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Publication date: 24 September 2015

Giovanna Gianesini and Antonella Brighi

In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as…

Abstract

Purpose

In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as the mediational role of resilience in the link between adolescent’s pathogenic relational experiences and behavioral outcomes. Specifically, we intended to explore emotion differentiation and regulation in reaction to bullying perpetration and victimization and in terms of positive (proud, confident, good) and negative (ashamed, excited, guilty), Passive (sad, embarrassed, humiliated) and Reactive (angry, scared) emotions and how it impacted and predicted positive and negative outcomes.

Methodology/approach

A stratified convenient sample of 494 Italian students aged 13–19 years (M = 15.27, SD = 1.23) was selected to represent all different school types in Italy and the students were administered a self-report questionnaire on school bullying involvement. General Linear Models, ANOVA, and T-tests were employed to explore gender differences, the relationships between variables, and their contribution to the predictive model. A two-step Cluster analysis was used to profile adolescents based on patterns of resilience, health outcomes, and cyberbullying involvement.

Findings

Results showed significant gender differences, with females using internet and Facebook more than males and being more resilient, positive, and prosocial, but also responding to victimization with higher levels of alienation, anger, humiliation, and psychosomatic and emotional symptoms. Males perpetrated peer violence more than females, were less likely to be victimized, and were generally less emotionally impacted by it. Victimization rates (63.7%, n = 296) were higher than perpetration rates (51.7%, n = 233) and bully-victimization was prevalent (47.1%). Victims prevalently experienced passive emotions (sadness, humiliation, embarrassment) while perpetrators experienced negative ones (guilt and shame). Cluster analysis evidenced different pathways and trajectories of resilience and cyberbullying involvement: Resilient victims (RV), Healthy uninvolved (HU), Healthy Bullies (HB), Alienated Bully-Victims (ABV), and Resilient Bully-Victims (RBV). RV, HU, and HB resulted all well-adjusted, despite the different involvement in cyberbullying, and also RBV and despite the double involvement in cyberbullying, ABV were the only maladjusted and at-risk group in our sample characterized by very low Positivity, very low Resilience, and extremely high Alienation.

Research implications

This study proposes a comprehensive, developmental, ecological, relational, and self-regulatory resilience approach to cyberbullying, which represents an innovative and advanced contribution to the literature with significant implication for research and practice. Fully understanding and measuring the emotional impact of cyber peer violence and resilience following cyberbullying victimization and perpetration can help in developing targeted interventions for both victims and bullies. This study highlighted the need for a self-regulatory model of resilience for modulating emotions, arousal, and behaviors across contexts, relationships, and difficulties. It also evidenced that moderate levels of resilience and positivity are sufficient to buffer youth from involvement in cyberbullying and to predict healthy adjustment and less pathological outcomes.

Originality/value

By profiling adolescents based on resilience levels, health outcomes, and cyberbullying involvement, we evidenced five distinct trajectories of risk evaluation for cyberbullying beyond participating roles. Our results confirmed the fundamental importance of assessing resilience and emotion regulatory resources together with peer violence involvement in identifying and targeting adolescents at risk.

Details

Technology and Youth: Growing Up in a Digital World
Type: Book
ISBN: 978-1-78560-265-8

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Book part
Publication date: 24 September 2015

Jessica Niblack and Jodie L. Hertzog

Despite growing attention to the prevalence and consequences of cyberbullying within the social sciences, research on cyber-bystander reactions has been largely overlooked…

Abstract

Purpose

Despite growing attention to the prevalence and consequences of cyberbullying within the social sciences, research on cyber-bystander reactions has been largely overlooked. Drawing from Latane and Darley’s (1970) bystander engagement model, the current study sought to fill this gap by exploring how common it is for adolescents to encounter cyberbullying on social networking sites (SNS), how youth react to the cyberbullying witnessed on SNS, and most importantly to uncover factors that may be related to two potential bystander trajectories on SNS, namely traditional bystanding and prosocial bystander engagement.

Methodology/approach

Data was drawn from the 2011 Pew Research Center’s Internet and American Life Project (Princeton Survey Research Associates International, 2011). The secondary analysis was restricted to only adolescents who ranged in age from 12 to 17. Grounded in existing research on face-to-face bystander behaviors, two Ordinary Least Squares regression models were run testing which independent variables (age, gender, frequency of SNS use, perceived peer norms, and prior cyberbully victimization) were related to traditional and to prosocial bystander behavior online.

