No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Ask Your Mother Not to Make Yummy Sandwiches: Bullying in New Zealand Secondary Schools
Abstract
Evidence from international research has shown that bullying in schools is a common experience for secondary school aged students. This study of 2066 students in Years 9 to 13 from coeducational schools in the upper North Island showed that on two measures of being bullied, (a) during their time at school according to their own definition of bullying, or (b) during the current year in response to listed bullying behaviours, 58% and 75% respectively reported having been a victim of bullying. Similarly 44% reported they had bullied others at some time in their school career. Age, gender and ethnic differences are apparent in the reported incidence of bullying; when victims of bullying described the people who had bullied them, boys were involved either alone or with others in 76% of incidents. Both bullies and victims had a more negative attitude towards school than those not involved. Only 21% of victims had reported bullying at school, and when bullying was observed by other students they were as likely to ignore it as to take action. Nearly half of the students appeared to believe bullying could not be stopped at school or did not have any strategies to deal with it. Implications of these findings for secondary school students and staff are discussed.
... These are the abuse of perceived superior power and status over another, and the intention to cause harm. Levels of bullying are higher in New Zealand than in other Western countries (Adair et al., 2000) and young people have been shown to have significantly high levels of mental distress (Adolescent Health Research Group, 2003). ...
... Research overseas and in New Zealand has revealed that bullying among girls at this age, particularly in mid-adolescence, is common and has a marked detrimental effect on the victims' mental health (Coggan et al., 2003;Olweus, 1993;Rigby, 2000;Sullivan, 2000). Almost one-tenth of girls in Year 10 in New Zealand are bullied in some manner at school, and over a third of those who are bullied report the experience as being "pretty bad, really bad, or terrible" (Adair et al., 2000;Adolescent Health Research Group, 2003). Sullivan (2000) has commented that the adverse effects of such subtle, indirect bullying on girls are likely to be overlooked because there is no visible damage, and the behaviour is thus not viewed as buUying. ...
... The current study sought to explore Year 10 girls' perceptions of their same-sex friendships. Conflrmation was found of the results of previous research, both overseas and in New Zealand (Adair et al., 2000;Shulman & Laursen, 2002;Sullivan, 2000;Townsend, 1992), including behaviour similar to bullying, and indication of inner conflict for some girls about their friendships. Their recognition of bullying appears to be limited to physical bullying. ...
Bullying is a major concern for school counsellors, and has been shown to have an adverse effect on young people's mental health. There is a significant group of girls in mid-adolescence who are at risk of developing mental health problems. Among the signs of distress that arise for adolescents, girls' friendship issues are often presented to school counsellors. Overseas research shows that girls' same-sex friendships are influenced by various factors, including behaviour similar to bullying. This type of bullying is invisible because it occurs within the friendship group. A pilot study of New Zealand Year 10 girls' perceptions of their same-sex friendships found evidence of behaviours associated with bullying. Same-sex friendships are marked by support, but also by uncertainty and conflict, with sanctions against help-seeking from adults. A larger study to investigate this area would assist with identifying more precisely the features of bullying behaviour. Implications for counsellors are discussed, in light of the need to provide the best possible support for a group that is at risk in terms of their well-being. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
... Furthermore, research in New Zealand indicates a comparatively high rate of bullying compared to other Western countries (Coggan et al. 2003;Raskauskas 2007;Carroll-Lind 2009). In an extensive New Zealand study (Adair et al. 2000), it was found that when a self-defined measure of bullying was used, 58% of students reported having been bullied, which increased to 75% when a more extensive research-defined measure was used. Similar high incidence rates have been reported across the Tasman (Slee 1995;Rigby 1997;Forero et al. 1999). ...
... This has culminated in guides for parents and teachers to the identification of such individuals. The research focus has also widened to consider the role played by bystanders (Hazler 1996;Salmivalli 1999;Adair et al. 2000;Salmivalli & Voeten 2004) and the apparent reluctance of victims and bystanders to report bullying (Whitney & Smith 1993;Rigby 1997;Adair et al. 2000;Nairn & Smith 2002;Boulton et al. 2007). ...
... This has culminated in guides for parents and teachers to the identification of such individuals. The research focus has also widened to consider the role played by bystanders (Hazler 1996;Salmivalli 1999;Adair et al. 2000;Salmivalli & Voeten 2004) and the apparent reluctance of victims and bystanders to report bullying (Whitney & Smith 1993;Rigby 1997;Adair et al. 2000;Nairn & Smith 2002;Boulton et al. 2007). ...
This paper analyses students’ constructions of bullying from a social constructionist perspective. Interviews were conducted with 24 students at a small semi-rural secondary school in New Zealand. These were taped, transcribed and a discourse analysis, informed by the work of Foucault, was carried out. It was found that students made sense of bullying by drawing on constructions that included bullying as a consequence of differences and as a form of discipline. These constructions had the effect of legitimizing the school's institutional power imbalance. This was supported by students and teachers who both played an active role in simultaneously enforcing, and being subjected to, the disciplinary technologies of normalization characterized by bullying. The goal of this research is to provide a critical focus to the political nature, power relations and ideological effects of these prevailing discourses that function to both create and support bullying behaviour in our schools.
... Studies in Australia (Rigby, 2007;35) have shown that around 50% of children experience bullying in some form. New Zealand research involving 2,066 secondary students (Adair et al., 2000), reported that 75% of students had been bullied, and 44% admitted bullying others, at some time during their schooling. It must be noted that these figures include children who may have been bullied infrequently or for only a limited time, and a number who report the personal effects of the bullying as minimal. ...
... Most teachers haven't received training in how to deal with bullying. A New Zealand study by Adair et al. (2000) found a relatively small percentage of children reported bullying and perceived teachers as intervening infrequently. Many students believe that teachers are quite unable to help resolve cases of bullying (Bradshaw et al., 2007). ...
... One of the reasons behind this is that students report bullying only on rare occasions. Adair, Dixon, Moore, and Sutherland (2000) revealed that students report peer bullying to teachers and/or other adults in only 21% of the cases. Therefore, in our study, we were interested in how often our students report bullying from their peers in general and how often they report what happened to them to teachers. ...
... In 58% of these cases, the students confided to their friends, the next in line were parents (24%), and the last were teachers to whom only 18% of the students told about being bullied. Our result is in accordance with the studies performed in the USA and Australia, where researchers report that only between 20 and 30% of students report about being bullied (Adair et al., 2000;Ttofi & Farrington, 2011). ...
Peer bullying is a phenomenon present in all schools. The school as an institution has a major role in limiting peer bullying. The primary goal of the study was to determine how different groups of students perceived school climate in relation to peer bullying regarding their role in peer bullying (active participants: bullies, victims, bully-victims and non-active participants: observers). 414 students (from 18 primary and secondary schools) responded to The School Climate Bullying Survey (SCBS; Cornell, 2012), which measures the incidence of various forms of peer bullying and three dimensions of school climate (prevalence of teasing and bullying, aggressive attitudes, and willingness to seek help). The results showed that the active participants in peer bullying report a frequent presence of verbal and social bullying (54% and 40%, respectively) and a significantly lower frequency of physical and cyber bullying (14%). The largest differences between the groups of students were found in their perceptions of the prevalence of aggressive attitudes and willingness to seek help in a school context. In the perceptions of both of these dimensions we found a high degree of similarity between the groups of bullies and victim-bullies, and between the groups of victims and observers. The first two groups, when compared to the victims and observers, perceived to a greater extent that school allows aggression as a way of affirmation among peers and in school in general, and that neither teachers nor peers do not stop the bullying, which discourages the victims from seeking help from them. The results confirmed the existence of the association between students’ perceived school climate by bullying and their behavior (roles) in peer bullying.
... Por otra parte, la experiencia del adolescente en la escuela también ha resultado ser un importante factor relacionado tanto con la expresión de conductas violentas como con la aceptación o el rechazo de los iguales. Los adolescentes violentos tienden a mos trar una actitud negativa hacia la escuela, los profesores y los estudios (ADAIR et al., 2000;OHANA;DICKINSON, 1990;REICHER, 1995), y un bajo autoconcep to escolar (ANDREOU, 2000;CAVA;ESTÉVEZ et al., 2007;O'MOORE;KIRKHAM, 2001). Por el contrario, los adolescentes que muestran menos pro blemas de conducta presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (ESTÉVEZ et al., 2007;MONCHER;MILLER, 1999). ...
... Respecto de las variables escolares, nuestros resultados confirman los obtenidos por otros autores, en el sentido de que la actitud hacia la escuela y los estudios, en particular la percepción de la escuela como un sistema injusto y la minusvaloración de los estudios, influyen en la conducta violenta (ADAIR et al., 2000;OHANA;DICKINSON, 1990;REICHER, 1995;ESTÉVEZ, et al., 2007;MONCHER;MILLER, 1999). Podemos afir mar, que el cuestionamiento de los adolescentes acerca de la escuela y los contenidos que en ella se imparten parece funcionar como un antecedente en la expresión de com portamientos violentos. ...
