Aggression And Bullying

Question 1

What is the definition of aggression

Answer 1

injurious and destructive behaviour that is socially defined as aggressive on the basis of a variety of factors, some of which reside in the evaluator rather than in the performer

Question 2

what are the theories of aggression

Answer 2

• trait theory: consistency and stability
• drive theory: Freud
• theological theory: agnostic interactions
• social cognitive theory: modelling etc
• information processing model: social cues and responses
• general aggression model: social, cognitive, personality, developmental and biology of aggression

Question 3

Outline Eagen and Perry’s conclusion on self-regard and victimisation

Answer 3

Self regard, especially self-perceived social competence within the peer group contributes to victimisation in two ways:
- 1) A belief in not being able to interact effectively with one’s peers leads to an increase in victimisation over time irrespective of any behavioural problems.
- 2) Confidence in being able to interact with one’s peers protects behaviourally at-risk children from becoming victimised.

Question 4

Outline Forbes et al’s research on the bidirectional relationship of peer victimisation and mental health

Answer 4

Depressive symptoms, anxiety, and peer victimization had small but significant unique bidirectional relationships. All three constructs also uniquely and prospectively predicted poorer life functioning across all domains examined.

Question 5

what are the types of peer victimisation

Answer 5

physical, verbal, relational and cyber

Question 6

outline the difference between early and more recent views of peer victimisation

Answer 6

• Earlier views posited that when peer victimization occurred an adverse outcome automatically resulted.
• More recent approaches show that this is an oversimplified view

Question 7

what are the moderators, mediators and outcomes for abuse

Answer 7

Moderators: severity and family support
Mediators: psychological processes, coping, attribution of blame, self-efficacy
outcomes: depression, aggression, internalising, externalising

Question 8

Behavioural reactions related to victimisation

Answer 8

passive victims: submissive etc
provocative victim: disruptive etc

Question 9

peer factors related to victimisation

Answer 9

status in the peer group, minority status, few friends, poor quality friendships

Question 10

family factors related to victimisation

Answer 10

overprotected children, enmeshed relationships, poor-parent child communication patterns

Question 11

school factors related to victimisation

Answer 11

bullying is not taken seriously, bystanders not feeling supported when they report bullying, no clear procedures for handling bullying

Question 12

what are the possible psychological outcomes of peer victimisation

Answer 12

depression, anxiety, low self-esteem, acting out, school refusal and loneliness, suicidal ideation

Question 13

Outline Barchia and Bussey’s research into factors influencing depressive victimisation outcomes

Answer 13

Children who were victimized more ruminated more, and this led to greater depression.

Question 14

Is the negative impact of victimisation inevitable?

Answer 14

Not every child at school will be bullied and not every child who is bullied will suffer the same negative outcome.

Question 15

Factors which attenuate the negative psychological impact of victimisation

Answer 15

coping skills and coping self-efficacy

Question 16

The greater the level of victimization the ____ able children were to use the coping self-efficacy strategies.

Answer 16

less

Question 17

The more that coping self-efficacy strategies were used, there was ___ evidence of anxiety, depression and acting out.

Answer 17

less

Question 18

Outline the interaction of behavioural and cognitive self-efficacy strategies and psychological outcomes

Answer 18

• the behavioral strategy of self-efficacy for proactive behavior reduced anxiety and disengagement form the victim role was most important for alleviating depression symptoms
• the use of the cognitive self-efficacy strategies reduced children’s anxiety and depression
• use of the behavioural self-efficacy strategy of avoiding aggressive behaviour led to less acting out

Question 19

Outline Trompeter, Bussey and Fitzpatrick’s research into coping self-efficacy and cyber victimisation

Answer 19

most domains of coping self-efficacy and emotion dysregulation partially mediated the relationship between cyber victimization and depression, and fully mediated the relationship between cyber victimization and social anxiety.

