Everyday Victimization of Adolescent Girls by Boys: Sexual Harassment, Bullying or Aggression?

School-based sexual harassment of adolescent girls by boys appears commonplace, yet aggression and bullying studies rarely yield sexualized material. This qualitative Australian study with 72 14- to 15-year-olds and 7 teachers aimed to discover whether interviewer use of neutral language in gender-segregated focus groups and interviews would yield material indicating that the victimization of girls by boys is sexualized. Verbal and indirect victimization were reported to be everyday occurrences, and almost entirely sexual. Findings are discussed in the light of definitions of sexual harassment, bullying and aggression. It is concluded that the term “sexual bullying” appropriately captures the gendered power structure underlying these behaviors. As such, they need to be understood, and become visible, more broadly than in terms of individual pathology.     

Bullying Victimization and Use of Substances in High School: Does Religiosity Moderate the Association?

Alcohol, tobacco and other drug use continue to pose serious public health concerns among youth. Bullying victimization has been identified as a risk factor and religiosity a protective factor for adolescent substance use. No previous research has examined the potential moderating role of religiosity. We explore the association between bullying victimization and substance use in adolescents with low and high levels of religiosity. A cross-sectional survey was conducted with a representative sample of high school students in greater Beirut. Binary and multinomial logistic models were used, adjusting for demographics, and stratified by level of religiosity. Of the 986 students responding to the survey, 65% were females; 48% had experienced some form of bullying; and 52% self-rated as low in religiosity. Between 10 and 30% were current users of alcohol or tobacco. Students of lower religiosity levels who had been bullied were more likely to use substances than those who self-rated as high religiosity. Religiosity may be a potential moderator of the association between being bullied and substance use, but the exact mechanisms and underlying reasons need further investigation.

     

Exploring Adolescents’ Talk About Bullying on an Online Message Board: Broadening and Complicating Understandings of Victimization

Current definitions of bullying, crafted by policymakers and researchers, raise questions about the ways in which adult constructions of bullying reflect, or fail to reflect, the lived realities of adolescents. In particular, the narrow scope of “bullying,” as currently defined, may over-simplify adolescents’ experiences with relational aggression, which often sit in the space between bullying, discrimination, and harassment. This study investigates adolescents’ talk about bullying on an online message board, as one effort to better understand whether adolescents’ constructions of bullying are aligned with those of researchers and policymakers, and where these youth constructions may overlap with ideas about discrimination and harassment. Conducting a content analysis of data from an online, teen message board, we find that participants frequently use the term bullying to describe adult or familial aggression, and often describe bullying behaviors in ways that reflect elements of discrimination and harassment. We conclude with suggestions for future research and practical approaches that might better bridge gaps between research and practice.     

Development of the Multidimensional Peer Victimization Scale–Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB)

Peer victimization is a frequent occurrence for many adolescents; however, some of the psychometric properties of self-report scales assessing these experiences remain unclear. Furthermore, with an increase in access to technology, electronic aggression should also be considered. The authors examined the psychometric properties of the Multidimensional Peer Victimization Scale (MPVS; Mynard & Joseph, 2000), and developed versions to include the assessment of electronic aggression according to whether the adolescent was the target or perpetrator of peer victimization. A total of 371 (191 girls and 180 boys; M_age = 13 years 4 months, SD_age = 1 year 2 months) adolescents in the United Kingdom completed the MPVS including five newly developed items assessing electronic aggression, a version of the MPVS designed to assess victimization perpetration, and a measure of self-esteem. Confirmatory factor analyses yielded a five-factor structure comprising: Physical, social manipulation, verbal, attacks on property, and electronic for both scales. Convergent validity was established through negative associations between the victimization scales and self-esteem. Sex differences also emerged. One revised scale and one new scale are subsequently proposed: The MPVS–Revised and the Multidimensional Peer Bullying Scale.     

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

This study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.     

IQ的诞生

早在19世纪末叶,法国教育部为了探讨巴黎学童的学业状况,成立了一个专业委员会,重点研究教学方法与学童接受教育能力之间的关系。 1904年心理学家比奈加入该委员会,与另一位心理学家西蒙合作,致力建立一种能够测量人类智力的工具。他们首先假设学童在学校的表现与自己     

Is Adolescent Bullying an Evolutionary Adaptation?

