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Bullying Flashcards

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1
Q

What are the characteristics of bullying?

A

1) Bullying involves negative acts
- Physical Aggression
- Verbal Aggression
- Social Exclusion
2) Behaviour is repeated
- Not one-off
- Predictable
3) Intends to harm
- Accidental is not bullying
- Deliberate - undermine self-esteem
4) Bully has greater power
- impose themselves
- Physical power
- Victim seems helpless due to intimidation
5) Different types of bullying
- Overt - observable, with accomplices, physical + verbal aggression
- Covert - need social skills to see, popular with adults
e.g. social exclusion

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2
Q

What are the 2 biological explanations of bullying?

A
  • Bullying genes
  • Evolved gender differences
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3
Q

Describe Bullying genes.

A

1) Twin studies of aggressive behaviour
- 50% variance of aggression explain by genetics
- 50% environment
- Coccaro - 45% physical + 25% verbal due to genes
2) Role of MAOA gene
- MAOA regulates serotonin
- Low levels associated with aggression
- Dutch family - men with serious crimes had low levels of serotonin
3) Dark triad + Bullying
- Machiavellian - manipulate others
- Narcissism - inflated view of oneself
- Psychopathy - lack empathy

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4
Q

Evaluate the bullying genes explanation

A

1) Supporting research
- Ball - 1000 pairs of twins
60% concordance MZ twins
30% concordance with DZ twins
- 60% variance due to genes
- genes influence characteristics
2) Diathesis-Stress
- genes interact with environment
- low MAOA + aggression
- people with traumatic event

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5
Q

Describe the evolved gender differences for bullying

A

1) Enhance successful reproduction
- Males = provide + protect
Males = dominance, show good genes, more mating
- Females = provide for offspring, control partner - manipulative
2) Establish dominance
- physical aggression - males
- Manipulation - females
- Adaptive Significance = hold onto mate, keep mate for protection
- maintain high status in social hierarchy - more control

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6
Q

Evaluate the evolved gender differences for bullying

A

1) research support
- Attractive girl - more bullying
- Rumours spread about appearance
- reduce competition
- Males use physical bullying to show strength - increase status

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7
Q

What are the individual differences explanations of bullying?

A
  • Narcissistic Personality
  • Theory of Mind
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8
Q

Describe the Narcissistic Personality

A

1) Grandiosity
- believe they are superior
- Special place in society
- self-importance
2) Arrogance
- boast about achievements
- need for compliments
- sense of entitlement
- ignore other people
3) Lack of empathy
Narcissism and Bullying:
- People who don’t feed their ego get bullied
- Abusing others - more superior
- Don’t take criticism

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9
Q

Evaluate the Narcissistic personality

A

1) Real World Applications
- Identification of narcissists - protect against bullies
- Behaviour not tolerated
- Narcissistic bullies tend to have high power
2) Incomplete Explanation
- ‘Healthy Narcissists’
- Demanding, not arrogant
- Show signs of dark triad which is a better explanation
- Not all are bullies

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10
Q

What is theory of Mind?

A
  • The ability to understand mental states of others
  • Ability in infer other people’s mental states
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11
Q

Describe the theory of mind for bullying

A
  • bullies are not mindless
  • Bullies have superior ToM
    1) High ToM to select victim - need to understand victim
    2) have trusted friends - need to manipulate people
    3) Sutton - bullies questioned about characters in story - ringleader bullies have higher ToM
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12
Q

Evaluate the Theory of Mind of Bullying

A

1) Evidence
- Sutton - verbal bullying have higher ToM than physical bullies
- Bullying varies between situation - ToM different for different types of bullying
2) Gender differences
- ToM linked to males not females
- Less likely to empathise
- More likely to bully - lack ToM

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13
Q

What are the social psychological explanations of bullying?

A
  • Moral Disengagement
  • Cultural Differences
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14
Q

Explain the Cultural differences of bullying

A

WORKPLACE BULLYING
1) Acceptability
- Widely accepted in asian counties
- Power - 1500 people 14 countries
- Difference in physical and verbal bullying
- Cultural norm influences bullying
- Asian people may expect to be subject to bullying
2) Sources of Bullying
- Only bullying certain employees
India - low ranked are victims
Australia - 30% of cases were due to low rank
- Australia - all people treated like family
SCHOOL BULLYING
- 25% bullying in England - 10% in Germany
- 5% said they were the bully, but 8% in Germany

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15
Q

Evaluate the Cultural differences of bullying

A

1) Research Support
- Chester - trends in bullying influenced by children
Self-report - half million children
3 times data collected
Supports view that bullying changes over-time
2) Cross-cultural definitions
- Different terms for bullying for countries that share the same language
- Words used in Japan have different meaning to Bullying in England
- Definitions differ between culture
- Difficult for VALID research + comparison

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16
Q

What are the methods of modifying behaviour for bullying?

