[Psychological consequences of severe overweight in teenagers]
Examining Associations Between Race, Urbanicity, and Patterns of Bullying Involvement
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- Gender difference in wellbeing during school lessons among 10-12-year-old children: The importance of school subjects and student-teacher relationships.
- Bullying and cyberbullying: research and intervention at school and social contexts.
- Bullying and cyberbullying: overlapping and predictive value of the co-occurrence.
Examining Associations Between Race, Urbanicity, and Patterns of Bullying Involvement.Goldweber A, Waasdorp TE, Bradshaw CP. SourceJohns Hopkins Center for the Prevention of Youth Violence, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA, asha.goldweber@sri.com. AbstractResearch on the role of race and urbanicity in bullying involvement has been limited. The present study examined bullying involvement subgroups that relate to race, urbanicity, and the perceived reason for the bullying. Self-report data were collected from 10,254 middle school youth (49.8 % female; 62.4 % Caucasian, 19.0 % African American, and 5.6 % Hispanic) and latent class analyses were used to identify three subtypes of bullyinginvolvement: low involvement (50 %), victim (31.3 %), and bully-victim (18.7 %). Irrespective of urbanicity (urban vs. non-urban), African American youth were more likely to be members of either the victim or bully-victim classes than the low involvement class. Further exploration of the community context suggested that urbanicity was associated with the increased likelihood of having been racially bullied. Urban bully-victims were also more likely to have been bullied about money than non-urban bully-victims. Findings underscore the importance of addressing both race and urbanicity for culturally sensitive prevention programming. Scand J Public Health. 2012 Nov;40(7):605-13. doi: 10.1177/1403494812458846. Epub 2012 Oct 1. Gender difference in wellbeing during school lessons among 10-12-year-old children: The importance of school subjects and student-teacher relationships.Palsdottir A, Asgeirsdottir BB, Sigfusdottir ID. Source1Reykjavik University, Reykjavik, Iceland. AbstractAims: The aim of the study was to examine gender difference in self-reported wellbeing during school lessons among Icelandic 10-12-year-old boys and girls, in grades 5-7 in elementary schools. Also, to examine whether factors related to attitudes towards school subjects, student-teacher relationships and student-peer relationships mediated the associations between gender and wellbeing during school lessons. Methods: A cross-sectional anonymous survey was conducted among 88% (in total 11,387 participants) of all registered students aged 10-12 attending grades 5-7 in Iceland. Multivariate logistic regression was used to test main, mediation, and interaction effects. Results: Boys reported significantly less wellbeing during school lessons than girls. Not finding the subjects taught at school fun fully mediated the relationship between gender and self-reported wellbeing during school lessons. Furthermore, when not considering other school-related factors, finding the subjects at school to hard, not liking the teachers, not being praised by teachers, and being bullied in recess partially mediated the relationship between gender and self-reported wellbeing during school lessons. Conclusions: The results suggest that to improve boy's wellbeing during school lessons, making school subject more appealing to boys is of importance. Furthermore, fostering teacher-student relationships and decreasing bullying of boys in recess should be emphasised. Psicothema. 2012 Nov;24(4):603-7. Bullying and cyberbullying: research and intervention at school and social contexts.Ortega-Ruiz R, Núñez JC. SourceFacultad de Ciencias de la Educación, Universidad de Córdoba, 14004 Córdoba, Spain. ortegaruiz@uco.es AbstractSchool is the main scenario of social actions where the foundations of interpersonal relations other than those of the family are laid down; it has therefore become one of the main settings for psychoeducational research. In recent years, the phenomena of poor interpersonal relations, gratuitous and cruel aggression, the resulting victimization, and the construction of a psychopathic and inmoral personality have been the object of intense research. The monographic section presented herein aims to provide the readers of Psicothema with a series of investigations that trace the most important research lines developed in the international community on bullying and cyberbullying. Psicothema. 2012 Nov;24(4):608-13. Bullying and cyberbullying: overlapping and predictive value of the co-occurrence.del Rey R, Elipe P, Ortega-Ruiz R. SourceFacultad de Ciencias de la Educación, Universidad de Sevilla, 41013 Sevilla, Spain. delrey@us.es AbstractSeveral studies show certain co-occurrence of the traditional bullying and the cyberbullying. However, the results about relation and homogeneity among the roles of each of them are not unanimous. The present study intends to advance in the knowledge about the above-mentioned co-occurrence by exploring the dimensions of victimization and traditional aggression and cyber-victimization and cyber-aggression and by identifying its eventual directionality. A short-term longitudinal design was developed. The sample was formed by 274 adolescents, aging 12 to 18 years-old, belonging to 2 schools of Andalusia (South of Spain). In order to value the impact of bullying and cyberbullying the European Cyberbullying Intervention Project Questionnaire (ECIPQ) and the European Bullying Intervention Project Questionnaire (EBIPQ) were used. The results show important simultaneity among both phenomena and suggest that although in cyberbullying -cyber-victimization and cyber-aggression- may be predicted because of previous involvement of the subject in traditional bullying, on the contrary it does not happen. In addition, previous victimization is a risk factor for traditional bullying and for cyberbullying. Results are discussed in relation to the process and socio-group dynamics arising from thebullying and cyberbullying phenomena, and in terms of their prevention. Psicothema. 2012 Nov;24(4):634-9. 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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