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Identifying Bully Victims: Definitional Versus Behavioral Approaches
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- Violent Online Games Exposure and Cyberbullying/Victimization Among Adolescents.
- Weight-Based Victimization: Bullying Experiences of Weight Loss Treatment-Seeking Youth.
- Gender effects in bullying : Results from a national sample.
- Bullying Climate and School Engagement in Ninth-Grade Students.
- BACKGROUND
- CONCLUSION
- Source Department of Psychology, University of Chester, Chester CH1 4BJ, UK. Electronic address: m.boulton@chester.ac.uk. Abstract
- The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions.
- Challenging homophobia and heterosexism through storytelling and critical dialogue among Hong Kong Chinese immigrant parents in Toronto.
- Appearance-related bullying and skin disorders.
- The experiences of parents who report youth bullying victimization to school officials.
- Validation of a brief stigma-by-association scale for use with HIV/AIDS-affected youth in South Africa.
Identifying Bully Victims: Definitional Versus Behavioral Approaches.Green JG, Felix ED, Sharkey JD, Furlong MJ, Kras JE. AbstractSchools frequently assess bullying and the Olweus Bully/Victimization Questionnaire (BVQ; Olweus, 1996) is the most widely adopted tool for this purpose. The BVQ is a self-report survey that uses a definitional measurement method-describing "bullying" as involving repeated, intentional aggression in a relationship where there is an imbalance of power and then asking respondents to indicate how frequently they experienced this type of victimization. Few studies have examined BVQ validity and whether this definitional method truly identifies the repetition and power differential that distinguish bullying from other forms of peer victimization. This study examined the concurrent validity of the BVQ definitional question among 435 students reporting peer victimization. BVQ definitional responses were compared with responses to a behavioral measure that did not use the term "bullying" but, instead, included items that asked about its defining characteristics (repetition, intentionality, power imbalance). Concordance between the two approaches was moderate, with an area under the receiver operating curve of .72. BVQ responses were more strongly associated with students indicating repeated victimization and multiple forms of victimization, than with power imbalance in their relationship with the bully. Findings indicate that the BVQ is a valid measure of repeated victimization and a broad range of victimization experiences but may not detect the more subtle and complex power imbalances that distinguish bullying from other forms of peer victimization. (PsycINFO Database Record (c) 2012 APA, all rights reserved). Cyberpsychol Behav Soc Netw. 2012 Dec 19. [Epub ahead of print] Violent Online Games Exposure and Cyberbullying/Victimization Among Adolescents.Lam LT, Cheng Z, Liu X. Source1 The School of Medicine Sydney, The University of Notre Dame Australia , Darlinghurst NSW, Australia . AbstractAbstract This population-based cross-sectional survey examined the association between exposure to violent online games and cyberbullying and victimization in adolescents recruited from two large cities utilizing a stratified two-stage random cluster sampling technique. Cyberbullying and victimization were assessed by the E-victimization and E-bullying scales validated in a previous study. Exposure to violent online games was measured by self-nomination of the degree of violent content in the games played. Results indicated that the majority (74.3 percent) of respondents did not experience any cyberbullying or victimization in the last 7 days before the survey, 14.4 percent reported to be victimized via cyberspace, 2.9 percent admitted that they had bullied others, and 8.4 percent reported to be both perpetrators- and- victims. One hundred and eighty seven (15.3 percent) considered games they were playing were of moderate to severe violence. Students who had been involved in cyberbullying as well as being victimized were two times as likely to have been exposed to violent online games, and nearly four times as likely for those involved in bullying others. Exposure to violent online games was associated with being a perpetrator as well as a perpetrator-and-victim of cyberbullying. Parents and clinicians need to be aware of the potential harm of these exposures. The policy implications of results were also discussed. Pediatrics. 