Modelling bullying propagation in Spain: a quantitative and qualitative approach

[EN] Bullying in schools can be defined as a category of aggressive behaviour with an imbalance of power, and aggression event is repeated over time. Bullying occurs as a social process in nature, and takes place in groups. Attacks are mostly unprovoked, and can be physical or verbal, direct or indirect. This paper focuses on modelling the propagation of bullying in the Spanish school population aged [12, 18] during the period July 2015¿January 2020, and on identifying and quantifying its main drivers. Thus, a population dynamics model is built to forecast and quantify the magnitude of the bullying problem in Spain over the July 2015¿January 2020 period by taking into account qualitative and quantitative factors; e.g., demography, economy, socio-cultural behaviour, consumption of drugs and alcohol, social contagion and technology. 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Gender self-categorization, emotions, and experience of aggression in a male-dominated workforce

Based on a model of employee personal gender self-categorization, we examine the relationships between prejudicial attitudes and experiences of aggression in a male-dominated workplace. Data collected from 603 employees in a male-dominated global workplace revealed that individuals who self-categorize as either males or females experience differential powerful emotions. Additionally, we found that the more anger experienced by employees who self-categorize either as males or females, the stronger their female prejudicial attitudes. In contrast, we found that contempt was negatively associated with female prejudicial attitudes; that is, the more contempt experienced by employees who self-categorize either as males or females, the weaker their female prejudicial attitudes