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The social and emotional skills of bullies, victims, and bully-victims of Egyptian primary school children
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- Morally disengaged and unempathic: do cyberbullies fit these definitions An exploratory study.
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The social and emotional skills of bullies, victims, and bully-victims of Egyptian primary school children.Habashy Hussein M. Sourcea Department of Educational Psychology , Alexandria University , Alexandria , Egypt. AbstractThis study examined whether bullies, victims, bully-victims (who are both bullies and victims), and students who reported no or low levels of bullyingand victimization differed in their levels of social and emotional skills. Data were collected from 623 children in fifth and sixth grades from four Egyptian elementary schools; their ages ranged from 10 to 12 years. K-means cluster analysis revealed four groups: bullies (n = 138), victims (n = 178), bully-victims (n = 59), and children who were not involved in bullying behaviour (n = 248). Data were analyzed using multinomial logistic regression. The findings indicated that boys were more involved in bullying behaviour than girls, and both bullies and bully-victims were less likely to adhere to social rules and politeness than children who were not involved in bullying. Both bullies and victims were less aware of the physiological reactions of their emotions than uninvolved children, and were less able to apply social rules in social interaction. Both victims and bully-victims reported less likeability than children not involved in bullying. Verbal sharing, attending to others' emotions, and analysis of emotions did not have a statistically significant relationship with the probabilities of classifying children to any bullying group versus children not involved in bullying. Social skills were more important than emotional awareness in predicting the likelihood of classifying children in one of the three bullying groups versus children who not involved inbullying. The main conclusion is that social and emotional skills together may provide an effective means of intervention for bullying problems. Cyberpsychol Behav Soc Netw. 2012 Aug;15(8):391-8. doi: 10.1089/cyber.2012.0046. Epub 2012 Jul 23. Morally disengaged and unempathic: do cyberbullies fit these definitions? An exploratory study.Renati R, Berrone C, Zanetti MA. SourceDepartment of Humanistic Studies, Psychology Section, University of Pavia, Italy. roberta.renati@unipv.it AbstractIn recent years, the phenomenon of cyberbullying has been gaining scholars' growing interest under various aspects, including its overlap with face-to-face bullying. Nevertheless, its relationships with cognitive and affective empathy, proactive and reactive aggression, and moral disengagement, constructs that proved to be crucial in distinguishing aggressive subjects from their targets and nonaggressive peers in traditional bullying, still represent, to some extent, an unexplored domain. The main purpose of the present exploratory study was to investigate the associations between cyberbullying and the mentioned constructs among Italian adolescents. 819 high-school students (mean age 16.08) were administered a battery of standardized tools, along with Cyberties, a new instrument created to assess the prevalence of (and the type of involvement in) different forms of electronic assaults. Analyses of variance were conducted to compare four roles ("pure" bullies, "pure" victims, bully victims, and noninvolved subjects). Participants who identified themselves as cyberbullies or cyberbully victims showed significantly higher levels of overall moral disengagement and of both types of aggression. Cyberbullies also displayed a lack of affective empathy. Our findings are in line with the ones in extant literature about correlates of traditional and electronic forms of bullying. Implications for prevention strategies are discussed. Child Psychiatry Hum Dev. 2012 Aug;43(4):592-611. doi: 10.1007/s10578-012-0286-1. Experiences of school bullying among internationally adopted children: results from the Finnish Adoption (FINADO) Study.Raaska H, Lapinleimu H, Sinkkonen J, Salmivalli C, Matomäki J, Mäkipää S, Elovainio M. SourceDepartment of Child Psychiatry, Helsinki University Central Hospital, Helsinki, Finland. hanna.raaska@fimnet.fi AbstractThis study investigated the prevalence of and factors associated with school bullying and victimization among Finnish international adoptees. The Olweus bully/victim questionnaire was sent to all 9-15-year-old children adopted in Finland between 1985 and 2007 through the mediating organizations officially approved by the Ministry of Social Affairs and Health. The children were identified through official adoption organizations. The response rate in the target sample was 49.4%: the study sample consisted of 364 children (190 girls, 52.2%). The children's background factors and symptoms of reactive attachment disorder (RAD) were evaluated using a FINADO questionnaire. Their learning difficulties and social and language skills were assessed using a standardized parental questionnaire (Five to Fifteen). Of the participants, 19.8% reported victimization by peers while 8% had bullied others. Both victimization and bullying were associated with severe symptoms of RAD at the time of adoption (RR 2.68, 95%CI 1.50-4.77 and RR 2.08, 95%CI 1.17-3.69 for victimization and bullying, respectively). Lack of social skills was associated with victimization (RR 1.74, 95%CI 1.06-2.85) but not independently with being a bully (RR 1.50, 95%CI 0.91-2.45). In a multivariate analysis the child's learning difficulties and language difficulties were not associated with either bullying others or victimization. Int J Soc Psychiatry. 2012 Aug 8. 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