The Development and Application of the Coping with Bullying Scale for Children

The Multidimensional Model for Coping with Bullying (MMCB; Parris, in development) was conceptualized based on a literature review of coping with bullying and by combining relevant aspects of previous models. Strategies were described based on their focus (problem-focused vs. emotion-focused) and orientation (avoidance, approach – self, approach – situation). The MMCB provided the framework for the development of the Coping with Bullying Scale for Children (CBSC; Parris et al., 2011), which was administered as part of a research project in an urban, southeastern school district. The Student Survey of Bullying Behaviors – Revised 2 (SSBB-R2; Varjas et al., 2008) and the Behavior Assessment System for Children, 2nd Edition (BASC-2; Kamphaus & Reynolds, 2004) also were completed. The first research aim was to examine the factor structure of the CBSC in relation to the MMCB and investigate the relationship between coping style and student outcomes of depression, anxiety, and social stress. This study also examined the relationships between coping, victimization, and student engagement in bullying behavior, as well as the moderating effect of age, gender, and ethnicity on these relationships. The fourth research question was is there a relationship between student coping with bullying and their perceptions of control or self-reliance? Data analysis resulted in a four factor coping structure: constructive, externalizing, cognitive distancing, and self-blame. Externalizing coping was found to be a predictor of depression while constructive and self-blame coping was associated with more social stress. Self-blame also predicted higher rates of anxiety. Results indicated that more frequent victimization predicted the use of constructive and self-blame strategies, while students more often engaged in bullying behaviors indicated a higher use of externalizing and self-blame. Gender, age, and ethnicity were not found to be associated with levels of victimization, bullying behaviors, or the use of any of the four types of coping. Further, these demographic variables did not moderate the relationship between victimization and coping or bullying and coping. Finally, feelings of control were not associated with student coping; however, more self-reliance was predictive of constructive coping, cognitive distancing, and self-blame. Implications for future research and interventions for students involved in bullying are discussed

‘‘The Internet is a Mask’’: High School Students’ Suggestions for Preventing Cyberbullying

Introduction: Interactions through technology have an important impact on today’s youth. While someof these interactions are positive, there are concerns regarding students engaging in negativeinteractions like cyberbullying behaviors and the negative impact these behaviors have on others. Thepurpose of the current study was to explore participant suggestions for both students and adults forpreventing cyberbullying incidents. Methods: Forty high school students participated in individual, semi-structured interviews. Participantexperiences and perceptions were coded using constant comparative methods to illustrate ways inwhich students and adults may prevent cyberbullying from occurring within their school and community. Results: Students reported that peers would benefit from increasing online security, as well asbecoming more aware of their cyber-surroundings. Regarding adult-provided prevention services,participants often discussed that there is little adults can do to reduce cyberbullying. Reasons includedthe difficulties in restricting online behaviors or providing effective consequences. However, somestudents did discuss the use of in-school curricula while suggesting that adults blame people ratherthan technology as potential ways to prevent cyberbullying. Conclusion: Findings from the current study indicate some potential ways to improve adult efforts toprevent cyberbullying. These strategies include parent/teacher training in technology andcyberbullying, interventions focused more on student behavior than technology restriction, and helpingstudents increase their online safety and awareness. [West J Emerg Med. 2014;15(5):587– 592.

Awareness of Social Media Audiences among Adolescents in a School-Based Intervention

The current study investigated adolescents’ (N=213) decision finding processes and affective reactions to interactions on social media via 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents’ experiences and decisions on social media platforms were informed by their awareness of audiences, namely who they thought would view their posts and anticipated responses from “friends,” “family members,” “fans,” “creeps,” and “potential employers.” Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors

Why do Adolescents Seek Online Mental Health Information?

Many adolescents avoid seeking psychological help despite the increasing prevalence of mental disorders. The current study investigated whether distress and stigma exhibit differential relationships to decisions to seek online mental health information among a sample of predominantly racial/ethnic minority U.S. adolescents. In this investigation, 174 adolescents (Age: M = 15.90, SD = 0.85, Range = 14−19) completed assessments of help-seeking stigma, psychological distress, and a question asking if they would like to view a website with mental health information. Distress was a statistically significant predictor of decisions to seek online mental health information, but stigma was not. Severely distressed boys were more likely to seek online information than severely distressed girls. Evidence-based online resources may be particularly effective ways to support distressed adolescents

‘‘The Internet is a Mask’’: High School Students’ Suggestions for Preventing Cyberbullying

Introduction: Interactions through technology have an important impact on today’s youth. While someof these interactions are positive, there are concerns regarding students engaging in negativeinteractions like cyberbullying behaviors and the negative impact these behaviors have on others. Thepurpose of the current study was to explore participant suggestions for both students and adults forpreventing cyberbullying incidents.Methods: Forty high school students participated in individual, semi-structured interviews. Participantexperiences and perceptions were coded using constant comparative methods to illustrate ways inwhich students and adults may prevent cyberbullying from occurring within their school and community.Results: Students reported that peers would benefit from increasing online security, as well asbecoming more aware of their cyber-surroundings. Regarding adult-provided prevention services,participants often discussed that there is little adults can do to reduce cyberbullying. Reasons includedthe difficulties in restricting online behaviors or providing effective consequences. However, somestudents did discuss the use of in-school curricula while suggesting that adults blame people ratherthan technology as potential ways to prevent cyberbullying.Conclusion: Findings from the current study indicate some potential ways to improve adult efforts toprevent cyberbullying. These strategies include parent/teacher training in technology andcyberbullying, interventions focused more on student behavior than technology restriction, and helpingstudents increase their online safety and awareness. [West J Emerg Med. 2014;15(5):587–592.

Effects of Pre-Exam Review Sessions Led by Undergraduate Teaching Assistants on Exam Performance

The current study examined effects of pre-exam review sessions led by undergraduate teaching assistants (UTAs) on 24 psychology undergraduates’ exam scores. To establish a baseline, exams 1 and 2 occurred before any pre-exam reviews. Two pre-exam review sessions, facilitated by two UTAs, occurred the nights before exam 3 and exam 4; in these sessions UTAs reviewed course material, displayed flashcards, and answered questions. Attending these sessions was associated with higher exam scores for both exam 3 and exam 4. Utilizing UTAs for certain academic interventions may benefit students enrolled in a course while also providing valuable teaching experience for UTAs

High School Students’ Perceptions of Motivations for Cyberbullying: An Exploratory Study

Objectives: Internet usage has increased in recent years resulting in a growing number of documented reports of cyberbullying. Despite the rise in cyberbullying incidents, there is a dearth of research regarding high school students’ motivations for cyberbullying. The purpose of this study was to investigate high school students' perceptions of the motivations for cyberbullying.Method: We undertook an exploratory qualitative study with 20 high school students, conducting individual interviews using a semi-structured interview protocol. Data were analyzed using Grounded Theory.Results: The developed coding hierarchy provides a framework to conceptualize motivations, which can be used to facilitate future research about motivations and to develop preventive interventions designed to thwart the negative effects of cyberbullying. The findings revealed that high school students more often identified internally motivated reasons for cyberbullying (e.g., redirect feelings) than externally motivated (no consequences, non-confrontational, target was different).Conclusion: Uncovering the motivations for cyberbullying should promote greater understanding of this phenomenon and potentially reduce the interpersonal violence that can result from it. By providing a framework that begins to clarify the internal and external factors motivating the behavior, there is enhanced potential to develop effective preventive interventions to prevent cyberbullying and its negative effects. [West J Emerg Med. 2010; 11(3): 270-274.