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Junttila M, Kielinen M, Jussila K, Joskitt L, Mäntymaa M, Ebeling H, Mattila ML. The traits of Autism Spectrum Disorder and bullying victimization in an epidemiological population. Eur Child Adolesc Psychiatry 2024; 33:1067-1080. [PMID: 37219644 PMCID: PMC11032281 DOI: 10.1007/s00787-023-02228-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 05/08/2023] [Indexed: 05/24/2023]
Abstract
Autistic children (Autism Spectrum Disorder, ASD) show an increased risk of bullying victimization and often face challenges in communication and peer relationships. However, it is unclear to what extent the amount and quality of ASD traits are associated with bullying victimization. This study examined the association of bullying victimization and ASD traits in an epidemiological population of 8-year-old children (n = 4408) using parent and teacher completed Autism Spectrum Screening Questionnaires (ASSQs), both separately and combined. The ASSQ items relating to loneliness and social isolation, lack of co-operating skills, clumsiness and lack of common sense were associated with victimization in the study population. The higher the ASSQ scores, the more the children were victimized: the ASSQ scores increased in parallel with victimization from 0 (0% victimized) to 45 (64% victimized). The victimization rate was 46% in ASD sample, 2% in the total population sample and 2% in the non-ASD population sample. The results enable more targeted means for recognizing potential victimization.
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Affiliation(s)
- Maria Junttila
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland.
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland.
| | | | - K Jussila
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland
- Division of Psychology, VISE, Faculty of Education and Psychology, University of Oulu, Oulu, Finland
| | - L Joskitt
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland
| | - M Mäntymaa
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland
| | - H Ebeling
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland
| | - M-L Mattila
- Clinic of Child Psychiatry, Faculty of Medicine, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland
- Research Unit of Clinical Medicine, Child Psychiatry, University of Oulu, Oulu, Finland
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Kilday JE, Ryan AM. The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09712-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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3
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Kim I, Lee HY, Hong JS, Carney JV, Hazler RJ. Profiles of participation in school bullying: Association with student well‐being. JOURNAL OF COUNSELING AND DEVELOPMENT 2022. [DOI: 10.1002/jcad.12458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Isak Kim
- Department of Counseling University of Nebraska Omaha Omaha Nebraska USA
| | - Hye Yeon Lee
- Wallace H. Coutler Department of Biomedical Engineering Georgia Institute of Technology Atlanta Georgia USA
| | - Jun Sung Hong
- School of Social Work Wayne State University Detroit Michigan USA
- Department of Social Welfare Ewha Womans University Seoul USA
| | - JoLynn V. Carney
- Department of Educational Psychology Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania USA
| | - Richard J. Hazler
- Department of Educational Psychology Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania USA
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4
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Kausar N, Manaf A, Shoaib M. Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence. OMEGA-JOURNAL OF DEATH AND DYING 2022:302228221120123. [PMID: 35960955 DOI: 10.1177/00302228221120123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This paper attempted to examine suicidal ideation among adolescents in terms of bullying victimization and emotional intelligence. It had been observed that adolescents have to face the challenge of suicidal ideation through bullying and reduce it through emotional intelligence. A sample of 1017 adolescents was sampled from public sector primary schools in the district of Gujrat, Punjab, Pakistan to conduct the cross-sectional survey. For this study, the scale of bullying victimization (Illinois Bullying Scale by Espelage & Holt, 2001), emotional intelligence (Emotional Intelligence Scale for Children & Adolescents by Batool & Hayat, 2018) and suicidal ideation (Suicidal Ideation Attribution Scale by Van Spijker, 2014) had been used to measure the responses of the students. The study findings pointed out that emotional intelligence was a significant negative predictor of suicidal ideation. Similarly, the analysis showed that bullying victimization was a significant predictor of suicidal ideation among adolescents.
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Affiliation(s)
- Noreena Kausar
- Department of Psychology, University of Gujrat, Gujrat, Pakistan
| | - Afsheen Manaf
- Department of Psychology, University of Gujrat, Gujrat, Pakistan
| | - Muhammad Shoaib
- Department of Sociology, University of Gujrat, Gujrat, Pakistan
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5
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Violent Behavior and Substance Use Among Adolescents—Results from the National Adolescent School-based Health Survey (PeNSE). Int J Ment Health Addict 2022. [DOI: 10.1007/s11469-021-00607-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/15/2022] Open
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6
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Chui WH, Weng X, Khiatani PV. Associations among Bullying Victimization, Family Dysfunction, Negative Affect, and Bullying Perpetration in Macanese Adolescents. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2022; 66:28-49. [PMID: 33357082 DOI: 10.1177/0306624x20983741] [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: 06/12/2023]
Abstract
Bullying has become one of the most significant problem behaviors that school-aged adolescents face. The current study examines the strain-delinquency relationship by employing General Strain Theory as a guiding framework. "Strain" was operationalized as bullying victimization and family dysfunction, "delinquency" was operationalized as bullying perpetration, and "negative affect" was operationalized as anxiety and depression. Analyses were carried out based on a group of 2,139 Macanese schoolchildren. Using a structural equation modeling technique, the results revealed that exposure to family dysfunction and bullying victimization was associated with adolescents' negative affect, such as anxiety and depression. Contrary to our expectations, the indirect effect of victimization on bullying through negative affect was negative, though the mediation effect was relatively small and only significant in boys. In addition, gender analyses of invariance showed that male adolescents who experienced more family conflict and parental control were less likely to engage in bullying. This study could lead to further anti-bullying interventions and practical efforts designed to improve positive parenting and adolescents' interpersonal skills.