2012 Dec 24. [Epub ahead of print] Weight-Based Victimization: Bullying Experiences of Weight Loss Treatment-Seeking Youth.Puhl RM, Peterson JL, Luedicke J. SourceRudd Center for Food Policy and Obesity, Yale University, New Haven, Connecticut. AbstractOBJECTIVE:Few studies have comprehensively examined weight-based victimization (WBV) in youth, despite its serious consequences for their psychosocial and physical health. Given that obese and treatment-seeking youth may be highly vulnerable to WBV and its negative consequences, the current study provides a comprehensive assessment of WBV in a weight loss treatment-seeking sample.METHODS:Adolescents (aged 14-18 years; N = 361) enrolled in 2 national weight loss camps were surveyed. An in-depth assessment of WBV was conducted by using an online survey, in which participants indicated the duration, typical locations, frequent perpetrators, and forms of WBV they had experienced.RESULTS:Findings indicate that 64% of the study participants reported WBV at school, and the risk of WBV increased with body weight. Most participants reported WBV enduring for 1 year (78%), and 36% were teased/bullied for 5 years. Peers (92%) and friends (70%) were the most commonly reported perpetrators, followed by adult perpetrators, including physical education teachers/sport coaches (42%), parents (37%), and teachers (27%). WBV was most frequently reported in the form of verbal teasing (75%-88%), relational victimization (74%-82%), cyberbullying (59%-61%), and physical aggression (33%-61%). WBV was commonly experienced in multiple locations at school.CONCLUSIONS:WBV is a prevalent experience for weight loss treatment-seeking youth, even when they are no longer overweight. Given the frequent reports of WBV from adult perpetrators in addition to peers, treatment providers and school personnel can play an important role in identifying and supporting youth who may be at risk for pervasive teasing and bullying. Psychiatry Res. 2012 Dec 30;200(2-3):921-7. doi: 10.1016/j.psychres.2012.03.036. Epub 2012 Apr 11. Gender effects in bullying: Results from a national sample.Hoertel N, Le Strat Y, Lavaud P, Limosin F. SourceService de Psychiatrie, Hôpital Corentin-Celton, Assistance Publique-Hôpitaux de Paris (AP-HP), 92130, Issy-les-Moulineaux, France; Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Centre Psychiatrie et Neurosciences, Inserm U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France. Electronic address: nico.hoertel@yahoo.fr. AbstractThis study presents gender effects in sociodemographics and psychiatric correlates of bullying in the United States. Data were drawn from the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC), a nationally representative sample of U.S. adults. Face-to-face interviews of more than 43,000 adults were conducted during the 2001-2002 period. The present study compared 2460 respondents who ever bullied with 39,501 respondents who did not, stratified by gender. The prevalence of this behavior in the U.S. was significantly higher in men (8.5%) than in women (4.2%). Multivariate logistic regression analyses indicated strong associations in both genders with numerous psychiatric and addictive disorders with significant gender effects. Following adjustments for sociodemographic characteristics and other antisocial behaviors, women who ever bullied were significantly more likely to have any lifetime externalizing, including conduct disorder, as well as any lifetime internalizing spectrum disorder compared to men with such behavior. Bullying in women may be a symptom of a broader syndrome than in men, including more prevalent impairment of impulse control and more frequent affective disorders. J Sch Health. 2013 Jan;83(1):45-52. doi: 10.1111/j.1746-1561.2012.00746.x. Bullying Climate and School Engagement in Ninth-Grade Students.Mehta SB, Cornell D, Fan X, Gregory A. SourcePsychologist, (sharmila.b.mehta@gmail.com), Psychology Department, Institute of Living, 200 Retreat Avenue, Hartford, CT 06106. Clinical Psychologist and Professor of Education, (dcornell@virginia.edu), Curry School of Education, University of Virginia, 417 Emmet Street, Bavaro Hall, Charlottesville, VA 22904-4270. Dean and Professor, (xtfan@umac.mo), Faculty of Education, University of Macau, Av. Padre Tomas Pereira, Taipa, Macau, China. Assistant Professor, (annegreg@rci.rutgers.edu), Graduate School of Applied and Professional Psychology, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854-8085. AbstractBACKGROUND:Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. METHODS:Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. RESULTS:Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. CONCLUSION:Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. J Exp Child Psychol. 