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Hikmat R, Suryani S, Yosep I, Jeharsae R. Empathy's Crucial Role: Unraveling Impact on Students Bullying Behavior - A Scoping Review. J Multidiscip Healthc 2024; 17:3483-3495. [PMID: 39056092 PMCID: PMC11269400 DOI: 10.2147/jmdh.s469921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Accepted: 07/03/2024] [Indexed: 07/28/2024] Open
Abstract
Bullying behavior among students is a serious problem in the educational context and has an impact on victims and perpetrators. Bullying has serious impacts, both emotionally and psychologically, especially for victims who are vulnerable to stress, depression, and even in extreme cases, can lead to suicidal tendencies. Empathy is a key factor in responding to bullying situations. So empathy is an important aspect in reducing bullying behavior. The aim of this research is to explore the role of empathy in bullying behavior in students. The scoping review method was used in this research. The keywords used are empathy, bullying, and students. Search for articles in three databases, namely CINAHL, PubMed, and Scopus. The inclusion criteria in the article search were samples are students (elementary schools students until high schools students) English language, discussion of empathy, publication of articles in the last 10 years (2014-2023), and original research. Grey literature excluded in this scoping review. Data analysis using thematic analysis. The authors found 13 articles that discussed the influence of empathy on bullying behavior in students. Findings from the articles analyzed highlight the complexity of the interactions between affective and cognitive empathy and students behavior in the context of bullying. Students with high levels of empathy tend to be more active in defending victims of bullying, while low levels of empathy tend to reinforce bullying behavior or passive bystander attitudes. Intervention programs that include social and emotional skills training, awareness campaigns, and learning approaches that promote tolerance and respect for diversity can have the potential to reduce the incidence of bullying in students. Increasing understanding and empathetic responses can be an effective strategy in addressing bullying problems in schools and communities.
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Affiliation(s)
- Rohman Hikmat
- Master of Nursing Program, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Suryani Suryani
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Iyus Yosep
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Rohani Jeharsae
- Faculty of Nursing, Prince of Songkhla University, Pattani Campus, Rusamilae, Pattani, 94000, Thailand
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Abou El Yazied LS, Hassan RM, Badran FM. Developing bullying prevention guidelines for nurse interns' and its effects on their assertiveness. BMC Nurs 2024; 23:483. [PMID: 39010103 PMCID: PMC11251234 DOI: 10.1186/s12912-024-02128-z] [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: 03/19/2024] [Accepted: 06/27/2024] [Indexed: 07/17/2024] Open
Abstract
BACKGROUND Bullying is a serious problem that has short and long term negative consequences for nurse interns. Bullying prevention guidelines have a great impact on reducing the incidence of bullying among nurse interns. AIM The present study aimed to evaluate the effect of developing bullying prevention guidelines on nurse interns' assertiveness levels. METHODS A methodological study design was used to conduct the study at Ain Shams University Hospitals in Cairo Governorate, Egypt. The study subjects consisted of all nurse interns enrolled in the 2022-2023 internship year and their number 121 nurse interns. The data were collected using four tools: the Bullying Knowledge Questionnaire, the Negative Act Questionnaire Revised (NAQ-R), the Individual Bullying Behaviors in Clinical Practice Survey, and the Assertiveness Inventory. RESULTS The scores for total bullying knowledge and assertiveness after the implementation of the prevention guidelines were significantly increased (91.4% and 86.3%, respectively) among those who were exposed to bullying than among those with pretest scores of (34.7% and 11.8% respectively) (P < 0.001). CONCLUSION Bullying prevention guidelines significantly reduced nurse interns bullying and improved their assertiveness. The study recommended the dissemination and generalization of the developed bullying prevention guidelines in different training settings.
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Affiliation(s)
- Lobna S Abou El Yazied
- Nursing Administration Department, Faculty of Nursing, Ain Shams University, Cairo, Egypt.
