Developmental Psychology: Challenges in Education and Development (FSWP2070A)
Établissement
Erasmus Universiteit Rotterdam (EUR)
This document summarises all literature needed in block 2.7C Challenges in Education and Development (FSWP2-070-A). I am an Honour student who likes to create helpful visuals, overviews, and diagrams accompanied by explanations. I hope you'll enjoy them, and good luck with your exam!
P.S. I'll be ...
Developmental Psychology: Challenges in Education and Development (FSWP2070A)
Tous les documents sur ce sujet (5)
3
revues
Par: hellsbells • 2 mois de cela
Includes most points, clear and summaries well. Only wish is maybe a bit more colour
Par: victoriaschmidt111 • 4 mois de cela
Par: willemijn_vandendool • 1 année de cela
Vendeur
S'abonner
zia818
Avis reçus
Aperçu du contenu
2.7 Challenges in Education Summary
Table of Contents
P1 – The burden of being bullied ........................................................................................................ 2
P2 – Young and digital ...................................................................................................................... 18
P3 – Welcome in the classroom ........................................................................................................ 35
P4 – Special treatment for genius ..................................................................................................... 48
P5 – Under pressure ......................................................................................................................... 58
P6 - Twentysomething...................................................................................................................... 73
P7 – Life turned upside down ........................................................................................................... 83
, 2
Problem 1 – Bullying
Bullying in Schools: The Power of Bullies and the Plight of Victims
Jaana Juvonen and Sandra Graham 2013
Type of study: Monograph / General review → everything we know about the topic
Definition and Prevalence of bullying
Bullying involves targeted intimidation or humiliation
• A physically stronger or socially more prominent person (ab)uses her/his power to threaten,
demean, or belittle another
• To make the target or victim feel powerless, the bully can resort to a number of aggressive
behaviors
• The power imbalance btw bully and victim distinguishes it from conflict
• It is not clear that repetition is a required component → single traumatic incident can raise
expectations of continued abuse
• Approximately 20–25% of youths are directly involved in bullying as perpetrators, victims, or
both
Stability of Bullying and Victimization
• More is known about perpetration of bullying than about victimization
• Longitudinal data suggests
o 5-10% of the samples are chronically aggressive youths
o Instability of aggression over time → changing factors, such as school transitions,
probably contribute to the flux
o Concluded that only less than 10% are likely to be chronic bullies
o Many childhood bullies age-out → however we don’t know whether physical aggression
isn’t replaced by other forms
o Stability coefficients are stronger when there is a shorter time interval between
assessments → within one year the stability coefficient is between 0.3-0.5
• Single studies
o Middle school → students evenly distributed btw “frequently victimized class”, a
“sometimes victimized class”, and a “non-victimized class”
o By spring of 8th grade → 5% in “victimized class”, 70% in “non-victimized class”
o Decline in victimization with age
Forms and Functions of Bullying Behavior
Forms:
• Direct: physical aggression, threats, name-calling
o involve intimidating, humiliating, or belittling someone in front of an audience
• Indirect: spreading of rumors, backstabbing, and exclusion from the group
, 3
o designed to damage the targets’ social reputation or deflate their social status while
concealing the identity of the perpetrator
Meta-analysis of more than 100 studies:
• No reliable age differences in the use of direct versus indirect tactics
o Can be due to some forms of bullying not being studies among young children
o Or heterogeneity of the types of behaviors that are grouped together → although both
name-calling and physical aggression are considered direct forms of aggression, only
physical bullying is known to decreases with age
Gender differences
• Boys are more physically aggressive than girls → across age groups, races/ethnicities, social
classes, cultures, and national boundaries
• Girls are more relationally aggressive → girls were thought to value relationships more than
boys which makes it an effective form of aggression for them
o However, 2 meta-analysis suggest that there is not a strong difference between the
genders in relational aggression
o By middle adolescence, relational aggression probably becomes the norm for both
genders as it becomes less socially acceptable for individuals to physically aggress
against their peers
• Average correlation between direct and indirect forms =.76 → approximately half of the
variance in these two forms of aggression is shared.
