The Differences of Clustered Participant Role Behaviors in Bullying by Children and Adolescents’ Psychosocial Characteristics: Focused on Depression, Social Anxiety, Aggression and Empathy

2021 ◽  
Vol 28 (5) ◽  
pp. 59-83
Author(s):  
Hwang In hee ◽  
Jung min Kim ◽  
Jin sun Park
Keyword(s):  
Social Anxiety ◽  
Children And Adolescents ◽  
Psychosocial Characteristics ◽  
Participant Role ◽  
Role Behaviors

Prevalence and Some Psychosocial Characteristics of Social Anxiety Disorder in an Urban Population of Turkish Children and Adolescents

2012 ◽  
Vol 28 (1) ◽  
pp. 64-69 ◽  
Author(s):  
T. Demir ◽  
G. Karacetin ◽  
D. Eralp Demir ◽  
O. Uysal
Keyword(s):  
Regression Analysis ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Children And Adolescents ◽  
Social Anxiety Disorder ◽  
Trait Anxiety ◽  
Urban Population ◽  
Self Concept ◽  
Psychosocial Characteristics ◽  
Turkish Children

AbstractPurposeTo define the prevalence and some of the psychosocial characteristics of social anxiety disorder (SAD) in an urban population of Turkish children and adolescents.Subjects and methodsThis was a two-stage cross-sectional urban-based study conducted in Fatih, Istanbul, Turkey. The initial sample included 1,482 students between the 4th and 8th grades. The first stage involved screening using the Social Anxiety Scale for Children-Revised (SASC-R) and the Capa Social Phobia Scale for Children and Adolescents (CSPSCA). According to the test results, 324 children were interviewed using the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL) in the second stage.ResultsThe SAD prevalence rate was 3.9%. According to the multiple regression analysis, low paternal education and trait anxiety were associated with SASC-R scores, whereas female gender and trait anxiety were associated with CSPSCA scores. According to logistic regression analysis, the anxiety subscale of the self-concept scale and trait anxiety were associated with SAD.ConclusionSAD is a relatively common disorder that is associated with lower self-concept in children and adolescents. Low paternal education, trait anxiety, and low self-concept may be the intervention targets for SAD prevention and treatment.

scholarly journals Somatic complaints in children and adolescents with social anxiety disorder

2018 ◽  
Vol 32 (4) ◽  
pp. 187-195 ◽  
Author(s):  
Petra Sackl-Pammer ◽  
Zeliha Özlü-Erkilic ◽  
Rebecca Jahn ◽  
Andreas Karwautz ◽  
Eva Pollak ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Children And Adolescents ◽  
Social Anxiety Disorder ◽  
Somatic Complaints

Psychosocial Characteristics of Physically Abused Children and Adolescents

1997 ◽  
Vol 36 (1) ◽  
pp. 123-131 ◽  
Author(s):  
ALAN J. FLISHER ◽  
RACHEL A. KRAMER ◽  
CHRISTINA W. HOVEN ◽  
STEVEN GREENWALD ◽  
MARGARITA ALEGRIA ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Psychosocial Characteristics ◽  
Abused Children ◽  
Physically Abused ◽  
Physically Abused Children

scholarly journals Perceived Teacher Responses to Bullying Influence Students’ Social Cognitions

2020 ◽  
Vol 11 ◽  
Author(s):  
Karlien Demol ◽  
Karine Verschueren ◽  
Christina Salmivalli ◽  
Hilde Colpin
Keyword(s):  
Moral Disengagement ◽  
Sixth Grade ◽  
Social Cognitions ◽  
Teacher Response ◽  
Sixth Grade Students ◽  
Bullying Behaviors ◽  
Teacher Responses ◽  
Participant Role ◽  
Willingness To Report ◽  
Role Behaviors

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students (N = 910; 47% boys; Mage = 11.04 years, SD = 0.91) read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions (i.e., four teacher responses × two genders of bully and victim in the vignette). Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom.

Psychometric Properties of the Social Phobia and Anxiety Inventory for Children in a Spanish Sample

2010 ◽  
Vol 13 (2) ◽  
pp. 961-969 ◽  
Author(s):  
José Olivares ◽  
Raquel Sánchez-García ◽  
José Antonio López-Pina ◽  
Ana Isabel Rosa-Alcázar
Keyword(s):  
Social Anxiety ◽  
Social Phobia ◽  
Children And Adolescents ◽  
Factor Structure ◽  
Reliability And Validity ◽  
Public Performance ◽  
Structure Reliability ◽  
The Social ◽  
Social Encounters ◽  
Test Retest Reliability

The objectives of the present study were to adapt and analyze the factor structure, reliability, and validity of the Social Phobia and Anxiety Inventory for Children (SPAI-C; Beidel, Turner, & Morris, 1995) in a Spanish population. The SPAI-C was applied to a sample of 1588 children and adolescents with ages ranging from 10 to 17 years. The confirmatory factor analysis (CFA) showed a four-factor structure: Public performance, Assertiveness, Fear and avoidance/escape in social encounters, and Cognitive and psychophysiological interferences. Internal consistency was high (.90) and test-retest reliability was moderate (.56). Significant differences were found in the variables sex and age, although the effect size was small in both variables and their interaction. Overall, the increase of the age value was inversely proportional to that of social anxiety measured with the SPAI-C; in participants of the same age, values were higher for girls than for boys. Results suggest that the Social Phobia and Anxiety Inventory For Children is a valid and reliable instrument to assess social anxiety in Spanish children and adolescents.

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