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1.
Although it has been well established that cyberbullying leads to mental health problems, less is known about the factors that confer resilience to the adverse effects of cyberbullying among young people. To address this gap, adolescents aged 13–19 years (n = 476) completed a survey measuring cyberbullying victimisation, attachment styles, perceived social support, coping styles, and mental distress. Compared to non-victims, victims of cyberbullying experienced higher levels of depression and anxiety and endorsed more self-statements indicative of attachment anxiety. Peer support, security in attachment relationships, and the endorsement of positive coping strategies attenuated the positive relationship between cyberbullying victimisation and mental health difficulties. Family support did not appear to buffer adolescents from mental distress in this context. However, family support was the strongest bivariate predictor of reduced mental distress. Although peer relations should be the target of intervention programmes within school settings, the findings highlight the importance of including families in cyberbullying prevention programmes.  相似文献   

2.
A critical debate within the field of school psychology has centered on the relationship between bullying and cyberbullying in terms of prevalence, overlap, and impact. The current study sought to address the following questions: (1) Does cyberbullying create new victims or merely a new means of victimization? (2) Does cyberbullying uniquely contribute to negative outcomes above and beyond those of traditional bullying? Utilizing an anonymous survey to examine students’ experiences with cyberbullying, traditional bullying, and negative psychological symptoms, it was found that the vast majority of students who were bullied online were also victims of in‐person bullying. Both forms of victimization were independently associated with negative outcomes. However, when controlling for traditional bullying, cyberbullying did not remain a predictor of negative mental health outcomes. In contrast, when controlling for cyberbullying, traditional bullying remained a significant predictor of negative mental health outcomes. These results suggest that although traditional and cyber forms of bullying tend to target the same victims, traditional bullying is more uniquely associated with negative psychological outcomes.  相似文献   

3.
The sustained increase in their use of social networking facilitates the development of adolescents but comes with the risk of cyberbullying, which creates new challenges in regard to adolescent protection. Past evidence shows that family victimization may play an essential role in the way adolescents learn cyberbullying behaviors. Yet, research on the co-occurrence of family victimization and cyberbullying is limited. This study aims to investigate the associations between cyberbullying and family victimization among adolescents, and to examine the health correlates of cyberbullying and family poly-victimization. A large sample of 18,341 students, aged 15–17, from six cities in China, collected between 2009 and 2010 is employed in the present study, which investigated the association between various kinds of family victimization and adolescent cyberbullying. Data analysis was conducted in 2017. In-law conflict, intimate partner violence, elder abuse and neglect, and child maltreatment were associated with a higher possibility of children becoming internet victims. Parents’ divorce and separation, low family income, mother’s low level of education, and father’s unemployment were all associated with cyberbullying victimization. Cyber victimization was positively correlated to symptoms of PTSD and depression, self-harm, and other physical and mental health variables. Possible explanations for the relationships found in this study are discussed and implications for future research and services are provided. Proactive screening for family poly-victimization and cyberbullying is suggested. Schools are highly recommended to cooperate with parents to promote cyber safety.  相似文献   

4.
One of the new challenges facing pastoral care in schools is dealing with the rapid growth of cyberbullying by school-aged children. Within digital cyberspace, cyberbullies are finding more opportunities to express their aggression towards others as social networks become technologically more sophisticated. An important feature of cyberbullying is the extent to which hostile messages can go viral, in the sense that they are seen and then forwarded to others many times over. This paper considers psychosocial aspects of why cyberbullying messages can go viral, and what can be done to reduce this phenomenon. This paper focuses on the role of the hostile cyberbullying bystander (viz. the person who receives and then forwards to others a cyberbullying message). Finally, we develop intervention strategies based on pastoral care, which may be effective in inhibiting hostile cyberbullying bystander behaviour.  相似文献   

5.
The New Community Schools initiative was introduced in Scotland in 1998 with the aims of improving participation, raising achievement, improving health and transforming communities. The success of the initiative was evaluated in terms of the stated aims. In relation to improving participation and raising achievement, this was straightforward: improved participation was measured by the number of community activities and the number of individuals who became involved in these activities, whilst raised achievement was measured against tangible targets such as educational attainment and school attendance. The third outcome, the transformation of communities, was more complex: what was meant by transformation and how could it be evaluated? This paper draws on research undertaken by the Institute of Education, University of Stirling, UK, during a 2‐year evaluation period. During this period, the researchers found that individuals were developing more than just a means of communicating across different boundaries; individuals were acquiring a connectedness between one another and that this connectedness was crucial to the success of the subsequent communication and to the initiative more generally. In exploring this concept of connectedness, we consider the literature on social capital. We then consider how issues of trust and inter‐subjectivity underpin connectedness and highlight the evidence from our work that appears to correspond with these elements of connectedness. It is argued that connectedness may not only mediate outcomes such as improving participation, but also that they can be seen as valuable outcomes in themselves. Our final thoughts in this paper consider the kind of research that might be useful to explore the role of connectedness in relation to studying contexts in which individuals may have competing agendas.  相似文献   

