CHILDREN'S EXPERIENCE OF THREE TYPES OF CARTOON AT TWO AGE LEVELS*

Three cartoons were shown to 87 children at two age levels: 5–6 years, and 9 years. The children's experience was assessed in interviews. The younger children experienced the cartoons in a fragmentary manner and not as a continuous story, understood less of the cartoons, and tended to base their moral judgements of a character's behaviour on whether or not they identified with that character. Six months later, the younger children remembered best those scenes that had made them the most anxious earlier. A subgroup of children with abundant aggressive fantasies had a lower level of moral reasoning than the other children, preferred violent scenes, became less anxious while watching them and tended to give illogical explanations for the behaviour of the cartoon characters. The degree of anxiety provoked by a cartoon depended not on the amount of explicit violence shown but on the way the violence was presented. One cartoon, which contained no explicit violence, was considered the most frightening one due to its sound effects.     

How do the victims respond to bullying?

Reactions to harassment of victims of bullying were studied. One issue was, what kind of behavior on the part of the victim is likely to a) make the others start or continue bullying or b) diminish bullying or put an end to it. Altogether 573 pupils (286 girls, 287 boys) from 11 Finnish schools served as subjects: 67 of them (33 girls, 34 boys) were identified as victims of bullying. Both peer- and self-evaluations were used as methods of the study. Three subscales, describing counteraggressive, helpless, and nonchalant behavioral responses to bullying were established on the basis of peer-evaluations of the victims' behavior. Three different subtypes of victims (the Counteraggressive, the Helpless, and the Nonchalant) were identified. Helplessness and nonchalance were found to be typical responses of the girl victims, while boy victims tended to react to bullying with counteraggression or nonchalance. The victims' self-evaluations of their behavior supported these views. Helplessness and counteraggression in the case of girl victims and counteraggression in the case of boy victims were perceived as making the bullying start or continue. The absence of helplessness in the case of girl victims, and nonchalance as well as the absence of counteraggression in the case of boy victims were perceived as making the bullying diminish or stop. © 1996 Wiley-Liss, Inc.     

Overt and covert aggression in work settings in relation to the subjective well‐being of employees

Aggressive behavior was studied in workplaces having (1) predominantly male, (2) predominantly female, or (3) both male and female employees in equal or near equal frequencies. In addition to examining the occurrence of different types of aggression in these workplaces, the question of whether being a target of aggression is related to employees’ subjective well‐being was addressed. One hundred sixty‐nine participants (mainly 30–50 years of age) employed in a wide range of organizations in the public sector completed a questionnaire measuring four types of observed and experienced aggression: direct overt, indirect manipulative, covert insinuative, and rational‐appearing aggression. Indirect manipulative and rational‐appearing aggression were perceived to be the most widely used aggression styles in the work context. In the predominantly male workplaces, the men were perceived to use more of all types of aggression than in the predominantly female workplaces. The women’s aggression was not related to the relative number of females and males with whom they worked. Participants were divided into two groups on the basis of the extent to which they estimated themselves to be targets of workplace aggression. Those who considered themselves to be victims of workplace aggression suffered significantly more from psychosocial problems and physical symptoms than those who had been victimized to a lesser extent or not at all. The victimized group also considered the aggression they had suffered to be the reason for their psychosocial and health problems. Aggr. Behav. 27:360–371, 2001. © 2001 Wiley‐Liss, Inc.     

Learning difficulties,social intelligence,and self-concept: connections to bully-victim problems

Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition to exploring connections between single variables, a person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems. Social intelligence was found to be positively correlated with learning skills, but negatively related to victimization. Bullying was positively correlated with self-concept scores. However, this was true only of boys. According to cross-tabulations, there were significantly more bullies among children with learning difficulties (LD) than would have been expected by chance. Victimization, on the other hand, was not related to LD. LD children's proposed victim status was in some degree supported by cluster analysis: a group of LD children emerged, who not only scored high on bullying, but also tended to be victimized by others. In addition, two groups of bullies appeared: one whose members could be interpreted as socially unskilled and another as socially skilled. This finding is in line with recent theoretical reasoning, which calls into question the idea of bullies as a unified group, lacking in social skills.     

Personality and work motivation

A total of 92 job applicants completed the Eysenck Personality Profiler (EPP) which measures the three primary (superfactor) traits (as well as 21 second-order factors), and the Work Values Questionnaire, which requires subjects to rate how important various work factors were to them when considering applying for a job. These work factors were then categorised into the traditional Herzberg classification of Hygiene and Motivation factors, each with a satisfactory internal reliability. Correlational and regressional analyses showed that extraverts stressed the importance of motivation factors to them, while neurotics rated hygiene factors as more important to them in choosing a particular job. Psychoticism was marginally related to the hygiene factor, as was test-taking style. In view of the fact that personality factors appeared to account for between 20 and 30% of the variance in work performance, it is surprising that they have been neglected, until recently, in the organisational psychology literature.     

THE EFFECT OF PRIOR AGGRESSIVE OR SEXUAL AROUSAL ON SUBSEQUENT AGGRESSIVE OR SEXUAL REACTIONS IN MALE MICE

Previous aggressive behaviour towards a male mouse was found to decrease sexual behaviour of inexperienced male mice towards a female in heat, mainly due to aggressive behaviour occurring in the sexual situation. Sexual behaviour decreased the aggression displayed in a subsequent encounter with a male. Instead, homosexual behaviour occurred in the situation with the male. After either sexual or aggressive behaviour had been practised, it was no longer influenced by practice of the other activity. Inhibition of aggressive behaviour by successive defeats did not affect sexual performance.