Research on school violence and peer acceptance (or rejection) is still inconclusive. However, it has been observed violent and rejected adolescents report problems in their family relationships and school. The present study aims to analyse the relationship between particular family variables, school variables, and school based violence, on the basis of rejected and popular adolescents. Participants were 1068 aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results showed family variables are differently related to school-based violence: family self-esteem exerts a direct effect on school-based violence among rejected, and an indirect effect on accepted adolescents, whereas father support are related to school self-esteem among accepted.
... Además del medio familiar, también la escuela representa un escenario muy significativo en la vida del adolescente y, por tanto, su experiencia en este ámbito parece ser un importante factor relacionado con el ajuste y la violencia. En este sentido, los adolescentes que menos se implican en conductas violentas tienden a informar de una actitud favorable hacia la autoridad institucional, la escuela y el profesorado (Estévez, Murgui, Moreno y Musitu, 2007;Moncher y Miller, 1999;Thornberry, 1996), mientras que aquéllos más violentos presentan actitudes más negativas hacia la escuela, los profesores y los estudios (Adair, Dixon, Moore y Sutherland, 2000;Birch y Ladd, 1998;Emler y Reicher, 1995;Hoge, Andrews y Lescheid, 1996;Molpeceres, Lucas y Pons, 2000), e informan de una pobre autoestima escolar (Andreou, 2000;Cava et al., 2006;O'Moore y Kirkham, 2001). ...
... Los resultados indican que la actitud del adolescente hacia la escuela y la autoestima escolar del adolescente influyen en la implicación de los adolescentes en conductas violentas en la escuela, lo que confirma la primera hipótesis. En estudios previos se ha constatado que la actitud hacia la escuela se encuentra vinculada con la violencia (Adair et al., 2000;Birch y Ladd, 1998;Emler y Reicher, 1995;Estévez, Murgui, et al., 2007;Hoge et al., 1996;Molpeceres et al., 2000). El presente estudio se ha centrado en dos dimensiones que componen esta actitud, la percepción de la escuela como un sistema injusto y la minusvaloración de los estudios, lo cual creemos que supone una de las aportaciones del estudio. ...
The aim of this transversal ex post facto study is to analyze the relationships between family variables -family self-esteem, father and mother support-school variables -academic self-esteem and attitudes toward school-, and school-based violence in adolescence. Participants were 1,068 adolescents, ages ranged from I I to 16 years old, from four schools in the Comunidad Valenciana (Spain). Structural equation modelling was carried out using the EQS program. Results shows that negative attitude toward school -perception of injustice and underestimation of studies- is positively related to school-based violence, whereas academic self-esteem is negatively related. Family self-esteem is associated in a negative way with school-based violence and perception of injustice. Furthermore, father support has an influence on school-based violence in a direct way and through its relationships to family and academic self-esteem, while mother support is negatively associated with underestimation of studies, and positively with family and academic self-esteem. Finally, results and its possible implications are discussed.
... Theoretically, interaction of adolescent-parent, adolescent-peer, and adolescent-teacher influence the way adolescents perceive themselves in relation to others, their attitudes, and their behaviors. [109,110] Aggressive behaviors in adolescence have several interpretations, scholars invariability attributed it to the children's inability to empathize with the victims and anticipate the negative consequences of their acts, [111,112,113] their need for social. [114,115] In general, the rebellious children hold negative attitudes toward institutional authorities such as the police, the law, and also the school and teachers. ...
... [41,49] These children are marked by low self-esteem, poor social problemsolving skills, low empathy, [109,110] inhibition, negative self-representation, and low sense-of-self, [111] resistance to social integration and gravitate toward dysfunctional peer activities such as gangs. [112,113,114,115,116,117,118] Psycho ...
Although the overwhelming majority of Iranian adolescents are well-adjusted, a substantial group exhibits high levels of maladjustment and deficient functioning. Escalation of criminal violence among the youth population has become a major public policy issue and a serious public health problem. In reviewing a 10-year literature, this article aimed to describe and propose primary assumptions regarding the correlates of aggressive and violent behaviors in Iranian adolescents and youth.
Bibliographic databases such as PubMed and Google Scholar along with Iranian databases including PubMed, IranMedex, Magiran, Irandoc, Psychoinfo, and Emrofor Scientific Information Database, and Magiran constituted the databases which we searched for the relevant literature. Overall 98 articles met the inclusion criteria, allowing us to initiate the discussion.
Reportedly, prevalence of violence and aggression among the Iranian adolescents and youth ranged from 30% to 65.5% while males being 2½ times more affected than females. The role of gender, family environment, family size, socioeconomic status, and victimization in perpetuating the circumstances was apparent.
Relatively high prevalence of violence and aggression among Iranian youth and adolescents is a warning sign and a great challenge to the social system. Reviewed studies suffer from certain methodological and conceptual limitations. Undertaking community-based studies to estimate the actual extent of the problem is warranted.
... In questo periodo assume, ad esempio, particolare rilevanza l'esperienza ed il confronto con il sistema istituzionale rappresentato dalla scuola. L'adolescente sviluppa il proprio orientamento verso le autorità istituzionali proprio nell'esperienza di confronto con gli insegnanti, oltre che in quella con i genitori: laddove l'autorità è considerata una fonte di discriminazione, l'adolescente svilupperà un orientamento verso di essa incentrato sulla sfiducia e la diffidenza, e vi saranno, maggiori probabilità che l'adolescente metta in atto comportamenti cosiddetti "a rischio" (Adair, Dixon, Moore, & Sutherland, 2000;Emler & Reicher, 1995, 2005Ochoa, Lopez, & Emler, 2007). Come sostenuto da Emler e Reicher (1995), la spiegazione dei comportamenti trasgressivi e devianti in adolescenza deve essere, infatti, ricercata proprio a livello degli atteggiamenti nei confronti dell'autorità istituzionale. ...
... Gli adolescenti che mettono in atto comportamenti trasgressivi e violenti hanno generalmente degli atteggiamenti estremamente negativi nei confronti delle autorità ed in particolare della polizia, della scuola e degli insegnanti (Adair, Dixon, Moore, & Sutherland, 2000;Emler, Ohana, & Dickinson, 1990;Emler & Reicher, 1995). ...
... También, la experiencia del adolescente en el ámbito escolar es un importante factor relacionado tanto con la expresión de conductas violentas como con la aceptación/ rechazo social. Los adolescentes violentos tienden a minusvalorar la escuela y a expresar actitudes negativas hacia ella, hacia los profesores y hacia los estudios (Adair, Dixon, Moore & Sutherland, 2000;Birch & Ladd, 1998;Emler & Reicher, 1995;Hoge, Andrews & Lescheid, 1996;Jaureguizar & Ibabe, 2012;Molpeceres, Lucas & Pons, 2000), y muestran una baja autoestima escolar (Andreou, 2000;Cava, Musitu & Murgui, 2006;O'Moore & Kirkham, 2001). Por el contrario, los adolescentes no violentos presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (Moncher & Miller, 1999). ...
... El apoyo percibido de los padres constituye un elemento que configura la autoestima de los adolescentes tanto en el dominio familiar como en el escolar, dos recursos estrechamente vinculados con una menor implicación de los adolescentes en actos violentos, tal y como se señala en investigaciones previas (Andreou, 2000;Cava et al., 2006;Estévez et al., 2006;O'Moore & Kirkham, 2001;Rodríguez et al., 2012). La autoestima familiar también contribuye a una menor valoración realizada por el adolescente hacia la escuela como un sistema injusto donde se imparten contenidos poco gratificantes, variables asociadas con la participación en actos violentos (Adair et al., 2000;Birch & Ladd, 1998;Emler & Reicher, 1995;Hoge et al., 1996;Jaureguizar & Ibabe, 2012;Molpeceres et al., 2000;Moncher & Miller, 1999). ...
The general aim of the present study is to examine whether the link between the family and school contexts, as well as school violence is different among peer accepted and peer rejected adolescents. Participants were 1068 adolescents, ages ranged from 11 to 16 years old, from four schools in Valencian Community (Spain). Structural equation modelling was carried out using the EQS program and multigroup analysis between peer accepted and peer rejected adolescents were conducted. Results show that parental support is related to school violence through perception of school, family and school self-esteem. So, perception of school is positive related to school-based violence, whereas academic and family self-esteem are negatively related. It is also found some differences between peer rejected and accepted adolescents on the relationship between parental support and school violence. Family self-esteem is negatively associated with school-based violence only on rejected adolescents, whereas parents support is related to academic self-esteem only on accepted adolescents. Finally, results and its possible implications are discussed.
... También, la experiencia del adolescente en el ámbito escolar es un importante factor relacionado tanto con la expresión de conductas violentas como con la aceptación/ rechazo social. Los adolescentes violentos tienden a minusvalorar la escuela y a expresar actitudes negativas hacia ella, hacia los profesores y hacia los estudios (Adair, Dixon, Moore & Sutherland, 2000;Birch & Ladd, 1998;Emler & Reicher, 1995;Hoge, Andrews & Lescheid, 1996;Jaureguizar & Ibabe, 2012;Molpeceres, Lucas & Pons, 2000), y muestran una baja autoestima escolar (Andreou, 2000;Cava, Musitu & Murgui, 2006;O'Moore & Kirkham, 2001). Por el contrario, los adolescentes no violentos presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (Moncher & Miller, 1999). ...
