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Psychology 3 unipd > Bullying > Flashcards

Bullying Flashcards

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1
Q

Proactive aggression

A

instrumental aggression is goal-directed behavior designed to achieve an objective beyond physical violence (e.g., robbery
Also en al sulfate bullying

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2
Q

Reactive aggression

A

hostile aggression, on the other hand, is performed in response to provocation (e.g. retaliation).

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3
Q

Human agression

A

any behavior directed toward another individual that is carried out with the proximate (immediate) intent to cause harm

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4
Q

Bullying is a

A

Peer directed aggression which is also proactive

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5
Q

Research definition for bullying

A

“Any unwanted aggressive behaviour by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived porter imbalance and is repeated multiple times or is highlu likely to be repeated”

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6
Q

Three characteristics of bullying

A

Intentionality
Persistence
Imbalance of power

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7
Q

Intentionality

A

Intentional behavior: The first characteristic of bullying is that it is intentional. This means that the bully deliberately engages in the behavior with the aim of causing harm or distress to the victim

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8
Q

Persistance

A

Repetitive behavior: The second characteristic of bullying is that it is repetitive. This means that the behavior occurs repeatedly over time, and the victim may feel powerless to stop it.

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9
Q

Inbalance of power

A

Power imbalance: The third characteristic of bullying is that there is a power imbalance between the bully and the victim. This means that the bully has more power or influence than the victim, and uses this power to control or intimidate them. This power imbalance can be based on factors such as physical size, social status, or age.

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10
Q

Forms of bullying

A

Direct as verbal And phisical
Indirect or relational bullying as deliberate, withdrawal and malicious rumors

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11
Q

Gender difference

A

There are many studies but there is not an globally acceptance answer however some studies says that generally bullying is equal between gender,
But if we consider if it’s overt vs covert we can see that over is more dominant in males and covert in females
If we watch it from the different subtypes of bullying we can observe than language is equal
Physical more boys
And relational more girls

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12
Q

Gender roles and bullying

A

Bullying can be also study taking into consideration the social schemas and expectations as parameters
This created that researchers separate it in two cultures
In most western cultures girls are supposed to be more passive and submissive contributing to developed bullying to maintain high status in their social relationships
While for boys expectations a are more related with their active and dominating skills which may influence in their acceptance of the group by bullying someone else.

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13
Q

Cyber bullying

A

Cyberbullying refers to the act of using electronic communication technologies, such as social media, text messages, emails, or online forums, to harass, intimidate, or threaten someone. Cyberbullying can take many forms, including sending mean messages or rumors, posting embarrassing photos or videos, or spreading false information. The impact of cyberbullying can be severe and may include psychological harm, social isolation, and even physical harm in extreme cases.

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14
Q

Forms of cyber bullying

A

Verbal
Relations

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15
Q

In which groups can cyber bullying be perform

A

In real peer groups which cyberbulling them or their online groups

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16
Q

Difference of power imbalance in cb

A

Social
Relational
Psychological
Or even technological knowledge

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17
Q

Difference from cb to normal b

A

Anonymity- lack of opportunity of reporting and knowing who is the potential aggressor
Lack of empathy- there can be less detainment of bullying because of lack of empathy that it would had been produce by watching the reaction
Audience- there is a higher quantity of people
Time and space- accessibility of the victim 24/7

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18
Q

Bias based bullying types

A

Diversitu
Religion
Gender
Sexuality
Disability

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19
Q

Biased language

A

We have learnt something new about bullying. Language is important because it can shape behavior and reality.
Use of biased language by kids can easily lead to bullying behavior

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20
Q

Garden variety bullying

A

Scalia ting in the social groups by using as defense the bias language to prove that you are hetero

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21
Q

Percentages of bullying

A

10 - 20% bullied kids
5 - 15% bullies
3 - 6% bullu-victims
10 - 15% bullied online

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22
Q

Imaged nations definition of bullying

A

“All forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or explottation, including sexual abuse, while in the care of parent (s), legal guardian (s) or any other person
who has the care of the child”

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23
Q

Some associations related to bullying

A

American Psychology Association

American Academ of Pediatrics

American Public Health Association

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24
Q

Kandersteg Declaration

A

We the participants at the Joint Efforts Against Victimization Conference in Kandersteg in June 8th to 10th, 2007 pledge our long term commitment and determination to promote healthy relationships and prevent bullying and victimization in children and youth.

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25
Q

Bullying research network

A

150 ind
16 countries
Bring together information of bullying research

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26
Q

Public health by Charles Winslow

A

the science and art of preventing disease, prolonging life, and promoting physical health and efficiency through organized community efforts for the sanitation of the environment, the control of community infections, the education of the individual in principles of personal hygiene, the organization of medical and nursing service for the early diagnosis and preventive treatment of disease, and the development of the social machinery which will ensure to everyEssentialFunctions.jpg individual in the community a standard of living adequate for the maintenance of health.”

