Investigación de los estereotipos de crueldad de los adolescentes sobre los roles sexuales

The relevance of this study is caused by the dramatic picture of the psychological theory of the development of the modern teenager in modern science. Rapidly changing social conditions at the beginning of the third Millennium need scientific understanding of possible future prospects of development of the period of childhood and adolescence. The efforts of those responsible for the training of educators, teachers, child psychologists, support for the institution of the family, conducting comprehensive studies of the modern teenager are needed.  Of particular importance for the future of the theory and practice of upbringing of the teenager deserves the study of phenomenology for the development of a modern teenager, the rejection of rigid social stereotypes that are the choice of positive strategies in the relations with teenagers.  Before the reader is an article in which the authors comprehend the existence of social stereotypes on the issue of gender differences in the manifestation of cruel behavior by teenagers. The authors presented a brief analysis of the scientific problem of cruelty.   The problem field of empirical research is defined in the identification of sexual differences in the manifestation of types of cruelty and sexual differences in the attitude to cruel behavior. The study sample is correctly formed, the author’s methods of ideographic type are presented, which have passed the stage of approbation in numerous studies. This study belongs to the category of point quasi-experiments.  The stages of research are consistently presented. Qualitative analysis of empirical data is based on evidence-based methods of statistical thesaurus.  The main conclusions of the study allow us to comprehend the existing social stereotypes of types of cruelty and attitudes to violence on a gender basis.La relevancia de este estudio es causada por la imagen dramática de la teoría psicológica del desarrollo del adolescente moderno en la ciencia moderna. Las condiciones sociales que cambian rápidamente a principios del tercer milenio necesitan una comprensión científica de las posibles perspectivas futuras de desarrollo del período de la infancia y la adolescencia. Se necesitan los esfuerzos de los responsables de la formación de educadores, maestros, psicólogos infantiles, apoyo a la institución de la familia, realización de estudios integrales del adolescente moderno. De particular importancia para el futuro de la teoría y la práctica de la educación del adolescente merece el estudio de la fenomenología para el desarrollo de un adolescente moderno, el rechazo de los estereotipos sociales rígidos que son la elección de estrategias positivas en las relaciones con los adolescentes. Ante el lector hay un artículo en el que los autores comprenden la existencia de estereotipos sociales sobre el tema de las diferencias de género en la manifestación de conductas crueles por parte de los adolescentes. Los autores presentaron un breve análisis del problema científico de la crueldad. El campo problemático de la investigación empírica se define en la identificación de las diferencias sexuales en la manifestación de los tipos de crueldad y las diferencias sexuales en la actitud ante el comportamiento cruel. La muestra de estudio se formó correctamente, se presentan los métodos de tipo ideográfico del autor, que han pasado la etapa de aprobación en numerosos estudios. Este estudio pertenece a la categoría de cuasi-experimentos puntuales. Las etapas de la investigación se presentan constantemente. El análisis cualitativo de los datos empíricos se basa en métodos de tesauro estadístico basados ​​en la evidencia. Las principales conclusiones del estudio nos permiten comprender los estereotipos sociales existentes de los tipos de crueldad y actitudes hacia la violencia sobre una base de género

The Relationship Of Substance Use, Biological Sex, And Age To Defender Behaviors In Middle And High School Students In Rural Schools

While there are many studies looking at the characteristic of defenders in bullying situations, the literature regarding defender behaviors and substance use is lacking. In a sample of rural adolescents, the current study aims to examine the relationship between defender behaviors, substance use, biological sex and age. Rural middle and high school youth from six Northern Plains schools in the Midwest (N = 264) completed a self-report survey. Surveys were created to examine defender behaviors and substance use, and a demographic questionnaire collected biological sex and grade level. Grade level was used in place of age. A relationship between defender behaviors with biological sex and age was not found, but the relationship between defender behaviors and substance use was significant. Adolescents who reported higher levels of defender behaviors also reported lower levels of substance use, and vice versa. Limitations and future directions are discussed. Findings support the need for additional research into the relationship between defender behaviors and substance use

The ecology of bullying : how might counselors\u27 reflections on bullying improve school-based interventions?

