1,721,049 research outputs found
Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective
Full text linkIn order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age = 11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance and assertiveness could be in stopping bullying. Items were presented to children from three different perspectives (imagine you are the victim, the bully or a witness). We used peer reports to assess children's role in bullying. Children were grouped into bullies, followers of the bully, defenders of the victims, outsiders, victims and those not involved. The strategy most frequently chosen by all children was to cope with bullying through assertiveness. Bullies considered retaliation effective more often than their classmates, especially when they adopted the perspective of the victim or witness. Bullies did not consider assertive strategies as efficient in stopping the bully. Defenders, outsiders, victims and children not involved, on the other hand, were very much in favour of strategies aimed at solving the conflict through nonchalance or assertiveness, especially when they imagined being the bully. Girls chose assertive strategies more often than boys and younger children preferred nonchalance more often than older children, who tended to choose retaliation more often. Suggestions for intervention are made. © 2005 NFER
The Long-Term Effects of Bullying, Victimization, and Bystander Behavior on Emotion Regulation and Its Physiological Correlates
No full textBullying at school is a serious social problem that influences the wellbeing of everyone involved, that is, victims, perpetrators, and bystanders. Among the many health and psychological problems that these individuals may develop, emotion dysregulation appears to be a common marker. To date, however, it remains unclear whether bullying experienced during the school years is associated with emotion dysregulation also in adulthood. In this study, by adopting a retrospective approach, we investigated whether involvement in bullying at school—either as a bully, victim, or bystander—could put these individuals at risk of presenting deficits in emotion regulation in adulthood, as assessed with behavioral (explicit) and physiological (implicit) indexes (i.e., skin conductance), and whether the association between the involvement in bullying and emotion regulation was direct or mediated by other factors, such as somatic complaints and sensation seeking. A total of 58 young adults were asked to control their emotional reactions in front of images with strong emotional content, and to explicitly evaluate them with ratings, while their arousal was measured through skin conductance. They also responded to questionnaires about retrospective involvement in bullying, somatic complaints, and sensation seeking. Results revealed that victimization and bystander behavior were directly and negatively associated with emotion regulation as assessed with skin conductance, whereas bullying was positively associated with implicit emotion regulation through the mediation of sensation seeking. Interestingly, emotion regulation as assessed with explicit ratings was not associated with any of the characteristics of the participants. Our study suggests that being directly (as victim) but also indirectly (as bystander) involved in bullying at school time is associated with difficulties in emotional wellbeing in adulthood. Furthermore, it reveals that behavioral and physiological indexes associated with emotion regulation dissociate, suggesting that subtle physiological changes may remain hidden from explicit behavior
Shame and guilt as behaviour regulators: Relationships with bullying, victimization and prosocial behaviour
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Stability and Change of Outsider Behavior in School Bullying: The Role of Shame and Guilt in a Longitudinal Perspective
No full textItalia Epigrafica Digitale.Vol. IV. Regio II - Apulia et Calabria. Schede epigrafiche nrr. 073366, 075014-075023; 075265, 076483-076484, 078157, 078916-078943, 078945-078960, 079132-079134, 079339, 079721, 080387, 080911, 081737, 103731, 103807-103808, 103814, 103816, 149889, 153139, 153145, 153161-153167, 153171-153172; 153180-153196, 153199, 153201-153204, 153206-153213- 153215-153221, 153223-153228, 153231-153236, 153298-153302, 153322-153323, 153326, 154453, 154469, 154513, 154531-154532, 154584, 155008-155009, 155319-155322, 155352, 155356, 155363, 155368-155369, 155371, 155376-155377, 155449, 155691, 155692, 155840, 155842, 156716-156724, 156727-156728, 156759, 156762-156774, 156765-156768; 156770, 156772, 156774-156775, 156777, 156815-156816, 156824-156827.
No full textSchede epigrafiche relative alla collettività di Luceria pubblicate nell'ambito del progetto di catalogazione del patrimonio epigrafico ED
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