Class notes 2.7 Challenges in Education & Development
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Course
2.7 Challenges in Education & Development
Institution
Erasmus Universiteit Rotterdam (EUR)
Detailed English summary for the course 2.7C Challenges in Education & Development with all the important information for the exam. Contains information about all problems, including visuals and direct comparisons of articles.
aim type method findings limitations
Juvone bullying in monograp Different
n et al general, h roles, risk
definitions, factors
relevant
theories
Vreem review of Systemati -26 studies Best: -hard to
an & school- c review - whole implement
Carroll based experiment school
interventio al interventio
ns interventio ns
n -not all
were
effective
Jiminez effectivene Meta -control -bullying -great
- ss of anti- analysis group+ frequency heterogene
Barber bullying -kids aged decreased ity
o programs 7-16 - between
-RCT’s+ victimizati subgroups
-strict on -less strict
selection frequency criteria
criteria decreased could have
- -increase led to more
interventio in attitude statistical
n+ against power
-statistical bullying
inferences behavior
+ -increase
in trust,
cooperatio
n and
willingness
to help
-lasted less
than a
year
-beneficial
but weak
&
insignific
ant results
Van support Interventi -dutch -positive -different
der group on study elementary effects on methods of
Ploeg approach, schools short-term testing
KiVa -38 victims -on long- short- &
with terem, long-term
support people -social
group without desirability
-571 support bias (=not
without group anonymous
, improved reporting)
more
-no effect
on well-
being
-support
group led
to more
defenders
-general
empathy
increases,
less
positive
effect on
bullies
BULLYING BEHAVIOR AT SCHOOL – JUVONEN ET AL.
*targeted intimidation or humiliation
*power imbalance between perpetrator and victim
*20-25% of youths are directly involved in bullying
*4-9%=perpetrators; 9-25%=victims
temporal stability:
*most consistent evidence regarding discontinuous trajectories
– desistance from physical aggression over time (=bullies grew
out of their tendency to bully by adolescence)
*research suggests more instability than stability (influenced
by changing factors, such as school transitions)
forms & functions:
*name-calling, physical attacks, spreading rumors,..
*physical attacks – reaction to provocation
*physical aggression – intimidation of peers
*takes a direct or an indirect form
*direct: physical aggression, threats, name-calling
intimidation, humiliation, belittling someone
*indirect: spreading rumors, backstabbing, exclusion from
the group relational manipulation; damage the targets’
social reputation, deflate the social status
*no reliable age differences in the use of direct vs indirect
tactics (some forms are just not studied in children; or reflects
the heterogeneity of the types of behavior that are grouped
together)
*physical aggression is associated with males (every age,
social group, ethnicity and cultures), relational forms of
aggression are associated with females
, *evolutional – girls attack the reputations of other girls that
are in a better position to compete for males
bullies
motives for bullying:
*demands sophisticated social skills
*bullies are thought to be cold & calculating, lacking empathy
and resorting to coercive strategies to dominate peers
*frequently have high social status aggression is a way to
establish dominance
*more prevalent during early adolescence (in line with previous
research)
*bullying behaviors appear to be guided by social dominance &
peak at times of social reorganization
cognitive biases in bullies:
*inflated perception of themselves (peer status, but also
academic and athletic competencies)
*lower on depression, social anxiety and loneliness
*hostile attributional bias (perceiving ambiguous situations
as reflecting hostile peer intent)
*blaming & aggressing against others instead of accepting
personal responsibility for negative events
*social feedback that bullies receive is more positive than
negative
*when peers do not challenge bullies’ aggressive behaviors,
bullying is maintained and reinforced
victims
*adjustment problems, anxiety, depressed mood
subtypes:
*submissive (= anxious, insecure, sensitive, lack of confidence)
*provocative (= aggressive, emotion regulation & attention
problems, ADHD) like bullies
*compared to bullies & victims, the comorbid bully-victim do
not show any social benefits associated with the high status of
bullying
risk factors:
*obesity
*off-time pubertal maturation
*disabilities
*LGBTQ
any condition that makes children stand out from their peers
*emotional/ behavioral problems
*depression (because of lack of friends)
, *peers/friends often do not stand up against bullies, yet social
support is crucial role in how victims are affected
consequences:
*internalizing problems
*lack of social connections
*higher prevalence of anxiety-related disorders
*higher risk for depression, specific phobias and panic disorder
& suicide-related behaviors
*increases in daily levels of anxiety
mediating mechanisms underlying psychosocial problems:
*overactive HPA axis, high cortisol academic struggle
interventions:
*school-wide interventions:
-assume bullying is a systematic, social problem & that finding
a solution is a collective responsibility
would require changing the school climate (raising
awareness, increased monitoring)
-good results but usually small effects
-hard to implement
*targeted interventions:
-focus on perpetrators and victims
-designed to counter dysfunctional thoughts (e.g.: hostile
attribution bias) and behaviors in bullies
-positive effects but short-term
-long-term research is needed
VAN DER PLOEG
*KiVa is based on the idea that bullying is a group
phenomenon with different roles, rather than being just
between bully and victim
study:
*looked at 1 – reducing victimization
2 – increasing defense
3 – improving the victim’s school welfare
*support group approach – trainers form groups of 6-8
children (incl. bully, accomplices, defenders, friends of the
victim, and prosocial classmates, not the victim themself)
*discussion meetings after which group members fill in
reports
*aim: to create a mutual sense of concern for the well-being of
the victim
results:
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