Sexual Minority Youth Reporting SOGIE-Based Harassment to Adults at School: The Roles of Experienced Harassment, Outness, Safety, and Adult Support at School

Despite a proliferation of bullying prevention programs in recent time, limited work has investigated support-seeking behaviors in response to elevated bullying levels among sexual minority youth (SMY). To address this gap, the current study examined how harassment targeting SOGIE (sexual orientation, gender identity, and gender expression), sexual identity outness, school safety, and perceptions of teacher/staff support were associated with SMY talking to an adult at school about harassment. A large contemporary national sample of SMY (N = 5538) between the ages 13-18 (Mage = 15.53, SD = 1.33) who experienced at least one form of SOGIE-based harassment in the past year was leveraged for analyses. Hierarchical multivariable logistic regressions revealed more frequent SOGIE-based harassment was associated with greater odds of reporting harassment to school personnel, particularly among SMY who felt safe at school. Findings highlight the need for school-based interventions to foster school safety among SMY who experience peer harassment to promote their reporting of this behavior.

Teachers' Willingness to Seek Help for Violence Against Them: The Moderating Effect of Teachers' Seniority

Students' violence against teachers is a significant problem in many schools worldwide. Yet very little is known about the teachers who suffer from violence and the way they contend with it. The current study focused on teachers' willingness to seek help for violence. More specifically it focused on the effect of teachers' seniority-by means of time (years of teaching) and proficiency general pedagogical knowledge (GPK)-on their willingness to seek help from other teacher-colleagues or members of school management. The sample consisted of 233 Israeli teachers (199 women) from elementary (35%), middle (34.2%), and high school (45%). Teachers' ages were 21 to 68 (mean = 41.77; SD = 10.96), and years of teaching ranged from less than 1 year up to 40 years in the school system (mean = 12.13; SD = 10.67). The findings revealed a negative correlation between victimization and willingness to seek help: namely, the higher the level of violence teachers suffered, the less willing they were to seek help from either colleagues or school management. Also, senior teachers were less likely to seek help from colleagues than were novice teachers, and the negative association between victimization and willingness to seek help was stronger among teachers who had a higher GPK. Moreover, years of teaching served as a risk factor for help-seeking from colleagues, and GPK served as a risk factor for help-seeking from both colleagues and management, but only amidst high levels of violence. Findings revealed the difficulties teachers have when facing violence as well as the role played by their professional status when considering seeking help at school.

The Making of a Radical: The Role of Peer Harassment in Youth Political Radicalism

Although political radicalism is one of the major societal threats, we have limited understanding of how it is formed. While there are reasons to expect that harassment experienced in adolescence increase the propensity for radicalism, this relationship has not yet been investigated. This five-wave study of Swedish adolescents (N = 892) examined the role of peer harassment in radical political behavior. The results revealed that within-person fluctuations in harassment were positively related to fluctuations in radicalism. Individual-level (but not class-level) harassment also predicted differences between adolescents: youth who experienced more harassment had higher levels of and a more pronounced decrease in radicalism. In addition, adolescents who had more supportive teachers or parents were less affected by harassment than youth with less-supportive adults. The findings suggest that personal experiences of harassment increase the risk of radicalism but supportive relationships can mitigate their negative consequences.

Chains of tragedy: The impact of bullying victimization on mental health through mediating role of aggressive behavior and perceived social support

OBJECTIVE

Bullying is a worldwide concern for its devastating consequences. The current study focused on bullying victims, examining the effects of being bullied on mental health and the chain of mediating mechanisms among adolescents. Specifically, this study attempts to explain the relationship between bullying victimization and mental health from the perspective of maladaptive behavior and perceived social support.

METHODS

A total of 3,635 adolescents responded to questions on bullying victimization, aggressive behavior, perceived social support, and mental health measurements including anxiety, depression, and subjective well being scale combined.

RESULTS

(1) Bullying victimization was significantly correlated with aggressive behavior, perceived social support, and mental health, including anxiety, depression, and subjective well being. (2) Bullying victimization not only negatively predicts mental health levels but also has an indirect impact on mental health through three pathways: a separate mediating effect on aggressive behavior, a separate mediating effect on perceived social support, and a chain mediating effect on both.

