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Hutchings J, Pearson R, Babu M, Clarkson S, Williams ME, Badger JR, Cannings-John R, Hastings RP, Hayes R, Bowes L. Participants' Roles in Bullying Among 7-11 Year Olds: Results from a UK-Wide Randomized Control Trial of the KiVa School-Based Program. Behav Sci (Basel) 2025; 15:236. [PMID: 40001867 PMCID: PMC11851402 DOI: 10.3390/bs15020236] [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: 11/13/2024] [Revised: 01/25/2025] [Accepted: 02/12/2025] [Indexed: 02/27/2025] Open
Abstract
This paper describes the social architecture model of school-based bullying behavior. The model proposes that the behavior of all students affects rates of bullying. Alongside self-reported victims and bullies, the model identified four bystander roles: assistant, reinforcer, outsider, and defender. The level of support for bullies varies based on school policies that address bullying and promote school connectedness. The universal components of the KiVa school-based anti-bullying program designed to teach pupils to stand against bullying are described. The Stand Together trial, a UK-based randomized controlled trial, recruited 11,000+ students from 118 schools across the UK, half of whom received the KiVa program whilst the remainder delivered usual practice to address bullying. The main trial results reported a significant reduction in victimization in favor of KiVa. This paper examines data collected on the pupil-reported Participant Role Questionnaire (PRQ), one of the secondary measures used to explore whether significant reductions in victimization were accompanied by changes in bystander behavior. The results showed reductions in the student response rates of self-identified roles as bullies, assistants, and reinforcers in favor of KiVa, but outsider roles increased, and defender roles reduced. This provides tentative support for the social architecture model as taught in the Stand Together KiVa trial but also suggests that further work needs to be conducted to support the development of defender behaviors and address this important public health challenge.
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Affiliation(s)
- Judy Hutchings
- Centre for Evidence Based Early Intervention, Bangor University, Bangor LL57 2DG, UK; (R.P.); (S.C.); (M.E.W.)
| | - Ruth Pearson
- Centre for Evidence Based Early Intervention, Bangor University, Bangor LL57 2DG, UK; (R.P.); (S.C.); (M.E.W.)
| | - Malavika Babu
- Centre for Trials Research, Cardiff University, Neuadd Meirionnydd, Heath Park, Cardiff CF14 4YS, UK; (M.B.); (R.C.-J.)
| | - Suzy Clarkson
- Centre for Evidence Based Early Intervention, Bangor University, Bangor LL57 2DG, UK; (R.P.); (S.C.); (M.E.W.)
| | - Margiad Elen Williams
- Centre for Evidence Based Early Intervention, Bangor University, Bangor LL57 2DG, UK; (R.P.); (S.C.); (M.E.W.)
| | - Julia R. Badger
- Department of Education, University of Oxford, Oxford OX1 2JD, UK;
| | - Rebecca Cannings-John
- Centre for Trials Research, Cardiff University, Neuadd Meirionnydd, Heath Park, Cardiff CF14 4YS, UK; (M.B.); (R.C.-J.)
| | - Richard P. Hastings
- School of Social Policy and Society, University of Birmingham, Birmingham B15 2TT, UK;
| | - Rachel Hayes
- Department for Public Health and Sports Sciences, Faculty of Health and Life Sciences, South Cloisters, St Luke’s Campus, University of Exeter, Exeter EX1 2LU, UK;
| | - Lucy Bowes
- Department of Experimental Psychology, Oxford University, Oxford OX2 6GG, UK;
- National Institute for Health and Care Research (NIHR), Oxford Health Biomedical Research Centre, Oxford University, Oxford OX3 7JX, UK
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Liang H, Zhou H, Xiao N, Cheng X, Zheng Q, Jiang H, Li J. Parental control and bullying: Variable-centered and person-centered approaches. Aggress Behav 2024; 50:e70000. [PMID: 39420593 DOI: 10.1002/ab.70000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Revised: 09/30/2024] [Accepted: 10/04/2024] [Indexed: 10/19/2024]
Abstract
Previous research has established a connection between parental control and bullying. However, the nuanced relationships involving different combinations of psychological control (PPC) and behavioral control (PBC), along with traditional and cyberbullying, remain ambiguous. Thus, this study investigated the associations of specific parental control dimensions and profiles with traditional and cyberbullying, focusing on the potential mediating mechanism of moral disengagement. A sample of 831 students (48.4% were female; Mage = 18.98 years; SDage = 1.08) was analyzed. Through latent profile analysis, three control profiles emerged: low PPC and PBC (40.31%), low PPC and high PBC (29.00%), and high PPC and PBC (30.69%). The findings indicated a positive correlation between PPC and traditional/cyberbullying. Moral disengagement mediated the relationship between PPC/PBC and traditional/cyberbullying. Particularly, high PPC and PBC were linked to cyberbullying. Moral disengagement mediated the relationship between high PPC and PBC and traditional/cyberbullying. These insights provide valuable empirical data for developing bullying interventions that consider parental control and moral disengagement.
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Affiliation(s)
- Hanyu Liang
- Department of Psychology, Inner Mongolia Normal University, Hohhot, China
| | - Huiling Zhou
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Na Xiao
- Department of Psychology, Guizhou Normal University, Guiyang, China
| | - Xiumei Cheng
- Department of Psychology, Inner Mongolia Normal University, Hohhot, China
| | - Qiaoyi Zheng
- Luojiang District Foreign Language School, Quanzhou, China
| | - Huaibin Jiang
- Department of Education, Fujian Polytechnic Normal University, Fuzhou, China
| | - Jie Li
- Department of Psychology, Inner Mongolia Normal University, Hohhot, China
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Cybervictimization and Depression among Adolescents: Coping Strategies as Mediators. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073903. [PMID: 35409586 PMCID: PMC8998103 DOI: 10.3390/ijerph19073903] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 03/11/2022] [Accepted: 03/15/2022] [Indexed: 12/19/2022]
Abstract
Studies have shown the relationships among cybervictimization, coping strategies, and depression, but no study has examined the mechanism that links the three variables. Accordingly, this study used the transactional model of stress and coping theory as a conceptual framework and proposed that coping strategies are mediators for the effects of cybervictimization on depression. A total of 387 adolescents were recruited by using the purposive sampling method. The results showed that cybervictimization is not directly associated with depression. All the coping strategies are found to be associated with cybervictimization, but only the avoidant coping strategy is the statistical mediator for the effects of cybervictimization on depression. This study’s findings suggest that the transactional model of stress and coping theory may provide a framework in the area of cyberbullying and recommend more actions to be taken in order to reduce the use of avoidance coping strategies among victims of cyberbullying.
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