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Yüksel AŞ, Palmer SB, Argyri EK, Rutland A. When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion. Front Psychol 2022; 13:833589. [PMID: 36110281 PMCID: PMC9468897 DOI: 10.3389/fpsyg.2022.833589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Accepted: 08/01/2022] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- Ayşe Şule Yüksel
- Department of Psychology, University of Exeter, Exeter, United Kingdom
- *Correspondence: Ayşe Şule Yüksel,
| | - Sally B. Palmer
- Graduate School of Education, University of Exeter, Exeter, United Kingdom
| | | | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
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Mehari K, Doty J. Bullying Conceptualization in Context: Research and Practical Implications. Hum Dev 2021. [DOI: 10.1159/000516839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Marucci E, Oldenburg B, Barrera D, Cillessen AHN, Hendrickx M, Veenstra R. Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12455] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Eleonora Marucci
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Beau Oldenburg
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Davide Barrera
- Department of Cultures, Politics and Society (CPS) University of Turin Turin Italy
- Collegio Carlo AlbertoUniversity of Turin Turin Italy
| | | | - Marloes Hendrickx
- Eindhoven School of Education Eindhoven University of Technology Eindhoven The Netherlands
- Department of Education Utrecht University Utrecht The Netherlands
| | - René Veenstra
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
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Cullerton-Sen C, Crick NR. Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086280] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Leff SS, Power TJ, Manz PH, Costigan TE, Nabors LA. School-based Aggression Prevention Programs for Young Children: Current Status and Implications for Violence Prevention. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2001.12086120] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Stephen S. Leff
- Children's Seashore House of The Children's Hospital of Philadelphia, and University of Pennsylvania School of Medicine
| | - Thomas J. Power
- Children's Seashore House of The Children's Hospital of Philadelphia, and University of Pennsylvania School of Medicine
| | - Patricia H. Manz
- Children's Seashore House of The Children's Hospital of Philadelphia, and University of Pennsylvania School of Medicine
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Leff SS, Power TJ, Costigan TE, Manz PH. Assessing the Climate of the Playground and Lunchroom: Implications for Bullying Prevention Programming. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086209] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Stephen S. Leff
- The Children's Hospital of Philadelphia and The University of Pennsylvania School of Medicine
| | - Thomas J. Power
- The Children's Hospital of Philadelphia and The University of Pennsylvania School of Medicine
| | - Tracy E. Costigan
- The Children's Hospital of Philadelphia and The University of Pennsylvania School of Medicine
| | - Patricia H. Manz
- The Children's Hospital of Philadelphia and The University of Pennsylvania School of Medicine
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Espelage DL, Swearer SM. Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here? SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086206] [Citation(s) in RCA: 262] [Impact Index Per Article: 52.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Tolmatcheff C, Hénoumont F, Klée E, Galand B. Stratégies et réactions des victimes et de leur entourage face au harcèlement scolaire : une étude rétrospective. PSYCHOLOGIE FRANCAISE 2019. [DOI: 10.1016/j.psfr.2018.09.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Guy A, Lee K, Wolke D. Comparisons Between Adolescent Bullies, Victims, and Bully-Victims on Perceived Popularity, Social Impact, and Social Preference. Front Psychiatry 2019; 10:868. [PMID: 31824358 PMCID: PMC6883422 DOI: 10.3389/fpsyt.2019.00868] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2019] [Accepted: 11/04/2019] [Indexed: 11/13/2022] Open
Abstract
This study investigated the effect of bullying role, i.e., bully, victim, and bully-victim, on three measures of peer status; perceived popularity, social preference, and social impact. In addition to completing peer nominations for these measures of peer status, adolescents (n = 2,721) aged 11 to 16 years from 5 secondary schools completed an online survey that assessed bullying involvement (self- and peer-reported), self-esteem, and behavioral difficulties. Compared to uninvolved adolescents, all bullying roles had a greater social impact. Bullies scored higher than all other roles for perceived popularity, whereas victims and bully-victims were the lowest in social preference. These significant group comparisons remained when controlling for demographic variables, behavioral difficulties, self-esteem and prosocial behavior. Overall, the perceived popularity found for bullies suggests that these adolescents are socially rewarded by peers for their victimization of others. These findings highlight the need to address the whole peer system in raising the social status of those who are victimized, whilst reducing the rewards received by bullies for their behavior.
