Parameterized Approximation Schemes using Graph Widths

Combining the techniques of approximation algorithms and parameterized complexity has long been considered a promising research area, but relatively few results are currently known. In this paper we study the parameterized approximability of a number of problems which are known to be hard to solve exactly when parameterized by treewidth or clique-width. Our main contribution is to present a natural randomized rounding technique that extends well-known ideas and can be used for both of these widths. Applying this very generic technique we obtain approximation schemes for a number of problems, evading both polynomial-time inapproximability and parameterized intractability bounds

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people’s experiences within and beyond school

This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings

Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why it Matters

Although violence prevention has largely focused on students, national and state-level studies suggest that teacher-directed violence warrants attention by researchers, policy makers, and school stakeholders. In this chapter, we provide an overview of the empirical literature on teacher-directed violence, including the extent of the problem, types of violence teachers experience, measurement issues, and how this problem varies across perpetrators and social contexts. We specify recommendations for assessment, including developing and using reliable and valid measures to better understand teachers\u27 experiences with violence. Violence prevention approaches are described, and we advocate for assessment and intervention that incorporate teacher experiences. Using a social-ecological model, we outline intervention strategies that address school violence that affects students, teachers, and administrators at the microsystem, mesosystem, exosystem, and macrosystem levels. Ultimately, we need to take the entire school ecology into account to reduce violence and create an effective teaching and learning environment where everyone feels safe

A Critical Review of Anti‐Bullying Programs in North American Elementary Schools

BACKGROUNDBullying behavior is a concern among school‐aged youth and anti‐bullying programs have been implemented in schools throughout North America. Most anti‐bullying programs are delivered to adolescent youth because antisocial‐aggressive behaviors are typically associated with this developmental stage. This paper is a review of empirically evaluated school‐based bullying prevention and intervention programs in North American elementary schools.METHODSWe conducted a systematic, critical review of bullying prevention programming. Data were analyzed to determine the study method, intervention components, measurement of bullying, aggression, or peer victimization, outcomes measured, and results.RESULTSOur review resulted in the identification of 10 interventions aimed at youth in grades K‐6 enrolled in North American elementary schools. Effective intervention strategies targeted a variety of bullying behaviors using diverse mechanisms and included a school—and community‐wide approach. Direct outcomes of the reviewed evaluations were centered on bullying, aggression, and victimization. Indirect outcomes of review evaluations included strategies for bystanders, school achievement, perceived school safety, and knowledge or attitudes about bullying.CONCLUSIONSRecommendations for promising practices in effective bullying intervention programming are offered. The review concludes with suggestions for supporting school health staff and in‐service teachers drawn from the body of research, and offers direction for future study.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151360/1/josh12814_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151360/2/josh12814.pd

Neighborhood predictors of bullying perpetration and victimization trajectories among South Korean adolescents

AimsThis study examined latent trajectories of bullying perpetration and victimization, and identified neighborhood antecedents of these trajectories among South Korean adolescents.MethodsNationally representative individual‐level data from waves 2 to 6 (middle school to high school) of the Korean Children and Youth Panel Survey were merged with neighborhood‐level data drawn from the Korean Census and the Korean Ministry of Education. Latent class growth analysis (N = 2,178) and logistic regression were conducted (N = 2,021).ResultsThree unique trajectories of bullying experience—low‐risk (80.8%), transient (13.3%), high‐risk (5.9%)—were identified. Neighborhood factors (e.g., public assistance receipt, marital status, official bullying incidents, collective efficacy) predicted these distinct developmental paths.ConclusionJoint trajectories of perpetration and victimization can inform service or policy decisions as each developmental path may represent unique experiences for youth in need of specific resources for treatment or intervention. Neighborhood indicators are important predictors of developmental trajectories of bullying experience among adolescents.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151342/1/jcop22226_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151342/2/jcop22226.pd

Sibling bullying at 12 years and high-risk behavior in early adulthood : a prospective cohort study

