The Relationship Between Difficulty in Emotion Regulation and Alexithymia With Hostile Attribution Bias and Anger in in Adolescent Boys With High Bullying: a Path Analysis

IntroductionAdolescence is one of the critical stages and the period of evolution of human physical and mental development that occurs between childhood and youth. Successful completion of this course plays a role in mental health and personality. The aim of this study was to investigate the role of Difficulty in Emotion Regulation and Alexithymia with Hostile attribution bias and Anger in adolescent boys with bullying, which plays an important role in developmental outcomes in adolescents. Methods345 male students in Zanjan, iran participated in this study.To measure self-reporting tools, Gertz and Roemer(2004) Difficulty in emotion regulation Questionnaire, Toronto Alexithymia Questionnaire(TAS-20), McBril, Milich & Handley (2003 hostile attribution bias Questionnaire, and Eiseng and Glenn Wilson (2003) Aggression Questionnaire(2009) were evaluated. Path analysis method was used to analyze the causal model. The results show a good fit of the model with the experimental data. ResultsThe results also showed a direct and significant effect between anger and Difficulty in Emotion Regulation (β =0.19, p <0.05), Alexithymia (β = 0.17, p <0.05) and Hostile attribution bias in male adolescents (β =0.32, p<0.05) with high bullying. As well the mediating role of Hostile attribution bias in the relationship between Difficulties in emotion regulation with anger is significant (β = 0.32). Moreover the mediating role of Hostile attribution bias in the relationship between Alexithymia with anger is significant (β = 0.20). ConclusionThese results contribute to the theoretical knowledge of how Alexithymia and hostile attribution bias affect anger in adolescent populations. The findings supported the mediating role of hostile attribution bias in the relationship between Difficulty in Emotion Regulation and Alexithymia with anger in adolescents. All three predictor variables are trainable and can be used in anger reduction and bullying interventions in adolescents.

Co-operative learning as a method for reducing bullying

<p>Evidence from international research suggests that bullying increases as students make the transition to intermediate school. Bullying interventions frequently focus on individual change with little attention paid to the context that supports the behaviour. This pre-experimental case study examined bullying from a contextual perspective. A cooperative learning program was implemented in a Year 7 and Year 8 composite class to investigate if such a program could reduce bullying and increase positive peer interactions among the students. Qualitative and quantitative data were collected using a questionnaire, sociogram, interviews and observations. The results of the study are equivocal because while the questionnaire results and the results from a component of the sociogram indicated increased bullying behaviours, the observations and interviews indicated a decrease in the behaviour. Also, clearer evidence of increased peer interactions came from the interviews and observations than from the sociogram. The implications of this study relate more to the implementation of co-operative learning than to its impact on bullying behaviour. Effective dissemination of co-operative learning requires: fidelity to the methodology, peer support over time, frequent practice, recognition of resistance and a school climate that both supports and fosters its implementation. A list of indicators for effective implementation of co-operative learning is provided in this study.</p>

Co-operative learning as a method for reducing bullying

<p>Evidence from international research suggests that bullying increases as students make the transition to intermediate school. Bullying interventions frequently focus on individual change with little attention paid to the context that supports the behaviour. This pre-experimental case study examined bullying from a contextual perspective. A cooperative learning program was implemented in a Year 7 and Year 8 composite class to investigate if such a program could reduce bullying and increase positive peer interactions among the students. Qualitative and quantitative data were collected using a questionnaire, sociogram, interviews and observations. The results of the study are equivocal because while the questionnaire results and the results from a component of the sociogram indicated increased bullying behaviours, the observations and interviews indicated a decrease in the behaviour. Also, clearer evidence of increased peer interactions came from the interviews and observations than from the sociogram. The implications of this study relate more to the implementation of co-operative learning than to its impact on bullying behaviour. Effective dissemination of co-operative learning requires: fidelity to the methodology, peer support over time, frequent practice, recognition of resistance and a school climate that both supports and fosters its implementation. A list of indicators for effective implementation of co-operative learning is provided in this study.</p>

Bullying Behaviour in Schools: Towards Better Understandings and Practice

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

Bullying Behaviour in Schools: Towards Better Understandings and Practice

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

A Delphi study to identify intervention priorities to prevent the occurrence and reduce the impact of adverse childhood experiences

