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Chatur N, Ippolito C, McAdam L. Perspectives on and Experiences With Bullying From Youth With Neuromuscular Conditions. J Child Neurol 2024:8830738241257985. [PMID: 38860321 DOI: 10.1177/08830738241257985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/12/2024]
Abstract
Aim: To understand the bullying experiences of youth with neuromuscular conditions. Method: Fourteen participants with neuromuscular conditions (10 male; 10-19 years old) participated in semistructured interviews that were analyzed using inductive thematic analysis. Results: Four overarching themes were identified: (1) participants experienced stigma-based bullying; (2) participants exhibited resilience despite bullying victimization; (3) participants identified personally and theoretically helpful and unhelpful supports with regard to bullying; and (4) participants proposed bullying interventions. Interpretation: Individuals with neuromuscular conditions had unique experiences and perspectives on bullying. This qualitative study provides health care professionals with insight into the bullying experiences of patients with neuromuscular conditions. Findings highlight the role for formal and informal education to mitigate stigma-based bullying and increased opportunities for peer support as a protective factor against bullying.
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Affiliation(s)
- Nurin Chatur
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Christina Ippolito
- Bloorview Research Institute, Holland Bloorview Kids Hospital, Toronto, Ontario, Canada
| | - Laura McAdam
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
- Bloorview Research Institute, Holland Bloorview Kids Hospital, Toronto, Ontario, Canada
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
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2
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Qi C, Yang N. An examination of the effects of family, school, and community resilience on high school students' resilience in China. Front Psychol 2024; 14:1279577. [PMID: 38274696 PMCID: PMC10809992 DOI: 10.3389/fpsyg.2023.1279577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 12/11/2023] [Indexed: 01/27/2024] Open
Abstract
Introduction Resilience plays a pivotal role in shaping the academic accomplishments, psychological well-being, and future prospects of high school students. Despite its significance, there is a notable dearth of studies examining the current state and determinants of resilience among high school students in China. Methods This research addresses this gap by assessing and exploring levels of resilience and their interconnections across four key domains-individual, family, school, and community-among Chinese high school students. The study also investigates variations in resilience based on factors such as gender, geographical location, and grade levels. A total of 667 high school students participated in the study, responding to four resilience scales. Results Chinese high school students exhibited generally low levels of resilience, with family resilience ranking the highest and community resilience the lowest. The study revealed that resilience is positively influenced by resilience levels in school, family, and community settings. Consequently, strategies aimed at fortifying resilience should prioritize interventions in familial, educational, and communal environments. Discussion Moreover, the research findings indicate noteworthy disparities in resilience among high school students based on gender, urban-rural divide, and grade levels. Female, urban, and lower-grade students displayed higher resilience compared to their male, rural, and higher-grade counterparts. This highlights the importance of focusing on resilience-building measures tailored to male, rural, and higher-grade high school students, given their increased likelihood of facing significant challenges and stressors in both academic and personal spheres. Conclusion This study contributes to the broader understanding of resilience by investigating the correlations between individual, family, school, and community resilience among Chinese high school students. The findings underscore the need for targeted interventions to enhance resilience, particularly in specific demographic groups, thereby advancing the efficacy of resilience-building techniques in high school settings.
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Affiliation(s)
- Chunlin Qi
- College of Education, Jiangxi Normal University, Nanchang, China
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Wen Y, Chen H, Liu F, Wei X. The Relationship between Career Calling and Resilience among Rural-Oriented Pre-Service Teachers: The Chain Mediating Role of Career Adaptability and Decent Work. Behav Sci (Basel) 2023; 14:11. [PMID: 38247663 PMCID: PMC10813303 DOI: 10.3390/bs14010011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 01/23/2024] Open
Abstract
From a Psychology of Working Theory (PWT) perspective, this study aims to explore how career adaptability and decent work mediate the effects of career calling on the resilience of rural-oriented pre-service teachers. The Career Calling Scale, Career Adaptability Scale, Decent Work Scale, and Resilience Scale were used to survey 393 rural-oriented pre-service teachers. The results found that career calling positively predicted the resilience of rural-oriented pre-service teachers; career adaptability mediated the relationship between career calling and resilience of rural-oriented pre-service teachers; decent work mediated the relationship between career calling and resilience of rural oriented pre-service teachers; and career adaptability and decent work play a chain mediating role between career calling and career adaptability of rural-oriented pre-service teachers. Therefore, this study concludes that career calling not only directly influences the resilience of rural-oriented pre-service teachers, but also indirectly influences the resilience of rural-oriented pre-service teachers through career adaptability and decent work.
