Com@Viver sem (cyber)bullying: Um guia para trabalhar com crianças e jovens
Abstract
As interações interpessoais, sobretudo na adolescência, incluem frequen- temente dinâmicas de experimentação de papéis de poder e agressividade. Deste quadro, podem surgir fenómenos de violência entre pares, entre os quais, o bullying. Além disso, com o uso massivo de tecnologias de infor- mação e comunicação (doravante designadas TIC), este fenómeno adquiriu outros contornos, onde as barreiras físicas e temporais cessam de existir, desencadeando outro fenómeno com uma maior complexidade, ou seja, o cyberbullying. Compreender os fenómenos de bullying e cyberbullying, na sua definição, extensão e implicações, é importante para que possam ser prevenidos e mitigados. Os ambientes educativos, como o contexto escolar e outros, que são frequentados pelas crianças e adolescentes durante largos períodos de tempo, tendem a ser os locais onde mais desempenham os seus papéis sociais. E são, também por essa razão, contextos privilegiados para trabalhar competências que promovam a auto e hetero proteção face ao bullying e cyberbullying. O presente e-book inclui um conjunto de 28 ati- vidades desenvolvidas e validadas por equipas de Psicologia da Educação, especializadas nestes fenómenos, e objetiva divulgar estes recursos fora do contexto académico, para apoiar a prática pedagógica de professores, psi- cólogos e outros agentes educativos. O leitor encontrará uma secção ini- cial que explicita como é que este e-book pode ser utilizado. A estrutura em quatro temas é transversal ao racional conceptual que lhe está subjacente, também apresentado na secção inicial do documento, e à organização das atividades, especificamente: “Tema A – Informa-te”, referente à definição dos conceitos; “Tema B – Fica atento”, respeitante a estratégias e compor- tamentos de cibersegurança e proteção online; “Tema C – Previne o (cyber) bullying”, relativo a estratégias de prevenção dos fenómenos de violência entre pares e desenvolvimento de competências sociais e emocionais; e “Tema D – Age perante o (cyber)bullying”, alusivo a estratégias de inter- venção em situações de bullying e cyberbullying. Em cada tema, podem ser consultadas as atividades detalhadamente apresentadas às quais corres- ponde um número e um título. Cada atividade inclui os respetivos materiais necessários, tanto à preparação por parte do dinamizador, quanto à realiza- ção da atividade com os destinatários.
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Different forms of verbal aggression are often presented in cyberbullying and are used to harm others in online communication. This study proposed to understand the influence of an aggressive communication style on adolescents’ intentions to engage in cyberbullying, their emotional well-being, and personal moral beliefs. A convenience sample of 218 adolescents (Mage = 14.67, SD = 0.84, 53% girls) in Portugal responded to questionnaires. Structural equation modeling analyses were conducted to test mediating effects. An aggressive communication style may lead adolescents to perceive cyberbullying behavior as fair, and to decrease their emotional well-being. Moreover, this communication style may contribute to adolescents’ intentions to engage in cyberbullying, and whether they believe this type of behavior is fair or unfair may determine those intentions. These findings contribute to an understanding of determiners of cyberbullying and the provision of insights to develop school interventions in this field.
The role of reactive and proactive aggression in school bullying perpetration remains unclear. In this study, we explore the predictive value of an expanded model of aggression motives based on the Quadripartite Violence Typology (QVT), which distinguishes between motivational valence (appetitive or aversive) and recruitment of deliberative self‐control to derive four classes of motives: Rage, Revenge, Reward, and Recreation. With a sample of 1,802 students from grades 7–9, we assessed aggression motives via self‐report, along with self‐report of bullying perpetration and victimization, which were used to assign students into categories of Pure Bully, Bully/Victim (B/V), Pure Victim, and Uninvolved. Two structural models were computed to examine the relationship between these four categories of bullying involvement and aggression motives, using conservative and liberal bullying cutoffs. As predicted, B/V status was more strongly related to Rage and Revenge motives. However, B/Vs had higher scores than Pure Bullies for almost all aggression motives, including Recreation. We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage (which map most clearly to proactive and reactive aggression, respectively) aggression motives, for bullying prevention and intervention strategies, especially among adolescents for whom extant bullying prevention strategies may be ineffective or counterproductive.
The aims of this paper were two-fold: to validate the AMSC-Q (Adolescent Multidimensional Social Competence Questionnaire) and to examine the social competence of those involved in bullying. The representative sample was composed of 4047 Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the EBIPQ (European Bullying Intervention Project Questionnaire). The AMSC-Q measure yielding a 5-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non-involved in bullying are discussed. © 2017 Universidad del País Vasco. Published by Elsevier España, S.L.U.
