Perceptions of control in the victims of school bullying : the importance of early intervention

Improvements in anti-bullying strategies are likely to depend upon a greater understanding of the psychological processes at work. Transactional theories of coping may be appropriate models to use when examining how the victims of bullying cope with victimization. Research has started to examine the coping strategy aspects of such theories but has neglected the process of appraisal. The current paper aims to address this by examining the perceptions of control in the victims of bullying, and how these are influenced by such variables as gender and the severity, persistence and type of bullying experienced. A self-report questionnaire examining coping responses and perceptions of control regarding the bullying situation was administered to 348 children aged nine to 11 years. Data from the victims of bullying (N = 184) revealed that girls felt less in control of frequent bullying than infrequent bullying, a trend not evident in boys (p < 0.05). In addition, a significantly higher proportion of the male victims of bullying felt more in control than female victims (p < 0.01). Finally, victims of short-term bullying were significantly more likely to feel in control than were victims of longer-term bullying (p < 0.05). The complex relationship between gender, perceptions of control, and the persistence and frequency of bullying has implications for early intervention and for professionals working with the victims of bullying

Cognitive appraisals, emotional reactions, and their associations with three forms of peer-victimization

Victimized students’ cognitive appraisals (perceived threat, control) are related to emotional reactions. Furthermore, psychosocial wellbeing is differentially associated with form of victimization (direct vs. indirect), suggesting that emotional reactions to direct and indirect victimization may also differ. The present study therefore evaluated appraisals and emotional reactions within the context of verbal, physical, and indirect victimization experiences, testing a mediational model which considers appraisals to mediate the effect of victimization upon emotional reaction. Participants were 146 students (44% male) aged 10-13 years attending mainstream schools in Scotland (UK). Self-report measures assessed peer-victimization (physical, verbal, indirect), appraisal (control, threat) and emotional reaction (anger, sadness). All forms of victimization were positively associated with both emotions. Threat appraisals were positively associated with all forms of victimization and control appraisals were negatively associated with physical victimization. The relationships between appraisals and emotions varied according to victimization type. The effects of victimization upon emotions were not mediated via appraisals. These results extend our understanding of the relationships between victimization and affect

Maladaptive cognitive appraisals in children with high-functioning autism : associations with fear, anxiety and theory of mind

Despite the well-documented success of cognitive restructuring techniques in the treatment of anxiety disorders, there is still little clarity on which cognitions underpin fear and anxiety in children with high-functioning spectrum disorders (HFASD). This study examined whether certain cognitive appraisals, known to be associated with fear and anxiety in non-HFASD groups, may help explain these emotions in children with HFASD. It also investigated relations between these cognitive appraisals and theory-of-mind (TOM). Using a vignette approach, appraisals, fear and anxiety were assessed in 22 children with HFASD and 22 typically developing (TD) children. The two groups differed significantly on all four appraisal types. Anxiety was negatively correlated with future expectancy and positively with problem-focused coping potential in the HFASD group, but was not correlated with appraisals in the TD group. Emotion-focused coping potential was the only appraisal correlated with fear in the HFASD group and only self-accountability in the TD group. Linear regression analysis found appraisals of emotion-focused coping potential, problem-focused coping potential and future expectancy to be significant predictors of TOM ability in the HFASD group. These findings indicate that specific, problematic patterns of appraisal may characterise children with HFASD

Prosocial and antisocial children's perceptions of peers' motives for prosocial behaviours

This study investigated whether peer-nominated prosocial and antisocial children have different perceptions of the motives underlying peers' prosocial actions. Eighty-seven children, aged 10-12 years old, completed peer-nomination measures of social behaviour. On the basis of numbers of social nominations received, a subsample of 51 children (32 who were peer-nominated as 'prosocial', and 18 who were peer-nominated as 'antisocial') then recorded their perceptions of peers' motives for prosocial behaviours. Expressed motives were categorized predominantly into three categories, coinciding with Turiel's (1978) 'moral', 'conventional', and 'personal domains'. Results indicate that children's social reputation is associated with the extent to which they perceive peers' prosocial motives as 'personal' or 'moral', with more prosocial children attributing moral motives, and more antisocial children attributing personal motives. Although traditionally Turiel's domain theory has been used to understand 'antisocial' children's behaviour, the current findings suggest that 'prosocial' children's behaviour may also be related to domains of judgment