| | - Rabab M Hassan
- Nursing Administration Department, Faculty of Nursing, Ain Shams University, Cairo, Egypt
| | - Fawzia M Badran
- Nursing Administration Department, Faculty of Nursing, Ain Shams University, Cairo, Egypt
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Klocek A, Kollerová L, Havrdová E, Kotrbová M, Netík J, Pour M. Effectiveness of the KiVa anti-bullying program in the Czech Republic: A cluster randomized control trial. EVALUATION AND PROGRAM PLANNING 2024; 106:102459. [PMID: 38909383 DOI: 10.1016/j.evalprogplan.2024.102459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 05/22/2024] [Accepted: 06/09/2024] [Indexed: 06/25/2024]
Abstract
AIMS One of the most widely used evidence-based anti-bullying programs, KiVa, originates from Finland and aims to change students' peer context, activate teachers, and inform parents with two main components (universal preventive actions and indicated actions when bullying occurs), complemented by monitoring. Because research documented somewhat varied KiVa outcomes in different countries and because there is a lack of research focusing solely on the effectiveness of the universal and indicated actions, this study aimed to evaluate the effectiveness of KiVa main components when implemented in a new country. This two-arm parallel cluster randomized control trial (RCT) evaluated the effectiveness of the KiVa anti-bullying program in elementary schools in the Czech Republic. It examined the effects of the universal and indicated actions on self-reported bullying and victimization as primary outcomes and well-being as a secondary outcome, while keeping monitoring constant across the intervention and control schools. The study also examined the role of implementation fidelity on the proposed outcomes. METHODS Schools were allocated via stratified randomization into a KiVa intervention group (12 schools, 35 classes, N = 407 students) or a wait-list control group (12 schools, 32 classes, N = 400 students). The study employed data from baseline and post-measurement waves, which were 10 months apart. RESULTS The data were analyzed using linear mixed effects models, which showed no significant intervention or fidelity effects for bullying, victimization, and well-being. However, promising trends (at α < .10) were revealed, such as lower levels of bullying observed in the intervention group and in schools with high implementation fidelity. Additional analysis using Bayes factors supported these promising trends and provided moderate support for lower levels of victimization in the intervention group compared to the control schools. CONCLUSIONS Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especially when implementation faces structural obstacles, such as the Covid-19 pandemic.
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Affiliation(s)
- Adam Klocek
- Institute of Psychology, Czech Academy of Sciences, Brno, Prague, Czech Republic; Schola Empirica, z. s., Prague, Czech Republic.
| | - Lenka Kollerová
- Institute of Psychology, Czech Academy of Sciences, Brno, Prague, Czech Republic
| | | | | | - Jan Netík
- Schola Empirica, z. s., Prague, Czech Republic; Institute of Computer Sciences, Czech Academy of Sciences, Prague, Czech Republic
| | - Marek Pour
- Schola Empirica, z. s., Prague, Czech Republic; Faculty of Social Studies, Masaryk university, Brno, Czech Republic
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Castellanos M, Wettstein A, Wachs S, Bilz L. Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model. Aggress Behav 2024; 50:e22100. [PMID: 37405843 DOI: 10.1002/ab.22100] [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: 08/24/2022] [Revised: 06/21/2023] [Accepted: 06/21/2023] [Indexed: 07/06/2023]
Abstract
Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.
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Affiliation(s)
- Melisa Castellanos
- Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland
| | - Alexander Wettstein
- Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland
| | - Sebastian Wachs
- Institute of Education, University of Münster, Münster, Germany
- National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
| | - Ludwig Bilz
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
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Laninga-Wijnen L, Malamut ST, Garandeau CF, Salmivalli C. Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti-bullying norms. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:913-930. [PMID: 37000023 DOI: 10.1111/jora.12847] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 03/07/2023] [Accepted: 03/12/2023] [Indexed: 06/19/2023]
Abstract
This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (Mage = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to a larger degree, being liked over time. No moderating effect of empathy was found. Popularity was more strongly predictive of defending, and defending was more strongly predictive of status among girls than among boys. Moreover, the positive effects of both types of status on defending were-albeit to a limited extent-stronger in classrooms with higher anti-bullying norms.
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Affiliation(s)
| | - Sarah T Malamut
- Developmental Psychology, INVEST Flagship, University of Turku, Turku, Finland
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Claire F Garandeau
- Developmental Psychology, INVEST Flagship, University of Turku, Turku, Finland
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6
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Garandeau CF, Turunen T, Saarento-Zaprudin S, Salmivalli C. Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. J Sch Psychol 2023; 99:101226. [PMID: 37507180 DOI: 10.1016/j.jsp.2023.101226] [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: 09/06/2022] [Revised: 03/10/2023] [Accepted: 06/27/2023] [Indexed: 07/30/2023]
Abstract
Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying program were collected in Finnish primary schools at baseline, after 5 months of implementation, and after 9 months of implementation and were used to examine the possible mediating role of seven psychological factors (empathy for the victim, feelings of responsibility to intervene, self-efficacy for defending, negative attitudes towards victims, and outcome expectations that defending would decrease or stop the bullying, be beneficial for one's status, and not increase one's risk of being victimized). Analyses conducted on a sample of 5731 children (baseline Mage = 11 years; 51% girls) revealed that the positive effects of KiVa on defending behavior after 9 months of implementation could partly be explained by the positive effects of the program on two factors (i.e., feelings of responsibility to intervene and expectations that the defending would make the bullying decrease or stop) after 5 months of implementation. This study provides information regarding the individual-level factors that anti-bullying interventions can target to successfully promote defending of victimized peers in primary schools.