RESUMO: Este artigo apresenta parte do estudo do projeto Cyberbullying - um diagnóstico da situação em Portugal *, no qual foi aplicado um questionário a 3.525 adolescentes do 6º, 8º e 11º níveis de escolaridade para compreender a incidência do fenómeno e analisar os processos associados, nomeadamente os motivos percecionados, objeto específico deste trabalho. Os motivos mais invocados pelos que desempenham o papel de agressor são hedonistas relacionados com brincadeira, diversão e fuga ao tédio, bem como motivos de afiliação e reativos. Os que se identificam como vítimas, por sua vez, atribuem aos seus agressores motivos de afiliação, hedonistas e de poder, com ênfase particular, por ordem decrescente, para a inveja, a diversão, a imaturidade, o ciúme, a falta de respeito, a ausência de afeto e os sentimentos de superioridade.
This article presents seven principles that have guided our thinking about emotional intelligence, some of them new. We have reformulated our original ability model here guided by these principles, clarified earlier statements of the model that were unclear, and revised portions of it in response to current research. In this revision, we also positioned emotional intelligence amidst other hot intelligences including personal and social intelligences, and examined the implications of the changes to the model. We discuss the present and future of the concept of emotional intelligence as a mental ability.
This study aims to clarify how the quality of the family environment is related to the involvement in cyberbullying behaviors, either as a cyber-victim or as a cyber- Aggressor, via a cross-sectional research design. With this purpose a diagnostic questionnaire with questions about both the quality of family environment and cyberbullying was conceived and administered to 3525 adolescents attending 6th, 8th and 11th grades at several schools in Portugal. The results suggested that two family aspects seem to be equally important in protection against cyberbullying: perception of family support and perception of rules within the family. A hierarchical regression analysis reveals that lack of family support is more predictive of cyber-victimization and that a lack of family rules is more predictive of cyber- Aggression. The authors discuss the implications for the well-being of adolescents, as well as the challenges that parents face in the supervision of adolescents' use of digital technologies.
In Taiwan, a previous study indicates that 18.4% of adolescents were cyberbullying victims, 5.8% were perpetrators, and 11.2% were both. The aims of the present study were to determine whether time spent online, risky Internet usage, and parental supervision were risk factors of cyberbullying victimization (study 1), explore the mechanism underlying the relationship between cyberbullying victimization and perpetration (study 2), and examine the risk factors (time spent online, risky usage, parental supervision, and emotional self-regulation) of cyberbullying among children, including bullies, victims, and bully-victims (study 3). A 2-wave de-identified secondary data analysis from an elementary school sample (220 5th grade students: Wave 1 and Wave 2, 238 6th grade students: Wave 1 only) in Taiwan was used. Logistic regression analysis, mediation analysis, and one-way multivariate analysis of covariance (MANCOVA) were conducted. ^ The results indicated that time spent online and risky usage increased the odds of cyberbullying victimization. However, parental supervision failed to predict future cyberbullying victimization (study 1). The association between cyber victimization and cyberbullying perpetration was mediated by emotional self-regulation (study 2). Compared to victim-onlys, bully-onlys, and neutrals (i.e., youth who experienced neither bullying victimization nor perpetration), bully-victims demonstrate higher amounts of time spent on the Internet, higher risky Internet usage, lower parental supervision, and lower emotional self-regulation (study 3). Combined, these studies make a significant contribution to the cyberbullying research. These findings may contribute to the development of effective education interventions in children?s Internet usage to avoid cyberbullying.
The purpose of the study was to explore whether personality traits moderate the association between social comparison on Facebook and subjective well-being, measured as both life satisfaction and eudaimonic well-being. Data were collected via an online questionnaire which measured Facebook use, social comparison behavior and personality traits for 337 respondents. The results showed positive associations between Facebook intensity and both measures of subjective well-being, and negative associations between Facebook social comparison and both measures of subjective well-being. Personality traits were assessed by the Reinforcement Sensitivity Theory personality questionnaire, which revealed that Reward Interest was positively associated with eudaimonic well-being, and Goal-Drive Persistence was positively associated with both measures of subjective well-being. Impulsivity was negatively associated with eudaimonic well-being and the Behavioral Inhibition System was negatively associated with both measures of subjective well-being. Interactions between personality traits and social comparison on Facebook indicated that for respondents with high Goal-Drive Persistence, Facebook social comparison had a positive association with eudaimonic well-being, thus confirming that some personality traits moderate the association between Facebook social comparison and subjective well-being. The results of this study highlight how individual differences in personality may impact how social comparison on Facebook affects individuals’ subjective well-being.