Findings

Approximately 88% of youth reported they’ve witnessed a cyberbullying exchange on an SNS. Among these witnesses, the majority reported engaging in both prosocial (62%) and traditional (74%) bystander practices. Based on the regression analyses, a key factor for bystander practice online appears to be observed peer behavior.

Originality/value

The findings from this research provide an initial exploration into cyber-bystander behavior, with potential implications for both future research directions and cyberbully prevention programming.

Details

Technology and Youth: Growing Up in a Digital World
Type: Book
ISBN: 978-1-78560-265-8

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Article
Publication date: 1 May 1993

L.A. O'Donnell

Analyses the career of William Zebulon Foster, a leader of theAmerican Communist Party, and a three‐time candidate for President ofthe United States under that party′s banner…

50

Abstract

Analyses the career of William Zebulon Foster, a leader of the American Communist Party, and a three‐time candidate for President of the United States under that party′s banner. Foster rose from the slums of Philadelphia to earn the reputation of an accomplished labour organizer and then to embrace communist ideology. The poverty of his immigrant parents, and the endless series of dreary jobs he was forced to enter, beginning at age ten, nurtured his rebellious spirit and cultivated an antagonism towards capitalism. Emphasizes the evolution of his ideology from socialism to syndicalism and finally Marxism‐Leninism. William Foster found his vocation as an organizer of trade unions on behalf of the Communist movement. He was a prolific propagandist for and historian of the Party. Never deterred by tortuous twists and turns of the party line, he followed it faithfully and inflexibly until his death in Moscow in 1961.

Details

International Journal of Social Economics, vol. 20 no. 5/6/7
Type: Research Article
ISSN: 0306-8293

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Book part
Publication date: 29 October 2024

Laura Alicia Valdiviezo, Rukmini Becerra Lubies and Dayna Andrea Moya Sepulveda

The creation of intercultural education in the Quechua and Mapuche contexts, in Peru and Chile respectively, marks a milestone in the institutionalisation of equity-oriented state…

Abstract

The creation of intercultural education in the Quechua and Mapuche contexts, in Peru and Chile respectively, marks a milestone in the institutionalisation of equity-oriented state policies that deserves attention given the serious inequalities that still persist in these societies. In this chapter, we analyse ethnographic studies of intercultural knowledge and practices inside and outside the classroom and interpret them as catalysts for equity in education. The findings of the analysis point to the centrality of Indigenous actors as transformative agents inside and outside the classroom and the urgency of restructuring not only education but also society towards equity.

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Intercultural and Inclusive Education in Latin America
Type: Book
ISBN: 978-1-83753-141-7

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Article
Publication date: 6 July 2010

Lindsay Blank, Susan Baxter, Elizabeth Goyder, Paul Naylor, Louise Guillaume, Anna Wilkinson, Silvia Hummel and Jim Chilcott

This paper reports on a systematic review of the published literature on the effectiveness of whole‐school behavioural interventions, which aim to promote emotional and social…

723

Abstract

This paper reports on a systematic review of the published literature on the effectiveness of whole‐school behavioural interventions, which aim to promote emotional and social well‐being among young people in secondary education. The findings are based on 27 studies of varying designs with some limitations. The results suggest that the literature is not well developed, and has a substantial skew towards interventions conducted in the United States. However, it does suggest that conflict resolution training is successful in promoting pro‐social behaviours in the short term, and that the use of peer mediators may be effective for longer‐term outcomes. The evidence relating to preventing bullying and disruptive behaviour is more varied, with evidence of mixed effectiveness being identified for the roles of the community, teachers, young people, external agencies and parents.

