Prevention + Intervention (Week 7) Flashcards
1
Q
Modifiable Risk Factor
A
- A risk factor that could be changed through intervention efforts.
2
Q
Resilience
A
Good outcomes in spite of serious threats.
External Resilience:
- Supportive relationships (attachment, peer relationships).
Internal Resilience:
- Self esteem, self control, internal locus of control.
3
Q
Anti-Bullying Programs
A
Develop whole school interventions in support of the policy with programs at three levels.
- Universal school-wide approach.
- Selected programming for children with some involvement in bullying or victimization.
- Indicated programs dealing with students having chronic problems with bullying or victimization.
4
Q
Declines in efficacy of anti-bullying programs among older adolescents:
Theory and a three-level meta-analysis
A
Key Findings
- Anti-bullying programs are effective in younger adolescents (7th grade and below).
- Sharp decline in effectiveness from 8th grade onwards, with little to no impact in high school.
- Some programs may have iatrogenic effects (unintended negative consequences) on older adolescents.
Why Effectiveness Declines
- Changes in Bullying Forms: Younger children exhibit direct bullying (physical aggression, insults) and Older adolescents engage in indirect bullying (exclusion, rumours, social manipulation).
- Different Causes of Bullying: In younger children the cause is poor social skills and self-regulation and in older adolescents it is social intelligence and status-seeking drive bullying.
- Popularity becomes a stronger predictor of bullying in high school.
- Adolescents’ Resistance to Authority: Older teens resent adult-driven interventions (e.g., rules, lectures).
- Programs using controlling language (“should,” “must”) may trigger reactance (rebellion).
- More effective strategies may include peer-led approaches and autonomy-supportive messaging.
- Social and Environmental Shifts
- High school social dynamics become status-driven, increasing pressure to conform.
- Increased access to technology and online platforms allows new forms of cyberbullying.
- Race, gender, and sexual orientation-related bullying increase with age.
Implications for Anti-Bullying Strategies
Modify interventions for older students by:
- Using peer-led rather than adult-driven programs.
- Avoiding controlling language and instead fostering autonomy.
- Addressing social status and competition as key bullying motivators.
- Integrating bystander intervention training that recognizes subtle bullying tactics.
5
Q
Effects of the KiVa Anti-Bullying Program on Empathy in Children and Adolescents
A
Overview of the KiVa Program
- Finnish anti-bullying program aimed at reducing bullying through empathy training.
- Uses interactive lessons, online games, and role-playing to increase emotional awareness.
- Implemented in primary and secondary schools.
Key Findings
- Positive impact on affective empathy (ability to feel and share emotions of others).
- No significant effect on cognitive empathy (ability to understand others’ perspectives).
- The program’s effectiveness did not vary by: Gender (both boys and girls benefited), Popularity (even socially influential students responded positively), Initial empathy levels (low-empathy students still showed improvement), and school type (primary vs. secondary school had similar outcomes).
Challenges & Limitations
- Small effect size: The increase in affective empathy was minor.
- Cognitive empathy remained unchanged: Understanding victims’ emotions did not improve significantly.
- Classroom environment matters: Empathy levels were lower in bullying-tolerant classrooms.
- High bullying popularity norms negatively affected empathy.
Implications for Anti-Bullying Strategies
- Focus on affective empathy: Programs should continue fostering emotional connection to victims.
- Use innovative approaches: Virtual reality and mindfulness may enhance empathy-building efforts.
- Target peer group influence: Addressing classroom bullying norms is crucial for long-term impact.
