scholarly journals Stability and Change of Outsider Behavior in School Bullying: The Role of Shame and Guilt in a Longitudinal Perspective

2016 ◽  
Vol 38 (2) ◽  
pp. 164-177 ◽  
Author(s):  
Angela Mazzone ◽  
Marina Camodeca ◽  
Christina Salmivalli
Keyword(s):  
School Bullying ◽  
Self Report ◽  
Developmental Changes ◽  
Developmental Pathway ◽  
Future Directions ◽  
Shame And Guilt ◽  
The Individual ◽  
Peer Nominations ◽  
Guilt Proneness

We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [Formula: see text]age at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-report questionnaire. All behaviors appeared quite stable; however, regression analyses revealed that shame and guilt were associated with outsider developmental pathway. In particular, students steadily presented outsider behavior after a 9-month period if they showed low guilt or high shame at T1. Results are discussed in terms of future directions for research and interventions.

scholarly journals The Influence of Negative Feedback and Social Rank on Feelings of Shame and Guilt: A Vignette Study in 8- to 13-Year-Old Non-Clinical Children

2021 ◽  
Author(s):  
Eline Hendriks ◽  
Peter Muris ◽  
Cor Meesters
Keyword(s):  
Negative Feedback ◽  
Social Rank ◽  
Typically Developing ◽  
Submissive Behavior ◽  
Individual Difference Variables ◽  
Shame Proneness ◽  
Shame And Guilt ◽  
The Individual ◽  
Guilt Proneness

AbstractThis experimental study examined the role of negative feedback and social rank in the experience of self-conscious emotions, shame and guilt, in typically developing children aged 8 to 13 years. Participants were tested by means of a vignette paradigm in which feedback and social rank were systematically manipulated and levels of shame and guilt were assessed after listening to each of the vignettes. In addition, children completed a set of questionnaires for measuring individual differences in shame and guilt proneness, social comparison, submissive behavior, and external shame. The results showed that children presented with negative feedback reported higher ratings of shame and guilt than when presented with positive feedback, implying that the provision of negative feedback has a significant impact on children’s experience of self-conscious emotions. Social rank had less effect on children’s report of these self-conscious emotions. Furthermore, the individual difference variables of guilt proneness, and to a lesser extent shame proneness and submissive behavior, appeared to be positively related to self-conscious emotions as reported during the vignette task.

An experimental approach to communal coping

2021 ◽  
pp. 026540752199246
Author(s):  
Melissa Zajdel ◽  
Vicki S. Helgeson
Keyword(s):  
Health Outcomes ◽  
Positive Relationship ◽  
Experimental Approach ◽  
Positive Mood ◽  
Self Report ◽  
Communal Coping ◽  
Observational Measures ◽  
Relationship Outcomes ◽  
The Individual

Communal coping has been linked to better psychological and physical health across a variety of stressful contexts. However, there has been no experimental work causally linking communal coping to relationship and health outcomes. In addition, research has emphasized the collaboration over the shared appraisal component of communal coping. The present study sought to isolate the role of appraisal by manipulating whether dyads viewed a stressor as shared or individual. Friend dyads (n = 64 dyads; 128 participants) were randomly assigned to view a stressor as either a shared or an individual problem, but both groups were allowed to work together. Across self-report and observational measures dyads reported more collaboration and support, better relationship outcomes, and more positive mood after the stressor in the shared than the individual appraisal group. This is the first laboratory evidence to establish causal links of communal coping—specifically shared appraisal—to positive relationship and health outcomes.

Distress after a Single Violent Crime: How Shame-Proneness and Event-Related Shame Work Together as Risk Factors for Post-Victimization Symptoms

2011 ◽  
Vol 109 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Olof Semb ◽  
Lotta M.J. Strömsten ◽  
Elisabet Sundbom ◽  
Per Fransson ◽  
Mikael Henningsson
Keyword(s):  
Risk Factors ◽  
Violent Crime ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Shame Proneness ◽  
Shame And Guilt ◽  
Potential Risk Factors ◽  
Guilt Proneness

To increase understanding of post-victimization symptom development, the present study investigated the role of shame- and guilt-proneness and event-related shame and guilt as potential risk factors. 35 individuals ( M age = 31.7 yr.; 48.5% women), recently victimized by a single event of severe violent crime, were assessed regarding shame- and guilt-proneness, event-related shame and guilt, and post-victimization symptoms. The mediating role of event-related shame was investigated with structural equation modeling (SEM), using bootstrapping. The guilt measures were unrelated to each other and to post-victimization symptoms. The shame measures were highly intercorrelated and were both positively correlated to more severe post-victimization symptom levels. Event-related shame as mediator between shame-proneness and post-victimization symptoms was demonstrated by prevalent significant indirect effects. Both shame measures are potent risk factors for distress after victimization, whereby part of the effect of shame-proneness on post-victimization symptoms is explained by event-related shame.

scholarly journals Organic Food Consumption in Italy: The Role of Subjective Relevance of Food as Mediator between Organic Food Choice Motivation and Frequency of Organic Food Consumption

2020 ◽  
Vol 12 (13) ◽  
pp. 5367 ◽  
Author(s):  
Greta Castellini ◽  
Mariarosaria Savarese ◽  
Cinzia Castiglioni ◽  
Guendalina Graffigna
Keyword(s):  
Food Consumption ◽  
Structural Equation ◽  
Organic Food ◽  
Psychological Needs ◽  
Self Report ◽  
Consumption Data ◽  
Food Consumption Data ◽  
Organic Food Consumption ◽  
The Individual

Nowadays, the problems that afflict our planet (climate change, loss of biodiversity, etc.) are leading to the implementation of a more sustainable type of consumption. Increasing the consumption of organic products is a way to face and try to solve these problems. In order to reach this aim, it is important to understand how consumers’ subjective relevance of these products impacts on their consumption. The recent literature, in fact, highlighted how food consumption is salient for the individual to express their identity and life orientations, even more in the case of organic food consumption. Nonetheless, little is known about how subjective relevance of food affects organic food consumption. The present research aims to measure the role of subjective relevance in organic food consumption. Data were collected with a self-report questionnaire that was filled out by a sample of 964 Italians, representative of the population. We used structural equation modelling (SEM) and the bootstrap technique to test the hypothesis. The results show that subjective food relevance is a mediator between the motivations of organic food consumption and the frequency of consumption of it. This research points out the necessity to study consumers in a wider way, using communication that emphasizes the role that these products have in satisfying the psychological needs of consumers.

scholarly journals Defending or Remaining Passive as a Bystander of School Bullying in Sweden: The Role of Moral Disengagement and Antibullying Class Norms

2021 ◽  
pp. 088626052110374
Author(s):  
Robert Thornberg ◽  
Tiziana Pozzoli ◽  
Gianluca Gini
Keyword(s):  
Moral Disengagement ◽  
School Bullying ◽  
The Other ◽  
Self Report ◽  
School Age Children ◽  
School Age ◽  
Educational Strategies ◽  
Individual Level ◽  
Class Level

The overall aim of the present study was to examine whether moral disengagement and perceptions of antibullying class norms at individual level and at class level were associated with defending and passive bystanding in school bullying among school-age children. More specifically, we investigated the extent to which moral disengagement would contribute to explain defending and passive bystanding, after controlling for sex and perceptions of antibullying class norms at individual level and at class level. A total of 789 Swedish students (aged 10-14) from 40 middle school classes filled out a self-report survey. The findings revealed that girls and students who were less prone to morally disengage, and who perceived that their classmates endorsed more antibullying norms, were more likely to defend victimized peers. Students who were more inclined to morally disengage and perceive that classmates do not condemn bullying were more likely to act as passive bystanders. In addition, classes with higher levels of antibullying class norms were more likely to show higher rates of defending and lower rates of passive bystanding compared to the other classes. The findings suggest that schools and teachers need to develop educational strategies, methods, and efforts designed to make students aware of moral disengagement and to reduce their likelihood of morally disengaging in bullying situations. The present findings also point to the importance of teachers establishing class rules against bullying together with the students.

The Role of Proneness to Guilt and Shame Among People in Custody in Promoting Restorative Justice Processes

2020 ◽  
pp. 009385482098050
Author(s):  
Inbal Peleg-Koriat ◽  
Dana Weimann-Saks
Keyword(s):  
Restorative Justice ◽  
Strong Correlation ◽  
Willingness To Participate ◽  
Shame Proneness ◽  
Shame And Guilt ◽  
Guilt Proneness ◽  
High Willingness

This research examined the role of guilt and shame proneness among people in custody in shaping attitudes toward restorative justice (RJ) and in predicting the effectiveness of RJ practices. Study 1 ( n = 110) examined the correlation between participant guilt and shame proneness and willingness to participate in an RJ process. It revealed that proneness to guilt, but not to shame, was correlated with willingness to participate in an RJ process. Mediational modeling showed that guilt proneness predicted willingness to participate in an RJ process via its strong correlation with regret and remorse. Study 2 ( n = 133) examined whether shame and guilt proneness affects the effectiveness of an RJ practice. It revealed that high guilt proneness predicted high willingness to participate in RJ, whereas shame proneness moderated the effectiveness of an RJ practice. These results can help practitioners and researchers develop interventions to promote the effectiveness of RJ programs.

scholarly journals Κατανοώντας τα κοινωνικο-παρωθητικά χαρακτηριστικά των αρχηγών-θυτών του εκφοβισμού: Ο ρόλος των κοινωνικών στόχων και των λειτουργιών της επιθετικότητας

2021 ◽  
Vol 26 (2) ◽  
pp. 225
Author(s):  
Eirini Kipritsi ◽  
Constantinos M. Kokkinos
Keyword(s):  
Social Information Processing ◽  
Sixth Grade ◽  
School Bullying ◽  
Social Goals ◽  
Self Report ◽  
School Students ◽  
Information Processing Model ◽  
Northern Greece ◽  
Social Motives

The present study examines the role of social goals of ringleader bullies on school bullying according to Social Information Processing Model as well as the role of proactive and reactive aggression. The sample consisted of 222 fifth-grade and sixth-grade elementary school students from Northern Greece, who completed self-report questionnaires and responded to questions regarding social scenarios of ambiguous intent shown on video. The results showed that boys choose revenge more often than girls. Furthermore, ringleader bullies and ringleader bully followers choose more often, than the uninvolved, revenge as a motive in a social scenario of ambiguous intent. It is noteworthy that ringleader bullies choose more often than ringleader bully followers the social goal of building a relationship, while both ringleader bullies and ringleader bully followers adopt both forms of aggression, proactive and reactive, more than the uninvolved. The findings underline the motivational role of social goals in bullying, contribute to the discussion regarding ringleader bullies’ social cognition and emphasize the necessity of intervention programs focusing on social motives of preadolescent bullies.

Social Emotions

2011 ◽  
Author(s):  
Samuel Bowles ◽  
Herbert Gintis
Keyword(s):  
Social Behavior ◽  
Public Goods ◽  
Public Goods Game ◽  
Social Emotions ◽  
Distant Future ◽  
Costly Punishment ◽  
Shame And Guilt ◽  
The Individual ◽  
Future Consequences

This chapter examines the role of social emotions such as guilt and shame in supporting human cooperation, and how these could have evolved. It first models the process by which an emotion such as shame may affect social behavior in a simple public goods game before discussing how shame and guilt along with internalized ethical norms foster cooperation to be sustained with minimal levels of costly punishment, resulting in mutually beneficial interactions at limited cost. It also explains how the internalization of norms and the expression of these norms in a social emotion such as guilt and shame induce the individual to place a contemporaneous value on the future consequences of present behavior, rather than relying upon an appropriately discounted accounting of its probable payoffs in the distant future. The chapter suggests that shame, guilt, and other social emotions may function like pain by providing personally beneficial guides for action that bypass the explicit cognitive optimizing process.

scholarly journals PERAN GURU BK/KONSELOR DALAM MENGENTASKAN PERILAKU BULLYING PARTICIPANT OF THE TEACHERS BK / COUNSELORS TO ALLEVIATE BULLYING BEHAVIOR

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Ramdani Ramdani
Keyword(s):  
Early Adolescence ◽  
Human Life ◽  
School Bullying ◽  
School Staff ◽  
Group Education ◽  
Conscious Effort ◽  
Bullying Behavior ◽  
Role Of Teachers ◽  
The Individual

Bullying merupakan sebuah situasi di mana terjadinya penyalahgunaan kekuatan/kekuasaan yang dilakukan oleh seseorang/kelompok. Pendidikan merupakan usaha sadar, terencana, terprogram dan berkesinambungan untuk membantu siswa mengembangkan kemampuannya secara optimal pada aspek kognitif, afektif dan psikomotorik. Berbagai sekolah sering dijumpai adanya indikasi tindakan bullying seperti, senior mengintimidasi junior, mempermalukan teman di depan umum, mengejek teman, memberikan julukan nama yang buruk kepada teman, menyoraki teman yang salah di lokal, mengolok-olok teman, mengucilkan teman, menebar gosip, memukul/ menampar kepala teman, dan bahkan ada guru yang memanggil siswa dengan panggilan yang bukan panggilan siswa itu.Siswa merupakan individu yang telah memasuki remaja awal. Remaja merupakan salah satu periode dalam rentangan kehidupan manusia di mana individu meninggalkan masa anak-anaknya dan mulai memasuki remaja. Perilaku bullying adalah salah satu bentuk kekerasan dan agresif siswa di sekolah. Bullying bisa berasal dari teman sebaya, senior atau kakak kelas, dan  bahkan guru dan  staf sekolah itu sendiri. Peran guru BK/konselor diharapkan dapat memberikan bimbingan dan solusi bagi siswa yang terlibat bullying dengan cara mengoptimalkan jenis-jenis layanan yang dibutuhkan siswa.  Keywords : Peran Guru, Konselor, Perilaku, dan Bullying Bullying is a situation where the abuse of strength / power committed by a person / group. Education is a conscious effort, planned, programmed and continuous to help students develop the ability to optimally in cognitive, affective and psychomotor. Students are individuals who have entered into early adolescence. Teenagers are one period in the range of human life in which the individual left the future of their children and begin to enter adolescence. Bullying is a form of violence and aggressive students in the school. Bullying can come from peers, senior or seniors, and even teachers and school staff itself. BK role of the teacher / counselor is expected to provide guidance and solutions for students involved in bullying by optimizing the kinds of services needed students. Keywords: Role of Teachers, Counselors, Behaviour and Bullying

scholarly journals International Students in the U.S.: Social and Psychological Adjustment

2013 ◽  
Vol 3 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Michelle Jackson ◽  
Sukanya Ray ◽  
Danica Bybell
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
International Students ◽  
Acculturative Stress ◽  
Online Survey ◽  
Self Esteem ◽  
Self Report ◽  
Future Directions ◽  
Sociocultural Adjustment

In this study, we examined the role of self-esteem, hope, optimism, coping, acculturative stress, and social support on international students’ depressive symptoms and sociocultural adjustment. Seventy international students completed a self-report online survey. The most notable finding was that the international students used adaptive and maladaptive coping techniques at similar rates. Greater use of coping techniques, higher acculturative stress and less social support were associated with more depressive symptoms and more difficulty with sociocultural adjustment. Lower self-esteem, less hope, and less optimism were associated with more depressive symptoms, but not sociocultural difficulty. Clinical implications and future directions are also discussed.

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