Summary
2.7C Challenges in Education & Development summary
- Course
- Institution
I got an 8.2 in the exam
[Show more]
Seller
Follow
gg12121
Reviews received
Content preview
PROBLEM 1: the Burden of Being BulliedBullying Behavior at school— by Juvonen and Graham
➔ Goal: monograph; studying the behavior of bullies and the plight of victims
➔ Bullying
◆ purposeful intimidation or humiliation
◆ power imbalance→ differentiates from regular conflict
◆ not clear if repetition is required→ single traumatic event might raise
expectations of continued abuse
◆ in both children and adults
◆ 20-25% adolescents→ directly involved in bullying
● 4-9% of adolescents→ bullies
● 9-25%→ victims
◆ only 5-10% of adolescents are chronic bullies
◆ many childhood bullies grow up→ but physical aggression might be replaced by
other forms of bullying
◆ stronger stability within one year
◆ direct bullying→ physical aggression, name calling, belittling, intimidation,
threats
◆ indirect (relational) bullying→ exclusion, spreading gossip, trying to
underhandedly hurt someone’s status
● no age differences found in the type engaged→ only physical bullying
decreases with age
● previously believed girls preferred indirect bullying→ no gender
difference found
◆ bullies do not lack emotional regulation or social skills→ instead they try to
establish social dominance
◆ inflated self-image
◆ positive reinforcement when bystanders don’t intervene
◆ information processing biases of bullies
● attributional bias→ perceive peers’ ambiguous behaviors as reflecting
hostile intentions
● maintain positive self-beliefs by blaming others instead of accepting
responsibility
➔ Characteristics of victims
, ◆ experience depression, academic problems, psychosomatic problems
(headaches, abdominal pain etc.) and so on→ directionality not clear, might be
the cause or outcome of bullying
◆ submissive victim→ insecure, anxious, sensitive, low self-confidence; increases
the risk of being bullied
◆ provocative victim→ aggressive; but it’s ineffective as they don’t have the bullies’
social status
◆ risk factors→ being over or underweight, early or late puberty, LGBTQ, physical
or mental disabilities, lack of friends…
◆ relationship between risk factors and consequences of bullying is cyclical
◆ attributional style→ more likely to use internal & uncontrollable attributions→
increase in internalizing problems & self-blame→ increased victimization
◆ school→ more absence and lower grades
◆ health→ psychosomatic problems as a result of altered cortisol levels & changes
in HPA axis
◆ brain→ increased dACC activation when feeling socially excluded (physical pain
region)
➔ school factors
◆ need to be studied more
◆ greater racial/ethnic diversity→ buffering effect; less bullying
◆ deviation from classroom norms→ increased bullying
◆ group assignments (academic teaming)→ stronger victim experience
◆ school climate→ most consistent correlate
➔ Cyberbullying
◆ can be direct (e.g. threatening messages) or indirect (e.g. distributing pictures of
the victim)
◆ overlaps with traditional bullying
◆ differences→ anonymity, fast and wide spread of information, fewer social cues
➔ school-wide interventions
◆ sees bullying as a systemic social problem
◆ raising awareness, increased monitoring, consistent response to bullying
behavior
◆ usually small impact
◆ Olweus Bullying Prevention Program (OBPP)
● Norway
, ● Increased awareness of the nature of the problem, heightened
monitoring, and systematic and consistent responses to incidents of
bullying
● Students asked to create own rules for bullying
● Given strategies for dealing with bullying
● Outcomes:
○ decreases in self-reports & peer and teacher reports of bullying
and victimization
○ increases in students’ perceptions of a positive school climate
○ Meta-analysis shows the effects to be modest at best
● Discussion:
○ no random assignment or control groups etc.
○ Rely heavily on self-reports
○ Increased consciousness about bullying as an aim of the program
might mask treatment effects
○ Norwegian schools→ norm is a small classroom, well-trained
teacher, homogenous student population
➔ targeted interventions
◆ only addresses the students who are involved in bullying
◆ addresses dysfunctional thoughts (e.g. hostile attribution bias) and behaviors in
bullies
◆ positive effects found in short-term; long-term research needed
◆ interventions to change conditions in victims don’t exist
➔ Future research
◆ longitudinal effects on victims
◆ stigmatized social identities & victimization
◆ risk & protective factors in schools
The Support Group Approach in Dutch KiVa Anti-harassment programme– by van der Ploeg et
al.
➔ Goal: intervention study; assessing the effectiveness of support group approach; in
terms of reducing victimization, increasing defense (=more people supporting the
victim) and improving the victim’s school welfare
➔ Programme
, ◆ bullying is seen as a group phenomenon with different roles, instead of an
isolated incident between bully and victim
◆ addresses persistent bullying situations
◆ no punishments
◆ support groups of 6-8 children→ the bully, accomplices, defenders of the victim,
prosocial classmates, NOT the victim
◆ aims to create concern for the victim’s wellbeing and encourage bully to change
behavior
➔ Method
◆ 66 Dutch elementary schools
◆ n=38 victims with a support group were matcher d to victims without a support
group (n=571)
◆ victims with a support group + KiVa training
◆ victims with only KiVa training
◆ control group with no intervention
➔ Results
◆ reduced victimization in short-term, but not in long-term
◆ victim’s wellbeing also not improved in long-term
◆ victims with a support group had more defenders at the end of the school year
◆ effectiveness of the intervention decreases over time
➔ Limitation
◆ small sample size
◆ interview & questionnaire→ social desirability bias
◆ works better for some victims→ should be investigated
The Effectiveness of Anti-bullying school programmes– by Jimenez-Barbero et al.
➔ Goal: meta analysis of the effectiveness of anti-bullying school programme
➔ Method:
◆ very strict inclusion criteria, limiting the number of studies included but high
methodological quality
◆ 2000-2015
◆ 14 studies
◆ interventions that targeted students directly
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller gg12121. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $16.24. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
53022 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now