... El apoyo percibido de los padres constituye un elemento que configura la autoestima de los adolescentes tanto en el dominio familiar como en el escolar, dos recursos estrechamente vinculados con una menor implicación de los adolescentes en actos violentos, tal y como se señala en investigaciones previas (Andreou, 2000;Cava et al., 2006;Estévez et al., 2006;O'Moore & Kirkham, 2001;Rodríguez et al., 2012). La autoestima familiar también contribuye a una menor valoración realizada por el adolescente hacia la escuela como un sistema injusto donde se imparten contenidos poco gratificantes, variables asociadas con la participación en actos violentos (Adair et al., 2000;Birch & Ladd, 1998;Emler & Reicher, 1995;Hoge et al., 1996;Jaureguizar & Ibabe, 2012;Molpeceres et al., 2000;Moncher & Miller, 1999). ...
El objetivo general del presente estudio es examinar si el vínculo entre los escenarios de socialización familiar y escolar y la violencia escolar difiere en alumnos aceptados y rechazados. Participaron 1068 adolescentes, de entre 11 y 16 años, pertenecientes a cuatro centros educativos de la Comunidad Valenciana (España). Se llevó a cabo un modelo de ecuaciones estructurales con el programa EQS y se efectuaron análisis multigrupo entre adolescentes rechazados y aceptados. Los resultados muestran que el apoyo parental se relaciona con la violencia escolar a través de la percepción de la escuela y la autoestima familiar y escolar. Así, la percepción negativa de la escuela se asocia positivamente con la violencia escolar, mientras que la autoestima escolar se encuentra negativamente asociada con la violencia. También se han encontrado diferencias entre adolescentes rechazados y aceptados en la relación entre el apoyo parental y la violencia escolar. La autoestima familiar se asocia con la violencia escolar únicamente en adolescentes rechazados mientras que el apoyo del padre se relaciona con la autoestima escolar únicamente en los alumnos aceptados. Finalmente, se discuten los resultados y sus posibles implicaciones.
... Por otra parte, la experiencia del adolescente en la escuela también ha resultado ser un importante factor relacionado tanto con la expresión de conductas violentas como con la aceptación o el rechazo de los iguales. Los adolescentes violentos tienden a mos trar una actitud negativa hacia la escuela, los profesores y los estudios (ADAIR et al., 2000;OHANA;DICKINSON, 1990;REICHER, 1995), y un bajo autoconcep to escolar (ANDREOU, 2000;CAVA;ESTÉVEZ et al., 2007;O'MOORE;KIRKHAM, 2001). Por el contrario, los adolescentes que muestran menos pro blemas de conducta presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (ESTÉVEZ et al., 2007;MONCHER;MILLER, 1999). ...
... Respecto de las variables escolares, nuestros resultados confirman los obtenidos por otros autores, en el sentido de que la actitud hacia la escuela y los estudios, en particular la percepción de la escuela como un sistema injusto y la minusvaloración de los estudios, influyen en la conducta violenta (ADAIR et al., 2000;OHANA;DICKINSON, 1990;REICHER, 1995;ESTÉVEZ, et al., 2007;MONCHER;MILLER, 1999). Podemos afir mar, que el cuestionamiento de los adolescentes acerca de la escuela y los contenidos que en ella se imparten parece funcionar como un antecedente en la expresión de com portamientos violentos. ...
Resumen: La investigación sobre la violencia escolar y la aceptación (o rechazo) de los ado-lescentes por su grupo de iguales resulta, todavía poco concluyente. No obstante, se ha observado que los adolescentes violentos y los rechazados informan de problemas en sus relaciones familiares y en la escuela. Este estudio tiene como objetivo analizar la relación entre variables familiares, variables escolares y la violencia escolar, en adolescentes rechaza-dos y populares. Participaron 1068 adolescentes de entre 11 y 16 años. Se han calculado modelos de ecuaciones estructurales. Los resultados muestran que las variables familiares se relacionan de modo diferente con la violencia escolar en rechazados y aceptados: la autoes-tima familiar ejerce un efecto directo en la violencia escolar en el grupo de rechazados y un efecto indirecto en adolescentes aceptados, mientras que el apoyo del padre se relaciona con la autoestima escolar en el grupo de aceptados pero no en el de rechazados. Palabras clave: violencia escolar; rechazo entre iguales; aceptación entre iguales; apoyo pa-rental; escuela. Abstract: Research on school violence and peer acceptance (or rejection) is still inconclusive. However, it has been observed violent and rejected adolescents report problems in their family relationships and school. The present study aims to analyse the relationship between particular family variables, school variables, and school based violence, on the basis of rejected and popular adolescents. Participants were 1068 aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results showed family variables are differently related to school-based violence: family self-esteem exerts a direct effect on school-based violence among rejected, and an indirect effect on accepted adolescents, whereas father support are related to school self-esteem among accepted.
... Además del medio familiar, también la escuela representa un escenario muy significativo en la vida del adolescente y, por tanto, su experiencia en este ámbito parece ser un importante factor relacionado con el ajuste y la violencia. En este sentido, los adolescentes que menos se implican en conductas violentas tienden a informar de una actitud favorable hacia la autoridad institucional, la escuela y el profesorado (Estévez, Murgui, Moreno y Musitu, 2007;Moncher y Miller, 1999;Thornberry, 1996), mientras que aquéllos más violentos presentan actitudes más negativas hacia la escuela, los profesores y los estudios (Adair, Dixon, Moore y Sutherland, 2000;Birch y Ladd, 1998;Emler y Reicher, 1995;Hoge, Andrews y Lescheid, 1996;Molpeceres, Lucas y Pons, 2000), e informan de una pobre autoestima escolar (Andreou, 2000;Cava et al., 2006;O'Moore y Kirkham, 2001). ...
... Los resultados indican que la actitud del adolescente hacia la escuela y la autoestima escolar del adolescente influyen en la implicación de los adolescentes en conductas violentas en la escuela, lo que confirma la primera hipótesis. En estudios previos se ha constatado que la actitud hacia la escuela se encuentra vinculada con la violencia (Adair et al., 2000;Birch y Ladd, 1998;Emler y Reicher, 1995;Estévez, Murgui, et al., 2007;Hoge et al., 1996;Molpeceres et al., 2000). El presente estudio se ha centrado en dos dimensiones que componen esta actitud, la percepción de la escuela como un sistema injusto y la minusvaloración de los estudios, lo cual creemos que supone una de las aportaciones del estudio. ...
El objetivo de este estudio transversal ex post facto es analizar las relaciones existentes entre variables familiares -autoestima familiar, apoyo del padre y de la madre-, escolares -autoestima escolar y actitud hacia la escuela- y la violencia escolar en la adolescencia. Participaron 1.068 adolescentes, de entre 11 y 16 años, pertenecientes a cuatro centros educativos de la Comunidad Valenciana (España). Se llevó a cabo un modelo de ecuaciones estructurales con el programa EQS. Los resultados muestran que la actitud negativa hacia la escuela -percepción de injusticia y minusvaloración de los estudios- se relaciona de modo positivo con la violencia escolar, en tanto que
la autoestima escolar se encuentra negativamente asociada con la violencia. La autoestima familiar se asocia en sentido negativo con la violencia y la percepción de injusticia. Además, el apoyo del padre influye en la violencia de modo directo y a través de su relación con la autoestima familiar y escolar, mientras que el apoyo de la madre se asocia negativamente con la minusvaloración de los estudios y positivamente con la autoestima familiar y la escolar. Finalmente, se discuten los resultados y sus posibles implicaciones.
... Lashlie's (2004) New Zealand study found that allboy schools that accept the "boyness" of their male students help promote a healthy acceptance of being male. However, Lashlie's research seems to ignore the fact that there is also a higher incidence of bullying in all-boy schools than in co-ed schools (Adair, Dixon, Moore, & Sutherland, 2000). ...
Considerable concern has been expressed recently about the plight of New Zealand boys. We begin by exploring the development of boys' masculine identities in terms of the influence of society, community, peers, personal influences, family, and childhood experiences. We then focus upon four areas where teenage boys are particularly vulnerable: conduct disorder, substance abuse, communication difficulties, and suicide. In discussing the multiplicity of factors that both link and affect these risk areas for boys, we consider the value of multi-systemic approaches to counselling boys. We thereby hope to assist practitioners toward greater insights in their work with boys by pulling together a number of studies from national and international sources. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
... This result is in line with those reported by Levy (2001) and by Tarry and Emler (2007), both indicating high negative correlations between youths' attitude to formal authority and involvement in offending behaviours. Previous researches have emphasised the other side of the coin: adolescents who show antisocial and aggressive behaviours express more negative attitudes towards formal figures and institutions, such as teachers and the school context (Adair et al., 2000;Emler & Reicher, 1995Hoge, Andrews & Lescheid, 1996;Loeber, 1996). ...
