Problem 1: bullying

Question 1

types of bullying (Juvonen & Graham, 2013)

Answer 1

-direct
-indirect
-cyberbullying (also direct or indirect)

Question 2

what’s dangerous about cyberbullying

Answer 2

speed, spread and anonymity

Question 3

when is bullying most common

Answer 3

in periods of uncertainty and social (re-)organization
(ex. transitioning from middle school to high school)

Question 4

why do bullies have inflated views of themselves

Answer 4

-positive social feedback
-bystanders reinforce behaviour
-information processing bias/hostile attributional bias (victims take the blame)

Question 5

types of victims

Answer 5

-submissive (anxious, sensitive and insecure)
-provocative (resort to aggression, also called bully-victims, they become the bully)

Question 6

blame patterns

Answer 6

-submissive victims tend to take the blame
-protective victims tend to blame others

Question 7

factors contributing to being bullied / dealing with being bullied

Answer 7

-anything that makes you stand out
-friends help with coping with being bullied and make you less likely to be bullied, even though they might not even stand up for you

Question 8

physical processes explaining physical consequences (headaches, etc)

Answer 8

-HPA axis: stress –> heightened cortisol levels
-increased levels of activation in DACC (dorsal anterior cingulate cortex)

Question 9

aspects of the school that influence bullying behaviour

Answer 9

-school climate (degree to which students feel accepted, supported, respected and treated fairly)
-% of ethnic minority students (more diversity -> less bullying)
-deviation from classroom norms (social misfits will be bullied)

Question 10

schoolwide intervention: OBPP (owlets bullying prevention program, Norway)

Answer 10

= increased awareness of the nature of the problem, heightened monitoring, systematic and consistent responses to incidents of bullying
-decreases in bullying and victimisation, decreases in teachers’ and students’ reports of other students’ bullying and increases in students’ perception of positive school climate
-OK effects in Norway, modest effect in rest of the world

Question 11

schoolwide intervention: KiVA (Finland)

Answer 11

more empathy in bystanders for victims and strategies to help victims when they are being harassed

Question 12

schoolwide intervention: WITS (canada)

Answer 12

= walk away, ignore, talk it out, seek help
-focuses on social skills to resolve personal conflicts with victims

Question 13

schoolwide intervention: Steps to respect (USA)

Answer 13

focuses on relational aggression

Question 14

targeted intervention: fast track (USA)

Answer 14

= early graders get training in social information processing, social problem solving, emotional understanding, communication and self-control
-results: improved social cognitive skills and fewer conduct problems from the early elementary grades

Question 15

overall conclusion bullying paper

Answer 15

everything is at most mildly effective, therefore no real perfect program

Question 16

2015 Jimenez-Barbero et al
-aim
-method

Answer 16

-aim: assess effectiveness of anti bullying programs
-method: meta-analysis of 14 studies

Question 17

2015 Jimenez-Barbero et al:
-results

Answer 17

-higher mean effect sizes for interventions lasting less than a year + when targeting children up to 10yo
-modest reduction/small effect size for:
–frequency in bullying/school violence
–frequency of school victimisation
–favorable attitude toward school violence
-no good results:
– multidisciplinary or global interventions (complex studies)
–against bullying attitude towards school violence
–school climate

Question 18

for which variables was a publication bias found

Answer 18

-frequency of school victimisation
-school climate
-complex studies

Question 19

2007, Vreeman & Carroll:
-aim
-method
-types of interventions

Answer 19

-aim: effectiveness of school-based bullying interventions programs
-method: systematic review
-types:
–curriculum
–whole school multidisciplinary
–social and behavioural skills groups
–other (mentoring and social worker support)

Question 20

2007, Vreeman & Carroll
-results

Answer 20

-whole school multidisciplinary interventions are most effective (7/10 showed a decrease in bullying)
-curriculum, behavioural and social skill group, and other were all inconsistent and ineffective

Question 21

2007, Vreeman & carroll
-limitations

Answer 21

-only English studies
-not ideal methodological strategies
-self-reports
-effects are small and inconsistent

Question 22

2016, Ploeg, Steglich & Veenstra: :
-aim
-hypothesis
-method

Answer 22

-aim: assess the support group approach in dutch KiVA system
-hypothesis: victim would be less victimised, more defended and have higher well-being

Question 23

2016, Ploeg, Steglich & Veenstra
-results

Answer 23

-the victim was victimised less (although this decreased over time, so worked better on the short term)
-victim did not have better well being (ineffective)
-victim was defended more, YES!!

Question 24

2016, Ploeg, Steglich & veenstra
-limitations

Answer 24

• small sample size
• different method in short term (interview) than longterm (questionnaires)
  -not equally effective for everyone
  -not a random assignment to groups
  -no control group for with and without support group