6.
There is general agreement about the benefits of school-based social and emotional learning (SEL) interventions in relation to children and young people’s social-emotional competence, mental health, and academic achievement. However, we know little about the theorized mechanisms through which SEL leads to improved academic outcomes. The current study is the first to present an integrative model (derived from the SEL logic model) using a 3-wave (annual assessment, T1, T2, T3) longitudinal sample of 1626 (51% boys, n = 832) 9–12-year-old students (M = 9.17, SD = .31 at baseline) attending 45 elementary schools in England, drawn from a major randomized trial of a universal SEL intervention (the Promoting Alternative Thinking Strategies curriculum; PATHS). Using structural equation modeling that accounted for within-time covariance, data clustering, gender and prior academic attainment, we examined the temporal relations between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic attainment (T3). It was hypothesized that social-emotional competence would directly and indirectly influence academic attainment through school connectedness and mental health difficulties. Our analyses also examined whether these hypothesized relations varied as a function of intervention exposure (PATHS versus usual provision). The theorized model was partially supported. Social-emotional competence at T1 exerted a significant influence on school connectedness and mental health difficulties at T2. However, the latter was the only significant predictor and mediator of academic attainment at T3 after controlling for gender and prior academic performance. Students with greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic attainment at T3. Intervention exposure did not markedly influence the magnitude or statistical significance of these identified pathways. Collectively, these findings indicate some possible revisions to our current understanding regarding the role of social-emotional competence in promoting academic attainment, as its contribution appears to lay primarily in buffering the adverse effects of mental health difficulties.  相似文献   

7.
ABSTRACT

Online interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N?=?170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners’ perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed.  相似文献   

8.
This paper examines the effects of cyberbullying using a mixed method approach, by combining interviews, focus groups and a survey of 7,000 students. In the inductive stage, and following an axial coding analysis, we identified 153 concepts related to conflicts, which were divided into three thematic units to explain the greater impact of cyberbullying: (1) social distance; (2) privacy exposure; and (3) range of the material. The survey concluded that: (1) the victims of bullying and cyberbullying present higher levels of loneliness and lower levels of social well-being compared to non-bullied students, and those who were bullied in both channels presented higher levels of loneliness and lower levels of social well-being than those who were bullied in only one of them; (2) the victims of cyberbullying showed lower levels of individual well-being compared with those who had never been bullied, as with those who suffered face-to-face bullying. This difference was explained by testimonies indicating that most of the cyberbullying was related to intimate content, which has a higher impact on image perception.  相似文献   

9.
Although inhibitory control is typically associated with positive outcomes, several theoretical frameworks suggest that too little and too much inhibitory control may be problematic. Using a longitudinal, latent variable approach, we examined whether a multi-method index of inhibitory control at Time 1 (N = 105, 52 girls, Mage = 3.50 years, 87% White) predicted observed social behavior with an unfamiliar peer and maternal report of preschoolers’ mental health difficulties at Time 2 (Mage = 4.76 years). Data collection occurred between 2017 and 2019. Inhibitory control displayed a U-shaped relation with prospective outcomes, where high and low levels of inhibitory control were associated with higher levels of avoidant social behaviors and mental health difficulties. The results are discussed in the context of under- and over-regulation in understanding individual differences in children's social behavior and mental health difficulties.  相似文献   

10.
Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.  相似文献   

11.
Far more has been written about the possible outcomes of cross‐age mentoring than about actual outcomes and the processes that lead to change. This study examined the effect of mentors' attendance on their mentees' outcomes after six months of developmental mentoring. Developmental mentoring is a structured, cross‐age peer mentoring program designed to promote children's development by facilitating connectedness. In this randomized study of 73 Caucasian, rural youth, multiple analyses of covariance revealed that connectedness to school and parents at posttest were significantly greater for mentees than for the comparison group. Regression analyses revealed that changes in self‐esteem, social skills, and behavioral competence were highly related to mentors' attendance, suggesting relational processes accounted for more change than did exposure to program curricula. However, the relationship between mentors' inconsistent attendance and mentees' decline in self‐esteem and behavioral competence suggests that absent mentors may do more harm than good. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 65–77, 2005.  相似文献   

12.
Chronic toxic working conditions can be hazardous to employee health. Approximately 5%–8% of annual health care costs are attributable to adverse experiences at work. In contrast to the health impacts of the toxic workplace, we hypothesize that engaged employees would report elevated levels of health, including more positive levels of physical and mental health, sleep, exercise, and eating behaviors. A sample of 114 working adults responded to a survey battery regarding their levels of employee engagement, current health status, and mental health in addition to localized demographic questions. Gender was shown to moderate the engagement–health relationship (i.e., women reported sleeping better and eating less; men reported lower levels of drinking behavior). Employees who reported higher levels of employee engagement also reported more positive overall individual‐level health outcomes and more positive levels of mental health, a promising finding in light of the growing reports of toxic work environments.  相似文献   