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Affiliation(s)
- Alexa Guy
- Department of Psychology, Staffordshire University, Stoke-On-Trent, United Kingdom.,Department of Psychology, University of Warwick, Coventry, United Kingdom
| | - Kirsty Lee
- Department of Psychology, University of Warwick, Coventry, United Kingdom.,Department of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Dieter Wolke
- Department of Psychology, University of Warwick, Coventry, United Kingdom.,Warwick Medical School, University of Warwick, Coventry, United Kingdom
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Mutlu B, Yilmaz M. Child-Adolescent Teasing Scale: psychometric properties of the Turkish version. Child Adolesc Ment Health 2018; 23:283-290. [PMID: 32677296 DOI: 10.1111/camh.12250] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/03/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND The tools to measure teasing are not available in Turkish literature. This study aimed to examine the psychometric properties and performance of a Turkish version of the Child-Adolescent Teasing Scale (CATS) among a sample of Turkish children. METHODS Four hundred middle school (grades 5-6-7-8) students comprised the sample. CATS is composed of four subfactors and 32 items. Language equivalence and content validity were assessed by five experts. Psychometric testing included internal consistency reliability (Cronbach's alpha coefficient and item-total correlations), test-retest reliability, construct validity (principal component analysis via oblique rotation and confirmatory factor analysis), and variability (floor and ceiling effects). RESULTS Of the participants, 52.5% were female. Their mean age was 12.54 ± 1.11. Language equivalence and content validity were assessed by five experts. The Content Validity Index of the scale was .87. The correlation coefficient ranged between .34 and .70. Cronbach's alpha was .92 for the total scale. The test-retest correlation value was r = .87. The scale confirmatory factor analysis showed that the scale had a four-factor structure. These four factors explained 55.51% of the total variance. The reliability coefficient of the relationship between each subscale in relation to the total scores of the scale ranged from .56 to .93. CONCLUSIONS In conclusion, the Turkish version of the CATS which has good psychometric properties similar to those of the original English version is a valid and reliable tool. While the original scale has 32 items, the Turkish version of the CATS has four factors and 23 items. It can be used to assess teasing in children and adolescents.
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Pillay J. Bullying experiences and literacy achievement amongst primary school children. JOURNAL OF PSYCHOLOGY IN AFRICA 2017. [DOI: 10.1080/14330237.2017.1399549] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Jace Pillay
- South African Research Chair, Education and Care in Childhood, Faculty of Education, Johannesburg, University of Johannesburg
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Pawlowski CS, Andersen HB, Tjørnhøj-Thomsen T, Troelsen J, Schipperijn J. Space, body, time and relationship experiences of recess physical activity: a qualitative case study among the least physical active schoolchildren. BMC Public Health 2016; 16:16. [PMID: 26733382 PMCID: PMC4702379 DOI: 10.1186/s12889-015-2687-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Accepted: 12/24/2015] [Indexed: 11/16/2022] Open
Abstract
Background Increasing recess physical activity has been the aim of several interventions, as this setting can provide numerous physical activity opportunities. However, it is unclear if these interventions are equally effective for all children, or if they only appeal to children who are already physically active. This study was conducted to explore the least physically active children’s “lived experiences” within four existential lifeworlds linked to physical activity during recess: space, body, time, and relations. Methods The study builds on ethnographic fieldwork in a public school in Denmark using a combination of participatory photo interviews and participant observation. Thirty-seven grade five children (11–12 years old) were grouped in quartiles based on their objectively measured daily physical activity levels. Eight children in the lowest activity quartile (six girls) were selected to participate in the study. To avoid stigmatising and to make generalisations more reliable we further recruited eight children from the two highest activity quartiles (four girls) to participate. Results An analysis of the least physically active children’s “lived experiences” of space, body, time and relations revealed several key factors influencing their recess physical activity: perceived classroom safety, indoor cosiness, lack of attractive outdoor facilities, bodily dissatisfaction, bodily complaints, tiredness, feeling bored, and peer influence. Conclusion We found that the four existential lifeworlds provided an in-depth understanding of the least physically active children’s “lived experiences” of recess physical activity. Our findings imply that specific intervention strategies might be needed to increase the least physically active children’s physical activity level. For example, rethinking the classroom as a space for physical activity, designing schoolyards with smaller secluded spaces and varied facilities, improving children’s self-esteem and body image, e.g., during physical education, and creating teacher organised play activities during recess.
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Affiliation(s)
- Charlotte Skau Pawlowski
- Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark. .,Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark.
| | - Henriette Bondo Andersen
- Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark. .,Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark.
| | - Tine Tjørnhøj-Thomsen
- Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark. .,The National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5 A, 2, 1353, Copenhagen K, Denmark.
| | - Jens Troelsen
- Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark. .,Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark.
| | - Jasper Schipperijn
- Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark. .,Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark.
