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Applying Psychology > Reducing Bullying > Flashcards

Reducing Bullying Flashcards

1
Q

What are the three sections to this lecture?

A

Introduction

Theories

Interventions

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2
Q

What is bullying?

A

Bullying is when someone is exposed, repeatedly and over time, to negative actions on the part of one or more individuals. Impacting heir agency.

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3
Q

What are the three distinctions of bullying?

A
  1. Intention (to harm)
  2. Repetitive
  3. Imbalance of power
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4
Q

What is the prevalence and frequency of bullying?

A

20% of kids have been bullied in the UK, more prevalent in eastern countries compared to western

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5
Q

What is prejudice based bullying?

A

Bullying behaviour motivated by prejudice, based on someone’s actual or perceived identity or situation

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6
Q

What are the four measurements used to measure bullying?

A

Teacher and Parent Reports

Self-reports

Peer-reports

School-based systems (incidence reporting)

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7
Q

What are the problems with the four measurments?

A

Teacher and Parent Reports
- Many not be fully aware of what is going on

Self-reports
- Prone to social desirability bias and paranoids/deniers

Peer-reports
- Probably the most reliable method but is time consuming

School-based systems (incidence reporting)
- A lot of between school variability

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8
Q

Is there a gold standard measurement to bullying?

A

No. It is best to use a complementary methods. e.g. use multiple different measures

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9
Q

What are the two categories to bullying?

A

Direct (Physical or verbal behaviour direct against them)

Indirect (This one is the most common e.g. gossiping, more covert)

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10
Q

What is the most common form of bullying?

A

Name calling. Children also lean towards more verbal bullying as they age.

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11
Q

What are some of the consequences of bullying in education?

A

Physical, psychological and academic consequences

leads to headaches, low academic achievement, poor mental health, suicide.

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12
Q

What issue can Victims and Bullies experience later in life? (Rivara et al., 2016)

A

Relationship and social maladjustments

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13
Q

What do bystanders experience?

A

They experience negative emotions when witnessing bullying

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14
Q

What are the three theoretical approaches?

A

Intra/Interpersonal approach

Group approach

Intergroup approach (less focus has been put on this theory overall)

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15
Q

What is the Intra/Interpersonal appraoch?

A

Bullying due to individual differences, focuses on two individual profiles which underpin victimisation and can increase vulnerability.

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16
Q

What are the two profiles in the intra/interpersonal appraoch?

A

Bully
- Use aggression
- Boys mainly use physical, girls use relational

Victim
- Withdrawn/avoidant/submissive
- Reactively aggressive (proactively victim).

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17
Q

What is a problem with the In/interpersonal approach?

A

It blames the victim

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18
Q

Are males or females more likely to be bullies? (Smith et al., 2018)

A

Males are greater perpetrators of bullying. However, males are more likely to be victims, females are also more likely to be involved or victims of online bullying.

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19
Q

What is the group approach? (Salmivalli et al., 1996)

A

Bullying involves more than just the bully, there is usually other people present.

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20
Q

What are the six roles in the Group Approach?

A

Bully
Victim
Assistants
Reinforcers (side with bully)
Outsiders
Defenders (try to stop bullying)

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21
Q

What roles are females and males most likely to be in?

A

Females: outsiders and defenders

Males: reinforcers and assistants

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22
Q

What do bystanders wish to do?

A

They want to stop the bullying (80%) however most do not get involved

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23
Q

What type of bystanders are effective in tackling bullying?

A

Assertive peer bystanders are thought to be one of the most effective means of combatting intergroup bullying in schools

24
Q

What are benefits of assertive bystanders/defenders?

A

Majority of individuals intervening were successful, boys more like to intervene when bully and victim are boys, girls more likely to help when bully and victim were girls

25
Q

Why are assertive bystanders so effective?

A

They are present, challenge group norms by publicly stating bullying is not acceptable, thus creating new norms.

26
Q

What is the intergroup approach?

A

Bullying carried out by members of one social group, targeting individuals or several members of an out-group

(Doesn’t deny that there are personal and other factors at playing when bullying, but suggests that there is another level of bullying that needs to be considered)

27
Q

What two things come under Intergroup approach?

A

TYPE of bullying - intergroup bullying

THEORETICAL - SIDT & Intergroup contact

28
Q

What is SIDT? (Nesdale’s, 2004)

A

Social identity developmental theory

29
Q

What are the 4 phases in SIDT? (Nesdale’s, 2004)

A
  1. Undifferentiated
  2. Social group awareness
  3. Ingroup preference
  4. Outgroup hostility (this is where dislike for the outgroups starts due to group norms shifting and forming)
30
Q

What are the effects of group norms (phase 4) on intentions to bully?

A

Regardless of norms, there was higher ingroup attitudes

Bullying intentions were greater:
- Out group dislike norm (vs, out-group liking norm)
- Younger (vs. older)
- Indirect bullying (vs. direct)

There is a 3-way interaction between these. Norms have a larger effect on direct for bullying intentions, for younger children, but a larger effect on indirect intentions for older children

Younger = larger effect on direct intentions
Older = larger effect on indirect intentions

31
Q

What are the 4 different approaches to tackling bullying?

A

The different approaches are:

  • Improve awareness and support
  • Develop social skills of at-risk individuals
  • Encouraging student support
  • Improving confidence in contact
32
Q

What do awareness campaigns need to be?