CONCLUSION

The present results demonstrate that maladaptive behavior by bullying victims can lead to changes in their perceived social support and mental health problems. Violence begets violence and provides no constructive solutions, instead, produces a tragic chain of victimization. Further implications are discussed accordingly.

When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion

We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.

Associations between Teacher- and Student-directed Sexual and Physical Violence in Physical Education

This study examined relationships between teachers' perceptions of verbal and non-verbal sexual harassment and physical violence against teachers and among students in physical education (PE). Participants were 175 (females 122, males 53) Finnish PE teachers between 27 and 62 years (M = 44.8 ± 9.2 years). The cross-sectional data were collected by an anonymous online survey in the fall semester 2018. The findings showed that (a) higher levels of verbal sexual harassment and physical violence among students were associated with higher levels of equivalent types of violence against PE teachers, (b) higher levels of verbal and non-verbal sexual harassment among students were associated with higher levels of physical assaults among students, whereas only non-verbal sexual harassment was associated with physical violence against teachers, and (c) verbal sexual harassment and physical violence among students occurred more frequently in PE classes instructed by less experienced teachers. The results indicated that to prevent both teacher- and student-directed verbal sexual harassment and physical violence in school PE, special attention could be given to the positive development of student-student relationships.

Professional and informal help-seeking among low-income adolescents exposed to violence in the community and at school

BACKGROUND

Adolescents may seek help for many reasons beyond health needs, such as personal stress due to violence exposure.

OBJECTIVE

To investigate factors associated with receiving professional assistance and informal help due to violence exposure in the community and at school.

PARTICIPANTS AND SETTING

This study was conducted in Itaboraí, a low-income medium-size city in the State of Rio de Janeiro, Southeast Brazil, characterized by poverty, inequality and violence. It analyses data reported by 669 in-school adolescents (11-15-years, 51.7% girls).

METHODS

This is a cross-sectional study nested in a longitudinal study (Itaboraí Youth Study). The Itaboraí Youth Study involved a probabilistic community-based sample of 1409 6-to-15-year-olds based on a 3-stage probabilistic sampling plan that included a random selection of census units, eligible households and the target child.

RESULTS

Professional assistance was mainly received from psychologists (the Brazilian population has free access to health services). Family members were the main source of informal help. Correlates of professional assistance were having clinical emotional problems and not counting on an adult (if needing help) for community violence victims, and absent father for community and school violence victims. Correlates of informal help were female sex, maternal anxiety/depression and absent father for community violence victims, and younger age and higher maternal education for school violence victims.

CONCLUSIONS

The mental health needs of violence victims, and maternal difficulties to deal with the adolescent distress resulting from violence exposure (maternal increased burden due to father absence and/or having anxiety/depression) are important influences on the help-seeking process.

Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

Disclosing or Hiding Bullying Victimization: A Grounded Theory Study From Former Victims’ Point of View

This study aimed to investigate the process of disclosing bullying victimization from the former victims’ point of view. Twenty-three individuals with prior experience of victimization at school were interviewed. A grounded theory approach was used to analyze the data, which generated a grounded theory of help-seeking in victimization, comprising factors and conditions that influenced the willingness to ask for help when bullied. We concentrated on disclosure barriers and facilitators in a school context to identify important factors, which comprised type of peer harassment, type and form of initial attack, perception of available support at school, and perception of peer support. In terms of the practical implications of the present study, the identification of disclosure tendencies could provide a basis for developing school policies to facilitate disclosure.