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Serdiouk M, Rodkin P, Madill R, Logis H, Gest S. Rejection and victimization among elementary school children: the buffering role of classroom-level predictors. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2015; 43:5-17. [PMID: 24292964 DOI: 10.1007/s10802-013-9826-9] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study examined features of classroom peer ecologies and teaching practices that may attenuate the prevalence of victimization and its connection to peer rejection. Participants were 1020 elementary school students from 54 classrooms and their teachers followed for one academic year. In the majority of classrooms students who were rejected in fall tended to be victimized in spring, but the strength of this association varied across classrooms. The positive relationship between rejection in the fall and victimization in the spring was stronger in classrooms where victimization was strongly centralized around specific victims in the fall. In addition, victimization in the spring was higher in classrooms that had higher levels of peer rejection in the fall, where victimization was strongly centralized in the fall, and where teachers reported making fewer efforts to reduce social status inequality. This study contributes to a growing body of research into contextual factors that may attenuate negative outcomes associated with peer rejection and reduce levels of peer harassment in elementary school.
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Affiliation(s)
- Marina Serdiouk
- Departments of Educational Psychology and Psychology, University of Illinois at Urbana-Champaign, 224 Col. Wolfe School, Mail Code 422, 403 E. Healey St., Champaign, IL, 61820, USA,
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Rose CA, Espelage DL, Monda-Amaya LE, Shogren KA, Aragon SR. Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors. JOURNAL OF LEARNING DISABILITIES 2015; 48:239-254. [PMID: 23886583 DOI: 10.1177/0022219413496279] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. In addition, increased peer social support was found to be the most significant predictor of decreased bullying, victimization, fighting, and anger for both students with SLD and students without disabilities. Educational implications include the suggestion that schools adopt multitiered antibullying programs that foster increased social supports and peer acceptance and incorporate targeted interventions for at-risk subpopulations of students.
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Addressing school bullying: Insights from theories of group processes. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1016/j.appdev.2014.11.008] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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Troop-Gordon W. The Role of the Classroom Teacher in the Lives of Children Victimized by Peers. CHILD DEVELOPMENT PERSPECTIVES 2015. [DOI: 10.1111/cdep.12106] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Duy B. TEACHERS' ATTITUDES TOWARD DIFFERENT TYPES OF BULLYING AND VICTIMIZATION IN TURKEY. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21729] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Duong J, Bradshaw CP. Using the extended parallel process model to examine teachers' likelihood of intervening in bullying. THE JOURNAL OF SCHOOL HEALTH 2013; 83:422-429. [PMID: 23586887 DOI: 10.1111/josh.12046] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2011] [Accepted: 07/12/2012] [Indexed: 06/02/2023]
Abstract
BACKGROUND Teachers play a critical role in protecting students from harm in schools, but little is known about their attitudes toward addressing problems like bullying. Previous studies have rarely used theoretical frameworks, making it difficult to advance this area of research. Using the Extended Parallel Process Model (EPPM), we examined the association between teachers' perceived threat and perceived efficacy and their likelihood of intervening in bullying situations. We also explored whether the school level at which teachers taught (elementary vs secondary), and their years of experience of working at the school moderated these associations. METHODS Data come from 1062 teachers who completed an anonymous Web-based survey regarding their attitudes and responses to bullying. Structural equation modeling and multiple group analyses were used to test the hypothesized relationships and for effect modification by teacher characteristics. RESULTS Perceived threat and efficacy were associated with teachers' likelihood of intervening in bullying situations but varied based on teachers' years of experience at their school. For less experienced teachers, perceived efficacy, but not perceived threat, was strongly associated with likelihood of intervening. For more experienced teachers, both perceived threat and perceived efficacy were significantly associated. Finally, the associations did not differ by the school level. CONCLUSION This is one of few studies examining possible predictors of teachers' likelihood of intervening in bullying situations. EPPM may inform the development of bullying interventions aiming to increase the likelihood that teachers will intervene in bullying situations.
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Affiliation(s)
- Jeffrey Duong
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Room 886, Baltimore, MD 21205, USA.