A
  • CAPSLE
  • OLWEUS
17
Q

Describe the CAPSLE method of modifying bullying

A

1) Assumptions
- Whole School Approach
Due to a lack of recourses - community problem
- Cognitive element
Helps bully to mentalize internal feelings of others
- Focus on Primary School
Focus on children who show aggression from an early age
2) Elements of Intervention
- Positive Climate Campaign
Highlight Social skills
Talk in peaceful way - sort disagreements peacefully
- Classroom Management
Develop social co-operation
Focus on cause not individual
Give problem to whole class
- PE programme
‘Gentle Warrior’
Use relaxation techniques
- Reflection Time end of each day

18
Q

Evaluate the CAPSLE techniques (modifying bullying)

A

1) Limited Effectiveness
- Clear benefits - but limited
- Decrease in bullying, but reduced empathy
- Not much better than previous techniques
- Better than no techniques used - doesn’t give unrealistic expectations
- Depends on how rigid it is followed
2) Easy to use
- Integrated within everyday routine
- Doesn’t need separate trainers - involves refining skills already needed
- Doesn’t add to workload

19
Q

What are the Ethical + Social Implications?

A
  • Benefits + Criticisms (ethical)
  • Low cost (social)
20
Q

Describe the Ethical Implications of CAPSLE

A

BENEFITS
- Doesn’t scapegoat bullies
- reduces likelihood bullies get blames - doesn’t reduce self-esteem
- reduced self-esteem reduced likelihood of trying to change
- Emphasises realistic goals and bullying isn’t easy to fix
- Avoids disappointment for not achieving unrealistic goals
CRITICISMS
- Refuses to single out bully - cause bully to be on same level as victim
- Focus on environment as the ‘guilty party’
- Shifts blame off bully
- Doesn’t treat as individual - doesn’t offer treatment for victim for experience

21
Q

Describe the social implications of CAPSLE

A
  • A low cost programme
  • Not branded
  • Marketing banner made within school
  • Programme doesn’t single out bullies - doesn’t include expensive referrals
  • Keeps social care budget to minimum
  • Bullying can be reduced using few recourses
22
Q

Describe the OLWEUS method of modifying behaviour

A

1) Basis of OLWEUS
- Implements ‘school-wide’ approach
- Intervenes at several levels
- Lack of parental involvement
- Build positive environment
- Across whole school - teachers inc.
- Not just bully + victim
- Develops healthy relationships
2) Components of OLWEUS
- Individual level
Traditional way - one-on-one
Agree consequences
- Class level
Meetings to gauge success
All students included
Promote anti-bullying
- School level
Training day, Bullying committee
Supervise Hot-spots
- Community Level
Promote Ant-bullying in community

23
Q

Evaluate the OLWEUS method of modifying bullying

A

1) Mixed evidence of effectiveness
- Bauer - evaluate outcomes of OBPP in 7 American school with 3 control
- OBPP had no overall effect o student reported bullying
- Reduction in relational bullying 30%
- Reception in physical bullying 40% ONLY WHITE students
- OBPP have narrow benefits of bullying reduction
- Control schools may have already had benefits so effects reduced

24
Q

What are the social and ethical implications of OLWEUS?

A
  • Benefits + Criticisms (ethical)
  • Financial costs
25
Q

Describe the ethical implications of OLWEUS

A

BENEFITS
- unacceptable to allow bullying to happen when programmes exist
- teachers must be ethically correct when dealing with bullying - still need to do something
- Teacher training to raise awareness + improve skills
- teachers get in-depth training
- treat victim with respect
CRITICISMS
- where rules are broken bully needs to be punished
- Unethical for OLWEUS to take this stance as being a ‘security guard’ won’t stop children being mean
- Bully is objective term - should use other terms - ‘dominance behaviour’

26
Q

Describe the social implications of OLWEUS

A
  • The programme is expensive and it charges fees
  • Member of bullying committee attend training each year
  • Costs thousands OWLEUS does show where grants can be provided to pay for programme

Psychology Eduquas (7 decks)

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