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Affiliation(s)
| | | | | | - Christina Salmivalli
- INVEST Flagship, University of Turku, Finland; Department of Psychology, Shandong Normal University, Jinan, China.
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7
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Chen Q, Chan KL, Guo S, Chen M, Lo CKM, Ip P. Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis. TRAUMA, VIOLENCE & ABUSE 2023; 24:1986-2002. [PMID: 35446724 DOI: 10.1177/15248380221082090] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen's d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully-victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.
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Affiliation(s)
- Qiqi Chen
- Department of Social Work, School of Sociology and Anthropology, Xiamen University, Xiamen, China
| | - Ko Ling Chan
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Shaolingyun Guo
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Mengtong Chen
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Camilla Kin-Ming Lo
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Patrick Ip
- Department of Paediatrics & Adolescent Medicine, University of Hong Kong, Hong Kong
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8
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Trach J, Garandeau CF, Malamut ST. Peer victimization and empathy for victims of bullying: A test of bidirectional associations in childhood and adolescence. Child Dev 2023. [PMID: 36794348 DOI: 10.1111/cdev.13907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Abstract
Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged panel models. Self- and peer-reported victimization, and cognitive and affective empathy for victims were measured in a sample of 15,713 Finnish youth (Mage = 13.23, SDage = 2.01, 51.6% female; 92.5% had Finnish-speaking parents; data was collected in 2007-2009 when information about participants' race/ethnicity was not available due to ethical guidelines for the protection of personal information). Results indicated small, positive longitudinal associations from victimization to cognitive empathy. Implications for empathy-raising interventions are discussed.
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Affiliation(s)
- Jessica Trach
- INVEST Research Flagship, Department of Psychology, University of Turku, Turku, Finland
| | - Claire F Garandeau
- INVEST Research Flagship, Department of Psychology, University of Turku, Turku, Finland
| | - Sarah T Malamut
- INVEST Research Flagship, Department of Psychology, University of Turku, Turku, Finland.,Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
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Socio-Emotional Competencies Required by School Counsellors to Manage Disruptive Behaviours in Secondary Schools. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020231. [PMID: 36832360 PMCID: PMC9955336 DOI: 10.3390/children10020231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 01/19/2023] [Accepted: 01/19/2023] [Indexed: 01/31/2023]
Abstract
This article identifies the socio-emotional competencies of school counsellors working with children and adolescents. The aim is to address problems related to mental health and conflict and to implement training programmes. The study sample was composed of 149 counsellors working in schools. The instruments used were the CCPES-II (questionnaire on teacher competences) and a series of open-ended questions on conflict resolution. A mixed methodology was used, with a concurrent triangulation design with two phases: a quantitative one (QUAN) and a qualitative one (QUAL). Univariate, bivariate, and correlation quantitative analyses were performed. Parametric and non-parametric tests were applied depending on the number of dependent and independent variables. The qualitative analysis was performed with the NVivo 12 computer programme, which determines word frequencies using a classic content analysis. The results confirm the relationship between socio-emotional training and rapid response to school conflict; the generalised view that conflicts are difficult to anticipate and, thus, to prevent; and the demand for specific training in socio-emotional competences, intervention strategies, more specialised school staff, more time for intervention with and support for families, and more socio-professional recognition.
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10
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Salmivalli C. Focus on targeted interventions addressing bullying: what explains their success or failure? EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2022.2156857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Christina Salmivalli
- INVEST flagship research center/Department of psychology and speech-language pathology, University of Turku, Turku, Finland
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Lukács J. Á, Takács J, Soósné Kiss Z, Kapitány-Fövény M, Falus A, Feith HJ. The Effects of a Cyberbullying Intervention Programme Among Primary School Students. CHILD & YOUTH CARE FORUM 2022; 52:893-911. [PMID: 36213132 PMCID: PMC9527071 DOI: 10.1007/s10566-022-09714-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/02/2022] [Indexed: 11/10/2022]
Abstract
Background With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration. Objective Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles. Method The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later. Results The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants. Conclusion Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited. Supplementary Information The online version contains supplementary material available at 10.1007/s10566-022-09714-9.