Several researches have demonstrated the relationship between social environment in the classroom and involvement in aggressive behaviours at school. Little is known, however, about the mechanisms explaining this link and intermediating factors that may be affecting such association. In this line, the aim of the present study was to examine the role played by attitude to authority and social reputation among peers; in other words, we analysed the influence of classroom environment, considering interactions with both teachers and other classmates, on aggressive behaviours at school, and treating attitude to authority and social reputation among peers as intermediating variables. The sample was composed of 1319 adolescents, ranging in age from 11 to 16 years (47% male). Participants were drawn from seven state secondary schools in Valencia (Spain). A structural equation model was tested using the EQS Program in order to analyse interactions among variables. Results revealed an indirect association between classroom environment and aggression through attitude to authority and social reputation, both of which were, in turn, directly related to school aggression. Practical implications of these findings are discussed in relation to school policies, teacher education programs and intervention practices with students in the classroom.
... But recent studies suggest that sometimes adolescents show aggressive or hostility behaviour for gaining social recognition, recognized as powerful, socially accepted, rebellious by their classmates (Rodriguez, 2004), popularity, leadership, and power exercise (Kerpelman & Smith-Adcock, 2005). Even some studies found that hostile adolescents show their negative attitudes to institutional authority such as the police, the law, and also the school and teachers (Adair, Dixon, Moore, & Sutherland, 2000). ...
The study of family environment of children or adolescent is crucial for many culture. Thus there is no valid scientific tool found in Bangladeshi culture. Considering the necessity of the tool, the purpose of the present study was to taken translate the instrument into Bangla and to validate in Bangladeshi culture. 1000 participants were (491 males and 509 females) participated in the study. Exploratory Factor Analysis (EFA) was applied on sample 1 (n 1 = 500) identified a two-factor of the Family Environment Scale (FES) with 36 items. The two factors namely 'Achievement-, Order-, and Culture Orientation' and 'Emotional Atmosphere' together explained 35.41 % of the total variance. When analyzed the data for sample 2 (n 2 = 500) in Confirmatory Factor Analysis (CFA), it was revealed that the two-factor model with 36 items is a good fit [χ 2 (589) = 2.25, RMSEA = .05; RMR = .03; CFI = .86, GFI = .87] model to the data. Moreover, the FES showed good internal consistency (Cronbach's α = .92), strong convergent, and discriminant validity. Thus, the Bangla version FES appears to be valid and reliable and therefore may be used in further research on family environment in the country.
... The motivation of bullying is the second aspect to be discussed; the difficulty here is that since there are scant studies on bullying motives. Further, researchers have yet to agree on which motives can be considered for bullying; some researchers argue that a definition of bullying must include the ideas of being deliberate and planned [2,1], while other research reports that some students have admitted that they enjoyed bullying [14]. Overall, what motivations lead to bullying remains unclear. ...
... In line with international data, bullying appears to be relatively common in New Zealand schools (Carroll-Lind 2009;Kljakovic et al. 2015;Slee et al. 2016). For example, Adair et al. (2000) found that in the course of a year, 58% of their 2066 students aged 14-18 years reported being victimized and 44% admitted to bullying others. Furthermore, data from Trends in International Mathematics and Science Study 2014/2015 (Mullis et al. 2016)-which is an international survey that includes questions about student bullyingshowed that of the 6322 grade 4 students (~10 years old) surveyed in New Zealand, 24% indicated that they had been bullied "about weekly." ...
This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2–6 (~ 6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.
... Such money would have been better spent creating a unified and more substantial national approach to bullying. Adair et al.'s (2000) study of 2066 secondary schools students found that, according to their own definition of bullying, 58 per cent, and, with reference to a list of bullying behaviours, 75 per cent of respondents reported having been victims of bullying. Forty-four per cent said that they had bullied others at some time during their schooling; 76 per cent of reported incidents involved boys. ...
There is no doubt that the issue of school bullying is now well and truly on the
agenda for educationalists and employers on a global scale (Graham & Juvonen,
2001; Ohsako, 1997). In the Asia-Pacific region countries significant cross
-cultural research into the issue has been conducted by Rigby and Slee (1999),
Morita et al. (1985, 2001), and Sullivan (2000a). These researchers have addressed
the issue of bullying within their individual countries including Australia (Slee,
2001);China (Lang Ma & Zhang, 2002); Japan (Taki, 2001); Korea (Sim, 2001);
and New Zealand (Sullivan, 2000a) The present article draws together for the
first time a summary of research relating to school bullying from these five
countries.
... This result is in line with those reported by Levy (2001) and by Tarry and Emler (2007), both indicating high negative correlations between youths' attitude to formal authority and involvement in offending behaviours. Previous researches have emphasised the other side of the coin: adolescents who show antisocial and aggressive behaviours express more negative attitudes towards formal figures and institutions, such as teachers and the school context (Adair et al., 2000;Emler & Reicher, 1995Hoge, Andrews & Lescheid, 1996;Loeber, 1996). ...
Numerosas investigaciones han mostrado la relación existente entre el ambiente social del aula y la implicación en conductas agresivas en la escuela. Poco se sabe, sin embargo, sobre los mecanismos explicativos de esta asociación y los factores intermedios que pueden estar afectando dicha relación. En esta línea, el objetivo del presente estudio fue examinar el rol desempeñado por la actitud hacia la autoridad y la reputación social entre los iguales; en otras palabras, se analizó la influencia del ambiente en el aula, considerando tanto las interacciones con el profesorado como con otros alumnos, en el comportamiento agresivo en la escuela, y tratando la actitud hacia la autoridad y la reputación social entre los iguales como variables intermedias. La muestra se compuso de 1319 adolescentes con edades comprendidas entre los 11 y los 16 años (47% chicos). Los participantes pertenecían a siete escuelas secundarias públicas de Valencia (España). Se calculó un modelo de ecuaciones estructurales con el Programa EQS con el objeto de analizar las interacciones entre las variables. Los resultados mostraron una asociación indirecta entre el ambiente en el aula y la agresión a través de la actitud hacia la autoridad y la reputación social, estando ambas, a su vez, directamente relacionadas con la agresión escolar. Se discuten las implicaciones prácticas de estos resultados en relación con políticas escolares, programas de educación del profesorado y prácticas de intervención en el aula con estudiantes.
... Teachers' ability to respond to bullying has implications for student perceptions of intervention. Adair, Dixon, Moore, and Sutherland (2000) found that almost half of the students surveyed believed that bullying could not be stopped. When students observe a lack of awareness and responsiveness on the part of teachers, they may feel hopeless and believe that effective solutions are impossible (Dupper & Meyer-Adams, 2002;Houndoumadi & Pateraki, 2001). ...
... An earlier New Zealand study, which used a similar timeframe as the current study for reporting bullying, found that 11% of students attending seven coeducational secondary schools reported being bullied weekly or more often at some point in their lives. (Adair, Dixon, Moore, & Sutherland, 2000). However, unlike the current study, what constituted bullying was self-defined and consequently included a wider range of behaviors (e.g., taking something from victims and other attention behaviors). ...
This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students.
4 S. Denny et al. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.
... However as other studies have shown, bullying is not just a phenomenon of one particular culture. New Zealand researchers, Adair et al. (2000), cited examples of research carried out in England, Scotland, Australia Canada, Norway and the United States, all drawing attention to the pervasive nature of bullying in schools. ...
... Así, algunas investigaciones llevadas a cabo en entornos educativos, asocian la disciplina con el interés y la motivación por aprender en clase (Harrison, Blakemore, Buck, & Pellet, 1996;Hellinson, 1985Hellinson, , 1995Hellinson & Templin, 1991;Miller, 1995;Papaioannou, 1998), mientras que las conductas disruptivas, la conflictividad y la desobedienciacon la desmotivación escolar. En esta misma línea, estudios recientes (Adair, Dixon, Moore, & Sutherland, 2000;Jaureguizar, y Ibabe, 2012) defienden que los adolescentes violentos tienden a minusvalorar la escuela y a expresar actitudes negativas hacia ella, hacia los profesores y hacia los estudios, y muestran una baja autoestima escolar (Andreou, 2000;Cava, Musitu, y Murgui, 2006;Martínez Ferrer, Musitu, Amador, y Monreal, 2012). Por el contrario, los adolescentes no violentos presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (Moncher & Miller, 1999). ...
The aim of this study was to determine relationships between the discipline strategies used by teachers in the classroom: perception of motivational climate, and goal orientations as well as the student's reasons have influence on them to be disciplined. A sample of 1126 physical education students participated in the study. They completed the SSDS, LAPOPECQ, POSQ and CPIDEF to measure these variables. Results showed that the intrinsic and responsibility strategies used by teachers to maintain discipline, were positively related with the perception of a task-involving motivational climate and task orientation. Task-involving motivational climate and goal orientation, predicted the intrinsic and indentified reasons of students to be disciplined. Future research should corroborate the results found in experimental designs to understand the process which uphold undisciplined behaviours in school.