A

Continuous and interlinked to the school’s anti-bullying policy (Schubotz & Sinclair, 2006)

Awareness campaigns are a government requirement now

33
Q

What is a key problem with awareness campaigns?

A

Focusing on what children are NOT meant to do will lead to the message being ignored

34
Q

What is Olweus’ Bullying Prevention Programme (OBPP) (Olweus & Limber, 2010)

A

Four principles adults at school should show:
1. Warmth and positive interest and be involved in students lives
2. Set firm boundaries on behaviour
3. Consistently use non physical, nonhostile, negative consequences when rules are broken
4. Function as authorities and positive role models

Aims to identify bullies and victims across all school graders and help them deal with the effects of bullying.

Do it through several components, including:
1. Talking with the bullies and their victims
2. Classroom/assembly discussion
3. Staff meetings

It is a multi layered approach

35
Q

What did the evaluation of OBPP, by Olweus & Limber (2010) find?

A

Found significant reductions in bullying rates of approximately 50% or more, compared to pre-intervention baseline rates. Was an effective multi-layered school-wide intervention

36
Q

What is the DfE Sheffield Anti-Bullying Project and how effective is it?

A

Taught social skills on how to be assertive in the face of harassment (victim) and how to control your anger/develop empathy (bully)

Led to a 17% reduction in primary school and a 3-5% reduction in secondary

37
Q

What is Role-play and the effect of bystanders? (Abbot & Cameron, 2019)

A

Used role play to increase self-efficacy (beliefs that you can do something), so as to increase assertive bystanders

38
Q

What were the results on the effectiveness of Role Play and the effect on bystanders?

A

It increased individuals interfering when someone was being bullied. Thus increase the amount of assertive bystanders. Was also effective in increasing interfering behaviour for cyberbullying

39
Q

What is the NoTrap! Intervention? (one of the few that tackles Cyberbullying)

A

A school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying.

Peer-leaders will volunteer to manage the sessions.

40
Q

For NoTrap! what did Palladino et al (2016) find?

A

That it was able to decrease victimisation, bullying, cyberbullying and cybervictimisation over time. This effect was stable 6 months after intervention.

41
Q

What is the Kiva programme?

A

Focuses on preventing bullying, improves children’s access to support and their ability to report bullying and to monitoring.

It is the largest programme acknowledging peers.

42
Q

What are the 4 common themes needed to for interventions to work in schools?

A

Trust in teachers

Student supportiveness

Autonomy and influence

Non-tolerance of harassment

43
Q

What are Intergroup interventions?

A

based on intergroup contact, e.g. reducing outgroup biases, etc

Relatively new, currently no intervention theoretically grounded

44
Q

What are the causes of prejudice in children?

A

Cognitive abilities

lack of knowledge

Socialisation

Fear of people who are different

Lack of inter group contact

45
Q

What is intergroup contact hypothesis?

A

Based on the main driver of prejudice is lack of intergroup experience and knowledge. Robust evidence that contact between groups is effective.

Needs to meet optimal conditions: equal status, support from authorities, cooperation and common goals, etc. If they are no met than intergroup contact can fail.

46
Q

Why is intergroup contact important for children? (Wolfer et al., 2016)

A

Group contact is one of the most powerful prejudice reduction tools available, with children being at the critical age to implement it.

47
Q

Does contact lead to more confidence in contact?

A

Yes it does. It instils confidence in contact, making people contact ready. (Hawstone et al., 2016)

48
Q

What are the different types of contact?

A

Direct

Indirect

49
Q

Is direct contact effective?

A

Evidence supports this as been an effective strategy in reduce prejudice and improving intergroup relations.

50
Q

What are the disadvantages of direct contact?

A

Not always feasible

Cross group friendships attitude are less impacted among minority groups

Cross group friendships are less common between majority and minority

Majority and minority children face different barriers to cross-group

Most research is done in the US

51
Q

What is indirect contact?

A

Same as contact but does not require physical contact. Can be done through imagined intergroup contact, vicarious contact, extended contact, para-social contact, etc

52
Q

What is vicarious contact, under the indirect contact?

A

Learning about ingroup members who have outgroup friends. e.g. reading stories about cross group friendships or watching films. Cross group friendship is key element

53
Q

What is para-social contact, under the indirect contact?

A

Develop ‘relationships’ with TV show, movie, etc, characters. Helps reduce prejudice,

54
Q

What is imagined contact, under the indirect contact? (Crisp & Turner, 2009).

A

Imaging a positive interaction with an outgroup member

55
Q

E-contact, what is it? (White et al., 2012)

A

Two different groups are connected through the internet, they can be on different sides of the planet.

Found the improve attitudes
Greater belief interaction will go well
Improved knowledge of outgroup
Reduced anxiety about intergroup interaction
Increased confidence in contact

56
Q

Direct and Indirect Contact Summary

A

Direct:
- Greater willingness to engage in contact (Cameron et al, 2011)
- Positive outgroup attitudes and reduced intergroup anxiety (Cameron et al., 2006)
- Successful actual contact (West & Turner, 2011)
- Positive social norms
- Greater self-efficacy about contact (Stathi et al., 2011)

Indirect:
- Does not require physical contact
- Useful in situations where direct contact not possible
- Used prior to contact to boost confidence in contact
- Most successful when it incorporates the principle of effective direct contact

Applying Psychology (5 decks)

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