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Affiliation(s)
- Ágnes Lukács J.
- Department of Social Sciences, Faculty of Health Sciences, Semmelweis University, Vas utca 17, Budapest, 1088 Hungary
| | - Johanna Takács
- Department of Social Sciences, Faculty of Health Sciences, Semmelweis University, Vas utca 17, Budapest, 1088 Hungary
| | - Zsuzsanna Soósné Kiss
- Department of Health Sciences, Faculty of Health and Sport Sciences, Széchenyi University, Szent Imre út 26-28, Gyor, 9024 Hungary
| | - Máté Kapitány-Fövény
- Department of Addictology, Faculty of Health Sciences, Semmelweis University, Vas utca 17, Budapest, 1088 Hungary
- Nyírő Gyula National Institute of Psychiatry and Addictions, Lehel utca 59, Budapest, 1135 Hungary
| | - András Falus
- Department of Genetics, Cell- and Immunobiology, Faculty of Medicine, Semmelweis University, Üllői út 26, Budapest, 1085 Hungary
- EDUVITAL Foundation, Nagyvárad tér 4, Budapest, 1089 Hungary
| | - Helga Judit Feith
- Department of Social Sciences, Faculty of Health Sciences, Semmelweis University, Vas utca 17, Budapest, 1088 Hungary
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Burger C, Strohmeier D, Kollerová L. Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. J Youth Adolesc 2022; 51:2312-2327. [PMID: 36053439 PMCID: PMC9596519 DOI: 10.1007/s10964-022-01674-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 08/17/2022] [Indexed: 12/04/2022]
Abstract
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students’ bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students’ adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.
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Affiliation(s)
- Christoph Burger
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria. .,Faculty of Psychology, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria. .,Department of Psychology and Psychodynamics, Division of Psychological Methodology, Karl Landsteiner University of Health Sciences, Krems, Austria.
| | - Dagmar Strohmeier
- School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria.,Center for Learning Environment and Behavioral Research, University of Stavanger, Stavanger, Norway
| | - Lenka Kollerová
- Czech Academy of Sciences, Institute of Psychology, Prague, Czech Republic
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Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher – Do Students’ Empathy and Callous-Unemotional Traits Matter? J Youth Adolesc 2022; 51:1568-1580. [PMID: 35430720 PMCID: PMC9013243 DOI: 10.1007/s10964-022-01613-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 04/01/2022] [Indexed: 12/30/2022]
Abstract
AbstractKnowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers’ (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students’ intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students (Mage = 12.93, SD = 0.49; 47% female) were asked to imagine they had bullied a peer and were invited to a discussion with a teacher. They saw a video vignette with one of the above messages. Hierarchical regression analyses indicated that students’ intention to stop bullying was highest among those who saw the combined message. Callous-unemotional traits were negatively, and affective and cognitive empathy positively associated with intention to stop bullying. Students’ level of cognitive empathy moderated the relative effect of the condemning message on intention to stop bullying. At low levels of cognitive empathy, the condemning message was the least effective, whereas among those with high cognitive empathy, all messages were equally likely to lead to intention to stop bullying. Together, the findings suggest that for educators intervening in bullying among adolescents, an approach involving both condemning and empathy-raising messages is the ‘best bet’, most likely to lead to intention to stop bullying.
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Sen Demirdogen E, Aluc N, Akdeniz B, Basar D, Warikoo N, Yavuz M. The associations between reading mind in the eyes abilities, alexithymia, empathy, and bullying behavior in Turkish adolescents. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2022; 35:230-239. [PMID: 35118768 DOI: 10.1111/jcap.12366] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 01/04/2022] [Accepted: 01/16/2022] [Indexed: 12/30/2022]
Abstract
PROBLEM The development of any program to reduce bullying is possible with a better understanding of the associated underlying factors with its emergence. This study, therefore, aimed to investigate three different social cognitive abilities: abilities to read minds in the eyes, alexithymic personality traits, and empathy, in association with bullying behaviors in adolescents. Although these factors have been studied separately, our data highlighted their effect, relationship, and interconnectivity. METHODS The participants consisted of 351 adolescents (57.8% girls) aged 13-16 years (mean: 14.32 ± 0.73 for girls, 14.38 ± 0.86 for boys). The data used in this cross-sectional study were collected using self-reported questionnaires. Pearson's moment product correlation analysis and hierarchical linear regression analysis were performed to evaluate the associations between variables. FINDINGS Bullying behavior levels were higher in male adolescents compared with females. The results indicated that bullying behavior was associated with low levels of reading minds in the eyes abilities, alexithymic personality traits, and low affective empathy levels. CONCLUSION These findings highlight the critical impact of the poor comprehension of mental states and emotional statuses of other people and low emphatic thinking capacity in the emergence of bullying behaviors among adolescents. Therapeutic interventions focusing on improving these factors may therefore be useful in prevention and management programs for bullying behavior.
