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Children's Physiological and Emotional Reactions to Witnessing Bullying Predict Bystander Intervention
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- Pathways Between Childhood Victimization and Psychosis-like Symptoms in the ALSPAC Birth Cohort.
- Relationships between bullying , school climate, and student risk behaviors.
- Presentation and management of school bullying and the impact of anti- bullying strategies for pupils: a self-report survey in London schools.
- OBJECTIVES
- STUDY DESIGN
- CONCLUSIONS
Children's Physiological and Emotional Reactions to Witnessing Bullying Predict Bystander Intervention.Barhight LR, Hubbard JA, Hyde CT. SourceUniversity of Delaware BioAssessments. AbstractStudy goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy-nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self-reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullyingintervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children. Schizophr Bull. 2012 Sep 1. [Epub ahead of print] Pathways Between Childhood Victimization and Psychosis-like Symptoms in the ALSPAC Birth Cohort.Fisher HL, Schreier A, Zammit S, Maughan B, Munafò MR, Lewis G, Wolke D. SourceMRC Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, UK; AbstractBackground:Several large population-based studies have demonstrated associations between adverse childhood experiences and later development of psychotic symptoms. However, little attention has been paid to the mechanisms involved in this pathway and the few existing studies have relied on cross-sectional assessments. Methods: Prospective data on 6692 children from the UK Avon Longitudinal Study of Parents and Children (ALSPAC) were used to address this issue. Mothers reported on children's exposure to harsh parenting and domestic violence in early childhood, and children self-reported on bullying victimization prior to 8.5 years. Presence of children's anxiety at 10 years and their depressive symptoms at 9 and 11 years were ascertained from mothers, and children completed assessments of self-esteem and locus of control at 8.5 years. Children were interviewed regarding psychotic symptoms at a mean age of 12.9 years. Multiple mediation analysis was performed to examine direct and indirect effects of each childhood adversity on psychotic symptoms. Results: The association between harsh parenting and psychotic symptoms was fully mediated by anxiety, depressive symptoms, external locus of control, and low self-esteem. Bullying victimization and exposure to domestic violence had their associations with psychotic symptoms partially mediated by anxiety, depression, locus of control, and self-esteem. Similar results were obtained following adjustment for a range of confounders and when analyses were conducted for boys and girls separately. Conclusions: These findings tentatively suggest that specific cognitive and affective difficulties in childhood could be targeted to minimize the likelihood of adolescents exposed to early trauma from developing psychotic symptoms. Sch Psychol Q. 2012 Sep;27(3):154-69. doi: 10.1037/a0029350. Epub 2012 Aug 13. Relationships between bullying, school climate, and student risk behaviors.Klein J, Cornell D, Konold T. SourceClinical and School Psychology, Curry School of Education, University of Virginia, Charlottesville, VA 22904-4270, USA. Jek4a@virginia.edu AbstractThis study examined whether characteristics of a positive school climate were associated with lower student risk behavior in a sample of 3,687 high school students who completed the School Climate Bullying Survey and questions about risk behavior from the Youth Risk Behavior Surveillance Survey (YRBS). Confirmatory factor analyses established fit for 20 items with three hypothesized school climate scales measuring (1) prevalence ofbullying and teasing; (2) aggressive attitudes; and (3) student willingness to seek help. Structural equation modeling established the relationship of these measures with student reports of risk behavior. Multigroup analyses identified differential effects across gender and race. A positive school climate could be an important protective factor in preventing student risk behavior. Public Health. 2012 Sep;126(9):782-9. doi: 10.1016/j.puhe.2012.05.001. Epub 2012 Jul 21. Presentation and management of school bullying and the impact of anti-bullying strategies for pupils: a self-report survey in London schools.Raynor S, Wylie A. SourceKing's College London, London, UK. sophieraynor@doctors.org.uk AbstractOBJECTIVES:To investigate differences in the presentation and management of bullying in two London boroughs, one with high levels of deprivation and the other with low levels of deprivation; and to explore pupils' views on successful approaches to tackle bullying. STUDY DESIGN:Problems associated with bullying in childhood can manifest with mental disorders, depression and poorer perceived health in adulthood. However, despite the recent development of anti-bullying policies within schools, bullying remains a significant issue for many pupils. An original self-report survey was undertaken to investigate this important area. METHOD:A web-based questionnaire was undertaken with pupils from year 8 (aged 12-13 years) at four secondary schools in London. The study was approved by King's College London Research Ethics Committee. RESULTS:In total, 304 pupils completed the questionnaire, 55% of whom were affected by bullying at their school. Deprivation had no impact on the prevalence of pupils involved in a bullying culture. School membership is the most important independent factor for determining bullying. CONCLUSIONS:Policy could be aimed at changing pupils' views on dealing with bullying, and it is vital that policies and practices around bullyingare active and alive and do not become 'file fodder'. Nurse Educ. 2012 Sep;37(5):192-7. doi: 10.1097/NNE.0b013e318262eb2b. 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:
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