... Así, algunas investigaciones llevadas a cabo en entornos educativos, asocian la disciplina con el interés y la motivación por aprender en clase (Harrison, Blakemore, Buck, & Pellet, 1996;Hellinson, 1985Hellinson, , 1995Hellinson & Templin, 1991;Miller, 1995;Papaioannou, 1998), mientras que las conductas disruptivas, la conflictividad y la desobedienciacon la desmotivación escolar. En esta misma línea, estudios recientes (Adair, Dixon, Moore, & Sutherland, 2000;Jaureguizar, y Ibabe, 2012) defienden que los adolescentes violentos tienden a minusvalorar la escuela y a expresar actitudes negativas hacia ella, hacia los profesores y hacia los estudios, y muestran una baja autoestima escolar (Andreou, 2000;Cava, Musitu, y Murgui, 2006;Martínez Ferrer, Musitu, Amador, y Monreal, 2012). Por el contrario, los adolescentes no violentos presentan actitudes más favorables hacia la autoridad institucional, la escuela y el profesorado (Moncher & Miller, 1999). ...
The aim of this study was to determine relationships between the discipline strategies used by teachers in the classroom: perception of motivational climate, and goal orientations as well as the student's reasons have influence on them to be disciplined. A sample of 1126 physical education students participated in the study. They completed the SSDS, LAPOPECQ, POSQ and CPIDEF to measure these variables. Results showed that the intrinsic and responsibility strategies used by teachers to maintain discipline, were positively related with the perception of a task-involving motivational climate and task orientation. Task-involving motivational climate and goal orientation, predicted the intrinsic and indentified reasons of students to be disciplined. Future research should corroborate the results found in experimental designs to understand the process which uphold undisciplined behaviours in school.
... This result is in line with those reported by Levy (2001) and by Tarry and Emler (2007), both indicating high negative correlations between youths' attitude to formal authority and involvement in offending behaviours. Previous researches have emphasised the other side of the coin: adolescents who show antisocial and aggressive behaviours express more negative attitudes towards formal figures and institutions, such as teachers and the school context (Adair et al., 2000;Emler & Reicher, 1995Hoge, Andrews & Lescheid, 1996;Loeber, 1996). ...
Several researches have demonstrated the relationship between social environment in the classroom and involvement in aggressive behaviours at school. Little is known, however, about the mechanisms explaining this link and intermediating factors that may be affecting such association. In this line, the aim of the present study was to examine the role played by attitude to authority and social reputation among peers; in other words, we analysed the influence of classroom environment, considering interactions with both teachers and other classmates, on aggressive behaviours at school, and treating attitude to authority and social reputation among peers as intermediating variables. The sample was composed of 1319 adolescents, ranging in age from 11 to 16 years (47% male). Participants were drawn from seven state secondary schools in Valencia (Spain). A structural equation model was tested using the EQS Program in order to analyse interactions among variables. Results revealed an indirect association between classroom environment and aggression through attitude to authority and social reputation, both of which were, in turn, directly related to school aggression. Practical implications of these findings are discussed in relation to school policies, teacher education programs and intervention practices with students in the classroom.
... The finding that the PRQ is a reliable and standardised way to assess involvement in bullying in New Zealand is potentially important because it could allow bullying research in New Zealand to be compared across studies nationally, as well in comparison to findings in Australia and other countries. Previous New Zealand research on bullying has used single items (Adair 1999;Adair et al. 2000) or disparate measures from the United States and the United Kingdom (Carroll-Lind 2009;Maxwell and Carroll-Lind 1997;Raskauskas 2007;Sanderson 2009) to measure bullying. Observations in classrooms that have been carried out within our overall research project reveal that the way teachers manage peer aggression varies considerably, with some very skilled in settling conflicts in a fair manner (Yan 2009). ...
Background: Bullying is a problem for schools in many countries, especially, according to various surveys, in New Zealand. Students' involvement in bullying as bullies, victims or bystanders has serious implication for emotional, social and academic development.Purpose: The purpose of this research was to examine the relationships between bullying, victimisation, prosocial behaviour, and classroom climate. A secondary purpose was to examine the use of the Peer Relations Questionnaire in New Zealand.Sample: A stratified randomised sample of 15 schools were included in this study; 1168 school children (48% male, 52% female) participated. All students were in school years 4–8 (approximately 8–13 years of age).Design and methods: Cross-sectional design was used with students completing anonymous surveys on bullying and other features of their school and classroom experiences.Results: Self-reported data indicated that involvement in bullying was related to empathy and classroom climate, with bullies and bully/victims having lowest connection to school and poorest relationships with their teachers. The Peer Relations Questionnaire was found to be useful with New Zealand youth.Conclusions: These are the first findings on these relationships in New Zealand. The findings have implications for interventions designed to enhance children's emotional experiences at school through enhancing positive teacher–student relationships, empathy and social skills.
... Teachers' ability to respond to bullying has implications for student perceptions of intervention. Adair, Dixon, Moore, and Sutherland (2000) found that almost half of the students surveyed believed that bullying could not be stopped. When students observe a lack of awareness and responsiveness on the part of teachers, they may feel hopeless and believe that effective solutions are impossible (Dupper & Meyer-Adams, 2002;Houndoumadi & Pateraki, 2001). ...
Date revised - 20060424, Language of summary - English, Number of references - 73, Pages - 257-273, ProQuest ID - 621141924, PubXState - NJ, SubjectsTermNotLitGenreText - 5097; 6661; 7252 8699 518 853 1774 4232 7662 7631 221; 864; 1105 6912 221 7631 853; 141 704; 2158; 6024; 6401; 7219 4256; 8689 7662 7631 853, Target audience - Psychology: Professional & Research, Last updated - 2012-09-10, docISBN - 0805852239; 0805852247, Corporate institution author - Swearer, Susan M.; Peugh, James; Espelage, Dorothy L.; Siebecker, Amanda B.; Kingsbury, Whitney L.; Bevins, Katherine S., DOI - PSIN-2006-03632-017; 2006-03632-017; 0805852239; 0805852247, Adair, Vivienne A., Dixon, Robyn S. 2000 Ask your mother not to make yummy sandwiches: Bullying in New Zealand secondary schools. New Zealand Journal of Educational Studies 35 2 207-221, Akos, P. (2002). Student Perceptions of the transition to middle school. Professional School Counseling, 5(5), 339-345.2002-15175-006, Andershed, Henrik, Kerr, Margaret 2001 Bullying in school and violence on the streets: Are the same people involved? Journal of Scandinavian Studies in Criminology and Crime Prevention 2 1 31-49, Anderson, Carolyn S. 1982 The search for school climate: A review of the research. Review of Educational Research 52 3 368-420, Austin, S., Joseph, S. 1996 Assessment of bully/victim problems in 8 to 11 year-olds British Journal of Educational Psychology 66 4 447-456, Stern Susan B, Stern Susan B 1995 Family processes and delinquency in an ecological context Social Service Review 69 4 703-731, Baldry, Anna C., Farrington, David P. 1998 Parenting influences on bullying and victimization Legal and Criminological Psychology 3 2 237-254, Berndt, T J 1982 THE FEATURES AND EFFECTS OF FRIENDSHIP IN EARLY ADOLESCENCE Child Development 53 6 1447-1460, Bollen, Kenneth A. 1989 Structural equations with latent variables. Structural equations with latent variables. xiv, 514, Bowers, Louise, Smith, Peter K. 1994 Perceived family relationships of bullies, victims and bully/victims in middle childhood. Journal of Social and Personal Relationships 11 2 215-232, Bowlby, John (1969), Attachment and Loss: Vol. 1. Attachment. New York: Basic Books., Bronfenbrenner, U. 1980 The Ecology of Human Development: Experiments by Nature and Design., Brooks-gunn, J., Duncan, G. J. 1993 Do neighborhoods influence child and adolescent development? American Journal of Sociology 99 2 353-395, Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction to same- and other-sex peers during early adolescence. Developmental Psychology, 36(2), 147-154.2000-13792-00110.1037/0012-1649.36.2.147, 20. Buss AH, Warren WL. Aggression Questionnaire-Manuel. Western Psychological Services, Los Angeles, CA, 2000; 1-53., Cairns, Robert B., Cairns, Beverley D. 1994 Lifelines and risks: Pathways of youth in our time. Lifelines and risks: Pathways of youth in our time. ix, 315, Coulton, C. J., Korbin, J. E. 1995 Community level factors and child maltreatment rates Child Development 66 5 1262-1276, COULTON, C. J., KORBIN, J. E. 1996 Measuring neighborhood context for young children in an urban area American Journal of Community Psychology 24 1 5-32, Cox, Anthony D. 1997 Preventing child abuse: A review of community-based projects 1: Intervening on processes and outcome of reviews. Child Abuse Review 6 4 243-256, Craig, W. M., & Pepler, D. J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2), 41-60., Craig, Wendy M., and Pepler, Debra J.. Peer processes in bullying and victimization: an observational study. Exceptionality Education Canada 5:3/4 1995: 81-95, Craig, WM 1998 The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children Personality and Individual Differences 24 1 123-130, Duncan, Renae D. 1999 Peer and Sibling Aggression: An Investigation of Intra- and Extra-Familial Bullying. Journal of Interpersonal Violence 14 8 871-886, Duncan, Renae D. 2004 The Impact of Family Relationships on School Bullies and Their Victims. Bullying in American schools: A social-ecological perspective on prevention and intervention. 