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27
Q

Public health applied in bullying prevention

A

They went to Pensilvania and invited the school nurses to their hospital system and asked them which were the three main issues they saw children had in there. Lack of services
Obesity
Bullying, they look for the applied based programs to solve this problem and decide to bring professionals to it. They were very well received by schools. So it went from listening to the community to create a program and applied it.

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28
Q

Preschooler bullying

A
  • certain aggression acts can be certainly a typical behavior in preschool children since they are still learning certain skills as making friends, sharing toys and solving disagreements, but as we know not all sorts of aggression is bullying so it also has to be a repetitive behavior, and this happens went they learn that a positive outcome comes along with aggression instead of a more useful way to approach conflict (as a conversation) is on this moment that adults should intervene to correct this behavior.
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29
Q

Bulling development with age

A

There are four groups
High
Desist
Moderate 35%
Never 42%

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30
Q

What are some transitional changes which influence with bullying

A

Changes in pupil to pupil relationships

Changes in pupil attitudes to adults and school

Greater risk-taking and anti-social behavior generally

An increasing stability of victim and bullying tendencies, with age

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31
Q

How does adolescence influence in bullying

A

During this period of time adolescents try to fit into the group, being accepted and make friends and because of this they are more conscious/ intensely aware of what it takes to fit in… in this way the focus on people who are different from this norms which dress, act or speak different, etc.

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32
Q

What are some organizational explanations of bullying changes

A

Organisational explanations
Middle schools are larger than elementary schools with more Complex organisational levels, moreover with the absence of a classroom teacher with less responsibility with kids in their class they also might be less likely to take action since the responsibility feel more diffuse.

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33
Q

Bullying is a significant risk factor either for the bullies or the bullied people for developing:

A

Health problems
Psychological problems
Behavioral problems

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34
Q

Psychosomatic problems related to bullying

A

Headache
Abdominal pain
Sleeping problems
Poor appetite
Skin problems
Vomiting

35
Q

Psychological problems which doesn’t just appear during the victimization process and also is correlated with future suicide thoughts, suicide attempts and self harm behavior

A

Anxiety
Stress
Low self-esteem
Low self-worth
Depressive sumptoms
Loneliness
Self-blame

36
Q

Asi I’ll outcomes for bullies and bullied people

A

Low GPAs
Absenteeism
Drop out
Substance abuse
Weapons
Fighting

37
Q

Bullies correlated social behaviors

A

Antisocial behaviour
Violence
Criminality
And substance abuse because of wanted to beings accepted by peers and the goal to have high social acceptance which might seem as cool
Homophily
the tendency for people to seek out or be attracted to those who are similar to themselves.

38
Q

Whitnessing peer victimization ate school is associated with

A

Low sense of safety
Negative perception of school climate
Decreased school engagement
Anxiety and school aversion

39
Q

What is a risk factor

A

Within a developmental pathology frame work a A risk factor is a characteristic at the biological, psychological, family, community or cultural level that precedes and is associated with a higher likelihood of problem outcomes

Likelihood- increasing the probability that a certain outcome

Risk factors can interact and change each other…

40
Q

Which are the two types of risk factors t

A

Risk factors can be classified based on temporality in children’s life this as
Episodes: hospitalization, parental divorce or a siblings birth
But the effects might be long lasting

Chronic life conditions: poor socioeconomic conditions or negative family climate

41
Q

What are protective factors

A

Are characteristics that are associated with lower likelihood of problem outcomes or to reduce the effects of a risk factor

Positive impact on children’s life by: directly improving quality of life, developing particular skills or vaffering risk factors.

42
Q

Social cognition perspective of why bullying behavior is created

A

Individual differences in behavioral responses to social situations could be course by individual differences in mental processes.

43
Q

Social information processing

A

Theory to investigate cognitive processes that guide behavior. And then applied to understand social and aggressive behavior

44
Q

What is the automatic process in six circular steps

A

A distortion in any of the stages of the circule may become in maladjusted behavior and in agrresion
1. Encoding of cues (both internal and external
2. Interpretation of cues
3. Clarifications of goal- arousal regulation…
4. Responses acces or construction of responses
5. Response decisión… responde evaluation, outcome expectations, self efficacy and response selection
6. Behavioral enactment

45
Q

Children with reactive aggression where in the circle have problems and how it’s name

A

Children with reactive aggression show problems in the first two steps, they tend to search for few social cues and focus only on aggressive ones
They more often interpret ambiguos cues as aggressive
It’s name hostile attribution bias

46
Q

Where does bullies have a problem in the circle of sex

A

In term three they are more prone to look for instrumental goals, bullies feel more self confident in aggressive response and expect more positive outcomes from those strategies