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Affiliation(s)
- Wing Hong Chui
- Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong SAR, China
| | - Xue Weng
- School of Nursing, University of Hong Kong, Hong Kong SAR, China
| | - Paul Vinod Khiatani
- Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong SAR, China
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7
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McNicholas PJ, Floyd RG, Fennimore LE, Fitzpatrick SA. Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science. J Sch Psychol 2022; 90:94-113. [PMID: 34969490 DOI: 10.1016/j.jsp.2021.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Revised: 08/01/2021] [Accepted: 11/08/2021] [Indexed: 01/16/2023]
Abstract
Bibliometric analyses have been the primary form of examining and evaluating literature within a field of study. By focusing on citation count and source, researchers have been able to identify journal articles considered to be high impact in reach and relevance, branding them "citation classics" in a field. As time progresses, technology, methods, and metrics for conducting these analyses have improved, and although there have been several studies designed to identify citation classics and patterns of citations supporting them in school psychology literature, none have done so in an updated, comprehensive manner. To address these limitations, the current study aims to replicate and extend these works in three major ways: (a) including 11 primary school psychology journals in the search, (b) using three of the largest reference databases, and (c) collapsing results across these databases to accurately identify the most highly cited articles. The search yielded evidence of more than 12,000 articles accruing more than 500,000 citations. The 100 most highly cited articles were identified, and the majority were classified as explicative (n = 63) and quantitative (n = 70). Themes of bullying, burnout, and teacher-child relationships were the prominent focus. School psychology's citation classics tended to feature quantitative research and examine the relations between constructs, and several revealed a new category of citations classics: the methodological and statistical article.
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8
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La Rosa NL, Brown SL, Mitchell SM, Seegan PL, Cukrowicz KC. The moderating role of pessimism in the association between retrospective relational peer victimization, interpersonal risk factors, and suicide ideation. Aggress Behav 2022; 48:75-84. [PMID: 34724225 PMCID: PMC8678312 DOI: 10.1002/ab.22003] [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: 09/26/2020] [Revised: 05/27/2021] [Accepted: 07/27/2021] [Indexed: 01/03/2023]
Abstract
Peer victimization (PV) is a serious concern for youth and is associated with subsequent suicide ideation in young adulthood. The interpersonal theory of suicide may provide a framework for understanding suicide ideation in this population. Specifically, thwarted belongingness (TB) and perceived burdensomeness (PB) have been significantly associated with suicide ideation among young adults with a history of peer victimization. Additionally, the personality trait of pessimism is associated with elevated suicide ideation. Thus, this study tested the association between self-reported frequency of retrospective relational (i.e., verbal and indirect) PV in primary and secondary school, thwarted interpersonal needs (TB and PB), and current suicide ideation, as well as how these relations may vary based on current pessimism. Participants were 330 undergraduate students. Nonparametric bootstrap moderated mediation procedures were used to test hypotheses. Results indicated significant indirect effects of frequency of retrospective relational PV and suicide ideation through PB and TB. Contrary to predictions, results did not indicate significant moderated mediation; however, the association between PB and suicide ideation was stronger at lower pessimism levels. We also provide supplemental analysis with optimism as the moderator. These findings suggest that clinicians may consider targeting TB, PB, as well as pessimism and optimism among those with a history of relational PV when assessing and intervening on current suicide ideation. Implications, limitations, and future directions are further discussed.