Emerging evidence suggests that sibling aggression is associated with the development of high‐risk behavior. This study investigated the relationship between sibling bullying perpetration and victimization in early adolescence and high‐risk behavior in early adulthood. Sibling bullying was assessed at 12 years in 6,988 individuals from the Avon Longitudinal Study of Parents and Children, a birth cohort based in the UK and high‐risk behavioral outcomes were assessed at 18–20 years. Frequent sibling bullying perpetration predicted antisocial behavior (OR = 1.74; 95%CI, 1.38–2.20), while frequent sibling bullying victimization increased the odds of nicotine dependence (OR = 2.87; 95%CI, 1.55–5.29), even after accounting for peer bullying and parent maltreatment. Categorical analysis revealed that particularly bullies and bully‐victims were at risk of developing high‐risk behavior. Finally, this study found that adolescents who were involved in bullying perpetration across multiple contexts (home and school) had the highest odds of reporting antisocial behavior (OR = 3.05; 95%CI, 2.09–4.44), criminal involvement (OR = 2.12; 95%CI, 1.23–3.66), and illicit drug use (OR = 2.11; 95%CI, 1.44–3.08). Findings from this study suggest that sibling bullying perpetration may be a marker of or a contributory factor along the developmental trajectory to antisocial behavior problems. Intervention studies are needed in order to test whether reducing sibling bullying can alleviate long‐term adverse social and behavioral outcomes

You Say Bully, I Say Bullied: School Culture and Definitions of Bullying in Two Elementary Schools

Purpose This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture. Design/methodology/approach I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools. Findings Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged. Research limitations/implications This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States. Practical implications These findings suggest that schools might be better served by focusing less on labels like bully and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals. Originality/value Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used

Family Trouble: Heteronormativity, emotion work and queer youth mental health

Conflict with the family about sexual orientation and gender diversity is a key risk factor associated with poor mental health in youth populations. Findings presented here derive from a UK study that employed an interdisciplinary critical mental health approach that de-pathologized emotional distress and conceptualised families as social and affective units that are created through everyday practices. Our aim was to explore how family relationships foster, maintain or harm the mental health and wellbeing of LGBTQ+ youth. Data were generated through exploratory visual, creative and digital qualitative methods in two phases. Phase 1 involved digital/paper emotion maps and interviews with LGBTQ+ youth aged 16-25 (n=12) and family member/mentor interviews (n=7). Phase 2 employed diary methods and follow-up interviews (n=9). The data analytic strategy involved three stages: individual case analysis; cross-sectional thematic analysis; and metainterpretation. We found that family relationships impacted on queer youth mental health in complex ways that were related to the establishment of their autonomous queer selves, the desire to remain belonging to their family and the need to maintain a secure environment. The emotion work involved in navigating identity, belonging and security was made difficult because of family heteronormativity, youth autonomy and family expectations and had a stark impact on queer youth mental health and wellbeing. Improving the mental health of LGBTQ+ youth requires a much deeper understanding of the emotionality of family relationships and the difficulties negotiating these as a young person

Well-quasi-ordering versus clique-width : new results on bigenic classes.

Daligault, Rao and Thomassé conjectured that if a hereditary class of graphs is well-quasi-ordered by the induced subgraph relation then it has bounded clique-width. Lozin, Razgon and Zamaraev recently showed that this conjecture is not true for infinitely defined classes. For finitely defined classes the conjecture is still open. It is known to hold for classes of graphs defined by a single forbidden induced subgraph H, as such graphs are well-quasi-ordered and are of bounded clique-width if and only if H is an induced subgraph of P4P4. For bigenic classes of graphs i.e. ones defined by two forbidden induced subgraphs there are several open cases in both classifications. We reduce the number of open cases for well-quasi-orderability of such classes from 12 to 9. Our results agree with the conjecture and imply that there are only two remaining cases to verify for bigenic classes