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Goldweber A, Waasdorp TE, Bradshaw CP. Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. J Sch Psychol 2013; 51:469-85. [PMID: 23870442 DOI: 10.1016/j.jsp.2013.04.004] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2011] [Revised: 04/13/2013] [Accepted: 04/24/2013] [Indexed: 11/27/2022]
Abstract
Research suggests that students who bully may perceive the school climate less favorably. Person-centered analyses were used to identify distinct groupings of bullying behaviors and related social-emotional factors (i.e., victimization, internalizing, and perception of school and bullying climate). Latent class analyses were conducted on a sample of 10,254 middle and 2509 high school students and indicated four classes in middle school (Low Involvement, Verbal, High Physical/High Verbal, and High Involvement) and three classes in high school (Low Involvement, Verbal, and High Involvement). A Low Involvement bullying class characterized most students and was related to positive adjustment, whereas a High Involvement bullying class represented the smallest proportion of the sample (1.6% middle school and 7.3% in high school). Students in the High Involvement class reported increased victimization and internalizing problems, feeling less safe and less belonging, and perceiving the school climate to be more supportive of bullying (i.e., perceiving adults' prevention and intervention efforts as ineffective). In middle school, the High Physical/High Verbal class reported significantly higher levels of victimization as compared to the Verbal class. Findings highlight heterogeneity in bullying behaviors and underscore the importance of prevention and intervention programming that addresses safety and belonging.
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Affiliation(s)
- Asha Goldweber
- SRI International, Johns Hopkins Center for the Prevention of Youth Violence, Johns Hopkins Bloomberg School of Public Health, United States.
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Godleski SA, Ostrov JM. Relational Aggression and Hostile Attribution Biases: Testing Multiple Statistical Methods and Models. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2010; 38:447-58. [DOI: 10.1007/s10802-010-9391-4] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Kert AS, Codding RS, Tryon GS, Shiyko M. Impact of the word “bully” on the reported rate of bullying behavior. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20464] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Affiliation(s)
- Jeffrey Pickens
- a Jeffrey Pickens is Professor of Psychology at St Thomas University
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Male and Female Victims of Male Bullies: Social Status Differences by Gender and Informant Source. SEX ROLES 2009. [DOI: 10.1007/s11199-009-9605-9] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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Wienke Totura CM, Green AE, Karver MS, Gesten EL. Multiple informants in the assessment of psychological, behavioral, and academic correlates of bullying and victimization in middle school. J Adolesc 2009; 32:193-211. [DOI: 10.1016/j.adolescence.2008.04.005] [Citation(s) in RCA: 70] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2007] [Revised: 03/21/2008] [Accepted: 04/21/2008] [Indexed: 11/25/2022]
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Cassidy T. Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context. SOCIAL PSYCHOLOGY OF EDUCATION 2008. [DOI: 10.1007/s11218-008-9066-y] [Citation(s) in RCA: 61] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Song SY, Stoiber KC. Children Exposed to Violence at School: An Evidence-based Intervention Agenda for the “Real” Bullying Problem. ACTA ACUST UNITED AC 2008. [DOI: 10.1080/10926790801986205] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Putallaz M, Grimes CL, Foster KJ, Kupersmidt JB, Coie JD, Dearing K. Overt and Relational Aggression and Victimization: Multiple Perspectives within the School Setting. J Sch Psychol 2007; 45:523-547. [PMID: 18836518 PMCID: PMC2184726 DOI: 10.1016/j.jsp.2007.05.003] [Citation(s) in RCA: 169] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The current study involved a comprehensive comparative examination of overt and relational aggression and victimization across multiple perspectives in the school setting (peers, teachers, observers in the lunchroom, self-report). Patterns of results involving sociometic status, ethnicity and gender were explored among 4(th) graders, with particular emphasis on girls. Controversial and rejected children were perceived as higher on both forms of aggression than other status groups, but only rejected children were reported as victims. Both European American and African American girls showed a greater tendency toward relational aggression and victimization than overt aggression or victimization. Results indicated negative outcomes associated with both relational and overt victimization and especially overt aggression for the target girl sample. Poorer adjustment and a socially unskillful behavioral profile were found to be associated with these three behaviors. However, relational aggression did not evidence a similar negative relation to adjustment nor was it related to many of the behaviors examined in the current study. Implications of these results are discussed.
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Affiliation(s)
- Martha Putallaz
- Duke University Department of Psychology Box 90085 Durham, NC 27708
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Hepburn SL, DiGuiseppi C, Rosenberg S, Kaparich K, Robinson C, Miller L. Use of a teacher nomination strategy to screen for autism spectrum disorders in general education classrooms: a pilot study. J Autism Dev Disord 2007; 38:373-82. [PMID: 17661165 PMCID: PMC4419575 DOI: 10.1007/s10803-007-0404-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2006] [Accepted: 05/24/2007] [Indexed: 12/27/2022]
Abstract
Given a rising prevalence of autism spectrum disorders (ASD), this project aimed to develop and pilot test various teacher nomination strategies to identify children at risk for ASD in a timely, reliable, cost-effective manner. Sixty participating elementary school teachers evaluated 1323 children in total. Each teacher nominated students who most fit a description of ASD-associated characteristics, and completed the Autism Syndrome Screening Questionnaire (ASSQ) on every child in the classroom. The proportion of overall agreement between teacher nomination and ASSQ was 93-95%, depending upon the nomination parameters. Nomination required 15 min per class versus 3.5-5.5 h per class for the ASSQ. These results support the need for further study of teacher nomination strategies to identify children at risk for ASD.