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Affiliation(s)
| | - Sarah L. Brown
- Department of Psychological Sciences, Texas Tech University,Department of Psychiatry, University of Pittsburgh School of Medicine
| | - Sean M. Mitchell
- Department of Psychological Sciences, Texas Tech University,Department of Psychiatry, University of Rochester Medical Center
| | - Paige L. Seegan
- Division of Child and Adolescent Psychiatry, Johns Hopkins School of Medicine
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9
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Coelho VA, Sousa V. A Multilevel Analysis of the Relation Between Bullying Roles and Social and Emotional Competencies. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:5122-5144. [PMID: 30272492 DOI: 10.1177/0886260518801943] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study investigated how social and emotional competencies are related to middle school students' involvement in bullying, and whether class-levels variables influence this association. There were 668 participants (Mage = 12.73, SD = 1.08) who participated in a screening for inclusion in a social and emotional learning program. Results showed that students not involved in bullying displayed higher levels of self-esteem than students involved in bullying in any role (victims, perpetrators, or bully-victims), higher levels of self-control and social awareness than perpetrators and bully-victims, and higher levels of responsible decision making than bully-victims. Gender did not moderate the relation between any bullying roles and social and emotional competencies, but class size moderated the relation between being a bully/victim and self-esteem and between being a bully and self-control. These results supported the relevance of including class-level variables when analyzing the relation between bullying and social and emotional competencies.
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Affiliation(s)
- Vítor Alexandre Coelho
- Académico de Torres Vedras, Portugal
- Centro de Investigação para a Psicologia do Desenvolvimento
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10
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Coelho VA, Marchante M. A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/0143034321988972] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.
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Affiliation(s)
- Vítor Alexandre Coelho
- Project Atitude Positiva Académico de Torres Vedras, Torres Vedras, Portugal; Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, Portugal
| | - Marta Marchante
- Project Atitude Positiva Académico de Torres Vedras, Torres Vedras, Portugal; Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, Portugal
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11
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Arcadepani FB, Eskenazi DYG, Fidalgo TM, Hong JS. An Exploration of the Link Between Bullying Perpetration and Substance Use: A Review of the Literature. TRAUMA, VIOLENCE & ABUSE 2021; 22:207-214. [PMID: 31046605 DOI: 10.1177/1524838019837593] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Bullying and substance use are serious public health concerns. The aim of this article is to review empirical studies that examined the association between bullying perpetration and substance use among adolescence in various countries. Research studies that found a correlation between bullying perpetration and substance use in children and adolescents were reviewed. From the search, 7,844 abstracts were identified and 7,795 were excluded. Fifty-four remaining articles were reviewed, and 23 were excluded after full text review. A total of 31 articles, which all met the inclusion criteria, were considered in the review. Findings from the review suggest that children who engaged in bullying are more likely to be involved in alcohol, tobacco, and illicit drug use. Substance use prevention efforts require an examination of peer dynamics and peer relationships. In addition, bullying and substance use prevention require family dynamics and how they may increase the risk of bullying and drugs abuse.
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Affiliation(s)
- Felipe B Arcadepani
- Departamento de Psiquiatria, 28105Universidade Federal de São Paulo, São Paulo, Brazil
| | - Deborah Y G Eskenazi
- Departamento de Psiquiatria, 28105Universidade Federal de São Paulo, São Paulo, Brazil
| | - Thiago M Fidalgo
- Departamento de Psiquiatria, 28105Universidade Federal de São Paulo, São Paulo, Brazil
| | - Jun Sung Hong
- School of Social Work, 2954Wayne State University, Detroit, MI, USA
- Department of Social Welfare, Sungkyunkwan University, Seoul, South Korea
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12
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Hong JS, Yan Y, Gonzalez‐Prendes AA, Espelage DL, Allen‐Meares P. Correlates of school bullying victimization among Black/White biracial adolescents: Are they similar to their monoracial Black and White peers? PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22466] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Jun Sung Hong
- School of Social Work Wayne State University Detroit Michigan USA
| | - Yueqi Yan
- Biostatistics and Data Support Center, Health Sciences Research Institute University of California at Merced Merced California USA
| | | | - Dorothy L. Espelage
- School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Paula Allen‐Meares
- College of Medicine University of Illinois at Chicago Chicago Illinois USA
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13
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Song SY, Eddy JM, Thompson HM, Adams B, Beskow J. Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020. [DOI: 10.1080/10474412.2020.1819298] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | | | | | - Brian Adams
- Clark County School District, Las Vegas, NV, USA
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Yang C, Chan MK, Ma TL. School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. J Sch Psychol 2020; 82:49-69. [PMID: 32988463 DOI: 10.1016/j.jsp.2020.08.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 03/10/2020] [Accepted: 08/03/2020] [Indexed: 12/23/2022]
Abstract
Guided by the school-wide social-emotional learning framework and social-ecological model, in this study we examined the associations between students' perceptions of four core social emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills) and school climate and their experience with bullying victimization through a multilevel framework. We also examined the multilevel moderating effects of students' perceptions of school climate, gender, and school levels (elementary, middle, and high schools) on the association between SEL competencies and bullying victimization. Participants were 23,532 students (4th to 12th grade) from 90 schools in Delaware. Using hierarchical linear modeling and controlling for demographic factors and school climate at both student and school levels, we found that three of the four core SEL competencies (i.e., social awareness, relationship skills, and self-management) and student-level school climate perceptions had significant associations with students' bullying victimization experiences. Moreover, the positive association between social awareness and bullying victimization and the negative association between self-management and bullying victimization were both mitigated in schools with more positive school climate at the student level. The association between some of the SEL competencies and bullying victimization varied depending on students' gender and grade levels. The findings highlight the unique and differentiated relations among the four core SEL competencies and students' bullying victimization experiences; they also suggest the importance of including school climate assessment and applying gender- and grade-level-specific efforts in bullying prevention programs with an SEL focus.