2013 Jan;114(1):146-60. doi: 10.1016/j.jecp.2012.05.001. Epub 2012 Jun 15. The effects of victim of bullying reputation on adolescents' choice of friends: Mediation by fear of becoming a victim of bullying, moderation by victim status, and implications for befriending interventions.Boulton MJ. SourceDepartment of Psychology, University of Chester, Chester CH1 4BJ, UK. Electronic address: m.boulton@chester.ac.uk. AbstractResearch has shown that victims of bullying fare less well on measures of peer affiliation than nonvictims, but less is known about the direction of effects and the mechanisms involved. Three linked studies addressed the latter two issues using an experimental paradigm with hypothetical vignettes (N=360). In Experiment 1, among both boys and girls and pupils in Years 7, 8, and 9 (n=120), participants were significantly less likely to (a) agree to act as a formal befriender to, (ii) believe that they would attempt to form a friendship with, and (iii) think that their peers would form friendships with a pupil new to their school if the description of the new pupil signaled that he or she had (vs. had not) been the victim of bullying in previous schools. Experiment 2 confirmed this "victim reputation" effect with a different sample (n=120) and found support for the hypothesis that it was mediated by the belief that associating with victims leads to an increased risk of becoming a victim (the "associating with victims is risky" effect). Experiment 3 (n=120) further replicated the original victim reputation effect and showed that the associating with victims is risky mediation effect was itself moderated by participants' current victim status; the effect was stronger among participants that were high (vs. low) in current victimization. The theoretical and practical implications of these results are discussed. J Child Psychol Psychiatry. 2013 Jan;54(1):46-55. doi: 10.1111/j.1469-7610.2012.02618.x. Epub 2012 Oct 11. The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions.Perren S, Ettekal I, Ladd G. SourceJacobs Center for Productive Youth Development, University of Zürich, Switzerland Department of Family and Human Development and Department of Psychology, Arizona State University, Tempe, AZ, USA. AbstractBackground: Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children's maladjustment (externalizing and internalizing problems). Methods: In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children's maladjustment (T1 and T3). Results: Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions: Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children's aggressive and delinquent behavior, whereas self-blame exacerbates victimization's effects on internalizing problems. Cult Health Sex. 2013 Jan;15(1):15-28. doi: 10.1080/13691058.2012.738310. Epub 2012 Nov 12. Challenging homophobia and heterosexism through storytelling and critical dialogue among Hong Kong Chinese immigrant parents in Toronto.Wong JP, Poon MK. Sourcea Daphne Cockwell School of Nursing, Ryerson University , Toronto , Canada. AbstractHomophobia and heterosexism are ubiquitous in Canadian society. They contribute to significant health and mental health disparities for lesbian, gay and bisexual youth and their families. Anti-homophobia efforts tend to focus on students and teachers at school. While these efforts are important, they do not reach parents, who play an important role in shaping young people's attitudes towards gender and sexuality. To eliminate bullying and victimisation associated with homophobia at school and in the community, concerted efforts are urgently needed to mobilise parents to become champions against homophobia and heterosexism. In this paper, we report on our use of storytelling and critical dialogue to engage a group of Hong Kong Chinese immigrant parents in Toronto to interrogate their values and assumptions about homosexuality. In particular, we illustrate how we use storytelling to create a liminal space whereby the narrators and listeners collaborate to create counter-discourses that challenge social domination and exclusion. We then discuss the implications of using a critical dialogical approach to integrate anti-homophobia efforts in community parenting programmes. Clin Dermatol. 