Physical,verbal, and relational forms of bullying among German students: age trends,gender differences,and correlates

A revised version of the Bully/Victim Questionnaire [Olweus, 1991] was given to 2,086 fifth–tenth grader students from schools in two German federal states. The results were analysed in terms of frequencies of self‐reports of different forms of bullying (physical, verbal, relational/indirect; for bullies and for victims), gender and grade differences. Overall, 12.1% of the students reported bullying others and 11.1% reported being bullied (victimisation). We classified 2.3% of the students as bully/victims due to their self‐report. Significantly more boys reported bullying others, regardless of bullying form, and significantly more boys than girls were classified as bully/victims. Although there was no gender difference for victimisation at all, boys reported significantly more often than girls being bullied physically. Besides, self‐reports of pure and overlapping forms of bullying behaviour (relational, verbal, physical) were analysed. With regard to age trends, students from middle grades reported the highest rates of bullying. Self‐reported rates of victimisation were higher for younger students, regardless of form of victimisation. Furthermore, class size was not linked to reports of bullying and victimisation. Results from logistic regression analyses emphasised that the variables “gender” and “grade” add significantly to the prediction of self‐reported bullying; “grade” and variables measuring impaired psychosocial “well‐being” of students at school (e.g., feeling of not being popular, negative attitude towards breaks) add significantly to the prediction of self‐reported victimisation. The results are discussed against the background of other study findings, accentuating the significance of gender‐ and age‐specific forms of bullying/victimisation. Aggr. Behav. 32:1–15, 2006. © 2006 Wiley‐Liss, Inc.     

Transitioning Out of Peer Victimization in School Children: Gender and Behavioral Characteristics

The present study investigated the characteristics of children who remain consistently peer victimized in comparison to those who transition out of victimization status. The relationships between victimization and the victim's level of overt aggression, relational aggression, impulsivity, and prosocial behaviors were examined from one year to the next. At Time 1, 1589 3rd, 4th, and 5th-grade children were administered a peer nomination instrument assessing victimization and standard sociometric variables. At Time 2 (1 year later), 1619 3rd, 4th, and 5th-grade children were administered the same measure. A mixed-design repeated measures MANOVA was conducted for boys and girls separately. Results indicated that in comparison to victims transitioning out of victimization status, consistently victimized boys were lower in prosocial behavior, and consistently victimized girls were higher in impulsivity. Results for girls also indicated that a reduction in victim's own level of relational aggression was associated with cessation of victimization.     

关系复杂性理论述评

任务复杂性的分析是发展心理学和心理测量学都非常关注的重要课题。哈尔福德等人提出了评估任务难度的关系复杂性理论,认为任务难度可由相关的变量数量即关系复杂性来确定;关系复杂性越大加工要求也越高,这时可采取概念组块和分解机制来减少复杂性;认知发展阶段可归因于随着年龄的增长能够加工的关系复杂性的增加。虽然该理论得到了很多实验证据的支持,但也存在一些不足。主要不足表现在没有区别问题难度与问题解决难度,对维度层次关系不够重视,以及一些基本的理论问题没有明确阐述。这都是今后进一步研究应解决的问题。     

The Development of Family Loyalty and Relational Ethics in Children

Despite little research investigating how family loyalty and relational ethics develop in children, theorists suggest that children's early family loyalty experiences play a significant role in their future relationships. Twenty-four children, ages 5–10 years, were interviewed to examine developmental trends in children's conceptualizations of family and family loyalty and their reasoning through parent-child ethical dilemmas. Results indicate (a) younger children possess a simpler, more concrete schema for family and family loyalty than do older children and (b) younger children are less able than older children to adopt their parents' perspectives in reasoning through ethical dilemmas.A psychotherapist with T. W. Ponessa & Associates     

Taboo Trade-offs: Reactions to Transactions That Transgress the Spheres of Justice

Taboo trade-offs violate deeply held normative intuitions about the integrity, even sanctity, of certain relationships and the moral-political values underlying those relationships. For instance, if asked to estimate the monetary worth of one's children, of one's loyalty to one's country, or of acts of friendship, people find the questions more than merely confusing or cognitively intractable: they find such questions themselves morally offensive. This article draws on Fiske's relational theory and Tetlock's value pluralism model: (a) to identify the conditions under which people are likely to treat trade-offs as taboo; (b) to describe how people collectively deal with trade-offs that become problematic; (c) to specify the conceptual components of moral outrage and the factors that affect the intensity of reactions to various explicit trade-offs; (d) to explore the various strategies that decision-makers—required by resource scarcity and institutional roles to confront taboo trade-offs—use to deflect the wrath of censorious observers; (e) to offer a method of dispute resolution based on pluralism.     

Correspondence Results for Relational Proof Systems with Application to the Lambek Calculus

We present a general framework for proof systems for relational theories. We discuss principles of the construction of deduction rules and correspondences reflecting relationships between semantics of relational logics and the rules of the respective proof systems. We illustrate the methods developed in the paper with examples relevant for the Lambek calculus and some of its extensions.     

EXPLICATING THE IMPLICIT: THE LOCAL LEVEL AND THE MICROPROCESS OF CHANGE IN THE ANALYTIC SITUATION

This paper proposes a method of examining the micro-events of the analytic process that borrows heavily from developmental research. The increasing importance of illuminating the microprocess of interaction to understanding the process of change in analytic treatment is emphasised. A set of constructs and terminology is proposed for the study of the moment-to-moment interactive process in psychoanalytic therapy referred to as the local level. A theory of therapeutic action based on 'local-level' process is then explicated. Its central element involves a step-by-step process of 'fitting together', which leads to changes in implicit knowing through alteration of emotional procedures.     

关系复杂性对关系类别间接性学习的影响

以216名大学生为被试,使用关系复杂性变化的三种虚拟外星生物实验材料,创设个人功能预测的关系类别的间接性学习条件和参照性交流功能预测的关系类别的间接性学习条件,探讨关系复杂性对关系类别间接性学习的影响。结果发现:关系类别的功能预测间接性学习过程中,关系复杂性和学习条件的交互作用极其显著,具体来讲,关系复杂性对关系类别间接性学习的影响仅显著地表现在参照性交流关系类别间接性学习过程中;当学习材料为4特征复杂关系时,参照条件下被试功能预测成绩极其显著高于个人条件,当学习材料为6特征复杂关系加二阶同功能简单关系时,两种学习条件间不存在显著差异,当学习材料为6特征复杂关系加二阶异功能简单关系时,个人条件极其显著高于参照条件。     

文化影响自我解释的神经机制

自我解释是指个体如何思考自我及其与他人的关系。在集体主义-个人主义维度下, 东西方人分属于典型的相依性-独立性自我解释：自我参照任务中, 东亚人的自我和重要他人(如母亲)均表征于内侧前额叶皮质(MPFC), 西方人的自我和重要他人分表征于不同脑区; 偶发任务和词-音不一致任务中, 相依性自我解释程度分别调节P3和N400的活动; 文化启动任务中, 双文化被试可通达相应的自我解释。社会脑假设、文化-基因协同进化论和神经-文化交互作用模型对此进行了阐释。未来应研究中国人的关系自我, 尤其是探索本土化的理论和研究方法。