How does it feel? Workplace bullying,emotions and musculoskeletal complaints

The present study examines experienced emotions among self-labelled victims of ongoing workplace bullying and tests whether emotions mediate the relationship between exposure to bullying and health in the form of musculoskeletal complaints. A total of 1,024 employees from a Norwegian public transport company participated in the study, in which 116 self-labelled victims were identified. Ten positive and 10 negative emotions were measured (PANAS). The results showed significant differences in emotional experiences between victims and non-victims regarding all 10 negative emotions and one out of 10 positive emotions. Victims felt less "interested" and more "afraid," "upset," "angry," "guilty," "nervous," "hostile," "frustrated," "ashamed," "scared" and "stressed" than did non-victims. Further, the results pointed to both positive and negative emotions as mediators of the relationship between exposure to bullying and musculoskeletal complaints. In particular the negative emotion "stress" acted as a significant mediator regarding this relationship. Hence, emotions seem to be central to understanding the detrimental effects of bullying on the victims' health.     

Individual and class moral disengagement in bullying among elementary school children

A cross‐sectional study from a sample of 663 elementary school children assessed the four sets of moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting the consequences, blaming/dehumanizing the victim) at both the individual and the class level. Additionally, an analysis of the relations of these mechanisms to pro‐bullying behavior was conducted. Multilevel analysis showed a significant relationship between cognitive restructuring and individual pro‐bullying behavior. Moreover, between‐class variability of pro‐bullying behavior was positively related to minimizing one's agentive role and blaming/dehumanizing the victim at the class level. Conversely, class disregarding/distorting the consequences was negatively associated with between‐class variation in the outcome behavior. Implications for understanding the role of morality in children's bullying are discussed. Aggr. Behav. 38:378‐388, 2012. © 2012 Wiley Periodicals, Inc.     

Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending

This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Participants completed self‐reports assessing the two dimensions of moral cognition and peer nominations for status, bullying, and defending. Both acceptance of moral transgression and moral disengagement were associated to bullying among early adolescents only, whereas in childhood moral disengagement was linked to defending among girls. Social status moderated the associations between morality dimensions and bullying and defending. The moderating effects of status were discussed considering status as a magnifying lens for the relations between individual characteristics and social behavior. The results were also discussed with reference to age and gender differences in the associations. Aggr. Behav. 38:456‐468, 2012. © 2012 Wiley Periodicals, Inc.     

Adolescents’ own suggestions for bullying interventions at age 13 and 16

Frisén, A. & Holmqvist, K. (2009). Adolescents’ own suggestions for bullying interventions at age 13 and 16. Scandinavian Journal of Psychology, 51, 123–131. In this study we examined adolescents’ perspectives on what interventions they consider to be effective in order to stop the bullying of a student. The adolescents’ suggestions were reviewed at two time points, age 13 and 16. Participants were 474 girls and 403 boys at the first point of examination, and 429 girls and 332 boys at the second point of examination. The participants’ suggestions were divided into categories based on some of the anti‐bullying strategies commonly presented by researchers. Results showed that some anti‐bullying strategies were more salient than others in the adolescents’ suggestions, and that their suggestions differed as a function of age, sex and to some extent, current experience of victimization. Having serious talks with the students involved was among the most common suggestions at both ages. However, girls were more likely than boys, and non‐victims were more likely than victims, to suggest this particular strategy.     

Mind matters: A narrative review on affective state-dependency in non-invasive brain stimulation

Variability in findings related to non-invasive brain stimulation (NIBS) have increasingly been described as a result of differences in neurophysiological state. Additionally, there is some evidence suggesting that individual differences in psychological states may correlate with the magnitude and directionality of effects of NIBS on the neural and behavioural level. In this narrative review, it is proposed that the assessment of baseline affective states can quantify non-reductive properties which are not readily accessible to neuroscientific methods. Particularly, affective-related states are theorized to correlate with physiological, behavioural and phenomenological effects of NIBS. While further systematic research is needed, baseline psychological states are suggested to provide a complementary cost-effective source of information for understanding variability in NIBS outcomes. Implementing measures of psychological state may potentially contribute to increasing the sensitivity and specificity of results in experimental and clinical NIBS studies.     

The role of television in language acquisition

The conventional view among developmental psychologists is that television viewing does not contribute to a young viewer's language acquisition. That assumption is challenged. Evidence is presented that suggests that children can learn about language as they view television: (1) From age 2, children attend to television and view in an active, purposeful manner. (2) Some programs present dialogue in an attention-getting, content-redundant context. (3) Children can learn word meanings when viewing. (4) Children draw upon television as a source of verbal routines for their own play interactions.     

Self-harm prevalence and ideation in a community sample of cis,trans and other youth

Abstract

Background: Trans youth have been reported to have high rates of self-harm, depression and bullying, and find it difficult to seek support. However, much of this research comes from gender identity clinics; non-clinical samples and those who reject gender binaries remain under-researched.

Aims: This study investigated the experiences of a community school-based sample of Trans, identifying youth, Other, and cis-gendered adolescents in relation to their experiences of low mood, bullying, associated support, self-harm ideation and peer-related self-harm.

Methods: An online survey was completed by 8440 13–17?year olds (3625 male, 4361 female, 227 Other, and 55 Trans).

Results: Trans and Other students had significantly higher rates of self-harm ideation and peer self-harm, in comparison to cis-gendered students. These Trans and Other students reported significantly higher rates of bullying and self-reported depression and significantly less support from teachers and staff at school, in fact these students did not know where to go to access help.

Discussion: This community sample confirms findings of high rates of self-harm ideation, self-reported depression and bullying for Trans youth as previously reported in clinic-based samples. However, by accessing a community sample, the salience of the category “Other” was established for young people today. While Other and Trans identified students both struggled to find support, those who identified as Trans were more likely to have been bullied, and have experienced self-reported depression and thoughts of self-harm. Thus, those who identify as transgender represent a high-risk group that needs targeted support within schools and by statutory and nonstatutory community services. Unpacking the category of Other would be beneficial for future research, as well as exploring resilience within this group and intersecting identities such as sexuality, Autism, or experiences such as earlier abuse.