227-244, Dupper, David R., Meyer-Adams, Nancy 2002 Low-Level Violence: A Neglected Aspect of School Culture. Urban Education 37 3 350-364, Espelage, D L, Swearer, S M 2003 Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review 32 3 365-383, Espelage, Dorothy L., Holt, Melissa K. 2003 Examination of peer-group contextual effects on aggression during early adolescence Child Development 74 1 205-220, Finnegan, R. A., Hodges, E. V. E., & Perry, D. G. (1998). Victimization by peers: Associations with children's reports of mother-child interaction. Journal of Personality and Social Psychology, 75(4): 1076-1086.1998-12834-01610.1037/0022-3514.75.4.1076, Furlong, MJ, Morrison, G M 2003 Reaching an American consensus: Reactions to the special issue on school bullying School Psychology Review 32 3 456-470, Garbarino, J., & De Lara, E. (2002). And words can hurt forever. New York: Free Press., Hodges, Ernest V. E., Perry, David G. 1996 Victims of Peer Abuse: An Overview Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems 5 1 23-28, Holt, Melissa K., Keyes, Melissa A. 2004 Teachers' Attitudes Toward Bullying. Bullying in American schools: A social-ecological perspective on prevention and intervention. 121-139, Houndoumadi, A, Pateraki, L 2001 Bullying and bullies in Greek elementary schools: pupils' attitudes and teachers'/parents' awareness Educational Review 53 1 19-26, Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118.1998-03102-00110.1080/10705519909540118, Jonson-Reid, M. (1998). Youth violence and exposure to violence in childhood: An ecological review. Aggression and Violent Behavior, 3 (2), 159-179.1999-05799-00410.1016/S1359-1789(97)00009-8, Kaltiala-heino, R., RimpelÃ, M. 1999 Bullying, depression, and suicidal ideation in finnish adolescents : school survey BMJ : British medical journal 319 7206 348-351, Kandel, D B 1978 HOMOPHILY, SELECTION, AND SOCIALIZATION IN ADOLESCENT FRIENDSHIPS American Journal of Sociology 84 2 427-436, Kasen, S., Johnson, J. 1990 The impact of school emotional climate on student psychopathology Journal of Abnormal Child Psychology 18 2 165-177, Kline, Rex B. 1998 Principles and practice of structural equation modeling. Principles and practice of structural equation modeling. xiv, 354, Kovacs, M. (1992). Children's Depression Inventory. CDI. Manual. Toronto, Ontario, Canada: Multi-Health Systems, Inc; 1992., Kupersmidt, J. B., Griesler, P. C. 1995 Childhood aggression and peer relations in the context of family and neighborhood factors Child Development 66 2 360-375, Lickel, Brian, Schmader, Toni 2003 A case of collective responsibility: who else was to blame for the Columbine high school shootings? Personality and Social Psychology Bulletin 29 2 194-204, March, John S. Multidimensional Anxiety Scale for Children, Moffitt, T. E. 1993 Adolescence-limited and life-course-persistent antisocial behavior : a developmental taxonomy Psychological Review 100 4 674-701, Muthen, B. O., & Muthen, L. K. (1998-2004). Mplus user's guide: Third edition. Los Angeles: Muthen & Muthen., National Center for Educational Statistics (NCES). (1995, October). Strategies to avoid harm at school. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement., Newman-Carlson, D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully busters: A teacher's manual for helping bullies, victims, and bystanders (Grades 6-8). Champaign, IL: Research Press., O'connell, P., Pepler, D. 1999 Peer involvement in bullying : insights and challenges for intervention Journal of Adolescence 22 4 437-452, Olweus, D. (1993b). Bullying at school. Cambridge, MA: Blackwell Publishers., Pellegrini, A. D., Bartini, M. 1999 School bullies, victims, and aggressive victims : Factors relating to group affiliation and victimization in early adolescence Journal of Educational Psychology 91 2 216-224, Pellegrini, A.D., Long, Jeffrey D. 2002 A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school British Journal of Developmental Psychology 20 2 259-280, Pellegrini, Anthony D., Bartini, Maria 2001 Dominance in early adolescent boys: Affiliative and aggressive dimensions and possible functions. Merrill-Palmer Quarterly 47 1 142-163, Pellegrini, A. D. 2002 Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist 37 3 151-163, Perry, David G., Hodges, Ernest V. E. 2001 Determinants of chronic victimization by peers: A review and new model of family influence. Peer harassment in school: The plight of the vulnerable and victimized. 73-104, Plybon, Laura E., Kliewer, Wendy 2001 Neighborhood types and externalizing behavior in urban school-age children: Tests of direct, mediated, and moderated effects. Journal of Child and Family Studies 10 4 419-437, Rodkin, P C, Hodges, EVE 2003 Bullies and victims in the peer ecology: Four questions for psychologists and school professionals School Psychology Review 32 3 384-400, Rodkin, Philip C. 2004 Peer Ecologies of Aggression and Bullying. Bullying in American schools: A social-ecological perspective on prevention and intervention. 87-106, Salmivalli, Christina 2001 Group view on victimization: Empirical findings and their implications. Peer harassment in school: The plight of the vulnerable and victimized. 398-419, Schwartz, D., Dodge, K. A. 1997 The early socialization of aggressive victims of bullying Child Development 68 4 665-675, Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30, 349-363. doi: 10.1207/S15374424JCCP3003_7, Song, S. Y., & Swearer, S. M. (1999). Thoughts about school. unpublished, The University of NebraskaâLincoln., Swearer, S. M. (2001). Bully Survey. Unpublished survey. Lincoln, NE: University of Nebraska-Lincoln., Swearer, Susan M., Song, Samuel Y. 2001 Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status Journal of Emotional Abuse 2 2-3 95-121, Swearer, Susan M., Espelage, Dorothy L. 2004 Introduction: A Social-Ecological Framework of Bullying Among Youth. Bullying in American schools: A social-ecological perspective on prevention and intervention. 1-12, Swearer, Susan M., Cary, Paulette Tam 2003 Perceptions and Attitudes Toward Bullying in Middle School Youth: A Developmental Examination Across the Bully/Victim Continuum. Journal Of Applied School Psychology 19 2 63-79, Swearer, Susan M., Doll, Beth 2001 Bullying in schools: An ecological framework. Journal of Emotional Abuse 2 2-3 7-23, Troy, M., & Sroufe, A. L. (1987). Victimization among preschoolers: Role of attachment relationship history. Journal of the American Academy of Child and Adolescent Psychiatry, 26(2), 166-172. doi: 10.1097/00004583-198703000-00007, _____. 2000b. Summary File 3. Washington, D.C.: U.S. Census Bureau., Unnever, James D., Unnever, James D. 2003 The culture of bullying in middle school. Journal of School Violence 2 2 5-27, Wandersman, A., & Nation, M. (1998). Urban neighborhoods and mental health: Psychological contributions to understanding toxicity, resilience, and interventions. American Psychologist, 53(6), 647-656. doi:10.1037/0003-066X.53.6.647, Welsh, W.N., Stokes, R. 2000 A macro-level model of school disorder JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY 37 3 243-283, Wolke, D, Samara, M M 2004 Bullied by siblings: association with peer victimisation and behaviour problems in Israeli lower secondary school children JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY 45 5 1015-1029, Yoneyama, Shoko, Naito, Asao 2003 Problems with the paradigm: the school as a factor in understanding bullying (with special reference to Japan) [L'école comme facteur de compréhension de la brimade (avec une référence spéciale au Japon)] British Journal of Sociology of Education 24 3 315-330
... This especially seems to be the case for aggressive rejected students, who have less motivation toward school success and studies (Wentzel & Asher, 1995). Some authors also have shown that aggressive adolescents show a more negative attitude toward school and studies (Adair, Dixon, Moore, & Sutherland, 2000;Emler & Reicher, 1995), which could explain, at least in part, academic failure and lack of motivation of these students. ...
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 387–400, 2006.
... Respecto de las variables escolares, se ha observado que los adolescentes con problemas de conducta violenta muestran normalmente interacciones más negativas con sus profesores, quienes, además, informan de expectativas menos favorables hacia esos alumnos -por ejemplo, expectativas negativas de éxito escolar- (Blankemeyer, Flannery, y Vazsonyi, 2002;Estévez et al., 2005a;Murray y Murray, 2004). Estos adolescentes también suelen presentar un autoconcepto escolar negativo (Andreou, 2000; O'Moore y Kirkham, 2001) y actitudes más desfavorables hacia la autoridad institucional como la policía, la escuela y el profesorado (Adair, Dixon, Moore, y Sutherland, 2000;Díaz-Aguado, 2002, 2005Emler y Reicher, 1995;Estévez et al., 2006). ...