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Affiliation(s)
- Chunyan Yang
- Graduate School of Education, University of California, Berkeley, United States of America.
| | - Mei-Ki Chan
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, United States of America
| | - Ting-Lan Ma
- Edgewood College, Madison, WI, United States of America
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15
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Norwalk KE, Dawes M, Hamm JV, Farmer TW. Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2020. [DOI: 10.1080/15377903.2020.1799129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Kate E. Norwalk
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Molly Dawes
- Department of Educational Studies, University of South Carolina, Columbia, NC, USA
| | - Jill V. Hamm
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Thomas W. Farmer
- School of Education, University of Pittsburgh, Pittsburgh, PA, USA
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Marucci E, Oldenburg B, Barrera D, Cillessen AHN, Hendrickx M, Veenstra R. Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12455] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Eleonora Marucci
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Beau Oldenburg
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Davide Barrera
- Department of Cultures, Politics and Society (CPS) University of Turin Turin Italy
- Collegio Carlo AlbertoUniversity of Turin Turin Italy
| | | | - Marloes Hendrickx
- Eindhoven School of Education Eindhoven University of Technology Eindhoven The Netherlands
- Department of Education Utrecht University Utrecht The Netherlands
| | - René Veenstra
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
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17
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Bryson SL, Childs KK. Racial and Ethnic Differences in the Relationship Between School Climate and Disorder. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2018-0016.v47-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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18
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Rose CA, Nickerson AB, Stormont M. Advancing Bullying Research From a Social–Ecological Lens: An Introduction to the Special Issue. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/15-0134.1] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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19
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Furlong MJ, Morrison GM, Greif JL. Reaching an American Consensus: Reactions to the Special Issue on School Bullying. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086212] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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20
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Espelage DL, Swearer SM. Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here? SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086206] [Citation(s) in RCA: 262] [Impact Index Per Article: 52.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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21
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Zhang H, Zhou H, Tao T. Bullying Behaviors and Psychosocial Adjustment Among School-Aged Children in China. JOURNAL OF INTERPERSONAL VIOLENCE 2019; 34:2363-2375. [PMID: 29911464 DOI: 10.1177/0886260518780777] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Bullying behaviors have been studied extensively in Western countries; however, no national data exist regarding this issue in contemporary China. Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors among school-aged children in China and examines the correlation between bullying and psychosocial adjustment. Results indicate that 6.3% of children reported having been bullied in the last 3 months, 2.5% of children admitted to bullying other students, and 2.2% said they were bullied and bullied others in that same time frame. More boys than girls reported bullying others and being victims of bullying. The frequency of bullying is higher in Grades 6 and 8 than in Grade 10. Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are observed among bullies, those bullied, and those who bully others and have been bullied. Health care professionals should be sensitive to bullying behaviors when identifying students with psychosocial maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit from a holistic approach.
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Affiliation(s)
| | - Huazhen Zhou
- 2 China Youth University for Political Sciences, Beijing, China
| | - Tao Tao
- 1 Renmin University of China, Beijing, China
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22
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Dickson DJ, Laursen B, Valdes O, Stattin H. Derisive Parenting Fosters Dysregulated Anger in Adolescent Children and Subsequent Difficulties with Peers. J Youth Adolesc 2019; 48:1567-1579. [PMID: 31127441 DOI: 10.1007/s10964-019-01040-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Accepted: 05/13/2019] [Indexed: 10/26/2022]
Abstract
Bullying and victimization are manifest in the peer social world, but have origins in the home. Uncertainty surrounds the mechanisms that convey problems between these settings. The present study describes the indirect transmission of hostility and coercion from parents to adolescent children through emotional dysregulation. In this model, derisive parenting-behaviors that demean or belittle children-fosters dysregulated anger, which precipitates peer difficulties. A total of 1409 participants (48% female; Mage = 13.4 years at the outset) were followed across secondary school (Grades 7-9) for three consecutive years. The results indicated that derisive parenting in Grade 7 was associated with increases in adolescent dysregulated anger from Grade 7 to 8, which, in turn, was associated with increases in bullying and victimization from Grade 8 to 9. The findings suggest that parents who are derisive, have children who struggle with emotional regulation and, ultimately, with constructive peer relationships.