The Risk of Bullying and Probability of Help-Seeking Behaviors in School Children: A Bayesian Network Analysis

An increase in aggressive behaviors in adolescents has been observed for a few years. The participation in bullying is associated with many psychosocial difficulties in adolescent development. On the other hand, the help-seeking behavior can be one of the most important protective factors that reduce the risk for this type of violence. The study was aimed at estimating the risk factors, as well as the protective factors of school bullying, by using the Bayesian networks to build a model allowing to estimate the probability of occurrence of the aggressive and help-seeking behaviors among school children. The focus was on individual risk/protective factors related to EAS temperament (emotionality, activity, and sociability) and variables related to the family context (level of cohesion, flexibility, family communication, and family life satisfaction). Bayesian methods have not been particularly mainstream in the social and medical sciences. The sample comprised 75 students (32 boys and 43 girls), aged 13-15 (M = 13.82; SD = 0.47). Assessment comprised The EAS Temperament Questionnaire, Family Adaptability & Cohesion Evaluation Scales FACES IV-SOR (Family Rating Scale), and Survey questionnaire. The Bayesian networks were applied. Depending on the values of the identified variables, very high a posteriori probability of bullying and help-seeking behaviors can be predicted. Four EAS subscales (Distress, Fear, Activity, Sociability) and two SOR subscales (Balanced Flexibility and Balanced Cohesion) were identified as predictors of bullying. Moreover, two SOR subscales (Family Communication and Life Family Satisfaction) and one EAS subscale (Sociability) were identified as predictors of help-seeking behaviors. The constructed network made it possible to show the influence of variables related to temperament and variables related to the family environment on the probability of bullying or the probability of seeking help and support. The Bayesian network model used in this study may be used in clinical practice.

Students' willingness to seek help from school staff when coping with parental maltreatment

BACKGROUND

Many children who suffer parental maltreatment are unknown to welfare authorities and do not receive any treatment or support. Schools, which serve as a key social resource for child protection and welfare enforcement, also fail to identify these students.

OBJECTIVE

The aim of the study was to examine children's willingness to seek help at school for dealing with parental maltreatment and to reveal those factors that enhance students' willingness to seek help at school.

PARTICIPANTS AND SETTING

A national random sample of 859 Israeli students (56 % girls) in 6th-12th grades participated in the study.

METHODS

Using a sequential mixed-methods research design including both surveys and interviews, the study investigated students' willingness to seek help from their homeroom teacher, school counselor, school teachers, and friends when dealing with neglect, abuse, corporal punishment, and psychological aggression.

RESULTS

About half of the students who suffer parental maltreatment never sought help in school. Of those who sought help, about 19 % sought from their friends, and 15 % sought help from the school staff in which school counselors (8.2 %) comprised the most common help resource. Three fundamental factors that explained students' willingness to seek help were revealed: An active helper, positive relationship with the helper, and the importance of confidentiality and trust.

CONCLUSIONS

The findings highlight the role of active efforts by school for enhancing students' willingness to seek help and the need to devote more attention to friends who serve as a strong help resource and as a possible bridge between peers and the educational team.

Ecological correlates contributing to reporting of school delinquency among Caribbean adolescents

Many studies have examined significant factors associated with school delinquency among adolescents, including relationship violence, property damage, and other serious threats to students’ safety. However, students’ coping behaviors after being victims of or witnesses to violence and other forms of delinquency have not been thoroughly examined. This study contributes to the existing body of knowledge by identifying significant factors at the individual, family, and school levels that affect 226 Caribbean students’ actual reporting of school delinquency to school personnel. The data for this study were obtained from the Caribbean Youth Violence Survey, which studied middle and high school students in five Caribbean countries. The findings of hierarchical multiple regression analyses indicated that female students were more likely than male students to report delinquent behaviors. Family cohesion and family disorganization significantly decreased students’ reporting behaviors after they experienced or witnessed school delinquency. On the other hand, school bonding significantly increased students’ reporting behaviors. This paper concludes with practical implications and future research agendas for developing a comprehensive mechanism to address the dynamics of multidimensional factors that influence students’ active coping behaviors for dealing with school delinquency.