En: Psicothema Oviedo 2007, v. 19, n.1 ; p. 108-113 Análisis de la relación existente entre determinados factores familiares y escolares, la actitud del adolescente hacia la autoridad institucional y la conducta violenta en la escuela. La muestra se compone de 1.049 adolescentes de ambos sexos y edades comprendidas entre los 11 y los 16 años. Para el análisis de los datos se ha calculado un modelo de ecuaciones estructurales. Los resultados indican que existe una estrecha asociación entre la comunicación negativa con el padre y la conducta violenta en la adolescencia. Los datos también sugieren que las expectativas del profesor inciden en la actitud del alumno hacia la autoridad institucional, que a su vez se encuentra estrechamente vinculada con la conducta violenta en la escuela. Por último, encontramos una influencia indirecta del padre, la madre y el profesor en el comportamiento violento del hijo-alumno, fundamentalmente a través de su efecto en el autoconcepto familiar y escolar
... In keeping with Bosworth et al.'s (1999) study, and with several other studies in Europe (Almeida, 1999;Alsaker & Brunner, 1999;Boulton & Underwood, 1992;Byrne, 1999;Fonzi et al., 1999;Glover et al., 2000;Lösel & Bliesener, 1999;Olweus, 1999;Ortega & Mora-Merchan, 1999;Siann et al., 1994;Vettenburg, 1999), North America (Charach et al., 1995;Duncan, 1999;Espelage & Holt, 2001;Nansel et al., 2001;Pellegrini & Long, 2002), and New Zealand (Adair et al., 2000), which found a significant gender difference regarding the frequency of carrying out bullying behaviors, Brazilian boys bullied their peers more often than Brazilian girls did. Thus, the first hypothesis was supported. ...
Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually harassed their peers more often than girls did. Hierarchical multiple regression analyses showed that boys and girls who scored high on general misconduct bullied their peers more often than those who scored low on general misconduct. Boys who believed they would be punished by their teachers for bullying and who scored low on benevolent sexism bullied more often than boys who believed they would not be punished by their teachers and who scored high on benevolent sexism. Moreover, bullying predicted peer sexual harassment for boys and girls. Recommendations to prevent bullying and sexual harassment are offered.
... Respecto de las variables escolares, se ha observado que los adolescentes con problemas de conducta violenta muestran normalmente interacciones más negativas con sus profesores, quienes, además, informan de expectativas menos favorables hacia esos alumnos -por ejemplo, expectativas negativas de éxito escolar- (Blankemeyer, Flannery, y Vazsonyi, 2002;Estévez et al., 2005a;Murray y Murray, 2004). Estos adolescentes también suelen presentar un autoconcepto escolar negativo (Andreou, 2000; O'Moore y Kirkham, 2001) y actitudes más desfavorables hacia la autoridad institucional como la policía, la escuela y el profesorado (Adair, Dixon, Moore, y Sutherland, 2000;Díaz-Aguado, 2002, 2005Emler y Reicher, 1995;Estévez et al., 2006). ...
The purpose of present study is to analyse the relationship among certain family and school factors, adolescents' attitude towards institutional authority, and violent behaviour at school. The sample is composed of 1049 adolescents of both sexes and aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results indicate a close association between negative communication with father and violent behaviour in adolescence. Moreover, data suggest that teachers' expectations affect students' attitude towards institutional authority, which in turn is closely related to school violence. Finally, findings show an indirect influence of father, mother and teacher in adolescents' violent behaviour, mainly through their effect on family- and school-self-concept.
This study aimed to determine the degree of psychological narcissism and the experience of psychological loneliness among young basketball players. It also sought to establish the relationship, contribution, and impact of psychological narcissism on the experience of psychological loneliness among young basketball players. The researcher hypothesizes that psychological narcissism and psychological loneliness among players have a moral correlation. The study focused on youth basketball and utilized a descriptive approach modeled on co-relational relationships. The community consisted of basketball players from Baghdad youth clubs who were training to participate in the local sports season (2023/234). The Sulaikh Club, Housing, and Industries naturally distributed the remaining 72 players among themselves. We intentionally selected Electricity, Air Force, and Civil Defense players using a thorough enumeration approach, ensuring 100% participation. They were considered a single sample, with 35 players selected for the construction sample, accounting for 48.611%, and 5 players selected for other purposes. Intentional gamers from this group made up 6.944% of the exploratory sample and 44.4444% of the remaining 32 individuals in the main research sample. We constructed specialized scales, such as paper and pen scales, to measure two phenomena within the target sample. We developed these scales by following field methodological steps and applying statistical treatments to the building sample. We obtained the results by conducting a survey and scanning the main sample. We then analyzed the results using the SPSS system. The findings indicate that young players exhibit a significant degree of psychological narcissism in the training and competitive setting, as well as a reduced sense of psychological unity in their basketball performances. The manifestation of these psychological phenomena in a partnership has a detrimental impact on the character of their group game. The suggestions were to focus on preventing and reducing psychological narcissism among basketball players. They should strive to enhance their self-confidence and assume responsibility for confronting the various situations in which they encounter psychological stress. This will help to establish a sense of psychological unity, which in turn positively impacts the outcomes of their competitions in this collaborative game that demands cooperation among the players.
Historically, prevention in psychology has never been outright objectionable for mental health professionals. However, despite its acceptance, not enough practitioners engage in prevention and wellness promotion in their daily activities. The Oxford Handbook of Prevention in Counseling Psychology offers the foundational knowledge necessary to engage in successful prevention and wellness promotion with clients across the lifespan. Written from a counseling psychology perspective, this book presents an approach to prevention that emphasizes strengths of individuals and communities, integrates multicultural and social justice perspectives, and includes best practices in the prevention of a variety of psychological problems in particular populations. Assembling articles into four comprehensive sections, this book provides expert coverage on the following: fundamental aspects of prevention research and practice (i.e. the history of prevention, best practice guidelines, ethics, and evaluation); relevant topics such as bullying, substance abuse, suicide, school dropout, disordered eating, and intimate partner violence; the promotion of wellness and adaptation in specific populations and environments, providing findings on increasing college retention rates, fostering healthy identity development, promoting wellness in returning veterans, and eliminating heterosexism and racism; and the future of prevention, training, the intersection of critical psychology and prevention, and the importance of advocacy.
Present study analyses social media users’ perceptions
about presence of cyber bullying in political contents on
Facebook and Twitter. In the presence of social media cells of
political parties, this study designed to analyze impact of cyber
bullying on political behavior of users.
Design/Methodology/Approach: Present study utilized survey
research techniques and data from 300 male and female social
media users was collected through a well-designed questionnaire.
Findings: Major findings indicate consistent use of social media
by youngster and users believe that there is rise in political
contents on social media. Social media bullying is creating a
political divide among supporters of different political parties.
Bullying contents creating hatred, enmity, hostility, aggression
and anger against supporters of other parties. Users are the view
that offensive language, photo shopped images, impersonation,
spoofing, misleading facts are faced by users in political contents.
Results also reveal that male users face more offensive language
as compared to female users of social media due to wider
friendship circle.
Implications/Originality/Value: It is evident from the finding
that bullying, trolling and memes has emerged as new way of
political agenda setting and major area to reinforce voters about
certain political ideology in the context of Pakistan’s political
atmosphere.
This chapter presents research and conceptual approaches that support the case for integrating queer pedagogy in K-12 classrooms to promote school safety and reduce incidents of bullying and harassment. The first section presents definitions of the related concepts of gendered harassment, bullying, (hetero) sexual harassment, homophobic harassment, and harassment for gender nonconformity. The second section introduces queer pedagogy and how this approach can shift the way schools deal with issues related to violence, embodiment, gender, and sexuality. The third section addresses some of the legal and policy issues involved when addressing forms of bullying and harassment as well as how to use Freire’s concept of praxis to teach “queerly” to disrupt physical, emotional, and verbal violence linked to the heteronormative practices in schools. The chapter concludes by offering several ideas for immediate action and additional resources for further reading and pedagogical application.
There is no doubt that the issue of school bullying is now well and truly on the agenda for educationalists and employers on a global scale (Graham und Juvonen, 2001; Ohsako, 1997). In the Asia-Pacific region countries significant cross -cultural research into the issue has been conducted by Rigby and Slee (1999), Morita et al. (1985, 2001), and Sullivan (2000a). These researchers have addressed the issue of bullying within their individual countries including Australia (Slee, 2001);China (Lang Ma und Zhang, 2002); Japan (Taki, 2001); Korea (Sim, 2001); and New Zealand (Sullivan, 2000a) The present article draws together for the first time a summary of research relating to school bullying from these five countries.
