Aggression And Bullying Flashcards

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1
Q

What is the definition of aggression

A

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

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2
Q

what are the theories of aggression

A
  • 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
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3
Q

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

A

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.

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4
Q

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

A

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.

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5
Q

what are the types of peer victimisation

A

physical, verbal, relational and cyber

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6
Q

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

A
  • Earlier views posited that when peer victimization occurred an adverse outcome automatically resulted.
  • More recent approaches show that this is an oversimplified view
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7
Q

what are the moderators, mediators and outcomes for abuse

A

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

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8
Q

Behavioural reactions related to victimisation

A

passive victims: submissive etc
provocative victim: disruptive etc

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9
Q

peer factors related to victimisation

A

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

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10
Q

family factors related to victimisation

A

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

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11
Q

school factors related to victimisation

A

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

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12
Q

what are the possible psychological outcomes of peer victimisation

A

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

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13
Q

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

A

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

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14
Q

Is the negative impact of victimisation inevitable?

A

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

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15
Q

Factors which attenuate the negative psychological impact of victimisation

A

coping skills and coping self-efficacy

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16
Q

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

A

less

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17
Q

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

A

less

18
Q

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

A
  • 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
19
Q

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

A

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.

20
Q

outline sex differences in aggression

A

sex differences depend on the type of aggression

21
Q

What is the definition of bullying

A

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

22
Q

what are the bullying involvement roles

A
  • 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
23
Q

When does cyberbullying peak

A

during adolescence

24
Q

Outline the prevalence of cyberbullying

A
  • 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
25
Q

Outline the mental health outcomes of cyberbullying

A
  • 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
26
Q

outline the deficit explanations of aggressors and bullies

A

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

26
Q

outline the counter deficit model of aggression and bullies

A

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

27
Q

What are the mechanisms of moral disengagement

A

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

28
Q

outlines the research on moral disengagement and bullies

A

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.

29
Q

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

A
  • 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.
30
Q

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

A

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

31
Q

outline the relationship between moral disengagement and cyber bullying

A

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

32
Q

Can bystanders stop offline bullying

A

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

33
Q

do all defenders intervene constructively?

A

no, some intervene aggressively

34
Q

outline the relationship between moral disengagement and bystanders

A

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.

35
Q

Outline the interaction of contextual moral disengagement

A

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

36
Q

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

A

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.

37
Q

What is composed in the KiVa program

A
  • 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).
38
Q

What are the universal and indicated actions

A
  • 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.
39
Q

Evaluate KiVa

A
  • 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.