Bullying Flashcards

Question

Bullying research network

Answer 1

150 ind 16 countries Bring together information of bullying research

Answer 2

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."

Answer 3

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.

Answer 4

- 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.

Answer 5

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

Answer 6

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

Answer 7

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.

Answer 8

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.

Answer 9

Health problems Psychological problems Behavioral problems

Answer 10

Headache Abdominal pain Sleeping problems Poor appetite Skin problems Vomiting

Answer 11

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

Answer 12

Low GPAs Absenteeism Drop out Substance abuse Weapons Fighting

Answer 13

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.

Answer 14

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

Answer 15

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…

Answer 16

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

Answer 17

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.

Answer 18

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

Answer 19

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

Answer 20

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

Answer 21

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

Answer 22

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

Answer 23

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

Answer 24

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

Answer 25

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

Answer 26

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.

Answer 27

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.

Answer 28

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.

Answer 29

Theory of mind is more focus on mental than emotional state

Answer 30

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

Answer 31

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.

Answer 32

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.

Answer 33

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

Answer 34

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.

Answer 35

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.

Answer 36

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.

Answer 37

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 4. 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)

Answer 38

Bullying, victim and bystanders

Answer 39

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.

Answer 40

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.

Answer 41

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

Answer 42

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

Answer 43

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

Answer 44

Toward the bully, defender

Answer 45

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.

Answer 46

2. Interpreting the event as an emergency-attitudes toward bullying -social behavior (believe that some people deserve bullying) 3. Taking responsibility to provide help- personal responsibility to intervene (assuming responsibility for the wellness of others) 4. Know how to help- participants copying strategies- distancing copying strategies and problem solving strategies

Answer 47

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

Answer 48

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

Answer 49

People who doesn’t fit it… resins of bullying

Answer 50

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.

Answer 51

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)

Answer 52

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

Answer 53

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.

Answer 54

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)

Answer 55

What other peers expect them to behave in a certain situation

Answer 56

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.

Answer 57

Im many countries students remain in a single class rooms

Answer 58

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

Answer 59

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

Answer 60

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