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Affiliation(s)
- Daniel J Dickson
- Department of Psychology, Concordia University, 7141Sherbrooke St. West, Montreal, QC, H4B 1R6, Canada
| | - Brett Laursen
- Department of Psychology, Florida Atlantic University, 3200 College Avenue, Fort Lauderdale, FL, 33314, USA.
| | - Olivia Valdes
- Department of Psychology, Florida Atlantic University, 3200 College Avenue, Fort Lauderdale, FL, 33314, USA
| | - Håkan Stattin
- Department of Psychology, Uppsala University, Box 1225, 751 42, Uppsala, Sweden
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Wójcik M. The parallel culture of bullying in Polish secondary schools: A grounded theory study. J Adolesc 2018; 69:72-79. [DOI: 10.1016/j.adolescence.2018.09.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2018] [Revised: 09/04/2018] [Accepted: 09/17/2018] [Indexed: 10/28/2022]
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24
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Locke J, Anderson A, Frederick L, Kasari C. Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:4010-4018. [PMID: 29982894 PMCID: PMC6219927 DOI: 10.1007/s10803-018-3662-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network connectivity than the relational characteristics of the friends (friendship nominations and social network salience/popularity); and (2) sex heterophily is an important factor in predicting social network connectivity. For males with autism, having friends of the same sex was associated with better social network connectivity; this was not true for females with autism. These findings have important implications for the selection of peer models for elementary-aged children with autism.
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Affiliation(s)
- Jill Locke
- University of Washington, Seattle, USA.
- Speech and Hearing Sciences, University of Washington, Box 354875, 1417 NE 42nd St., Seattle, WA, 98105, USA.
| | | | - Lindsay Frederick
- University of Washington, Seattle, USA
- Speech and Hearing Sciences, University of Washington, Box 354875, 1417 NE 42nd St., Seattle, WA, 98105, USA
| | - Connie Kasari
- University of California, Los Angeles, Los Angeles, USA
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25
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Lonigro A, Baiocco R, Pallini S, Laghi F. Theory of Mind and Sociometric Peer Status: The Mediating Role of Social Conduct. Front Psychol 2018; 9:2191. [PMID: 30483197 PMCID: PMC6240647 DOI: 10.3389/fpsyg.2018.02191] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2018] [Accepted: 10/23/2018] [Indexed: 11/19/2022] Open
Abstract
The present study aimed at investigating the mediating role of social conduct in the relation between theory of mind (ToM) and sociometric peer status. One hundred and seventy-seven 8- to 11-year-olds filled out a battery encompassing advanced ToM skill, verbal ability and sociometric peer status, expressed in terms of social preference and social impact. A questionnaire on students’ externalizing, internalizing and prosocial behaviors was administered to teachers. Only externalizing behavior mediated the link between ToM and social impact, controlling for age, gender, and verbal ability. Implications and suggestions for future research were discussed.
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Affiliation(s)
- Antonia Lonigro
- Department of Social and Developmental Psychology, Università degli Studi di Roma La Sapienza, Rome, Italy
| | - Roberto Baiocco
- Department of Social and Developmental Psychology, Università degli Studi di Roma La Sapienza, Rome, Italy
| | - Susanna Pallini
- Department of Education, Università degli Studi Roma Tre, Rome, Italy
| | - Fiorenzo Laghi
- Department of Social and Developmental Psychology, Università degli Studi di Roma La Sapienza, Rome, Italy
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26
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Jenkins LN, Fredrick SS, Wenger J. Peer victimization and social-emotional outcomes: The role of teacher and peer support. Aggress Behav 2018; 44:176-184. [PMID: 29131349 DOI: 10.1002/ab.21741] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2016] [Revised: 10/05/2017] [Accepted: 10/05/2017] [Indexed: 11/07/2022]
Abstract
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support did not mediate this relation. Conditional indirect effects analyses revealed that the indirect effect of peer support varied as a function of school level (i.e., intermediate and middle school). The implications and limitations of the current study are discussed, as well as directions for future research.