47
Q

What is skilled maipulator model

A

Skilled manipulator model
They say that bullying may be seen as a socially undesirable to reach the leadership and interpersonal dominance
In this perspective bullies sometimes might be skilled individuals who make perceive their social world quite accurately and make take advantage of it

48
Q

What it’s theory of mind and how is applied with the skilled manipulator model

A

the ability to understand and take into account another individual’s mental state or of “mind-reading”
Some bullies have a very good theory of mind skills “Having a grasp of the mental states of those involved, along with an ability to manipulate these thoughts and beliefs, may be crucial for the bully in developing and maintaining such inter-role relations”
Sutton et al., 1999 named as maquivellian conduct

49
Q

Two emotional factors of the SIP model

A

Emotionality: how easily emotions are arouse, their duration and it’s intensity
and emotional regulation: involves the management of the intensity, the arouse and the duration of emotions

50
Q

Emotional experiences can influence

A

Goal selection
Response generation
Decision
Enactment
Managements of emotions can prevent a aggressive behavior by changing the goal selection, response generation, decision or enactment in any of this steps.

51
Q

Emotional expectancies

A

If the emotional expectancy of feeling better after the aggression probably he or she will prefer this behavior other others which the outcome might not be clear or outcomes that would take more time instead.

52
Q

Which types of emotions are taken into a mhighr consideration in the SIP model

A

Empathic emotions
Munti dimensional construct which contains an affective: person capability to experience another’s persona emotions and cognitive components: people’s abilities to understand others persons emotions.

Empathy= pro social behavior and viceversa with antisocial behavior.

53
Q

What is the difference between empathy and the theory of mind

A

Theory of mind is more focus on mental than emotional state

54
Q

With relation of empathy and bullying

A

Affective part of empathy is missing while the cognitive part stays intact which means that bullies under say ands others emotions but don’t feel them

55
Q

Social goals for bullies (in the cognitive and social model)

A

It aims a change in the structure of the peer group…gaining social power by intentionally inflicting harm
1) They look for power (looking for people who is scared and submissive) and
2) dominance
And the wish of attention, to be together with others.

56
Q

What social status can bullies achieve with their behavior?

A

At first it was thought that bullies might get rejection however it seems as popular kids which goes up in the social position by this means.
Social preference: a child is liked or disliked
Percibe popularity: reflects the level of individual visibility, power.

57
Q

How are bullies and pro social behavior seem in terms of social preference and seem popularity

A

Social preference and perceive popularity have some overlapping however is oppositely related to peer aggression
Bullying is negatively associated with social preference and positively with seen popularity.
In contrast pro social behavior is associated positively with both

58
Q

What is the status of a motivator hypothesis

A

It is about… when having a high status among peers either as a social prefer or perceive popular promotes the kinds of behavior likely to keep the influential position within the peer group and the associated rewards. Wish to continue to be like.

59
Q

Social ecological approach of bullying

A

This model considers the complex interplay between individual, relationship, community, and societal factors. It allows us to understand the range of factors that put people at risk for violence or protect them from experiencing or perpetrating violence.

60
Q

Ecological systems theory

A

Bronfenbrenner’s ecological systems theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs.
To study a child’s development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well.
Bronfenbrenner divided the person’s environment into five different systems: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystemm.
The microsystem is the most influential level of the ecological systems theory. This is the most immediate environmental settings containing the developing child, such as family and school.
Bronfenbrenner’s ecological systems theory has implications for educational practice.

61
Q

Part of the social ecological model and it’s respective relations in bullying

A
  1. Microstructures-individual characteristics family and kids areas- individual characteristics that can be associated with been the target of bullying or being the bully- they can come from families who doesn’t foment pro social behaviors or emotional learning.
  2. Mesosystem- the interactions between Microsystems.

3.eso system- indirectly influence to be a target or to Bully: there can be indirect assumptions in teachers of that bullying is necessary for development and not intervene

  1. Macro system- cultural blue prints- which can perpetrate bulling

5- Chrono system- historical events that has happened in society or historical event that happened to the child. Recognition in the last years as health issue. (Divorce or loss of a parent)

62
Q

Drama triangle in bullying

A

Bullying, victim and bystanders

63
Q

Participant role approach

A

Initiators
Targets and
Bystanders (i.e. witnesses to bullying behaviour) can have a powerful effect on either encouraging or inhibiting bullying behaviour. There are three main types of bystander: followers (assistants) – do not initiate, but take an active role in the bullying behaviour supporters (reinforcers) – support the bullying behaviour (overtly or covertly, e.g. by turning a blind eye) but do not take an active role in the bullying behaviour defenders – dislike the bullying and try to help the target by intervening, getting teacher support (using safe telling) or providing direct support to the target.

