[Psychological consequences of severe overweight in teenagers]
Online and offline peer led models against bullying and cyberbullying
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- Investigating legal aspects of cyberbullying.
- Traditional versus internet bullying in junior high school students.
- Self-injury among early adolescents: identifying segments protected and at risk(*).
- BACKGROUND
- METHODS
- RESULTS
- CONCLUSION
Online and offline peer led models against bullying and cyberbullying.Palladino BE, Nocentini A, Menesini E. SourceDipartamento di Psicologia, University of Florence, 50135 Florence, Italy. benedetta_palladino@yahoo.it AbstractThe aim of the present study is to describe and evaluate an ongoing peer-led model against bullying and cyberbullying carried out with Italian adolescents. The evaluation of the project was made through an experimental design consisting of a pre-test and a post-test. Participants in the study were 375 adolescents (20.3% males), enrolled in 9th to 13th grades. The experimental group involved 231 students with 42 peer educators, and the control group involved 144 students. Results showed a significant decrease in the experimental group as compared to the control group for all the variables except for cyberbullying. Besides, in the experimental group we found a significant increase in adaptive coping strategies like problem solving and a significant decrease in maladaptive coping strategies like avoidance: these changes mediate the changes in the behavioural variables. In particular, the decrease in avoidance predicts the decrease in victimization and cybervictimization for peer educators and for the other students in the experimental classes whereas the increase in problem solving predicts the decrease in cyberbullying only in the peer educators group. Results are discussed following recent reviews on evidence based efficacy of peer led models. Psicothema. 2012 Nov;24(4):640-5. Investigating legal aspects of cyberbullying.Paul S, Smith PK, Blumberg HH. SourcePsychology Department, Unit for School and Family Studies, University of London, New Cross Gate, SE14 6NW, United Kingdom. simone.paul@gold.ac.uk AbstractIn the UK schools are required by law to protect students from bullying; the responsibility of teachers to govern such behaviour has been extended outside the school setting to include cyberbullying. In this investigation, cyberbullying in secondary education is explored from the student perspective using a qualitative method of enquiry. Reported awareness and understanding about the legal aspects of cyberbullying are investigated; consideration is given to legislation, cybercrime, children's rights, school sanctions and safeguarding responsibilities. A total of 197 male and female students aged between 11 and 14 years old participated. Despite the availability of information on guidelines and legislation at national, local, and school level, this does not appear to have reached ground level of the individual student. There is a considerable gap between what students should know and what they report to be aware of with regard to legal aspects of cyberbullying. To address concerns of keeping up with the pace of change in cyberbullying, a collaborative approach is required with young people and adults sharing expertise. Matern Child Health J. 2012 Nov;16(8):1625-35. doi: 10.1007/s10995-012-0989-8. Traditional versus internet bullying in junior high school students.Gofin R, Avitzour M. SourceDepartment of Health Promotion, Social and Behavioral Health, College of Public Health, University of Nebraska Medical Center, Omaha, NE, USA, rosa.gofin@unmc.edu. AbstractTo examine the prevalence of traditional and Internet bullying and the personal, family, and school environment characteristics of perpetrators and victims. Students (12-14 years old) in 35 junior high schools were randomly selected from the Jerusalem Hebrew (secular and religious) and Arab educational system (n = 2,610). Students answered an anonymous questionnaire, addressing personal, family, and school characteristics. Traditionalbullying and Internet bullying for perpetrators and victims were categorized as either occurring at least sometimes during the school year or not occurring. Twenty-eight percent and 8.9 % of students were perpetrators of traditional and Internet bullying, respectively. The respective proportions of victims were 44.9 and 14.4 %. Traditional bullies presented higher Odds Ratios (ORs) for boys, for students with poor social skills (those who had difficulty in making friends, were influenced by peers in their behavior, or were bored), and for those who had poor communication with their parents. Boys and girls were equally likely to be Internet bullies and to use the Internet for communication and making friends. The OR for Internet bullyingvictims to be Internet bullying perpetrators was 3.70 (95 % confidence interval 2.47-5.55). Victims of traditional bullying felt helpless, and victims of traditional and Internet bullying find school to be a frightening place. There was a higher OR of Internet victimization with reports of loneliness. Traditional bully perpetrators present distinctive characteristics, while Internet perpetrators do not. Victims of traditional and Internet bullying feel fear in school. Tailored interventions are needed to address both types of bullying. J Sch Health. 2012 Nov;82(12):537-47. doi: 10.1111/j.1746-1561.2012.00734.x. Self-injury among early adolescents: identifying segments protected and at risk(*).Alfonso ML, Kaur R. SourceAssistant Professor of Community Health, (malfonso@georgiasouthern.edu), Jiann Ping-Hsu College of Public Health, Georgia Southern University, PO Box 8015, Statesboro, GA 30458. DrPH Student, (ravneet_kaur@georgiasouthern.edu), Community Health Behavior and Education Area, Jiann Ping-Hsu College of Public Health, Georgia Southern University, PO Box 8015, Statesboro, GA 30458. AbstractBACKGROUND:Self-injury has been described as a "silent school crisis," reflecting insufficient knowledge, confusion, lack of effective interventions, and the tendency for adults and youth to shy away from dealing directly with the issue. This purpose of this study was to identify distinct subgroups of youth who may be at increased risk of or reduced risk of nonsuicidal self-injury (NSSI). METHODS:The middle-school Youth Risk Behavior Survey was administered in 8 district public middle schools in a large, southeastern county in Florida. A final sample size of 1748, representing approximately 92% of participants who self-reported attendance at 1 of the 8 middle schools (N = 1907) and 74% of the 2350 surveys originally distributed, was used in this study. Chi-squared automatic interaction detection (CHAID) was used to identify distinct segments at risk for or protected from NSSI. RESULTS:CHAID analyses suggested large groups of youth at risk for (and not at risk) having ever tried self-injury including suicidal tendencies, substance use, low belief in life possibilities, and exposure to peer self-injury. Protective factors identified included having low to zero levels of suicidal tendencies, high belief in life possibilities, lack of substance use, and not being a victim of bullying. CONCLUSION:Engaging adolescents in prevention programs at early stage can reduce the chances of suicidal behavior as well as physical injury. Schools should take the lead in advocating for the development of evidence-based interventions that are capable of addressing factors that contribute to self-injury at multiple levels of youth's environments. J Nerv Ment Dis. 2012 Nov;200(11):954-61. doi: 10.1097/NMD.0b013e3182718aa1. 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