Bullying appears to be ubiquitous across cultures, involving hundreds of millions of adolescents worldwide, and has potentially serious negative consequences for its participants (particularly victims). We challenge the traditionally held belief that bullying results from maladaptive development by reviewing evidence that bullying may be, in part, an evolved, facultative, adaptive strategy that offers some benefits to its practitioners. In support of this view, we draw from research that suggests bullying serves to promote adolescent bullies' evolutionarily-relevant somatic, sexual, and dominance goals, has a genetic basis, and is widespread among nonhuman animals. We identify and explain differences in the bullying behavior of the two sexes, as well as when and why bullying is adaptive and when it may not be. We offer commentary on both the failures and successes of current anti-bullying interventions from an evolutionary perspective and suggest future directions for both research and anti-bullying interventions.     

IQ的生物学基础

智力研究的名声,已经被骗子的欺骗行径所败坏,为种族主义所沾污,就象炼丹术士的罐子一样黑。最近的争论集中在:智力是不是天生的?种族之间有没有区别?智力测验能否真正测量智力,或者只是表征一个人接受特定的文化的程度?目前有两个英国     

Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children’s Bullying

In this study, parent history of bullying was examined in terms of general involvement with bullying, specific types of bullying experienced, level of hurtfulness associated with the experience, and when bullying occurred. Parent current views, levels of concern, and strategies used to cope with bullying were also evaluated. Finally, the aforementioned constructs were analyzed for existing predictive relationships. Two-hundred-sixty parents from a public school district in the Northeast completed an online survey. Results revealed that 90.3 % of parents reported seeing and/or engaging in bullying during their youth. Few parents reported involvement as a bully, but comparable numbers of participants indicated being victimized or acting as a bystander. Additional findings suggest that a parent’s historical involvement with bullying was predictive of some of their current views, level of concern, and strategies implemented in association with bullying. Future research should attempt to account for the remaining variance among these variables. Implications for parents and school personnel are described, with recommendations for the increase of involvement by parents in anti-bullying initiatives.     

The Role of Masculinity in Children’s Bullying

The aim of the present study was to explore the association between gender role, in terms of self-attribution of masculine and feminine characteristics, and children's involvement in bullying problems during the elementary-school years. A total of 113, six- to ten-year-old children completed self-report measures of bullying and victimization and a masculinity–femininity scale. Their teachers provided ratings of pupils’ reactive and proactive aggressive behavior. Data from a hierarchical regression on bullying scores showed that, irrespective of sex, masculine traits predicted active bullying behavior. Moreover, bullying was also related to victimization and to teacher's evaluation of reactive aggression. Our findings suggest the need for longitudinal and cross-cultural studies in this line of research.     

什么是智商(IQ)

在比奈所编制的测验中,题目难度不同,差异很大,根据各个年龄儿童所回答出题目的百分比,比奈将题目分成等级,这样,他就开始提出了心理年龄的概念。如果一个儿童通过了一般3岁儿童均能通过的测验,那么,他的心龄年龄即3岁;通过了4岁儿童一     

“Bullying” among prisoners: A review of research

This article reviews research on bullying amongst prisoners. It discusses the definitional problems surrounding the concept of “bullying” applied to a prison environment, and the concepts of dominance and inmate subculture in relation to their contributions to understanding bullying among prisoners. It also addresses the nature and the extent of bullying, the characteristics of bullies and their victims, and the reactions of victims to the bullying. The review concludes with a discussion of the methodological limitations of the present research and directions for future research.     

Male and Female Observers’ Evaluations of a Bullying Case as a Function of Degree of Harm,Type of Bullying,and Academic Level

Acting as disciplinary committee members, participants listened to a school bullying case that varied in terms of type (relational or verbal), degree of harm (low or high), and academic level of the victim and defendant (high school or university). Participants’ judgments (e.g., verdict, recommended sentence, seriousness, perceptions of both students) generally favored the victim when he experienced more rather than less harm, regardless of bullying type, and when the incident took place in a high school rather than a university. Additionally, women’s judgments supported the victim more than men’s. We propose that previous results suggesting that observers downgrade relational bullying occurred because no harm was specified. Moreover, we contend that observers relied on a “bullying schema” that includes the component that bullying occurs in primary and secondary schools, which led them to make less punitive judgments in the university case.     