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Affiliation(s)
- Ya Wen
- School of Teacher Education, Nanjing XiaoZhuang University, Nanjing 211171, China;
| | - Huaruo Chen
- College of Education Science and Technology, Nanjing University of Posts and Telecommunications, Nanjing 210023, China
- Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21286, USA
| | - Fei Liu
- School of Education Science, Nanjing Normal University, Nanjing 210046, China;
- School of Teacher Education, Huaiyin Normal University, Huaian 223001, China
| | - Xindong Wei
- School of Teacher Education, Nanjing University of Information Science & Technology, Nanjing 210044, China;
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4
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Zhou Z, Zhou X, Shen G, Khairani AZ, Saibon J. Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review. Psychol Res Behav Manag 2023; 16:5041-5051. [PMID: 38116586 PMCID: PMC10729770 DOI: 10.2147/prbm.s441619] [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: 09/22/2023] [Accepted: 12/07/2023] [Indexed: 12/21/2023] Open
Abstract
Background and Objective Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. Methods We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. Results A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. Conclusion The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.
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Affiliation(s)
- Zhuang Zhou
- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
| | - Xiaogang Zhou
- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
| | - Gang Shen
- School of Physical Education, Changzhou University, Changzhou, People’s Republic of China
| | | | - Jamalsafri Saibon
- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
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Wang L, Zhou S, Xue Y, Li Q, Cao M, Gu C. Does Early Victimization of School Bullies Affect Core Self-Evaluations in Young Adulthood? A Moderated Mediation Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3338. [PMID: 36834031 PMCID: PMC9963547 DOI: 10.3390/ijerph20043338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 02/06/2023] [Accepted: 02/11/2023] [Indexed: 06/18/2023]
Abstract
Early victimization is associated with a range of psychological adaptation problems in young adulthood, including core self-evaluations. However, little is known about the mechanisms underlying the association between early victimization and young adults' core self-evaluations. This study examined the mediating role of negative cognitive processing bias and the moderating role of resilience in the relationship. A total of 972 college students were recruited to complete measures of early victimization, negative cognitive processing bias, resilience, and core self-evaluations. The results showed that early victimization significantly and negatively predicted the core self-evaluations in young adulthood. The negative association between early victimization and core self-evaluations was completely mediated by negative cognitive processing bias. Resilience moderated the relationship between early victimization and negative cognitive bias, and the relationship between negative cognitive processing bias and core self-evaluations. Resilience has both risk-buffering and risk-enhancing effects. In light of these results, in order to help victims maintain good mental health, we should intervene in individual cognitive factors. Notably, while resilience is a protective factor in most cases, the benefits of resilience should not be overstated. So, we should not only cultivate students' resilience but also provide them with more support and resources and intervene in risk factors at the same time.