Coping processes, resilience, and school bullying

This presentation outlines results from three studies, two conducted with the same cohort. These focus on resilience in the context of school bullying

Psychological adjustment of bullied children: attributions vs. actions

Different authors use the terms 'peer-victimisation' and 'bullying' interchangeably, and while evidence suggests that they are qualitatively different experiences (see Hunter et al., 2007) such differences are generally small in magnitude

Perceptions and correlates of peer-victimization and bullying

The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression,but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993). The present study aimed to examine the extent to which peer-victimization and bullying are empirically similar. The sample comprised 1,429 pupils (50.2% male) aged between 8 and 13 years attending mainstream Scottish schools. Self-report questionnaire assessing peer-victimization and bullying, copingstrategy use (WCCL: Hunter, 2000), situational appraisal and depressive symptomatology (Birleson, 1981). Almost one-third (30.7%) of pupils reported experiencing peer-victimization, and of these 38.1% (11.7% of whole sample) were categorized as victims of bullying. Victims of bullying perceived higher levels of threat and lower levels of perceived control. They also reported using more Wishful Thinking and Social Support coping strategies, but did not differ on Problem Focused coping. Bullied pupils also reported higher levels of depressive symptomatology. Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon

A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression

Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression

Bullying in Scotland 2014

The primary aim of this piece of research was to obtain a picture of how children and young people are experiencing bullying in Scotland in 2014. This research was designed to: • Identify the types of bullying that is experienced by children and young people • Give a clear picture of where bullying happens and where online and offline/face to face experiences differ or coalesce • Identify from children and young people’s own experience what they feel works and what is less helpful • Identify where children and young people go online and what technology they use to get ther

Short-Interval Cortical Inhibition and Intracortical Facilitation during Submaximal Voluntary Contractions Changes with Fatigue

This study determined whether short-interval intracortical inhibition (SICI) and intracortical facilitation (ICF) change during a sustained submaximal isometric contraction. On 2 days, 12 participants (6 men, 6 women) performed brief (7-s) elbow flexor contractions before and after a 10-min fatiguing contraction; all contractions were performed at the level of integrated electromyographic activity (EMG) which produced 25 % maximal unfatigued torque. During the brief 7-s and 10-min submaximal contractions, single (test) and paired (conditioning–test) transcranial magnetic stimuli were applied over the motor cortex (5 s apart) to elicit motor-evoked potentials (MEPs) in biceps brachii. SICI and ICF were elicited on separate days, with a conditioning–test interstimulus interval of 2.5 and 15 ms, respectively. On both days, integrated EMG remained constant while torque fell during the sustained contraction by ~51.5 % from control contractions, perceived effort increased threefold, and MVC declined by 21–22 %. For SICI, the conditioned MEP during control contractions (74.1 ± 2.5 % of unconditioned MEP) increased (less inhibition) during the sustained contraction (last 2.5 min: 86.0 ± 5.1 %; P \u3c 0.05). It remained elevated in recovery contractions at 2 min (82.0 ± 3.8 %; P \u3c 0.05) and returned toward control at 7-min recovery (76.3 ± 3.2 %). ICF during control contractions (conditioned MEP 129.7 ± 4.8 % of unconditioned MEP) decreased (less facilitation) during the sustained contraction (last 2.5 min: 107.6 ± 6.8 %; P \u3c 0.05) and recovered to 122.8 ± 4.3 % during contractions after 2 min of recovery. Both intracortical inhibitory and facilitatory circuits become less excitable with fatigue when assessed during voluntary activity, but their different time courses of recovery suggest different mechanisms for the fatigue-related changes of SICI and ICF