IQ题的智慧和反常规思维

IQ是英文”INTELLIGENCE QUOTIENT”的缩写,含义是智商.IQ题即智商测试题,融知识性、趣味性、智慧性于一体,是目前十分时兴的一种智力游戏题.其题目设计别出心裁,答案常常出人意料,却又在情理之中.它既能益密又能娱乐,颇受传媒的青睐,亦为大众所喜爱.IQ题以知识为基础,却又明显高于一般的知识测试题.知识题注重于一个人是否具备某方面的知识为主;而IQ题注重于知识的运用能力和人的机敏反应能力,即侧重于人的智慧开发.知识重要,智慧更重要.有知识未必等于有力量,知识转变为力量是个极其复杂的过程,涉及到人的智慧、天时、地利、人和等诸多因素.只有巧用活用知识,知识才有可能转化为力量.智慧是IQ题的灵魂,否则,就会失去迷人的魅力;同时,IQ题又是智慧机器运转的添加剂,既使它不能给人某种实际问题的解决办法,但它仍然可以给人一种思维方法,让人得到启迪.     

Rumors And Gossip As Forms Of Bullying: Sticks And Stones?

When most people hear the word bullying, they often envision a physical form of aggression—often between schoolchildren. And yet, much of the bullying and other forms of relational aggression occur not only in the schoolyard, but among those schoolchildren's parents, as well as in boardrooms, in faculty lounges, and in other places where adults congregate. The transmission of rumor and gossip is an enduring feature of power dynamics in any small or large group, as both a way of trying to make sense of ambiguous situations and as a form of social control. This article examines the construction, maintenance, proliferation, and management of rumors, gossip, and hearsay from a psychoanalytic perspective.     

Does Bullying Affect Work-to-Private-Life Interference? Testing the Mediating Role of Resilience

Objectives. The present study, using the conservation of resources theory as a theoretical framework, aims to establish whether work-related bullying is associated with the development of two different types of work-to-private-life interference, i.e., time based and strain based. The study also aims to test whether these relationships are mediated by resilience. Method. In total, 333 nurses filled out a self-report questionnaire. Data analyses were performed by using structural equation model. Results. Results confirmed the hypothesized model: work-related bullying is associated with both strain-based and time-based work-to-private-life interferences. The bootstrap test indicated the presence of an indirect effect of bullying on both types of work-to-private-life interference via resilience. Originality/Value. The present study contributes to improve the understanding on the mechanisms linking work-related bullying and worker well-being, by providing evidence for the mediating role of resilience between bullying and both time-based and strain-based work–life interferences. Practical implications. The present study suggests that the intervention programs, in order to be effectiveness in sustaining work–life balance among nurses, should take into great account the social climate in the organizational context, e.g., the quality of the social climate with particular reference to the bullying prevention.     

A Review of the Literature on Bullying in U.S. Schools and How a Parent–Educator Partnership Can Be an Effective Way to Handle Bullying

Bullying has been studied for many years in the U.S. and other countries. This article is a review of the literature focusing on the laws (state and federal) pertaining to bullying and the long-term effects of being a bully. In addition, the article provides an overview of the five different types of bullying: (a) physical bullying, (b) verbal bullying, (c) bullying through relational aggression, (d) bullying through social aggression, and (e) cyberbullying. Focus is also given to the emotional and physical behaviors of the (a) bully, (b) passive victim, (c) bully victim, and (d) bystander, as well as the short- and long-term effects of bullying on each of them. The last part of the article focuses on the importance of having a parent–educator partnership with zero tolerance for bullying.     

你的交际IQ有多高?

即将走上工作岗位,作为“准上班族”的你在满怀憧憬之际,是否会对陌生的工作场所忐忑不安?不要紧,我们已将你可能遇到的难题编成10道题目,供你作临战前的演习,答完题的,对照后面的分数表,根据得分,你便可获得有益的忠告。