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Affiliation(s)
- Lixia Wang
- School of Psychology, Central China Normal University, Wuhan 430079, China
- Mental Health Education Center, Xinyang Normal University, Xinyang 464000, China
| | - Shuzhi Zhou
- School of Psychology, Central China Normal University, Wuhan 430079, China
- Mental Health Education Center, Wuhan University of Technology, Wuhan 430070, China
| | - Yukang Xue
- Department of Educational and Counseling Psychology, University at Albany, Albany, NY 12222, USA
| | - Qianqian Li
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Min Cao
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Chuanhua Gu
- School of Psychology, Central China Normal University, Wuhan 430079, China
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Balaghi D. The role of ethnic enclaves in Arab American Muslim adolescent perceived discrimination. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Danielle Balaghi
- Department of Psychology Michigan School of Psychology Farmington Hills Michigan USA
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7
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Nie W, Gao L, Cui K. Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:7135. [PMID: 35742383 PMCID: PMC9222438 DOI: 10.3390/ijerph19127135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/06/2022] [Accepted: 06/08/2022] [Indexed: 11/23/2022]
Abstract
School bullying victimization among children is a significant public health issue that may negatively influence their mental health. However, few studies have been conducted on the bullying of migrant children in urban China. A positive psychological perspective has rarely been adopted in examining the mechanisms through which bullying victimization influences mental health, and the protective factors remain understudied. This research investigates the factors that may contribute to reducing the negative effects of bullying victimization on mental health, focusing on the protective roles of school belonging and resilience in the association between bullying victimization and mental health. Data were collected from 1087 school-aged migrant children in Shanghai and Nanjing, China. The PROCESS macro was used to conduct moderated mediation analyses to test the hypothesized models. The results of moderated mediation modeling revealed that bullying victimization (β = −0.386, p < 0.001) was negatively linked with mental health through decreased school belonging (β = 0.398, p < 0.001). Moreover, resilience buffered the indirect negative effects of bullying victimization on migrant children’s mental health via school belonging (β = −0.460, p < 0.01). Specifically, lower resilience was clearly associated with stronger indirect effects. Our findings suggest that school belonging and resilience must be incorporated into mental health prevention and intervention programs targeting migrant children with bullying victimization experiences.
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Affiliation(s)
- Wei Nie
- Institute of Urban Governance, Shenzhen University, Shenzhen 518060, China;
| | - Liru Gao
- Department of Social Work, School of Law, Nanjing University of Finance & Economics, Nanjing 210023, China
| | - Kunjie Cui
- Research Institute of Social Development, Southwestern University of Finance and Economics, Chengdu 611130, China;
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Mental Health, Bullying, and Victimization among Chinese Adolescents. CHILDREN 2022; 9:children9020240. [PMID: 35204959 PMCID: PMC8869807 DOI: 10.3390/children9020240] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/31/2022] [Accepted: 02/07/2022] [Indexed: 11/28/2022]
Abstract
The purpose of this study was to examine if adolescents who experience anxiety or depression have higher levels of reported bullying victimization or perpetration than those who do not. Based on the existing research, we hypothesized that those who experienced moderate or severe depression and anxiety would have higher rates of bullying victimization and perpetration when compared to those who experienced mild or no depression. This study used an observational design, and data were collected from a convenience sample of adolescents in a large regional high school in an Eastern province of China. The final sample included 1481 adolescents aged 14–19 years who provided complete data for each of the study variables. Demographic data were collected through a four-item demographic survey, bullying perpetration and victimization data were collected using subscales from the Illinois Bully Scale, and anxiety and depression were measured using the Chinese version of the General Anxiety Disorder-7 scale and the Patient Health Questionnaire, respectively. Descriptive analyses, correlational analyses, and multivariate analysis of covariance were used to analyze the data. About 7.1% and 15.2% of participants reported moderate-to-severe depression or moderate-to-severe anxiety, respectively. Pairwise comparisons indicated that adolescents with no or mild depression had significantly lower bullying perpetration than those with moderate-to-severe depression, but those with no or mild anxiety had significantly higher perpetration than those with moderate-to-severe anxiety. There was no statistically significant difference in victimization among different anxiety or depression levels alone (all p-values ≥ 0.05). This is among the first studies to examine reported levels of bullying perpetration and victimization among adolescents experiencing anxiety and depression. The findings help to identify adolescents who experience moderate-to-severe levels of depression as an at-risk group for bullying perpetration, who should therefore be a focus of bullying intervention work.
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Hong JS, Chen JK, Wang SC, Lee JM, Algood CL, Voisin DR. What Types of Delinquent Activities are Bullies, Victims, and Bully/Victims in Urban Neighborhoods Most Likely Involved in? J Pediatr Nurs 2021; 59:55-62. [PMID: 33465568 DOI: 10.1016/j.pedn.2020.12.019] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 12/29/2020] [Accepted: 12/29/2020] [Indexed: 11/25/2022]
Abstract
PURPOSE The current study explores which types of delinquent activities bullies, victims, and bully/victims are most at risk of from a sample of urban African American adolescents. DESIGN AND METHODS The research design was cross-sectional, which includes a sample of low-income African American adolescents in Chicago's Southside. The study participants included 523 adolescents. Descriptive statistics, latent class analysis, and logistic regression analysis were conducted. RESULTS Bullies, victims, and bully/victims are all at a heightened risk of theft, threatening behavior, and assaultive behavior. Irrespective of bullying status, delinquency is a serious problem for urban adolescents who are bullies, victims, or bully/victims. CONCLUSIONS Investigating the types of delinquent activities bullies, victims, and bully/victims are most likely to be involved in is important. IMPLICATIONS FOR PRACTICE Evidence-based treatment plans require assessment tools that are tailored for urban African American adolescents. Nurses are advised to consider interventions that promote resilience.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, United States of America.
