EVALUATION MD

Question 1

FOR

Answer 1

• Hymel studied MD and bullying in 494 Canadian students 13-15
• identified 18 types of response that matched the four elements of MD
• those who engaged in bullying behaviour were more likely to express positive attitudes towards bullying so MD items strong predictors of bullying behaviour
• Gini conducted a meta analysis and found MD a significant factor in youth bullying for both males and females

Question 2

AGAINST

Answer 2

• Perren and Gutzwiller Helfenfinger found that higher levels of MD predicted higher levels of traditional bullying not cybebullying meaning that cognitive distancing strategies are unnecessary rather than easier to use
• doesn’t include role of emotions Thornberg found students who score low on moral emotions bullying behaviour increased as MD increased and those who had high moral emotions did not bully even if they had a high MD score suggesting bullying cannot be explained by MD alone

Question 3

APPLICATION

Answer 3

• can be used to intervene early and challenge MD behaviours early
• means that behaviours will stop being justified and pointed out and corrected instead
• mcalister round this is enough to reduce MD
• bustamente and Chaux found that those put into a critical thinking programme had reduction in MD as they ere taught to identify and put right rather than justify

Question 4

ALTERNATIVE

Answer 4

• assuming bullying is a result of moral disengagement alone is reductionist and ignores other equally plausible explanations