2013 Jan;31(1):66-71. doi: 10.1016/j.clindermatol.2011.11.009. Appearance-related bullying and skin disorders.Magin P. SourceDiscipline of General Practice, University of Newcastle. Newbolds Bldg, University of Newcastle, University Dr, Callaghan, NSW, 2308, Australia. Electronic address: parker.magin@newcastle.edu.au. AbstractBullying encompasses verbal aggression, physical aggression, and social exclusion. It involves "harm-doing" that is carried out repeatedly, over time, and within a relationship, involving a power imbalance between the bully and the bullied. Being bullied may have considerable adverse sequelae, including psychologic or psychiatric harm. Much bullying is appearance-related, and it would be surprising if some individuals with skin disease were not bullied given the high visibility of skin diseases. The limited evidence available does suggest that individuals with skin disease, particularly those with acne, psoriasis, and atopic dermatitis, are often bullied, which can adversely affect them psychologically. J Interpers Violence. 2013 Feb;28(3):494-518. doi: 10.1177/0886260512455513. Epub 2012 Aug 27. The experiences of parents who report youth bullying victimization to school officials.Brown JR, Aalsma MC, Ott MA. Source1University of Wisconsin, Oshkosh, WI, USA. AbstractCurrent research offers a limited understanding of parental experiences when reporting bullying to school officials. This research examines the experiences of middle-school parents as they took steps to protect their bullied youth. The qualitative tradition of interpretive phenomenology was used to provide in-depth analysis of the phenomena. A criterion-based, purposeful sample of 11 parents was interviewed face-to-face with subsequent phone call follow-ups. Interviews were taped, transcribed, and coded. MAX qda software was used for data coding. In analyzing the interviews, paradigm cases, themes, and patterns were identified. Three parent stages were found: discovering, reporting, and living with the aftermath. In the discovery stage, parents reported using advice-giving in hopes of protecting their youth. As parents noticed negative psychosocial symptoms in their youth escalate, they shifted their focus to reporting the bullying to school officials. All but one parent experienced ongoing resistance from school officials in fully engaging the bullying problem. In the aftermath, 10 of the 11 parents were left with two choices: remove their youth from the school or let the victimization continue. One paradigm case illustrates how a school official met parental expectations of protection. This study highlights a parental sense of ambiguity of school officials' roles and procedures related to school reporting and intervention. The results of this study have implications in the development and use of school-wide bullying protocols and parental advocacy. AIDS Care. 2013 Feb;25(2):215-22. doi: 10.1080/09540121.2012.699668. Epub 2012 Jul 9. Validation of a brief stigma-by-association scale for use with HIV/AIDS-affected youth in South Africa.Boyes ME, Mason SJ, Cluver LD. Sourcea Department of Social Policy and Intervention, Centre for Evidence-Based Intervention , University of Oxford , Oxford , UK. AbstractAbstract This study validated a brief stigma-by-association scale for use with South African youth (adapted from the HIV Stigma-by-Association Scale for Adolescents). Participants were 723 youth (364 male, 359 female) from poor urban communities around Cape Town. Youths completed the brief stigma-by-association scale and measures of bullying victimisation and peer-problems, as well as inventories measuring symptoms of depression and anxiety. Exploratory analyses revealed that the scale consists of two subscales: (1) experience of stigma-by-association and (2) consequences of stigma-by-association. This two factor structure was obtained in the full sample and both the HIV/AIDS-affected and unaffected subgroups. The full stigma-by-association scale showed excellent reliability (α = 0.89-0.90) and reliabilities for both subscales were also good (α = 0.78-0.87). As predicted, children living in HIV/AIDS-affected households obtained significantly higher stigma-by-association scores than children in non-affected households [F(1, 693) = 46.53, p<0.001, partial η (2)=0.06] and hypothesized correlations between stigma-by-association, bullying, peer problems, depression and anxiety symptoms were observed. It is concluded that the brief stigma-by-association scale is a reliable and valid instrument for use with South African youth; however, further confirmatory research regarding the structure of the scale is required. 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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