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Affiliation(s)
- Lyndsay N. Jenkins
- Department of Educational Psychology and Learning Systems; Florida State University; Tallahassee Florida
| | | | - Jordan Wenger
- Department of Psychology; Eastern Illinois University; Charleston Illinois
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27
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Longobardi C, Iotti NO, Jungert T, Settanni M. Student-teacher relationships and bullying: The role of student social status. J Adolesc 2017; 63:1-10. [PMID: 29222968 DOI: 10.1016/j.adolescence.2017.12.001] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2017] [Revised: 11/30/2017] [Accepted: 12/04/2017] [Indexed: 11/29/2022]
Abstract
Student-teacher relationships have been shown to influence bullying-related behaviors in students. This study considered the moderating role of students' social statuses in the classroom. The study sample included 435 students (48.7% females) taken from 18 Italian middle-school classrooms (i.e., sixth to eighth grade). A multigroup path analysis approach was employed to examine whether the effects of the student-teacher relationships on bullying-related behaviors differed among social statuses. The results showed that perceived conflict with the teacher was shown to have a significant positive effect on students' engagement in active bullying for students from all the statuses, except for neglected students. In particular, this effect was more relevant for rejected students. The results showed that social status and student-teacher relationships integrate and shed light on which roles are taken by young adolescents in school bullying, highlighting that it is important for the teachers to recognize these students.
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Affiliation(s)
- C Longobardi
- Department of Psychology, University of Turin, Italy.
| | - N O Iotti
- Department of Psychology, University of Turin, Italy
| | - T Jungert
- University of Lund, Department of Psychology, Sweden
| | - M Settanni
- Department of Psychology, University of Turin, Italy
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28
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O’Toole C. Towards dynamic and interdisciplinary frameworks for school-based mental health promotion. HEALTH EDUCATION 2017. [DOI: 10.1108/he-11-2016-0058] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them.
Design/methodology/approach
The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop.
Findings
Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities.
Originality/value
The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.
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29
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Dawes M, Chen CC, Farmer TW, Hamm JV. Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. J Youth Adolesc 2017; 46:2273-2288. [PMID: 28508249 DOI: 10.1007/s10964-017-0688-2] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Accepted: 05/02/2017] [Indexed: 11/28/2022]
Abstract
Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims' perceptions were similar to nonvictims with key differences being convergent victims' greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims' greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.
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Affiliation(s)
- Molly Dawes
- School of Education, College of William and Mary, Williamsburg, VA, USA.
| | - Chin-Chih Chen
- School of Education, Virginia Commonwealth University, Richmond, VA, USA
| | - Thomas W Farmer
- School of Education, College of William and Mary, Williamsburg, VA, USA
| | - Jill V Hamm
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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30
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Jenkins LN, Nickerson AB. Bullying participant roles and gender as predictors of bystander intervention. Aggress Behav 2017; 43:281-290. [PMID: 27859386 DOI: 10.1002/ab.21688] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 09/26/2016] [Accepted: 09/27/2016] [Indexed: 11/10/2022]
Abstract
Although the importance of peer bystanders in bullying has been recognized, there are few studies that examine the phenomenon in relation to Latané and Darley's (1970) classic Bystander Intervention Model, which states that there are five stages of bystander intervention: (i) notice the event; (ii) interpret the event as an emergency that requires assistance; (iii) accept responsibility for intervening; (iv) know how to intervene or provide help; and (v) implement intervention decisions. This study examined preliminary evidence of reliability and validity of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), and the extent to which bullying role behavior (bullying, assisting, victimization, defending, and outsider behavior) and gender predicted each step of the model with a sample of 299 middle school students. Results of a Confirmatory Factor Analysis supported a five-factor structure of the measure corresponding to the steps of the model. There was evidence of convergent validity and Cronbach alpha for each subscale exceeded .75. In addition, students who reported defending their peers were more likely to also engage in all five steps of the bystander intervention model, while victims were more likely to notice events, and outsiders were less likely to intervene. Gender differences and gender interactions were also found. Aggr. Behav. 43:281-290, 2017. © 2016 Wiley Periodicals, Inc.
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Affiliation(s)
- Lyndsay N. Jenkins
- Department of Psychology; Eastern Illinois University; Charleston Illinois
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31
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Laghi F, Lonigro A, Levanto S, Ferraro M, Baumgartner E, Baiocco R. The Role of Nice and Nasty Theory of Mind in Teacher-Selected Peer Models for Adolescents With Autism Spectrum Disorders. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1177/0748175615596784] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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32
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Campbell MA, Whiteford C, Duncanson K, Spears B, Butler D, Slee PT. Cyberbullying Bystanders. INTERNATIONAL JOURNAL OF TECHNOETHICS 2017. [DOI: 10.4018/ijt.2017010104] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.
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Affiliation(s)
| | | | | | | | - Des Butler
- Faculty of Law, Queensland University of Technology (QUT), Brisbane, Australia
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33
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Poon K. Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches. Front Psychol 2016; 7:1838. [PMID: 27965603 PMCID: PMC5126121 DOI: 10.3389/fpsyg.2016.01838] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2016] [Accepted: 11/07/2016] [Indexed: 11/13/2022] Open
Abstract
Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth’s overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents’ characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully (n = 27), Victim (n = 20), Bully victim (n = 37) and Control (n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants’ expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational deliberation and risk modulation while Victims with high impulsivity, are more likely to place themselves in risky situations. Bully victims presented the combined pattern of the two pure groups and associated with the highest risk-taking propensity. Better picture of risk taking pattern associated with different groups was illustrated, allowing better matching for future prevention and intervention program for distinct bullying individuals.