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Affiliation(s)
- Ezgi Sen Demirdogen
- Department of Child and Adolescent Psychiatry, Sisli Hamidiye Etfal Training and Research Hospital, Istanbul, Turkey
| | - Nursah Aluc
- Department of Psychology, Istanbul Aydin University, Istanbul, Turkey
| | - Burak Akdeniz
- Department of Psychology, Istanbul Aydin University, Istanbul, Turkey
| | - Dusum Basar
- Department of Psychological Counseling and Guidance, Yildiz Technical University, Istanbul, Turkey
| | - Nishchint Warikoo
- Child and Adolescent Mental Health Services, Aldershot Centre for Health, Hampshire, UK
| | - Mesut Yavuz
- Department of Child and Adolescent Psychiatry, Medical Faculty, Istanbul University-Cerrahpasa, Istanbul, Turkey
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Augello A. Unveiling the reasoning processes of robots through introspective dialogues in a storytelling system: A study on the elicited empathy. COGN SYST RES 2022. [DOI: 10.1016/j.cogsys.2021.11.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Adaskina A. Psychological and pedagogical Support in the Finnish Education System. СОВРЕМЕННАЯ ЗАРУБЕЖНАЯ ПСИХОЛОГИЯ 2022. [DOI: 10.17759/jmfp.2022110301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The article reviews the ways of organizing psychological and pedagogical support for schoolchildren in Finland. The Finnish education system ranks highly in educational rankings (PEARLS, PISA) and is aimed at solving two problems: qualitative education, physical and mental health of students. The article analyzes programs aimed at ensuring the psychological health and well-being of Finnish schoolchildren: a three-stage support program for children with special educational needs, health lessons, including blocks on mental health, the Kiva anti-bullying program, the career guidance and counseling system, the work of nurses. It is concluded that psychological and pedagogical support in Finnish schools is carried out by a large number of specialists: teachers, professional consultants, nurses, health education teachers, psychologists, special teachers, tutors, consolidated in special working groups to solve specific problems.
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Salmivalli C, Laninga‐Wijnen L, Malamut ST, Garandeau CF. Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1023-1046. [PMID: 34820956 PMCID: PMC9271952 DOI: 10.1111/jora.12688] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.
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Falla D, Romera EM, Ortega-Ruiz R. Aggression, Moral Disengagement and Empathy. A Longitudinal Study Within the Interpersonal Dynamics of Bullying. Front Psychol 2021; 12:703468. [PMID: 34566782 PMCID: PMC8461074 DOI: 10.3389/fpsyg.2021.703468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 08/18/2021] [Indexed: 12/30/2022] Open
Abstract
Moral disengagement and empathy have been linked to aggression in traditional bullying. A number of longitudinal studies have focused on how these variables predict aggressive behavior within the dynamics of bullying. However, no conclusive results have been produced as to whether aggressive behavior in bullying can predict lower levels of empathy, and to date, no studies have explored in depth the mediating role of moral disengagement strategies in this relationship, which is the aim of this study. A total of 1,810 students (51.0% girls; Mage = 14.50; SD = 1.05) completed a survey in three waves at 6-month intervals. The results showed that aggressive behavior in bullying at Time 1 was inversely related to affective and cognitive empathy at Time 3. Minimization of responsibility, distortion of consequences and dehumanizing mediated in the aggressive behavior exhibited by the bullying aggressors and in cognitive empathy, while cognitive restructuring and the distortion of consequences mediated in affective empathy. We discuss the impact on moral and emotional sensitivity of the continued aggression occurring in the interpersonal dynamics of bullying, as well as the relationship between certain strategies of moral disengagement and the different types of empathy. We also comment on the need to design intervention programs to address the lowering of moral criteria and empathy in young people and adolescents involved in traditional bullying.
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Affiliation(s)
- Daniel Falla
- Department of Psychology, Universidad de Cordoba, Cordoba, Spain
| | - Eva M Romera
- Department of Psychology, Universidad de Cordoba, Cordoba, Spain
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