The Association Between Cyberbullying, School Bullying, and Suicidality Among Adolescents

Abstract. Background: Bullying and suicidality are serious worldwide problems with negative effects on the young population and therefore international comparisons in this field are of paramount importance. Aims: To analyze the prevalence of bullying and cyberbullying and their association with suicidal behavior among school-aged children in Israel, Lithuania, and Luxembourg. Method: In total, 3,814 15-year-olds from schools in Israel, Lithuania, and Luxembourg were surveyed in the Health Behavior in School-Aged Children (HBSC) cross-national survey in 2013/2014 using standardized anonymous questionnaires. Data analysis employed logistic regression and structural equation modeling (SEM). Results: In all, 6.5% of the adolescents reported being cyberbullied, 15.6% reported being bullied at school. In the previous 12 months, 38.6% reported experiencing emotions that stopped them from doing their usual activities, 17.8% considered attempting suicide, 12.0% made a suicide plan, and 9.5% attempted suicide. Victims of cyberbullying and school bullying had a significantly higher risk of suicidal ideations, plans, and attempts. The SEM analysis confirmed a significant overall effect of bullying on adolescent suicidality. The strongest effect was seen among Israeli students. Limitations: The prevalence estimates were obtained by self-report. Conclusion: The prevalence of adolescent cyberbullying, school bullying, and suicidal behavior is relatively high in Israel, Lithuania, and Luxembourg. Cyberbullying is a strong predictor of adolescent suicidality.

Telling adults about one's plight as a victim of bullying: Student- and context-related factors predicting disclosure

We examined student‐ and context‐related factors related to whether bullied students tell adults about their plight at school or at home. The sample included 1,266 students in primary (Grades 4–6) and lower secondary (Grades 8–9) schools, who had answered an online questionnaire at two measurement points about 5 months apart and were identified as victims of bullying on the basis of the latter. Only 55.4% of the bullied students had told their situation to someone, and much fewer had told an adult. Telling an adult at home was more common (34.0%) than telling a teacher (20.6%) or some other adult at school (12.7%). In a longitudinal structural equation model (SEM), factors related to increased likelihood of telling an adult were female gender, lower grade level, the chronicity of victimization, perceived negative teacher attitude towards bullying (teacher not tolerating bullying), and perceived peer support for victims (classmates’ tendency to defend students who are victimized).

Cyberbullying and traditional bullying among Nordic adolescents and their impact on life satisfaction

Aims: The aim of this study was to investigate the prevalence of cybervictimization in the six Nordic countries and to assess its overlap with traditional bullying. A further aim was to examine potential associations between life satisfaction, on the one hand, and traditional bullying and cyberbullying on the other. Methods: Analyses were based on data from the 2013⁄2014 Health Behaviour in School-aged Children study. It included 32,210 boys and girls, aged 11, 13, and 15, living in the six Nordic countries. Results: The prevalence of cyberbullying by both pictures and by messages was around 2% in all the Nordic countries except Greenland. There it was considerably higher. The prevalence of being bullied in a traditional manner varied widely by country. For boys, this type of bullying was most frequent in the youngest age group and then decreased steadily in the older age groups. Girls were on average more likely to be cyberbullied. Cyberbullying was more common among 13- and 15-year-olds than 11-year-olds. Higher family affluence was unrelated to the risk of cyberbullying. However, it was related to traditional bullying and combined forms of bullying. Compared with intact families, cybervictimization was commoner among single-parent families and stepfamilies. Adjusting for age, gender, family affluence, and family structure, those subjected to cyberbullying had lower life satisfaction than those who were not bullied. Conclusions: We found relatively little overlap between cyberbullying and traditional bullying, indicating that the two may be separate phenomena stemming from different mechanisms, at least in the Nordic context.

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

Minority students are less likely to seek help to deal with bullying at school than their majority counterparts. Nonetheless, very little is known about the factors that influence their willingness to seek help, or the role of school counselors as potential help providers. Thus, in the present study we examined Israeli Arab minority high school students’ help seeking from school counselors for coping with verbal, physical, and social bullying. A national representative sample of 730 high school students participated in the study. Our findings revealed that the vast majority of students did not seek help at all. Students who sought help, in comparison with those who did not, reported more positive relationships with their school counselors, and noted that their counselors were more available for them. Students who experienced higher levels of victimization were more willing to seek help than those who experienced lower levels. Implications for help seeking and the role of counselors in schools are discussed.