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Articles 1 - 7 of 7
Full-Text Articles in Child Psychology
The Association Of Different Types Of Bullying With The Mental Health Of Children And Teens From The United States, France, And Canada, Christina Fisher
The Association Of Different Types Of Bullying With The Mental Health Of Children And Teens From The United States, France, And Canada, Christina Fisher
Media and Communication Studies Summer Fellows
Bullying continues to trouble youths around the world, sometimes with devastating effects for victims’ mental health. This suggests an ongoing need for awareness, intervention and tolerance for everyone involved. This study, a literature review, explored the extent of these mental health effects found in 50 studies of victims, bullies, and bully-victims, those who are victims of bullying and who also bully others, in the United States, France, and Canada (Willard, 2007). Particular attention was paid to the impact that gender, age, ethnicity, and the LGBTQ community had on researchers’ findings. Findings show that 25.9% to 33% of students in these …
Four Decades Of Research On School Bullying: An Introduction, Shelley Hymel, Susan M. Swearer
Four Decades Of Research On School Bullying: An Introduction, Shelley Hymel, Susan M. Swearer
Department of Educational Psychology: Faculty Publications
This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide …
Understanding The Psychology Of Bullying: Moving Toward A Social-Ecological Diathesis–Stress Model, Susan M. Swearer, Shelley Hymel
Understanding The Psychology Of Bullying: Moving Toward A Social-Ecological Diathesis–Stress Model, Susan M. Swearer, Shelley Hymel
Department of Educational Psychology: Faculty Publications
With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis– stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement …
Do Cyberbullies Really Want To Hurt Others?, Danielle Law
Do Cyberbullies Really Want To Hurt Others?, Danielle Law
Clear Language Summaries
Cyberbullying occurs when computer and mobile technologies are used to intentionally harm others. When communicating online there are two basic motivations for online aggression: whether they are posting mean things with intention to harm, or whether they are engaging in these behaviours to defend themselves. This research found that the majority of teenagers are not intentionally mean; rather, they are navigating a world of miscommunication that lends itself to retaliation that spirals out of control in aggressive ways. A small percentage of teens are deliberately malicious and require special intervention. When educating teens about cyberbullying it is important to understand …
Examining The Relationship Between Emotion Perception And Bullying: A Proposal, Marielle Leo, Kimberly A. Barchard
Examining The Relationship Between Emotion Perception And Bullying: A Proposal, Marielle Leo, Kimberly A. Barchard
McNair Poster Presentations
Bullying and aggressive behaviors have adverse effects on many children. Violent behavior among children occurs most commonly in the school setting and may lead to negative emotional outcomes later in life (Kub & Feldman, 2015). According to a study conducted by Baroncelli et al. (2014), boys who have been found to be high in aggression have a difficult time perceiving relevant social cues such as fear and anger. However, boys were prone to frequently identify happiness and fear in faces when a different emotion was expressed. For girls, Baroncelli and colleagues did not find any significant relationships. The purpose of …
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Faculty Scholarship
Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.
Teachers Matter: An Examination Of Student-Teacher Relationships, Attitudes Toward Bullying, And Bullying Behavior, Cixin Wang, Susan M. Swearer, Paige T. Lembeck, Adam Collins, Brandi Berry
Teachers Matter: An Examination Of Student-Teacher Relationships, Attitudes Toward Bullying, And Bullying Behavior, Cixin Wang, Susan M. Swearer, Paige T. Lembeck, Adam Collins, Brandi Berry
Department of Educational Psychology: Faculty Publications
This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students’ bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students’ attitudes toward bullying mediated the relationship between student-teacher relationships and physical and verbal/relational bullying. There was a significant group difference on student-teacher relationships and attitudes toward bullying between bully, bully-victim, victim, and bystander groups and students not involved in bullying. In addition, sixth graders reported significantly more positive student-teacher relationships than seventh and eighth graders. Implications for the role of both cognitive and …