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[Association between physical violence, consumption of alcohol and other drugs, and bullying among Brazilian adolescents]
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- Individual and class moral disengagement in bullying among elementary school children.
- Abstract
- The emotional impact of bullying and cyberbullying on victims: a European cross-national study.
[Association between physical violence, consumption of alcohol and other drugs, and bullying among Brazilian adolescents].[Article in Portuguese] Andrade SS, Yokota RT, Sá NN, Silva MM, Araújo WN, Mascarenhas MD, Malta DC. SourceFaculdade de Saúde Pública, Universidade de São Paulo, Brasil. silvania.andrade@usp.br AbstractThis study aimed to identify the association between alcohol and drug consumption and bullying on the one hand and involvement in situations of physical violence among adolescents 13 to 15 years in public and private schools in State capitals and the Federal District of Brazil. The study analyzed data from the National School Health Survey (PeNSE) for the year 2009. Data analysis used logistic regression. Prevalence of involvement in physical violence was 12.9% more common in boys than girls. Both genders showed associations between physical violence or being a victim ofbullying and use of illegal drugs, plus the heightened effect of the combined consumption of alcohol and other drugs. In boys, alcohol consumption showed a significant association with physical violence. Having the father or both parents living at home was inversely associated with physical violence in girls. Knowledge of factors associated with physical violence among adolescents is important for supporting health promotion strategies and a culture of peace, thereby counteracting the idea of taking teenage violence for granted. Aggress Behav. 2012 Sep-Oct;38(5):378-88. doi: 10.1002/ab.21442. Epub 2012 Jul 9. Individual and class moral disengagement in bullying among elementary school children.Pozzoli T, Gini G, Vieno A. SourceDepartment of Developmental and Social Psychology, University of Padua, Padova, Italy. tiziana.pozzoli@unipd.it AbstractA cross-sectional study from a sample of 663 elementary school children assessed the four sets of moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting the consequences, blaming/dehumanizing the victim) at both the individual and the class level. Additionally, an analysis of the relations of these mechanisms to pro-bullying behavior was conducted. Multilevel analysis showed a significant relationship between cognitive restructuring and individual pro-bullyingbehavior. Moreover, between-class variability of pro-bullying behavior was positively related to minimizing one's agentive role and blaming/dehumanizing the victim at the class level. Conversely, class disregarding/distorting the consequences was negatively associated with between-class variation in the outcome behavior. Implications for understanding the role of morality in children's bullying are discussed. Aggress Behav. 2012 Sep-Oct;38(5):342-56. doi: 10.1002/ab.21440. Epub 2012 Jul 10. The emotional impact of bullying and cyberbullying on victims: a European cross-national study.Ortega R, Elipe P, Mora-Merchán JA, Genta ML, Brighi A, Guarini A, Smith PK, Thompson F, Tippett N. SourceDepartment of Psychology, University of Córdoba, Spain. ed1orrur@uco.es AbstractPast research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying. Arch Pediatr Adolesc Med. 2012 Sep 3:1-7. doi: 10.1001/archpediatrics.2012.790. [Epub ahead of print] Bullying Involvement and Autism Spectrum Disorders: Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder.Sterzing PR, Shattuck PT, Narendorf SC, Wagner M, Cooper BP. AbstractOBJECTIVES To produce nationally representative estimates for rates of bullying involvement among adolescents with an autism spectrum disorder (ASD), to compare population estimates with adolescents who have other developmental disabilities, and to identify social ecological correlates ofbullying involvement. DESIGN Nationally representative surveys from 2001. SETTING United States. PARTICIPANTS Parents of adolescents with an ASD, principals of the schools they attended, and staff members most familiar with their school programs. MAIN EXPOSURE Autism spectrum disorders. MAIN OUTCOME MEASURES Parent report of victimization, perpetration, and victimization/perpetration within the past school year. RESULTS The prevalence rates of bullying involvement for adolescents with an ASD were 46.3% for victimization, 14.8% for perpetration, and 8.9% for victimization/perpetration. Victimization was related to having a non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Correlates of perpetration included being white, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being white non-Hispanic, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. CONCLUSIONS School-based bullyinginterventions need to target the core deficits of ASD (conversational ability and social skills) and comorbid conditions (eg, attention-deficit/hyperactivity disorder). Future bullying interventions also need to address the higher rates of victimization that occur in general education settings by increasing social integration into protective peer groups and increasing the empathy and social skills of typically developing students toward their peers with an ASD. J Abnorm Child Psychol. 2012 Sep 6. [Epub ahead of print] 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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