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1.
Little research attention has been paid to bullied students who function better than expected and are therefore defined as “resilient”. The present longitudinal study aimed to identify individual, family and peer factors that predict fewer than expected levels of depression and delinquency following experiences of bullying victimization. The sample consisted 3,136 adolescents. Self-report data were used to measure bullying victimization at age 13 and 14 and depression and delinquency at age 14. We examined the effects of gender, self-esteem, social alienation, parental conflict, sibling victimization and number of close friends on levels of emotional and behavioral resilience following bullying victimization. The resilience measures were derived by regressing depression and delinquency scores at age 14 on levels of bullying victimization at age 13 and 14, respectively. The adolescents who reported low depression despite frequently experiencing bullying tended to be male, had higher self-esteem, were feeling less socially alienated, were experiencing low levels of conflict with parents and were not victimized by siblings. On the other hand, the adolescents who reported low delinquency despite frequently experiencing bullying tended to be female, had higher self-esteem, were experiencing low levels of conflict with parents, were not victimized by siblings and had less close friends. Relationships with parents and siblings continue to play some role in promoting emotional and behavioral adjustment among victims of bullying and, therefore, interventions are more likely to be successful if they target both the psychosocial skills of adolescents and their relationships with their family. 相似文献
2.
Brian Moore 《Educational Psychology in Practice》2017,33(1):65-80
Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The study found that high school students reported more victimisation than primary students; that students reporting greater resilience; experienced less distress regarding bullying; that relatedness demonstrated a stronger negative correlation than mastery with distress levels to bullying; that students exhibiting greater emotional reactivity engaged in more bullying behaviour compared to others; and that a younger group exhibited greater resilience levels compared to an older group. The results support an evolutionary psychology view of bullying and suggest an operational definition of bullying in terms of power differentials within a relational context. Further examination and development of a resilience-based intervention model focused on developing a sense of relatedness is supported. 相似文献
3.
Research examining the relationship between bullying victimization and social anxiety has mainly been conducted in Western countries, and little is known about the mechanisms underlying this relationship. This study explores the correlation between bullying victimization and social anxiety in a Chinese context and determines the moderating roles of psychological suzhi (a mental quality characterized by being steady, essential and implicit that affects adaptive, developmental, and creative behavior) and trait resilience among victims of bullying. Data were obtained from a stratified sample of 1903 children in the fourth, fifth, and sixth grades. All participants completed measures of bullying victimization, social anxiety, trait resilience, and psychological suzhi. The results indicated that, after controlling for grade, residential area, and parental marital status, bullying victimization positively predicted children’s social anxiety. In addition, multi-group analysis suggested that the association in girls was stronger relative to that observed in boys. Regarding underlying processes, trait resilience moderated the effect of bullying victimization on social anxiety only in girls. Further assessment of the latent interaction effects indicated that the protective effect of trait resilience was stronger for girls experiencing high, relative to low, levels of bullying victimization, and psychological suzhi buffered against the detrimental effects of bullying on children’s social anxiety. Most notably, unlike the moderating effect of resilience, the buffering effect of psychological suzhi against social anxiety was most prominent when bullying victimization was low. Findings underscore the importance of enhancing trait resilience and psychological suzhi in interventions designed to reduce children’s social anxiety. 相似文献
4.
This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents’ grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants. 相似文献
5.
The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools
Phillip T. Slee Jury Mohyla 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):103-114
Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools. Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described. Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years. Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying. Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools. Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools. 相似文献
6.
The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated. 相似文献
7.
Robert Savage 《Educational Psychology in Practice》2005,21(1):23-36
This study involved perceptions of bullying in six Year 7 children attending a speech and language base part‐time and the perceptions of their mainstream peers without speech and language problems. Base‐taught children and mainstreamed peers completed a bullying questionnaire and a social inclusion survey. Base‐taught children with language difficulties rated themselves three times more likely to be bullied than mainstream peers. Half of these base children, however, rated bullying as rare. These two sub‐groups differed on the number of peers willing to “hang out” with them, suggesting language difficulties and attendance at a segregated language base together are a “risk factor” for bullying whereas peer‐acceptance may be a “protecting factor”. An intervention helping children to use a “fogging” technique did not reduce bullying perceptions. It is suggested that inclusion‐oriented ecological interventions are more likely to encourage friendships and social acceptance among the wider peer group and thus may be the most effective interventions to prevent bullying. 相似文献
8.
Jessica E. Valle Lucia C. A. Williams Ana C. Stelko-Pereira 《Psychology in the schools》2020,57(6):868-883
A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed, indicating that the interventions had the reduction of bullying prevalence as main goal, and secondary goals as improvements in reporting bullying occurrences, bullying identification, and attitudes toward bullying. Six interventions had experimental designs, five were quasiexperimental, and six were preexperimental. Data collection in 14 studies involved exclusively students, in two studies measurements also encompassed teachers, and one study applied questionnaires to parents only. Intervention effects on bullying prevalence were inconsistent, with eight studies finding significant decreases in bullying involvement, while seven studies did not show significant effects on bullying prevalence or found negative results, such as an increase of its prevalence. However, the interventions had significant positive effects on increasing the reporting of bullying occurrences, attitudes toward bullying, and perceived peer and teacher intervention. Thus, whole-school antibullying interventions, incorporating multiple strategies and targeting multiple individuals, should be encouraged to address the complexity of bullying. 相似文献
9.