Bullying and Social Dominance
• Early studies suggested bullying stems from lack of social skills or that aggressive behaviors
reflect a budding antisocial personality
• However, evidence shows, bullying requires sophisticated social skills and most bullies do not
turn into violent adults because bullying behaviors are often short-lived
• Evidence suggests that bullies are cold and calculating, often lacking empathy and resort to
coercive strategies to dominate and control the behavior of peers
• Bullies score high when asked how important it is to be visible, influential, and admired
• Bullies strive to
o Dominate
o Frequently have high social status
o Are popular
• Bullying and aggression is a way to establish a dominant position within a group
• Bullying peaks at adolescence because that’s the time of social reorganization and uncertainty,
mainly when transitioning from elementary school to middle school
Inflated Self-Views and Social-Cognitive Biases of Bullies
• Inflated perceptions of themselves
• Overestimate their competence not only in peer status but also academic and athletic domains
• Peer-identified bullies rate themselves lower on depression, social anxiety, and loneliness than
do youths who are socially adjusted
, 4
• May be explained by information-processing biases
o Attributional bias to perceive ambiguous situations as reflecting hostile peer intent →
may account for bullies’ lack of emotional distress
o Maintain their positive self-views by blaming and aggressing against others instead of
accepting personal responsibility for negative events
• Social feedback bullies get is more positive than negative
o Youths rarely challenge bullies by intervening when witnessing bullying incidents
o Some bystanders reinforce the bullies by smiling and laughing
o This occurs even though most condemn bullying behavior
o But are more likely to side with the bully to protect themselves (socially and physically)
VICTIMS
• Have adjustment problems
• Depressed mood and anxiety
• Psychosomatic problems
• Due to correlational nature of the research, the directionality is not clear → whether bullying
experiences cause these adjustment problems or whether signs of maladjustment make victims
easy targets
Victim Subtypes
• Submissive victims: anxious, insecure, and sensitive (e.g. cry in response of bullying)
o Lack of confidence in social interactions increases the risk of being bullied
o Bing bullied → becoming more withdrawn → risk factor for being bullied → a cycle
• Provocative victims: resort to aggression, much like bullies → failed attempts to strike back →
rewarding for bullies
o Bully-victims or aggressive victims in subsequent studies, appear to have emotion
regulation and attention problems akin to attention deficit and hyperactivity disorders
Individual and Social Risk Factors
Nonbehavioral
• Obesity
• Off-time pubertal maturation
• Disabilities
• LGBTQ
• …any condition or characteristic that makes youths stand out from their peers increases the
likelihood of them being bullied
Behavioral
• Any social misfit - social behavior deviates from group norms
• aggressive boys were rejected in cabins where verbal threats and hitting were low-frequency
behaviors
• withdrawn boys were rejected in cabins where aggression was normative
• Marginal social status
, 5
Buffer
• bullied youths are more likely to have internalizing problems over time, those victims who
report receiving emotional support from a friend are protected
• One friend is enough
Cyclical Processes and Consequences of Peer Victimization
• Relationships between peer victimization and internalizing problems are reciprocal, probably
reflecting cyclical processes over time
• Victims higher risk of adult depression, specific phobias and panic disorders & highest risk of
suicide-related behaviors
Mediating Mechanisms Underlying Psychosocial Problems
• Victims of bullying by their peers were more likely to endorse attributions for bullying that were
internal and uncontrollable by them
o “I would not be picked on if I were a cooler kid,”
o “Kids do this to me because they know I won’t get them into trouble”
• Self-blame intensified the effects of victimization on internalizing problems
School Difficulties and Health Problems
• Victims do not do well in school
• More absent
• Receive lower grades
• Not only may victimized youths feel anxious, but they may also suffer from headaches and other
physical ailments that prevent them from coming to school
• Victims suffer more health problems → potentially related to HPA axis
o During a stress test, victims had altered cortisol levels compared with their non-
victimized peers
o Higher cortisol immediately after the stressor
o Lower cortisol 30 min after the stressor
o Associated with health problems
• Neural mechanisms
o When participants were led to believe they were excluded form the game by peers
▪ increased activity in the dorsal anterior cingulate cortex (dACC)
▪ increased dACC activity was associated with more self-reported feelings of
stress following the game
o dACC is the same region that is activated when individuals experience physical pain
o Increased subACC activity following social exclusion in the study on adolescents was also
associated with increases in depression 1 year later
BULLYING IN CONTEXT: CYBERSPACE AND SCHOOLS
Cyberbullying
• Can be both
o Direct: threats or nasty messages are sent to the target
Les avantages d'acheter des résumés chez Stuvia:
Qualité garantie par les avis des clients
Les clients de Stuvia ont évalués plus de 700 000 résumés. C'est comme ça que vous savez que vous achetez les meilleurs documents.
L’achat facile et rapide
Vous pouvez payer rapidement avec iDeal, carte de crédit ou Stuvia-crédit pour les résumés. Il n'y a pas d'adhésion nécessaire.
Focus sur l’essentiel
Vos camarades écrivent eux-mêmes les notes d’étude, c’est pourquoi les documents sont toujours fiables et à jour. Cela garantit que vous arrivez rapidement au coeur du matériel.
Foire aux questions
Qu'est-ce que j'obtiens en achetant ce document ?
Vous obtenez un PDF, disponible immédiatement après votre achat. Le document acheté est accessible à tout moment, n'importe où et indéfiniment via votre profil.
Garantie de remboursement : comment ça marche ?
Notre garantie de satisfaction garantit que vous trouverez toujours un document d'étude qui vous convient. Vous remplissez un formulaire et notre équipe du service client s'occupe du reste.
Auprès de qui est-ce que j'achète ce résumé ?
Stuvia est une place de marché. Alors, vous n'achetez donc pas ce document chez nous, mais auprès du vendeur zia818. Stuvia facilite les paiements au vendeur.
Est-ce que j'aurai un abonnement?
Non, vous n'achetez ce résumé que pour €14,48. Vous n'êtes lié à rien après votre achat.
