[Psychological consequences of severe overweight in teenagers]

Intervention for aggressive victims of school bullying in Hong Kong: a longitudinal mixed-methods study

Download 2.3 Mb. Page 55/79 Date 23.04.2018 Size 2.3 Mb. #46722

Navigate this page:

• Peer-victimization during physical education and enjoyment of physical activity.
• Understanding the bullying dynamic among students in special and general education.
• Patterns of adolescent bullying behaviors: physical, verbal, exclusion, rumor, and cyber.

Intervention for aggressive victims of school bullying in Hong Kong: a longitudinal mixed-methods study. Fung AL. Source Department of Applied Social Studies, City University of Hong Kong, Kowloon, Hong Kong. annis.fung@cityu.edu.hk Abstract The distinction between aggressive and passive victims of school bullying is well documented. Aggressive victims exhibit restlessness and hot-temperedness, are easily provoked, and take revenge when irritated, whereas passive victims are quiet and timid when attacked or insulted and withdraw rather than retaliate. To date, there has been no evidence-based evaluative study examining interventions designed specifically to reduce aggressive victimization, and neither has there been an inclusive assessment screening of high-risk aggressive victims prior to intervention. This study addressed these research gaps by employing multi-stage assessment procedures and a mixed-mode methodology in a one-year longitudinal design. Data were collected from student self-reports, parent and teacher rating scales, and individual structured interviews with students, parents and teachers. A total of 269 potential high-risk aggressive victims were identified from among 5,089 schoolchildren, 68 of whom were screened out and randomly assigned to 10 treatment groups, with 39 completing a one-year follow-up study. Multivariate analysis of variance identified significant improvements in physical and verbal victimization (F(2,47, 93.99) = 10.73, p < 0.01), verbal victimization (F(2.74, 104.14) = 12.80, p < 0.01) and social exclusion scores at the three follow-up assessments compared to the pre-treatment scores, and the qualitative results were consistent, showing participants' cognition, emotion, and behavior to have been positively reconstructed by the group intervention. The consistent quantitative and qualitative results confirm that the cognitive-behavioral group therapy program reported herein is effective in reducing aggressive victims' anxious and depressed emotions and reactive cognition. Percept Mot Skills. 2012 Aug;115(1):319-24. Peer-victimization during physical education and enjoyment of physical activity. Scarpa S, Carraro A, Gobbi E, Nart A. Source Department FISPPA (Philosophy, Sociology, Education, and Applied Psychology), University of Padua, Italy. stefano.scarpa@unipd.it Abstract This study examined the relations between peer-victimization during sport practice and physical activity enjoyment. 395 students (219 boys, 176 girls) from a middle school, ages 12 to 13 years (M = 12.2), were surveyed. Few correlations between peer-victimization during sport practice and physical activity enjoyment variables were negative. Linear regression analysis was also conducted, highlighting a subtle influence of peer-victimization during practice of sports on enjoyment of physical activity. Peer-victimization during practice of sports seems to be a poor predictor of low enjoyment of physical activity. J Sch Psychol. 2012 Aug;50(4):503-20. doi: 10.1016/j.jsp.2012.04.001. Epub 2012 May 17. Understanding the bullying dynamic among students in special and general education. Swearer SM, Wang C, Maag JW, Siebecker AB, Frerichs LJ. Source Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE 68588–0345, USA. sswearer@unlserve.unl.edu Abstract Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullyingbehavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences onbullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. J Sch Psychol. 2012 Aug;50(4):521-34. doi: 10.1016/j.jsp.2012.03.004. Epub 2012 May 15. Patterns of adolescent bullying behaviors: physical, verbal, exclusion, rumor, and cyber. Wang J, Iannotti RJ, Luk JW. Source Glotech, Inc, Rockville, MD, USA. wangji2@mail.nih.gov Abstract Patterns of engagement in cyber bullying and four types of traditional bullying were examined using latent class analysis (LCA). Demographic differences and externalizing problems were evaluated across latent class membership. Data were obtained from the 2005-2006 Health Behavior in School-aged Survey and the analytic sample included 7,508 U.S. adolescents in grades 6 through 10. LCA models were tested on physical bullying, verbal bullying, social exclusion, spreading rumors, and cyber bullying behaviors. Three latent classes were identified for each gender: All-Types Bullies (10.5% for boys and 4.0% for girls), Verbal/Social Bullies (29.3% for boys and 29.4% for girls), and a Non-Involved class (60.2% for boys and 66.6% for girls). Boys were more likely to be All-Types Bullies than girls. The prevalence rates of All-Types and Verbal/Social Bullies peaked during grades 6 to 8 and grades 7 and 8, respectively. Pairwise comparisons across the three latent classes on externalizing problems were conducted. Overall, the All-Types Bullies were at highest risk of using substances and carrying weapons, the Non-Involved were at lowest risk, and the Verbal/Social Bullies were in the middle. Results also suggest that most cyber bullies belong to a group of highly aggressive adolescents who conduct all types of bullying. This finding does not only improve our understanding of the relation between cyber bullying and traditional bullying, but it also suggests that prevention and intervention efforts could target cyber bullies as a high-risk group for elevated externalizing problems. J Sch Nurs. 2012 Aug;28(4):275-83. doi: 10.1177/1059840512438617. Epub 2012 Feb 14. Directory: documents documents -> Concept stage documents -> Concept stage documents -> The great global switch-off documents -> Nonprofit grant application documents -> The Truth about the Rwandan Genocide documents -> Annual InStructional unit plan documents -> Chaos equipment included Download 2.3 Mb. Share with your friends: