scholarly journals Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies

2021 ◽  
Vol 13 (3) ◽  
pp. 535-547 ◽  
Author(s):  
Vicente J. Llorent ◽  
Adriana Diaz-Chaves ◽  
Izabela Zych ◽  
Estera Twardowska-Staszek ◽  
Inmaculada Marín-López
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Risk And Protective Factors ◽  
Moral Emotions ◽  
Social Emotional ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Advance Knowledge ◽  
Social And Emotional Competencies

AbstractBullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

scholarly journals Stability and change in longitudinal patterns of antisocial behaviors: The role of social and emotional competencies, empathy, and morality

2021 ◽  
Author(s):  
Elena Nasaescu ◽  
Izabela Zych ◽  
Rosario Ortega-Ruiz ◽  
David P. Farrington ◽  
Vicente J. Llorent
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Bullying Victimization ◽  
Antisocial Behaviors ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Prevention And Intervention ◽  
Social And Emotional ◽  
Over Time ◽  
Social And Emotional Competencies

Abstract Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

2021 ◽  
Author(s):  
Amy L. Green ◽  
Stephen Ferrante ◽  
Timothy L. Boaz ◽  
Krista Kutash ◽  
Brooke Wheeldon-Reece
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary School Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mentoring Program ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

scholarly journals SOCIAL AND EMOTIONAL COMPETENCIES AND ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL STUDENTS

2020 ◽  
pp. 25-48
Author(s):  
Toni Maglica ◽  
Ana Ribičić ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
School Achievement ◽  
Sixth Grade ◽  
School Students ◽  
Emotional Competencies ◽  
Positive Correlation ◽  
Social And Emotional ◽  
Social And Emotional Competencies

Various scientific researches undoubtedly confirm the importance of children's social and emotional competencies in their achievement and the overall life satisfaction. Therefore, the conclusion that logically follows is the premise that children who have developed these competencies tend to be more caring, happy, responsible, with an overall better psycho-physical health and success in life in general. This research aimed to examine social and emotional competencies in elementary school children by using the Behavioural and Emotional Rating Scale – 2nd edition (Epstein, 2004), and to examine their connection to academic achievement. Participants were sixth-grade students from three elementary schools in Split and one elementary school in Šestanovac (N=115). The results pointed out to the average and above-average social and emotional strengths of the majority of participants, while there was no significant correlation found between the overall social and emotional competencies (Strength Index) and the school achievement. There was no positive correlation between the development of social and emotional competencies and the academic achievement, in a way that children with more developed competencies had better success in school. A significant positive correlation was found only with School Functioning subscale and the fifth and sixth-grade school achievement.

scholarly journals School bullying: consequences, risk and protective factors and successful school interventions worldwide.

2021 ◽  
Author(s):  
Eleni Papamichalaki
Keyword(s):  
Protective Factors ◽  
Peer Support ◽  
Social Emotional Learning ◽  
Risk And Protective Factors ◽  
School Bullying ◽  
Emotional Learning ◽  
Support Programs ◽  
Social Emotional ◽  
Social And Emotional

Bullying and victimization in the school environment have been a major concern in recent years for students, parents, teachers and state authorities. The purpose of this article is to describe the multidimensional phenomenon and its short- and long-term social and emotional consequences on all parties, whether directly or indirectly involved, and to examine the risk and protective factors through Bronfenbrenner’s ecological systems theory, focusing on one of the main "systems", during adolescence, that of the school. The cultivation of social skills, coupled with a consistently positive school climate, are identified as key protective factors against bullying. In addition, two particularly successful approaches to preventing and tackling school bullying internationally are presented, namely social-emotional learning (SEL) and peer support programs. Social-emotional learning is based on the cultivation of social and emotional skills, while peer support capitalizes on the key role of “bystanders”. As evidenced by the existing literature, a significant number of meta-analyses have demonstrated the multiple benefits that result from the systematic implementation of social-emotional learning programs at all levels of education. Also, empirical research has shown that the proven success of peer support programs needs further documentation, as their diversity and complex structure require systematic and long-term implementation prior to their final evaluation.

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