Schools are struggling to find intervention and prevention plans that will be effective in preventing and intervening in bullying. Phone interviews and online surveys were conducted with 16 respondents - a cross-section of child and school counselors - to find what they have found most and least helpful. Overall, participants agreed that they continue to struggle to find effective ways of preventing, managing and responding to bullying incidents and the overall culture that induces bullying. The majority of respondents felt their schools\u27 policies and/or actions were not effective or not effective enough, however, those who worked in schools that used a curriculum perceived greater effectiveness than those participants who worked in schools that only had a policy. There was no significant difference in perceived effectiveness between those respondents whose schools paid for a curriculum and those who used a free or self-created curriculum. Although there were groupings of similar ideas for improving positive outcomes in bullying situations, such as mental health services for bullies and/or victims, increasing parent involvement or encouraging student bystanders to intervene, the counselors typically named different interventions as helpful. This paper highlights ecological factors that appear too often forgotten in bullying curricula and echoes Smith\u27s (2011) encouragement that we need to consider the wider societal context in which [antibullying] programs take place (p. 420). Perhaps the time has come to look beyond the microsystem of the school to the mesosystem, to examine the interrelations among the major settings containing the learner (Bronfenbrenner, 1976, p. 5)

Peer-harassment prevalence in self-reports by primary and lower secondary school students. Statistical comparisons of samples from years 2000 and 2013, investigating traditional and cyber-harassment.

Comparative investigation of traditional peer-harassment and cyber-harassment prevalence, examining first year baseline sample of a longitudinal project in a North-Norwegian setting. Thesis contributes into a main study, “Trivsel i Tromsø” (“Well-being in Tromsø”), which aims to examine psychosocial and psychiatric risk factor associations with bullying and cyberbullying, using a combination of survey tools. The thesis explore one of the three survey tools. Investigation of sample administered in school setting, supplemented with survey data from previous study, thus contrasting harassment prevalence in the same five schools before and after the “mobile phone revolution” using the “My Life in School Checklist +” at two points in time, years 2000 and 2013. There is reduction between years on physical and verbal harassment, at the same time digital harassment appear with low scores. Social harassment show no significant difference between years. The cyber-harassment composite show no significant gender difference. Younger grades show less cyber-harassment than older grades. Regarding types of harassment, girls receive more cyber-harassment through social media and websites, whereas boys receive more through chat as at Skype or within games

An examination of the primary and secondary effects of cyber-bullying: development and testing of a cyber-bullying moderator/mediator model

This study examined cyber-bullying as a social transgression and the potentially negative effects it has on individuals, specifically adolescents and young adults from experiences recalled by college students. Findings established support for a moderator/mediator model, designed and tested for this study, that describes the psychological process prompted by a cyber-bullying message, which is moderated as well as mediated by several factors. This study examined the theoretical and practical value of the model in terms of being able to reflect the psychological process that individuals move through when exposed to a cyber-bullying message, and its ability to account for both primary and secondary effects of bullying. To accomplish these goals, a packet of standardized measurement tools were used and data were quantitatively analyzed. Findings support that adolescents and young adults who find themselves to be a target of a cyber-bullying message find that message to be negative and experience negative effects. Findings from this study add support to current cyber-bullying research and remind readers of the critically important nature of cyber-bullying in our society today