64
Q

What are social roles

A

Are clusters of socially defined expectancies that individuals in a given situation are expected to fulfil
A sum of individual dispositions and others expectations, and between this tow they interact.

65
Q

Bully’s followers

A

1.Pro bullying attitudes
2.Low empathy
3.Highly moral disengagement mechanism

66
Q

Defenders personality and passive bystanders

A

Low ingression
Average to good theory of mind skills
They do not differe in social information processing
And they not tend to make hostile attributions and rarely select antisocial goals

Emotional competence:
Defenders are associated with high levels of empathic responsiveness
Also empathy was associated with passive bystanders this suggests that empathy maybe necessary but not enough for intervention.
Maybe high moral sensitivity can explain moral behavior? No same moral competence and moral disengagement

67
Q

Differences between defenders and passive bystanders

A

Defender- self efficacy believe on social aspects and personal responsibility of intervention, differences in copying strategies: problem solving and seeking for ciao support are positive associated with active help and negatively related with. They will feel guilt.

Passive: distancing copying strategies
Unconcerned bystanders (higher moral disengagement) and guilty bystanders

68
Q

Risky behavior

A

Toward the bully, defender

69
Q

Latene and Darleys give stage model

A

Latané and Darley (1970) describe a five-step process during bystander situations: The potential emergency (a) captures the attention of the individual, who (b) evaluates the emergency, (c) decides on responsibility and (d) belief of competence, and then ultimately (e) makes the decision to help or not.

Helping responses can be inhibited in any stage.

70
Q

Three stages in the bullying

A
  1. Interpreting the event as an emergency-attitudes toward bullying -social behavior (believe that some people deserve bullying)
  2. Taking responsibility to provide help- personal responsibility to intervene (assuming responsibility for the wellness of others)
  3. Know how to help- participants copying strategies- distancing copying strategies and problem solving strategies
71
Q

Peer norms (homophily) how it’s created or endure

A

Homophily by:
selection (chose peer with people which why what personal characteristics
Socializations: influence friends make in the individual

72
Q

How does longitudinal studies sees Homophily

A

Similarities between friends is more likely to be the result of peer influence. Not that much selection. (Over a 1 year period)

73
Q

Deviant victim

A

People who doesn’t fit it… resins of bullying

74
Q

Ecological system theory-classroom microsystem teachers role

A

Teachers attitudes toward bullying- do they treat as real aggression?
The majority of teacher seem as a bad outcome
However might underestimate the seriousness of bullying (the behavior of some students might cause the bullying, etc) this decrease the risk of bullying.
They take a higher consideration for physical aggressions of bullying.
There is a lower percentage of reports of bullying from teachers in comparison with students.

75
Q

Two ways that teachers might a dress bullying

A

Direct vs indirect
Directly talk to students and make the bully apology or talk with the counselor or the victim parents.

Constructive ways (talking to the bully or protecting the victim) vs a punitive way (punishes the bullying or send it to the principal)

76
Q

Where does the bullying behaviors at school happen?

A

In places with minimum supervision, is important for teachers to be in this places, it makes victims feel less powerless, feeling of safety.

77
Q

Self efficacy for bullying teachers

A

This has an effect on the willingness of intervine in the situations because of the lack or presence of sense of self efficiently in handling bullying.

78
Q

Social influence in bullying

A

School classes:
The amount of time the classes make the students be together
-social norms (common behavior)
What their current peer typically do in their similar situation. Also expectancies of peer and perception of bullying behavior.
Example in school:
-measure individual attitudes towards bullying between classmates (pro bullying or pro-victim attitudes)

79
Q

What is percibe normative peer pressure

A

What other peers expect them to behave in a certain situation

80
Q

Social Norms at class

A

Social Norms are more influenced from what other peers in their immediate circle will do rather that their own previous behavior.
Also the students expectation about the social consequences of pro and anti bullying behavior contribute to explain bullying behavior in the class rooms

Class attitudes: average pro victim or pro bullying actitudes in the class

Class injunctive: the type of behavior that is consider appropriate and desirable by the group

Descriptive norms: the extend to which varios behavior exist in a group.
With statistic with variables as bullying, defending and class bystanding.

81
Q

Social influence school classes

A

Im many countries students remain in a single class rooms

82
Q

Different types of norms concerning bullying at school (measurement of social Norms)

A

Individual attitudes towards bullying: Measure individual students pro bullying and pro victim attitudes

Students perception of what other classmates expect from them. Perceive normative peer pressure

83
Q

The class as a whole, three types of n or ma can be identify

A

1)class attitudes: conceptualize attitude, average pro victim or pro bullying attitude in a class

84
Q

Social psychology Layana and Nusa studies suggest about bystanders?

A

They suggest that bystanders are less prone to intervene if people around them do nothing this is named Audience inhibition effect.

Psychology 3 unipd (6 decks)

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