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- [The presence of callous/unemotional traits among students in different roles of bullying .]
- [The bullied who bullies: the reciprocal relationship between victim and aggressor in workplace bullying situations].
- Source Universidad Complutense de Madrid. alfredo.rodriguez@psi.ucm.es Abstract
- [The BASYS observation system for the analysis of aggressive behavior in classroom-settings].
[Violence in schools, adolescents suffering].[Article in French] Szombat M, François A. SourceService de Pédopsychiatrie, H.U.D.E.R.F. maya.szombat@ulb.ac.be AbstractThe schoolbullying is a neologism which designates " a long-term violence, physical or psychological, perpetrated by one or more attackers (bully) against a victim (bullied) in a relationship of domination "(C. Blaya). This term is primarily used to describe repeated harassment behavior in schools. This phenomenon concerns one child out of seven in schools. Difficult to detect, it can have more or less serious psychological impacts (medium or long-term effects), such as dropout or anxious school refusal, loss of self esteem, major depressive disorder, suicide, eating disorders and leakage to substance abuse or alcohol. Its therapeutic follow-up is multidisciplinary and difficult. The aim of this paper is to draw the attention of health professionals to these new phenomena of violence in order to detect them as early as possible and thus provide optimal care. Psychiatr Hung. 2012;27(5):350-360. [The presence of callous/unemotional traits among students in different roles of bullying.][Article in Hungarian] Nagy I, Pataky N, Szklenárik P, Körmendi A. SourceDebreceni Egyetem, Pszichologiai Intezet, Pedagogiai Pszichologia Tanszek, Debrecen, Hungary, E-mail: rihmerz@kut.sote.hu. AbstractBackground:The phenomenon of bullying in the schools is more frequent in our country and abroad too. The bullying behaviour is a persistent, intentional harm of others where the balance of power between the participants is uneven.Researches about school bullying has provided many useful information regarding prevention and treatment of bullying but only the few of them takes an interest in the personality traits in bullies which can increase the appearance of the agressive, bullying behaviour.The callous/unemotional traits get a growing role in the explanation and understandig of aggressive behaviour. In case of the presence of callous/unemotional traits a special emotional (lack of guilt, shallow emotions) and interpesonal style (use of proactive agression and absence of responsibility) can be observed in children. Aim: The purpose of our study was to measure the callous/unemotional traits between the different groups determined by the role they play in the bullying. We assume that the presence of callous/unemotional traits are significantly more typical within the group of Bullies than the other groups. Sample:Our sample consisted of 117 elementary school students (6th-8th grade). Method: To examine the roles of bullying we used the Bullying Questionniare. The questionnaire consist 23 items, it was developed to determine the role of students and involvement in the process of bullying. To measure callous/ unemotional traits we used the Inventory of Callous Unemotional Traits (ICU) developed by Frick which measure the factors of callous unemotional traits along 24 items. Results: According to our results the group of Bullies scored significantly higher in all three factors of the Inventory of Callous Unemotional Traits compared to other groups. Treatment of callous/unemotional features may reduce the occurrence of bullying. Psicothema. 2012;24(3):358-63. [The bullied who bullies: the reciprocal relationship between victim and aggressor in workplace bullyingsituations].[Article in Spanish] Rodríguez Muñoz A, Moreno Jiménez B, Baillien E, Sanz Vergel AI, Moreno López Y. SourceUniversidad Complutense de Madrid. alfredo.rodriguez@psi.ucm.es AbstractThe aim of this study was to explore longitudinal relationships between organizational factors (workload and procedural justice) and targets and perpetrators of workplace bullying. We compared several causal models (baseline or stability, normal, reversed and reciprocal models). The sample comprised 286 employees from two companies in Madrid, and we used a time-lag of one year. Results of structural equation modeling analyses showed that reciprocal model fit the data the best. We found that T1 workload was related positively to T2 target of bullying, and T1 procedural justice was related negatively to T2 target of bullying. There was a significant reverse effect of T1 target of bullying on T2 workload. Furthermore, we found a reciprocal relationship between being the target and the perpetrator of bullying. Overall, these findings emphasize the need to extend the traditional causal models of workplace bullying to more dynamic approaches. Psicothema. 2012;24(3):364-70. [The BASYS observation system for the analysis of aggressive behavior in classroom-settings].[Article in Spanish] Wettstein A. SourcePädagogische Hochschule Bern, Suiza. alexander.wettstein@phbern.ch AbstractEducational or therapeutic measures of aggressive student behavior are often based on the judgments of teachers. However, empirical studies show that the objectivity of these judgments is generally low. In order to assess aggressive behavior in classroom settings, we developed a context-sensitive observational system. The observation system exists in a version for teachers in action as well as a version for the uninvolved observer. The teacher version allows categorizing aggressive behavior while teaching. The aim is to differentiate the perception and the judgments of teachers, so that the judgments can serve as trustable diagnostic information. The version for an independent observer, in addition, contains categories to collect information about the context in which aggressions take place. The behavior observation system was tested in four field-studies in regular and special classes. The empirical results show that, after training, teachers were able to make objective observations, and that aggressive behavior depends to a large extent on situational factors. The system allows identification of problematic people-environment relationships and the derivation of intervention measures. PLoS One. 2012;7(7):e38619. doi: 10.1371/journal.pone.0038619. Epub 2012 Jul 18. 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