Christina Salmivalli 《理论付诸实践》2014,53(4):286-292
This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization. 相似文献
10.
Surveys were carried out to assess the UK government’s anti‐bullying pack Don’t suffer in silence in 1996 (after the first edition) and 2002 (after the second edition), to investigate what schools are doing about bullying, and the effect of anti‐bullying policies becoming a legal requirement. Schools in England were approached, randomly but within the constraint of having a spread across geographical regions. In 1996 109 schools and in 2002 148 schools were asked about school policy, interventions, and bullying frequency. Most schools moved from having a bullying policy as part of a broader policy on behaviour and discipline, to having a separate anti‐bullying policy. More schools attempted to survey the extent of bullying and there were changes in the use of particular interventions. Most interventions were rated as moderately useful. Some variations in use and satisfaction between different school levels were found. The implications of anti‐bullying work at schools and its success are discussed. 相似文献
11.
Lindsey M. O'Brennan Catherine P. Bradshaw Anne L. Sawyer 《Psychology in the schools》2009,46(2):100-115
Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
12.
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self‐efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self‐efficacy in bullying interventions and the probability that they will intervene is investigated using self‐reported real‐life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real‐life experiences to promote teachers' self‐efficacy beliefs and increase the probability of teacher intervention. 相似文献
13.
Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted. 相似文献
14.
Hollie Byrne Barbara Dooley Amanda Fitzgerald Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes. 相似文献
15.
16.
This study formed the second wave of a longitudinal research project examining bullying from the students’ perspective. A sample of 877 Swedish 13‐year‐olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults’ response to bullying. In their definitions, girls were more likely than boys to include the victims’ experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a set of repeated actions. Assigning responsibility for the bullying to the bully was more common among girls and bullied adolescents than among boys and non‐bullied adolescents. Furthermore, among bullied adolescents, 23% had not told anyone about the bullying and 35% had not received any help. 相似文献
17.
In the present study, we tested the mediating role of moral disengagement in the effect of childhood maltreatment on bullying and defending. We also examined whether the mediating effect of moral disengagement differed between girls and boys, early and middle adolescents, as well as only and non-only children. Five hundred and fifty-two Chinese adolescents participated in this study. The results indicated that the prevalence rates of physical abuse, physical neglect, emotional abuse, and emotional neglect were 4.0%, 40.0%, 10.5%, and 27.9%, respectively. Path analysis showed that moral disengagement partially mediated the relation between childhood maltreatment and bullying, but did not mediate the relation between childhood maltreatment and defending. Moreover, multi-group analyses indicated that no significant path in the final model differed by gender. However, early adolescents exposed to high levels of childhood maltreatment were more likely to engage in bullying and less likely to engage in defending than middle adolescents, and early adolescents with high levels of moral disengagement were more likely to engage in bullying than middle adolescents. Compared to non-only children, only children exposed to high levels of childhood maltreatment were more likely to score higher on moral disengagement and less likely to engage in defending. 相似文献
18.
This paper examines the utility of the Differential Impact Theory for child protection practitioners who work in humanitarian settings, with a focus on war-affected children. A primary advantage of DIT is that it focuses efforts to strengthen children's resilience on improving children's social ecologies at different levels. This ecological focus is more likely to address the sources of children's suffering and resilience and also helps to avoid the problems associated with an individualized focus. It also shows how DIT provides a differentiated view of war-affected children and stimulates multiple interventions at different ecological levels, avoiding the common error of taking a one size fits all approach to intervention. In keeping with DIT, it suggests that child protection practice would benefit from addressing macro-level risks such as poverty and discrimination that are drivers of various harms to children and from more systematic linkages between macro- and micro-levels. It concludes that DIT serves as a critical lens for viewing current work on child protection in humanitarian settings and also for illuminating ways to develop more comprehensive supports for children's resilience. 相似文献
19.
Laura Repo Nina Sajaniemi 《Early Years: An International Journal of Research and Development》2015,35(1):5-21
Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level. 相似文献
20.
John Fenaughty 《Sex education》2013,13(6):627-643
ABSTRACTIn 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks. The article begins by integrating key concepts from the bullying research literature with pedagogical theory to offer a theoretical framework to support the ‘evidenced-based’ approach it advocates. Next, with reference to a case-study, the guidelines are reconceptualised and appended to form an eight-step process to guide resource design and production. The article concludes by noting the central importance of robust consultation and collaboration alongside a strong pedagogical theoretical framework as key foundations for successful classroom resource interventions. 相似文献