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Affiliation(s)
- Kean Poon
- Department of Special Education and Counselling, The Education University of Hong Kong Hong Kong, Hong Kong
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34
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Norwalk KE, Hamm JV, Farmer TW, Barnes K. Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging. THE JOURNAL OF EARLY ADOLESCENCE 2016; 36:989-1009. [PMID: 28042195 PMCID: PMC5199020 DOI: 10.1177/0272431615590230] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context.
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35
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Kollerová L, Smolík F. Victimization and its associations with peer rejection and fear of victimization: Moderating effects of individual-level and classroom-level characteristics. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:640-656. [DOI: 10.1111/bjep.12129] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2015] [Revised: 08/10/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Lenka Kollerová
- Institute of Psychology; Czech Academy of Sciences; Prague Czech Republic
| | - Filip Smolík
- Institute of Psychology; Czech Academy of Sciences; Prague Czech Republic
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36
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Retrospective Accounts of Sexual Peer Victimization in Adolescence: Do Social Status and Gender-Conformity Play a Role? SEX ROLES 2016. [DOI: 10.1007/s11199-016-0672-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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37
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Craig JT, Gregus SJ, Elledge LC, Pastrana FA, Cavell TA. Preliminary investigation of the relation between lunchroom peer acceptance and peer victimization. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.01.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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38
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Laghi F, Federico F, Lonigro A, Levanto S, Ferraro M, Baumgartner E, Baiocco R. Peer and Teacher-Selected Peer Buddies for Adolescents With Autism Spectrum Disorders: The Role of Social, Emotional, and Mentalizing Abilities. THE JOURNAL OF PSYCHOLOGY 2015; 150:469-84. [DOI: 10.1080/00223980.2015.1087375] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
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39
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Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2015; 44:691-703. [PMID: 26338225 DOI: 10.1007/s10802-015-0074-z] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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40
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Brendgen M, Troop-Gordon W. School-related factors in the development of bullying perpetration and victimization: introduction to the special section. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2015; 43:1-4. [PMID: 25212231 DOI: 10.1007/s10802-014-9939-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Although not limited to school contexts, bullying perpetration and victimization often emanates from social ecologies formed within the classroom. Thus, to fully illuminate risk for involvement in bullying, we must investigate contextual features of schools that heighten or minimize aggression among students and the targeting of children for peer victimization. To this end, the articles in this special section each contribute conceptually and empirically to the study of school-related factors in bullying and peer victimization. This introduction summarizes and highlights the major findings of each paper, organized around two major themes of the articles-the role of peer group ecologies and the role of the classroom teacher. We conclude our synopsis by discussing implications for intervention and the need for anti-bullying efforts that systemically address the peer group and teacher influences identified in these investigations.
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Affiliation(s)
- Mara Brendgen
- Department of Psychology, University of Quebec at Montreal, C.P. 8888 succursale Centre-ville, Montreal, H3C 3P8, QC, Canada,
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41
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Teacher attunement: Supporting early elementary students’ social integration and status. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1016/j.appdev.2015.04.007] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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42
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Gregus SJ, Craig JT, Rodriguez JH, Pastrana FA, Cavell TA. Lunch Buddy Mentoring for Children Victimized by Peers: Two Pilot Studies. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2015. [DOI: 10.1080/15377903.2015.1025172] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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43
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Bullying in medically fragile youth: a review of risks, protective factors, and recommendations for medical providers. J Dev Behav Pediatr 2015; 36:285-301. [PMID: 25923529 DOI: 10.1097/dbp.0000000000000155] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Bullying is a common child and adolescent phenomenon that has concurrent and long-term implications for victims' psychological, psychosomatic, social, and academic functioning. Youth with chronic illnesses are at increased risk for being bullied, but few studies have evaluated specific risk and protective factors for medically fragile youth. Despite recommendations by the American Academy of Pediatrics and the Society for Adolescent Medicine that pediatric health care providers should contribute to bullying prevention and intervention efforts, researchers also have yet to identify the best ways for providers to intervene with medically fragile youth. In this article, the authors review risk and protective factors for bullying among healthy samples. Then, the authors specifically address the ways in which these risk and protective factors are likely to apply to children with fragile medical conditions, and they provide summaries of extant bullying research for selected examples of medically fragile pediatric populations. Finally, the authors present recommendations for intervening with medically fragile youth and suggest several areas in which additional research is needed.