| | - Ji-Kang Chen
- Department of Social Work, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Shu-Chen Wang
- National Academy for Educational Research, Research Center for Education Systems and Policy, Taiwan
| | - Jeoung Min Lee
- School of Social Work, Wichita State University, Wichita, KS, United States of America
| | - Carl L Algood
- School of Social Work, University of Maryland, Baltimore, MD, United States of America; Walter Reed National Military Medical Center, Bethesda, MD, United States of America
| | - Dexter R Voisin
- Factor-Inwentash Faculty of Social Work, University of Toronto, Ontario, Canada
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Moore B, Woodcock S, Dudley D. Well-being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students' resilience. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:1369-1394. [PMID: 33990939 DOI: 10.1111/bjep.12422] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 04/01/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Mental health problems are a growing and significant issue in the Australian education system. Research has suggested that resilience can be learned and that schools can play an important role in developing resilient skills among youth; however, rigorous evaluation of interventions promoting resilience is limited. AIMS As martial arts training has been found to have psychological benefits such as increased confidence and self-esteem, this study investigated whether a 10-week martial arts training programme was an efficacious sports-based mental health intervention that promoted resilience in secondary school students. SAMPLE Two hundred and eighty-three secondary school students (age range 12-14 years) participated in the study. METHODS The study examined the effects of martial arts training on participants' resilience by delivering a 10-week martial arts-based intervention in secondary school settings. The intervention was evaluated using quantitative methodology and an experimental research design using a randomized controlled trial which measured participant responses at baseline, post-intervention, and follow-up. RESULTS The study found that the martial arts-based intervention had a significantly positive effect on developing students' resilience. This was especially apparent when the intervention and control group's mean resilience outcomes were compared. Resilience outcomes appeared to be stronger immediately following the intervention compared with 12-week follow-up. CONCLUSIONS Given the prevalence of mental illness among Australian youth, the current study provides robust evidence that students' resilience can be improved using martial arts-based interventions delivered in school settings. TRIAL REGISTRATION Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21 August 2018.
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Affiliation(s)
- Brian Moore
- Charles Sturt University, Bathurst, NSW, Australia
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11
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Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors. PHYSICAL CULTURE AND SPORT. STUDIES AND RESEARCH 2021. [DOI: 10.2478/pcssr-2021-0008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Abstract
Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.
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Shemesh DO, Heiman T. Resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2021. [DOI: 10.1080/02673843.2021.1899946] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Affiliation(s)
| | - Tali Heiman
- Psychology and Education Department, The Open University of Israel
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Kang H, Han K. Moderating Effects of Structural Empowerment and Resilience in the Relationship between Nurses' Workplace Bullying and Work Outcomes: A Cross-Sectional Correlational Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041431. [PMID: 33546505 PMCID: PMC7913617 DOI: 10.3390/ijerph18041431] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 02/01/2021] [Accepted: 02/02/2021] [Indexed: 12/23/2022]
Abstract
This cross-sectional correlational study aimed to evaluate the moderating effects of structural empowerment and resilience in the relationship between workplace bullying and nursing work outcomes. Data were collected from 435 nurses and nurse managers working at a tertiary hospital in Seoul, South Korea. The moderating effects were examined using stepwise hierarchical multiple regression models. The bootstrapping method was utilized to verify the magnitude and significance of the moderating effects. Structural empowerment showed a moderating effect in the relationship between workplace bullying and nursing work outcomes: for the conditional values above the average level of structural empowerment, workplace bullying was significantly associated with nursing work outcomes, while work outcomes were low regardless of workplace bullying for the conditional values less than average. However, resilience had no moderating effect. To improve work outcomes, bullying must be reduced and structural empowerment and resilience increased.