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Murray-Close D, Ostrov JM, Crick NR. A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems. Dev Psychopathol 2007; 19:187-203. [PMID: 17241490 DOI: 10.1017/s0954579407070101] [Citation(s) in RCA: 162] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Trajectories of relational aggression were examined in a large, diverse sample of fourth-grade students. Hierarchical linear modeling was used to examine relational aggression over 1 calendar year. The results indicated that relational aggression increased in a linear fashion for girls over the course of the study. In addition, increases in friend intimate exchange were associated with time-dependent increases in relational aggression among girls only. Relational aggression and internalizing "tracked" together across the course of the study. Overall, the findings suggest relational aggression becomes increasingly common among elementary school girls, and girls' close, dyadic relationships may fuel relationally aggressive behavior in some contexts. Finally, the results indicate that relational aggression trajectories are dynamically associated with maladjustment.
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Twemlow SW, Fonagy P, Sacco FC. The Role of the Bystander in the Social Architecture of Bullying and Violence in Schools and Communities. Ann N Y Acad Sci 2006; 1036:215-32. [PMID: 15817740 DOI: 10.1196/annals.1330.014] [Citation(s) in RCA: 102] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The bystander is defined as an active and involved participant in the social architecture of school violence, rather than a passive witness. Bullying is redefined from a triadic (bully-victim-bystander) rather than dyadic (bully-victim) perspective. Teachers, including administrators, and students can promote or ameliorate bullying and other forms of violence when in this social role. Cases are used to illustrate this phenomenon, including one in which a teacher is murdered. Data are presented from a study of teachers' perceptions of other teachers who bully students, suggesting that bullying of students by teachers and bullying of teachers by students is a factor in the aggravation of school bullying and violence that needs to be more openly discussed. An intervention in nine elementary schools involving 3,600 students is outlined to illustrate how a focus on reflective mentalizing and awareness of the importance of the helpful bystander role can promote a peaceful school-learning environment for students and teachers. The paper concludes with an outline for research into how communities and schools adopt bystanding roles when faced with complex problems like youth violence, and how they may avoid facing the problems by blaming law enforcement and educators.
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Affiliation(s)
- Stuart W Twemlow
- Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX 77280, USA.
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Robinson JH, Clay DL. Potential school violence: Relationship between teacher anxiety and warning-sign identification. PSYCHOLOGY IN THE SCHOOLS 2005. [DOI: 10.1002/pits.20100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Newman RS, Murray BJ. How Students and Teachers View the Seriousness of Peer Harassment: When Is It Appropriate to Seek Help? JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.3.347] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Leff SS, Costigan T, Power TJ. Using participatory research to develop a playground-based prevention program. J Sch Psychol 2004. [DOI: 10.1016/j.jsp.2003.08.005] [Citation(s) in RCA: 71] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Ladd GW, Kochenderfer-Ladd B. Identifying victims of peer aggression from early to middle childhood: analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychol Assess 2002; 14:74-96. [PMID: 11911051 DOI: 10.1037/1040-3590.14.1.74] [Citation(s) in RCA: 257] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Two studies were conducted to investigate cross-informant measures of children's peer victimization. In Study 1, self- and peer reports of victimization were compared for 197 children from Kindergarten (M age = 5.73) to Grade 4. Before Grade 2, peer reports were less reliable than self-reports and were poor estimators of relational adjustment. In Study 2, single- versus multiple-informant (self, peer, teacher, parent) victimization measures were compared for 392 children across grades 2 (M age = 8.73) to 4. Results indicated that (a) data from the four informants were reliable and increasingly concordant over time, (b) no single-informant measure proved to be the best predictor of relational adjustment, and (c) a multi-informant composite measure yielded better estimates of relational adjustment than any single-informant measure.
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Affiliation(s)
- Gary W Ladd
- Department of Family and Human Development, Arizona State University, P.O. Box 872502, Tempe, Arizona 85287-2502, USA.
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