Question 20

outline sex differences in aggression

Answer 20

sex differences depend on the type of aggression

Question 21

What is the definition of bullying

Answer 21

A student is being bullying or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students. There needs to be an imbalance in power between the bully and bullied

Question 22

what are the bullying involvement roles

Answer 22

• Bully: active, initiative-taking, leader-like behaviour
• Reinforcer of the bully: inciting the bully, providing an audience, etc.
• Assistant of the bully: active, but more follower than leader-like
• Defender of the victim: sticking up for or consoling the victim
• Outsider: doing nothing in bullying situations, staying away
• Victim: is the target of bullying

Question 23

When does cyberbullying peak

Answer 23

during adolescence

Question 24

Outline the prevalence of cyberbullying

Answer 24

• bullying rates: 21% physical, 54% verbal, 52% relational, 14% cyber
• 7-10% of grade 4-9 students were cyber bullied
• recently, 44% of Aus young people report have a negative online experiences

Question 25

Outline the mental health outcomes of cyberbullying

Answer 25

• Cyberbullying impacts children and adolescents’ mental health.
• A number of studies have found that the more adolescents experienced cyber bullying, the higher was their depression and increased risk of suicide

Question 26

outline the deficit explanations of aggressors and bullies

Answer 26

It has been argued that highly aggressive children and bullies are ‘oafs’ who suffer from cognitive deficits and have a limited awareness of the effects on others of their aggressive interactions

Question 26

outline the counter deficit model of aggression and bullies

Answer 26

bullies and highly aggressive children are skilled manipulators who use aggression to achieve their goals. Rather than lacking awareness of the effect of their aggressive behaviours on others, it has been suggested that they lack empathy and perspective taking skills to appreciate how their victims feel

Question 27

What are the mechanisms of moral disengagement

Answer 27

moral justification, euphemistic language, advantageous comparison, displacement of responsibility, diffusion of responsibility, distorting the consequences of action, dehumanisation, attribution of blame.

Question 28

outlines the research on moral disengagement and bullies

Answer 28

Research on moral disengagement has shown that bullies and aggressive children score higher on moral disengagement than do victims, nonaggressive children, and children not involved in bullying.

Question 29

Outline Bussey, Quinn and Dobson’s research on the moderating roles of empathetic concern

Answer 29

• The empathy-related variables of empathic concern and perspective taking each moderated the link between moral disengagement proneness and aggression.
• At higher levels of empathic concern and perspective-taking, the association between moral disengagement proneness and aggression was weaker than at lower levels of each of the empathy-related variables.

Question 30

Outline Bussey and Luo’s research into mindfulness as a moderator of aggression

Answer 30

as students age, they are more able to moderate the moral disengagement aggression link by employing mindfulness strategies.

Question 31

outline the relationship between moral disengagement and cyber bullying

Answer 31

Some studies have found a weaker linkage between cyberbullying and moral disengagement than between offline bullying and moral disengagement typically due to the measure which is closer linked to offline than cyber antisocial behaviour

Question 32

Can bystanders stop offline bullying

Answer 32

research shows intervention by a bystander can lead to less bullying and even stop it

Question 33

do all defenders intervene constructively?

Answer 33

no, some intervene aggressively

Question 34

outline the relationship between moral disengagement and bystanders

Answer 34

The lack of defending in bystanders to cyberbullying has been linked with the process of moral disengagement, which allows bystanders to justify the morality of their inactivity after witnessing a cyberbullying episode.

Question 35

Outline the interaction of contextual moral disengagement

Answer 35

in text and facebook scenarios, contextualised moral disengagement was associated with aggressive and constructive defending self-efficacy above and beyond general moral disengagement.

Question 36

what is the whole school approach to intervention and how does it differ to other programs

Answer 36

The KiVa program differs from most other programs in the following three major ways:
- 1) professionally developed materials are provided for students, teachers and parents rather than relying on general guiding principles;
- (2) internet-based resources are part of the instructional materials; and
- (3) a much stronger role is accorded to bystanders and methods that aim to increase their ability and motivation to defend the victim in bullying episodes are included in the program.

Question 37

What is composed in the KiVa program

Answer 37

• The program has two main components: universal and indicated actions.
• Each of these actions are tailored to three main age groups (7-9, 10-12, and 13-15 years).

Question 38

What are the universal and indicated actions

Answer 38

• Universal actions involve lessons given by the classroom teacher. These lessons are comprehensive and include information, discussion, role plays, and short video clips on bullying.
• The indicated actions follow a bullying incident. Two school personnel along with the classroom teacher address each case of bullying that is witnessed or reported.

Question 39

Evaluate KiVa

Answer 39

• The results revealed that self- and peer-reported bullying and victimization were reduced in the intervention compared with the control.
• Students in the intervention schools assisted and reinforced the bully less and believed that they were more able to intervene in a bullying episode than students in control schools.