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Affiliation(s)
- Heiyoung Kang
- Department of Nursing, Seoul National University Hospital, Seoul 03080, Korea;
| | - Kihye Han
- College of Nursing, Chung-Ang University, Seoul 06974, Korea
- Correspondence: ; Tel.: +82-2-820-5995
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Moore B, Dudley D, Woodcock S. The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis. J Bodyw Mov Ther 2020; 24:402-412. [DOI: 10.1016/j.jbmt.2020.06.017] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2019] [Revised: 01/23/2020] [Accepted: 06/07/2020] [Indexed: 12/22/2022]
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15
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Johnstone KM, Middleton T, Kemps E, Chen J. A pilot investigation of universal school‐based prevention programs for anxiety and depression symptomology in children: A randomized controlled trial. J Clin Psychol 2020; 76:1193-1216. [DOI: 10.1002/jclp.22926] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Tracey Middleton
- School of Psychology Flinders University Adelaide South Australia Australia
| | - Eva Kemps
- School of Psychology Flinders University Adelaide South Australia Australia
| | - Junwen Chen
- Research School of Psychology Australian National University Canberra Australian Capital Territory Australia
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Montero-Carretero C, Cervelló E. Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 17:ijerph17010076. [PMID: 31861880 PMCID: PMC6981834 DOI: 10.3390/ijerph17010076] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 12/17/2019] [Accepted: 12/18/2019] [Indexed: 12/16/2022]
Abstract
The main objective of this study was to analyze student-perceived teaching styles’ power to predict students’ resilience and the emergence of bullying behaviors in physical education class. A total of 537 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain), participated in the study. The design of the study was cross-sectional. The results showed that bullying was positively predicted by students’ perceptions of a more controlling style and negatively by a greater perception of an autonomy-supportive style in physical education classes. Victimization was negatively predicted by greater resilience and positively by students’ perception of a teacher’s more controlling style. Finally, the mediation analysis showed that the perception of autonomy support indirectly and negatively predicted victimization, with resilience acting as a mediator. These findings provide useful information for physical education teachers interested in preventing bullying, and have important practical implications about the teaching style recommended for this purpose.
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Griffin MM, Fisher MH, Lane LA, Morin L. Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self-determination. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:1514-1522. [PMID: 31273893 DOI: 10.1111/jar.12646] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Revised: 03/31/2019] [Accepted: 06/19/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Compared to the general population, individuals with intellectual and developmental disabilities (IDD) more often experience bullying and its negative social and emotional impacts. Prior studies explored bullying of individuals with IDD primarily through investigations of the perspectives of others and the negative impacts of bullying. The current study examined how individuals with IDD describe their responses to experiences of bullying, with a focus on whether responses included component skills of self-determination. METHOD Eighteen adults with IDD (50% female) aged 18-63 years were interviewed about their experiences with bullying. Interviews were analysed to determine responses to bullying and the degree to which their responses demonstrated self-determination. RESULTS Data analysis revealed two primary themes, outside support and self-determination, with additional subthemes. CONCLUSIONS Findings provide a more nuanced description of the ways in which individuals with IDD respond to bullying, including the demonstration of self-determination skills. Implications for research and practice are discussed.
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Affiliation(s)
- Megan M Griffin
- School of Education, Whitworth University, Spokane, Washington
| | - Marisa H Fisher
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan
| | - Laurel A Lane
- Department of Special Education, University of New Mexico, Albuquerque, New Mexico
| | - Lindsay Morin
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan
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Moore B, Woodcock S, Dudley D. Developing Wellbeing Through a Randomised Controlled Trial of a Martial Arts Based Intervention: An Alternative to the Anti-Bullying Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 16:E81. [PMID: 30597946 PMCID: PMC6338895 DOI: 10.3390/ijerph16010081] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 12/26/2018] [Accepted: 12/27/2018] [Indexed: 11/21/2022]
Abstract
Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants' ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping individuals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.
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Affiliation(s)
- Brian Moore
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, North Ryde, NSW 2109, Australia.
| | - Stuart Woodcock
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, North Ryde, NSW 2109, Australia.
| | - Dean Dudley
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, North Ryde, NSW 2109, Australia.
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