Passive Victims of Peer Bullying and Teaching Staff\u27s Response to Them

This study explored teaching staff\u27s ability to identify passive victims of peer bullying, the strategies they use to build up a victim\u27s self-esteem, the strategies they use to teach passive victims assertiveness skills and their views and opinions concerning bullying. Research indicated that passive victims of peer bullying tend to have lower self-esteem and don\u27t have the skills needed to protect themselves when bullied. Since a majority of bullying happens at school, teaching staff have the best opportunity to intervene when bullying occurs. A self-administered questionnaire was completed by 45 teachers, educational assistants and specialist/support staff at a particular elementary school in Minneapolis. Results of the questionnaire indicated that teaching staff who completed this questionnaire have excellent knowledge in how to identify passive victims and excellent knowledge in the encouragement of self-esteem and assertiveness skills in passive victims. Although, the researcher did have a question as to the consistency of procedures followed by all teaching staff concerning the handling of aggressive incidents at this particular school. The researcher also questioned what seemed to be minimization, by the respondents, of the overall incidence of bullying that may be occurring at this school

Teachers' perceptions of bullying with a consideration of the bystanders' role : a study in the Finnish context

This study analyses teachers’ perceptions of bullying with a consideration of the bystanders’ role. Ten Finnish teachers from all school levels were inquired about their perceptions on school bullying. Additionally, the teachers were asked to evaluate what is the bystanders’ contribution. Thematic analysis revealed ten themes: 1) Not bully-free schools 2) Teachers: general strategies 3) Teachers’ feelings 4) Specific teacher practices 5) Innovative practices 6) Shifting bystander roles 7) Teachers’ perceptions of outsiders 8) Parental involvement 9) Gender and age 10) Skilful and loner- bully and victim. Some main findings of this study are: Finnish schools are described as facing many bullying problems. Teachers disclose they resort to their colleagues for help. Students are described as changing roles during or even after the incident or in another incident. In one occasion they stay uninvolved, for example, and in another they ally themselves with the bully. According to the teachers, parents are mainly responsible for educating their children about bullying. Parents should instruct their children not to bully and how to defend themselves and others when bullying occurs. Finally, according to one fundamental course of action used as an anti-bullying intervention, uninvolved students (outsiders) should be turned to defenders. The findings of this study though show that this aim has not been met with success so far. Some ideas for future intervention and prevention plans are being presented

The Role of Gender and Education in the Perpetration and Prevention of School-related Gender-based Violence

This study examines how gender ideologies contribute to violence in and around schools while looking through a peace research framework proposed by peace studies scholar Johan Galtung (1969). The study explores school-related gender-based violence (SRGBV) in three regions—the United States, India, and Central Africa—and highlights the universal and destructive nature of SRGBV as a serious obstacle to the right to education and achieving education for all. In addition, the study examines three promising initiatives in the aforementioned regions that combat SRGBV. The aim of the study is to contribute to the dialogue of effective strategies for addressing SRGBV vis-à-vis gender ideologies in differing contexts. A workshop intended for U.S. educators and practitioners interested in learning about SRGBV, its manifestations, and activities for building awareness about SRGBV and human rights is included in the appendix

The Nature of Bullying in South Korean Schools

The aims of this present research are to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among Korean pupils. With the purpose of exploring the nature and features of Korean bullying several studies were carried out, including one nationwide survey. At the beginning of this research, a sample (N=160) of Korean middle school pupils was selected in order to define the most appropriate term for bullying. The results confirmed that wang-ta is the most appropriate term for Korean bullying which can equivalently used for bullying in English speaking nations. With the term selected and two pilot studies a large-scale study (N=2,926) was carried out. The results showed that 5.80/0 of Korean pupils suffered by being bullied whereas 10.2%) pupils reported that they bully other peers. Results from the previous two studies indicated that there are different stages of victimisation in Korean schools. To investigate the stages of victimisation, 424 Korean pupils were selected. The results confirmed that there are different levels of victimisation and each level is named differently according to the level of victimisation. Moreover, in order to explore different stages of wang-ta, and study features of Korean bullying, 10 pupils, who quit school mainly due to being bullied, were interviewed. The participants well described the relationship between those three terms and their victimisation and a pattern of victimisation has been found. Information and knowledge concerning the nature and features of wang-ta can be useful to correctional practitioners and policy makers as well as important to conduct comparative studies. Moreover, features of Korean bullying can help practitioners in order to better help victims in schools