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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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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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Bayram Özdemir S, Yanagida T, Özdemir M. Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act? Child Dev 2022; 93:1540-1558. [PMID: 35841302 PMCID: PMC9544844 DOI: 10.1111/cdev.13822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (Mage = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter‐ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non‐tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias‐based hostile behaviors.
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Affiliation(s)
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Metin Özdemir
- Center for Lifespan Development Research, Örebro University, Örebro, Sweden
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van Gils FE, Colpin H, Verschueren K, Demol K, ten Bokkel IM, Menesini E, Palladino BE. Teachers' Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts. Front Psychol 2022; 13:830850. [PMID: 35356319 PMCID: PMC8959665 DOI: 10.3389/fpsyg.2022.830850] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 02/09/2022] [Indexed: 11/16/2022] Open
Abstract
Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers' responses to bullying. This study investigated the validity of the student-reported Teachers' Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (n = 235) and Belgium (n = 667). Furthermore, associations between student-perceived teachers' responses and students' bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers' responses.
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Affiliation(s)
- Fleur Elisabeth van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Isabel Maria ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
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Colpin H, Bauman S, Menesini E. Teachers’ responses to bullying: Unravelling their consequences and antecedents. Introduction to the special issue. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1954903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Hilde Colpin
- School Psychology and Development in Context Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Sheri Bauman
- Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, USA
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence Italy
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Bauman S, Menesini E, Colpin H. Teachers’ responses to bullying: Next steps for researchers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1954904] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Sheri Bauman
- College of Education, University of Arizona, Tucson, AZ, USA
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Hilde Colpin
- School Psychology and Development in Context Research Unit, KU Leuven, Leuven, Belgium
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Bayram Özdemir S, Özdemir M, Kharel N. Experiences of cultural clashes at home and ethnic victimization in school: "I live between two cultures, and neither of them understands me". New Dir Child Adolesc Dev 2021; 2021:179-198. [PMID: 34050702 DOI: 10.1002/cad.20416] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The present study aims to examine the extent to which adolescents of immigrant background experience acculturative stress (i.e., cultural clashes with parents and ethnic victimization in school) in multiple contexts, and the reasons why such stress takes a toll on their psychological functioning and views of themselves. The analytic sample includes adolescents of immigrant background residing in Sweden (N = 423, Mage = 13.19, SD = 0.51). Cluster analysis revealed five distinct groups of adolescents, based on their reports of cultural clashes with parents and ethnic victimization in school: (1) low on both acculturative stressors, (2) average on both acculturative stressors, (3) high on cultural clashes only, (4) high on ethnic victimization only, and (5) high on both acculturative stressors. Mediation analysis showed that adolescents who experienced cultural clashes at home and who were also victimized by their peers in school reported higher levels of feeling in between cultures than adolescents in all the other clusters (except those high on cultural clashes only), and in turn reported higher levels of depressive symptoms and lower levels of self-esteem. The present study highlights the importance of understanding immigrant youth's experiences across multiple contexts simultaneously in order to develop a holistic perspective on their adjustment and integration processes.
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Affiliation(s)
- S Bayram Özdemir
- Center for Lifespan Development Research, Örebro University, Fakultetsgatan 1, 702 81 Örebro, Sweden
| | - M Özdemir
- Center for Lifespan Development Research, Örebro University, Fakultetsgatan 1, 702 81 Örebro, Sweden
| | - N Kharel
- Center for Lifespan Development Research, Örebro University, Fakultetsgatan 1, 702 81 Örebro, Sweden
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