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44
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Rose CA, Espelage DL, Monda-Amaya LE, Shogren KA, Aragon SR. Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors. JOURNAL OF LEARNING DISABILITIES 2015; 48:239-254. [PMID: 23886583 DOI: 10.1177/0022219413496279] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. In addition, increased peer social support was found to be the most significant predictor of decreased bullying, victimization, fighting, and anger for both students with SLD and students without disabilities. Educational implications include the suggestion that schools adopt multitiered antibullying programs that foster increased social supports and peer acceptance and incorporate targeted interventions for at-risk subpopulations of students.
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45
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Honig AS, Zdunowski-Sjoblom N. Teen responses when a younger school-age sibling has been bullied. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2015; 20:131-147. [PMID: 25931644 PMCID: PMC4391287 DOI: 10.1080/02673843.2014.975258] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2014] [Accepted: 10/07/2014] [Indexed: 11/07/2022] Open
Abstract
The prevalence of bullying among children, and the sometimes tragic consequences as a result, has become a major concern in schools. The larger research for this study reported on in-depth interviews with 28 elementary and middle school-age boys and girls (7–12 years) who had experienced various forms of bullying and relational aggression by their peers, mostly on school grounds, and the responses of their parents and teachers. Responses of the children's teen siblings to the younger child's revelations of being bullied are the focus of this report. In-depth interviews with each teen sibling (n = 28) and with each bullied child revealed how the children viewed the teen siblings' supportive strategies. Almost all the children (89%) reported that their older siblings talked with them and offered advice. The teen siblings shared with the younger ones that they too (71%) had been bullied, or they knew someone who had been bullied (18%). Teens gave the advice to ‘bully back’ to 11% and advice to ‘tell someone’ to 32% of the younger children. The children felt quite positive about their older siblings' advice (89%), which did differ depending on the bullied child's gender. Teen siblings gave advice to ‘avoid bullies’ to 77% of female and to 27% of male younger children.
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Affiliation(s)
- Alice Sterling Honig
- Department of Child and family Studies, Syracuse University , Syracuse , NY , USA
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46
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Happy and unhappy adolescent bullies: Evidence for theoretically meaningful subgroups. PERSONALITY AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.paid.2014.11.024] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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47
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Hawley PH, Williford A. Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1016/j.appdev.2014.11.006] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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48
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Espelage DL, Hong JS, Rao MA, Thornberg R. Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States. VIOLENCE AND VICTIMS 2015; 30:470-487. [PMID: 26118267 DOI: 10.1891/0886-6708.vv-d-14-00046] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.
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Kaynak O, Lepore SJ, Kliewer W, Jaggi L. Peer victimization and subsequent disruptive behavior in school: The protective functions of anger regulation coping. PERSONALITY AND INDIVIDUAL DIFFERENCES 2015; 73:1-6. [PMID: 25309013 DOI: 10.1016/j.paid.2014.09.012] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Peer victimization is linked to adjustment problems in youth, including aggressive behavior, yet not all victimized youth are aggressive. The present study investigated whether youth's anger regulation coping might attenuate the positive association between peer victimization and subsequent aggressive behavior. Longitudinal data from 485 7th-grade students (55% female, mean age = 12.84 years) and their teachers were collected in the fall and six months later. Teacher ratings of youth aggressive behavior at follow-up were the primary outcome, with statistical adjustments for baseline aggressive behavior and demographics. Results from multilevel models showed significant interactive effects of baseline anger regulation and peer victimization on residualized teacher-rated aggressive behaviors that were consistent with the hypothesis that anger regulation played a protective role: under high levels of peer victimization, youth with higher levels of anger regulation displayed lower levels of aggressive behavior than their counterparts with lower levels of anger regulation. These findings suggest that targeting and improving students' ability to regulate their anger may be protective in the face of peer victimization and reduce subsequent aggressive behavior.
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Affiliation(s)
- Ovgü Kaynak
- Treatment Research Institute, Philadelphia, PA
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A review of bullying prevention and intervention in South Korean schools: an application of the social-ecological framework. Child Psychiatry Hum Dev 2014; 45:433-42. [PMID: 24276393 DOI: 10.1007/s10578-013-0413-7] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
School bullying is a serious social problem that results in potentially severe and long lasting consequences for youth, parents, teachers, and school officials. Commensurate with the serious nature and outcomes of bullying, there has been a number of bullying prevention and intervention programs and measures in schools. The current review provides a synthesis and evaluation of the existing research on bullying prevention and intervention strategies in South Korean schools, set within Bronfenbrenner's social-ecological contexts, including the micro- (i.e., family, peer, school), meso- (i.e., family-school), and macro- (i.e., religion, policies) systems. We also discuss the strengths and limitations of the research reviewed and provide directions for future research focusing on major empirical gaps in the literature on bullying prevention and intervention strategies in South Korea.
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