Objective: There is a lack of a systematic, coordinated approach to reducing the occurrence and impact of adverse childhood experiences. Hence, identifying feasible intervention priorities in this field will help inform policy and reformation of ongoing service delivery. The objective of this study was to identify expert consensus-driven priority interventions for reducing the occurrence and impact of adverse childhood experiences in children under 8 years of age in the Australian context. Methods: A three-round online Delphi survey was conducted to establish consensus on 34 interventions for adverse childhood experiences identified through a literature search. Six were general categories of interventions, 6 were broad intervention programmes and 22 were specific interventions. Participants were 17 health practitioners, 15 researchers, 9 policy experts, 7 educators and 3 consumer advocates with expertise in adverse childhood experiences or child mental health. Consensus was defined as an intervention being rated as ‘very high priority’ or ‘high priority’ according to its importance and feasibility by ⩾75% of all experts. Results: Seven of the 34 interventions were endorsed as priority interventions for adverse childhood experiences. These included four general categories of intervention: community-wide interventions, parenting programmes, home-visiting programmes and psychological interventions. Two broad intervention programmes were also endorsed: school-based anti-bullying interventions and psychological therapies for children exposed to trauma. Positive Parenting Program was the only specific intervention that achieved consensus. Conclusion: This is the first study to identify stakeholder perspectives on intervention priorities to prevent the occurrence and impact of adverse childhood experiences. Prioritisation of effective, feasible and implementable intervention programmes is an important step towards better integration and coordination of ongoing service delivery to effectively prevent and respond to adverse childhood experiences.

Systematic review of academic bullying in medical settings: dynamics and consequences

PurposeTo characterise the dynamics and consequences of bullying in academic medical settings, report factors that promote academic bullying and describe potential interventions.DesignSystematic review.Data sourcesWe searched EMBASE and PsycINFO for articles published between 1 January 1999 and 7 February 2021.Study selectionWe included studies conducted in academic medical settings in which victims were consultants or trainees. Studies had to describe bullying behaviours; the perpetrators or victims; barriers or facilitators; impact or interventions. Data were assessed independently by two reviewers.ResultsWe included 68 studies representing 82 349 respondents. Studies described academic bullying as the abuse of authority that impeded the education or career of the victim through punishing behaviours that included overwork, destabilisation and isolation in academic settings. Among 35 779 individuals who responded about bullying patterns in 28 studies, the most commonly described (38.2% respondents) was overwork. Among 24 894 individuals in 33 studies who reported the impact, the most common was psychological distress (39.1% respondents). Consultants were the most common bullies identified (53.6% of 15 868 respondents in 31 studies). Among demographic groups, men were identified as the most common perpetrators (67.2% of 4722 respondents in 5 studies) and women the most common victims (56.2% of 15 246 respondents in 27 studies). Only a minority of victims (28.9% of 9410 victims in 25 studies) reported the bullying, and most (57.5%) did not perceive a positive outcome. Facilitators of bullying included lack of enforcement of institutional policies (reported in 13 studies), hierarchical power structures (7 studies) and normalisation of bullying (10 studies). Studies testing the effectiveness of anti-bullying interventions had a high risk of bias.ConclusionsAcademic bullying commonly involved overwork, had a negative impact on well-being and was not typically reported. Perpetrators were most commonly consultants and men across career stages, and victims were commonly women. Methodologically robust trials of anti-bullying interventions are needed.LimitationsMost studies (40 of 68) had at least a moderate risk of bias. All interventions were tested in uncontrolled before–after studies.

LGBTQ Bullying: Translating Research to Action in Pediatrics

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience significant bullying that undermines their mental and physical health. National health organizations have called for the development of innovative strategies to address LGBTQ bullying. Pediatricians and other clinicians, medical and public health students, interdisciplinary researchers, government officials, school leaders, community members, parents, and youth from around the country came together at a national symposium entitled “LGBTQ Bullying: Translating Research to Action to Improve the Health of All Youth” in May 2016 to generate strategies to prevent LGBTQ bullying and meet the needs of LGBTQ youth experiencing bullying. This article describes key scientific findings on bullying, LGBTQ stigma, and LGBTQ bullying interventions that were shared at the symposium and provides recommendations for pediatricians to address LGBTQ bullying via clinical care, research, interventions, and policy. Symposium participants recommended that pediatricians engage in efforts to foster inclusive and affirming health care environments wherein LGBTQ youth feel comfortable discussing their identities and experiences, identify youth experiencing LGBTQ bullying, and prevent the negative health consequences of bullying among youth. Moreover, pediatricians can attend to how multiple identities (eg, sexual orientation, gender identity, race and/or ethnicity, disability, and others) shape youth experiences of bullying and expand intervention efforts to address LGBTQ bullying in health care settings. Pediatricians can further advocate for evidence-based, antibullying policies prohibiting bullying on the basis of sexual orientation and gender identity. Collaboration between pediatricians and diverse stakeholders can contribute to the development and implementation of lasting change in all forms of bullying, including LGBTQ bullying.