaviors were positively associated with social anxiety in bystanders, and were positively associated with depressive symptoms in victims and bystanders. However, defending behaviors were not significantly associated with mental health indicators in bullies. CONCLUSIONS The associations between defending behaviors and mental health varied according to bullying roles. The results suggest that bystanders and victims experience more mental health effects than bullies. Intervention programs aimed at preventing bullying should focus on strategies that minimize social anxiety and depression in victims and bystanders, and urge students to help vulnerable peers during bullying events.
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Affiliation(s)
- Wen-Chi Wu
- Department of Health Healing and Health Marketing, School of Healthcare Management, Kainan University, No.1 Kainan Road, Luzhu Shiang, Taoyuan, 338 Taiwan
| | - Shyuemeng Luu
- School of Health Administration, Dalhousie University, 5161 George St. Suite 700, Halifax, NS B3J 1 M7 Canada
| | - Dih-Ling Luh
- Department of Public Health, Chung Shang Medical University, No.110, Sec.1, Jianguo N.Rd., Taichung, 402 Taiwan
- Department of Family and Community Medicine, Chung Shan Medical University Hospital, No.110, Sec.1, Jianguo N.Rd., Taichung, 402 Taiwan
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49
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von Grundherr M, Geisler A, Stoiber M, Schäfer M. School Bullying and Moral Reasoning Competence. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12199] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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50
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Mutual long-term effects of school bullying, victimization, and justice sensitivity in adolescents. J Adolesc 2016; 48:62-72. [DOI: 10.1016/j.adolescence.2016.01.007] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2015] [Revised: 01/08/2016] [Accepted: 01/18/2016] [Indexed: 11/18/2022]
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