13.
网络欺侮作为一种新的欺侮形式开始在世界青少年群体中蔓延,国外相关研究者亦积极地给予了回应,对网络欺侮的形式、工具、流行程度、后果、成因与防治策略等进行了一系列的研究。这些研究成果无疑有助于加深人们对网络欺侮的认识,推进网络欺侮的防治。  相似文献   

14.
对幼儿教师、家长各60名进行半结构式深度访谈的结果显示。幼儿心理健康特征主要体现在性格、个人行为及能力、人际交往与社会适应、情绪、道德品质五个方面,其心理健康观具有模糊性、经验性、主观性等特点,并不同程度表现出重外轻内、重适应轻发展的倾向。幼儿教师的判断相对准确、理性。家长更实用与功利。传统文化与价值观,彼此角色地位、自身经历及认知水平影响他们心理健康观的构建。  相似文献   

15.
Suicide is a major public health problem among youth involved with the child welfare system. Although social connectedness rests at the core of many prevention approaches, we know little about this relationship over time in this vulnerable population. This study tested the hypotheses that inverse relationships would exist between connectedness in three social domains (i.e., caregiver, peers, and school) and suicidal ideation over time.The current study used baseline and 18-month follow-up data from 995 youth who participated in the National Survey of Child and Adolescent Well-Being (NSCAW II)—a nationally representative study of children and families investigated by a child welfare agency conducted from 2008 to 2011. A cross-lagged path model was used for the analysis.There were significant main effects of suicidal ideation at Time 1 on peer connectedness (β= −.17, p < .01) and caregiver connectedness (β= −.12, p < .05) at Time 2, but not on school connectedness (β= −.05, ns). There was no main effect of any of the connectedness variables at Time 1 on suicidal ideation at Time 2.Screening for suicidal ideation is important for managing immediate risk but our findings suggest that such ideation also foreshadows disconnectedness from their primary caregiver and peers in the future. These findings demonstrate that there is clinical value in engaging child-welfare-involved youth and their social systems about how their suicide-related experiences may affect vital social ties. Therefore, there may be merit to designing and exploring the effects of pilot programming focused on mitigating social distancing that suicide-related experiences engender.  相似文献   

16.
The study aimed to investigate trends and explanatory factors for socio-economic inequalities associated with disability during the transition to young adulthood. A sample of 2606 participants (56% females and 44% males) was prospectively followed from adolescence to young adulthood. Disability status, age, gender, mental health problems, scholastic competence and social acceptance were measured from the longitudinal survey Young in Norway, while socio-economic indicators such as participants’ and their parents’ levels of education, annual income, unemployment and welfare benefits were extracted from the National Population Register in Norway. Regression models were applied to estimate associations between disability and socio-economic outcomes. The findings show that disabled adolescents have a significantly greater risk of achieving lower levels of education and are unemployed and over-represented in welfare benefits during the transition to young adulthood. Most of these associations between disability and socio-economic outcomes were explained by mental wellbeing and self-perceptions. The study suggests that interventions addressing mental wellbeing and social competence might reduce the development of socio-economic inequalities among young people with disability.  相似文献   

17.
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school‐aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4 through 6. The results of the structural equation modeling supported the partial mediating role of school connectedness, indicating that social skills and SCD lead to LS both directly and indirectly through enhanced school connectedness. Multigroup analysis demonstrated that the direct path from the SCD to LS was significant only for boys, while other paths are invariant across gender. Implications are addressed for school‐based interventions to promote school connectedness and LS.  相似文献   

18.
Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

19.
ABSTRACT

Schools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students.  相似文献   

20.
The goal was to identify factors that might affect likelihood of seeking health-related interventions for young adults with adverse childhood experiences (ACEs). We tested whether ACEs were associated with (1) regulatory focus (tendency toward promoting good outcomes versus preventing bad outcomes), and (2) patient activation (the intention to take active charge of one’s health). We further tested whether promotion and prevention and patient activation were associated with each other and with health. Students at a public university (N = 321) completed online questionnaires assessing ACEs, regulatory focus, patient activation, and health. Greater childhood adversity showed small but significant associations with being a less activated patient and being less focused on promoting good outcomes. In contrast, greater childhood adversity had a much stronger association with focusing on preventing negative outcomes. Students with a more significant mental health history were more likely to have been exposed to childhood adversity, to be less activated patients, and to focus more on prevention. Results suggest that using a prevention focus may be effective in health messages aimed to reach individuals with high levels of ACEs. Furthermore, individuals with high levels of ACEs may benefit from interventions aimed at increasing patient activation.  相似文献   

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