Research on risk and resilience indicates that children exposed to multiple risk factors often report more negative effects than those experiencing only one risk. Studies indicate that victims of bullying (peer victimization) can become aggressive and violent over time. The present research examined whether children in seven New Zealand schools who experienced multiple forms of peer victimization were more likely to engage in bullying others than those who experienced only one form. In this study, 924 students, aged between 7 and 18 years, self-reported exposure to peer victimization and bullying behaviour. A MANCOVA indicated that multiple victims reported more bullying behaviour against others than non-victims and those students who experienced only one form of bullying. Gender and age differences in bullying behaviour were also reported by students. Implications for schools are discussed.
Extensive research both internationally and here in Aotearoa/New Zealand has consistently demonstrated the pervasiveness of bullying in schools and its far-reaching detrimental effects on students. However, much of the traditional research has been limited by a preoccupation with a modernist focus on individualism that has prevented a deeper understanding of the social concept of bullying. This study employs a social constructionist framework in performing a Foucauldian discourse analysis on secondary students' constructions of bullying. Data was collected through interviews with senior students at a small, semi-rural secondary school in Aotearoa/New Zealand. The results indicate that students made sense of bullying by drawing on constructions that included bullying as irrelevant and bullying as inevitable. The ways in which students positioned themselves and others within these discourses and the corresponding power relationships were considered.
Bullying is a socially and culturally complex phenomenon that until now has largely been understood in the context of the individual. This book challenges the dominance of this approach, examining the processes of extreme exclusion that are enacted in bullying - whether at school, through face-to-face meetings or virtual encounters - in the context of group dynamics. Contributors draw upon qualitative empirical studies, mixed methods and statistics, to analyse the elements that allow bullying to emerge - the processes that produce exclusion and contempt, and the relations between children, teachers and parents. Introducing a new definition of bullying, this book goes on to discuss directions for future research and action, including more informed intervention strategies and re-thinking methods of prevention. Exploring bullying in the light of the latest research from a wide variety of disciplines, this book paves the way for a new paradigm through which to understand the field.
The recruitment and retention of the highest-quality artist educators in colleges and universities is a key element in supporting strong K–12 arts education programs. Artist educators must be expert in at least two disciplines: their art forms and education. However, the peer review processes commonly employed to recommend higher education faculty members for tenure or promotion are sometimes not well suited to evaluate the work of faculty members whose work spans multiple disciplines. This discussion addresses the functions and implementations of peer review, epistemology, arts-based educational research, academic traditions and disciplinary cultures, and invisibility. Issues specific to the review of interdisciplinary work are also discussed. Recommendations address peer review policies, fostering critical mass in scholarly communities, and academic culture.
The present study investigated the stabilities of and interrelationships among traditional (i.e., face‐to‐face) bullying, traditional victimhood, cyber bullying, and cyber victimhood among adolescents over time. About 1,700 adolescents aged 11–16 years at Time 1 self‐reported levels of both bullying and victimization in four contexts (in school, outside of school, texting, and on‐line) annually for 2 years. Results indicated that all four dynamics were moderately stable over time. The following variables were found to bidirectionally reinforce and predict each other over time: traditional bullying and traditional victimization; traditional bullying and cyber bullying; and traditional victimization and cyber victimization. These results indicate that bullying and victimhood in both face‐to‐face and cyber‐based interactions are related but not identical interpersonal dynamics.
Adolescent attitudes to institutional authority are related to their implication in deviant and risk behaviors such as substance abuse and pre-delinquency. Attitudes towards teachers, the police, the school and laws constitute, therefore, a relevant variable in the study of psychosocial adjustment in adolescence. The objective of the present work is to contribute a reliable instrument for the measurement of these attitudes, and to analyze the psychometric properties of the Attitudes to Institutional Authority in Adolescence Scale (AAI-A). Factor structure of this scale is examined by means of exploratory factor analyses, confirmatory factor analyses, and multigroup analyses, in two independent samples of adolescent students (1795 Spanish and 1494 Mexican). Results obtained show a bifactorial structure, being factors referred to Positive attitude to institutional authority and Positive attitude towards transgression of rules. This scale also shows adequate reliability coefficients and significant correlations with adolescent aggressive behavior and their perception of teachers in the school context.
This article documents the important issues of school violence and bullying in the United Kingdom. The authors provide examples of effective interventions for preventing violence and describe some methods, grounded in a restorative and emotional intelligence framework, that have been successfully adopted in U.K. schools. The authors conclude that if violence is to be addressed, a whole school approach embedded in the wider community is required.
Bullying via mobile phone text messages (text-bullying) is a growing problem in New Zealand. Little research exists on this important issue. This study examined the nature and prevalence of text-bullying among adolescents. A total of 1,530 students ages 11–18 from three schools in New Zealand participated in this research. Students completed anonymous surveys regarding text-bullying, traditional bullying, and depressive symptoms. Results indicated that 43% of students had experienced at least one incident of text-bullying with 23% of the sample experiencing more frequent text-bullying. The majority of victims of text-bullying were also victims of traditional bullying. Students who were victims of both text message and traditional bullying reported more depressive symptoms than those who experienced traditional bullying only and those not involved in bullying.
This study investigates the association between mental health status and chronic bullying. Findings are based on a cross-sectional survey of 3,265 randomly selected secondary school students. Students were classified as having experienced chronic bullying if they had experienced any of the following five or more times during the previous six months while at school: physical violence, verbal teasing, sexual harassment and racist comments. Analysis showed that bullied students had lower self-esteem, suffered more from depression, stress and hopelessness, and were more likely to think about and attempt self-harm and suicide than others. Our findings suggest that young people in New Zealand secondary schools are experiencing significant levels of mental distress. Addressing violence in the school setting is important, as positive mental health is a prerequisite for the social, academic and physical achievements of young people in a school environment.
The nature of peer bullying in schools is described, differentiating between its defining characteristics and others usually but not necessarily present. Topics on the phenomenon, sometimes unreal, are analysed. On the basis of Spanish data, incidence of bullying in schools, its settings and participants, and its consequences for the ones involved are sum-marised, together with students' and teachers' representations of this problem, resulting from qualitative studies carried out by the authors. Finally, the role of different participants, specially the school, in the intervention and prevention of bullying, is discussed.
Theoretical and empirical analysis of homosexual identity neglects the influence of structural factors on identity expression. The Negotiated Identity Model proposes that perceptions of external forces influence adolescents through supportive resources and obstacles that may inhibit identity expression. Snowball sampling provided 172 self-identified homosexual adolescents, including 85 lesbians and 87 gay males. Perceptions of structural associations tested included religiosity, importance of school, political ideology of parents, socioeconomic status (SES) of parents, importance of heterosexual friends, frequency of heterosexual sexual encounters, importance of heterosexual sexual encounters, and gender nonconformity. Multiple regression analysis explained more of the variance for gay men than for lesbians. Variables important for gay males included political ideology, SES, heterosexual friends, and gender nonconformity. Significant variables for lesbians included religion and importance of school. Gender differences are discussed as well as implications for adolescents.
Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.
Retrospective data were collected from adolescent students in order to clarify perceptions of victimization by bullies in small-town midwestern schools. Seventy-two percent of females and 81 percent of male respondents felt that they had experienced bullying at some point in their student careers (76.8 percent overall). Fewer students were considered chronic victims as self-reported severity of bullying increased. Though there are some difficulties in making a direct comparison, preliminary results indicate that victimization by bullies is more prevalent in the USA than in European countries.
Although findings from previous research indicate that juvenile delinquents have goals, the application of goal-directed behaviour to juvenile delinquency has not been studied. This paper has two purposes. First, it examines whether juvenile delinquents set specific and challenging goals, the degrees of commitment to their goals, and the acceptance of future challenges as a consequence of their goal setting. Second, it investigates whether a hierarchical structure exists within the juvenile delinquent population, and how goal setting is important to this structure. Five incarcerated male youths from one of the Perth detention centres were purposefully selected to represent different ages and cultural backgrounds within the incarcerated population. An interview schedule, incorporating one vignette, was used to direct discussion concerning juveniles' goals, plans, peers, gangs and leadership roles. The overall findings of the study suggest that juvenile delinquents set specific and challenging goals, to which they have commitment, in order to achieve their desired outcomes. In addition, it appears that while a hierarchical structure may exist within the delinquent population, delinquents may be unaware of the group processes which contribute to this structure. Finally, directions for future research are discussed in light of the findings.
The study set out to examine the responses of children and adolescents to six televised excerpts selected from different genres but all raising questions about the appropriateness of violence within the context of various social institutions. Students ranging in age from 9 to 16 years each saw one 20-minute excerpt. Their attitudes to aggression were assessed from their choice of appropriate situational responses when presented with sets of behavioral options to scenarios created in the programs. No single pattern of age, social class or gender differences was found. Younger subjects were more likely than older subjects to endorse authority positions whether these were accepting or rejecting of violence. Middle-class and female subjects were generally more rejecting of violence, but this pattern was reversed in response to the portrayal of violence during an industrial dispute. The findings supported a subcultural and context-dependent interpretation of audience evaluation of televised violence.