Details

Mental Health Review Journal, vol. 15 no. 2
Type: Research Article
ISSN: 1361-9322

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Book part
Publication date: 3 February 2015

Michelle A. Villeneuve and Nancy L. Hutchinson

Over the past three decades, there has been considerable change in the education of children with disabilities in Canada. Children with developmental disabilities attend inclusive…

Abstract

Over the past three decades, there has been considerable change in the education of children with disabilities in Canada. Children with developmental disabilities attend inclusive classrooms and are educated alongside their non-disabled peers, receiving services and supports to optimize their participation (Hutchinson, 2014; Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International Journal of Inclusive Education, 5(2), 167–177). In Canada, occupational therapists have provided services in schools for over three decades with the aim of supporting participation of children with disabilities (Graham, D. R., Kennedy, D., Phibbs, C., & Stewart, D. (1990). Position paper on occupational therapy in schools. Canadian Journal of Occupational Therapy, 57(4), 1–6; Reid, Chiu, Sinclair, Wehrmann, & Naseerl, 2006). This chapter presents examples from case study research conducted in Ontario, Canada, on the delivery of school-based occupational therapy (SBOT) for two young children (focal participants) with developmental disabilities. Case study research was used to describe the nature of SBOT service delivery from multiple stakeholder perspectives. Data were gathered over the duration of one school year using a combination of observation, document analysis, and interviews involving participants directly involved in the delivery of SBOT with each focal participant. Common characteristics in these two cases enabled cross-case analysis to identify features of collaborative working that facilitated educational programming and outcomes for students with developmental disability.

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Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

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Book part
Publication date: 18 April 2018

Lyndel Judith Bates, Ashleigh Filtness and Barry Watson

Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider…

Abstract

Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider how simulators can be used to augment more traditional approaches.

ApproachA literature review was undertaken evaluating key concepts in driver licensing including graduated driver licensing (GDL), the role of parents in licensing, compliance and enforcement, driver testing and how the driver licensing system impacts on levels of unlicensed driving. Literature regarding driver education for individuals who have and not yet obtained a licence was also reviewed.

Findings – GDL is a successful countermeasure for reducing the crash rates of young novice drivers as it limits their exposure to higher risk situations. The support for driver education initiatives is mixed. As there are big differences between education programs, there is a need to consider each program on its own merits. Driving simulators provide a safe environment for novices to gain experience. In particular, they may be bifacial for development of hazard perception and visual scanning skills.

Practical Implications – GDL systems should be introduced where appropriate. Existing systems should be strengthened where possible by including additional, best-practice and restrictions. When considering driver education as a countermeasure, the type of program is very important. Education programs that have been shown to increase crashes should not be introduced. Further research and development are necessary to ensure that driver education and licensing adequately equip novice drivers with the skills necessary to drive in the 21st century.

Details

Safe Mobility: Challenges, Methodology and Solutions
Type: Book
ISBN: 978-1-78635-223-1

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Article
Publication date: 1 August 2003

Jane Wells, Jane Barlow and Sarah Stewart‐Brown

Reviews previous studies of the universal approach to mental health promotion, and disease prevention programmes or interventions in schools. Over 8,000 publications were…

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Abstract

Reviews previous studies of the universal approach to mental health promotion, and disease prevention programmes or interventions in schools. Over 8,000 publications were identified initially and 425 studies obtained for further review. The inclusion criteria were met by 17 (mostly US) studies investigating 16 interventions. Positive evidence of effectiveness was obtained for programmes that adopted a whole‐school approach, were implemented continuously for more than a year, and were aimed at the promotion of mental health as opposed to the prevention of mental illness. Provides evidence that universal school mental health promotion programmes can be effective and suggests that long‐term interventions promoting the positive mental health of all pupils and involving changes to the school climate are likely to be more successful than brief class‐based mental illness prevention programmes.

Details

Health Education, vol. 103 no. 4
Type: Research Article
ISSN: 0965-4283

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Available. Open Access. Open Access
Article
Publication date: 31 December 2012

Heesung Bae

This research empirically analyzes gaps in performance among development stages of integration in supply chain management (SCM). The used variables are integration such as…

319

Abstract

This research empirically analyzes gaps in performance among development stages of integration in supply chain management (SCM). The used variables are integration such as internal and external and performance such as cost and service. The population is international freight forwarders in the Republic of Korea and the sample frame is the membership list of the Korean International Freight Forwarders Association. The used methodology in this research is various: Cronbach’s alpha, factor analysis, cluster analysis, analysis of variance and post hoc analysis. It is important to ascertain the position in which they are included and the position is concerned with internal integration and external integration because the aim of this research is to ascertain where the forwarders are in development stages of integration. According to prior research, development stages of integration are regarded as the flow from internal to external. However, this research suggests that development stages of integration do not explain the flow of the stages but explain the strategic choice concerned with their current decision-making.

Details

Journal of International Logistics and Trade, vol. 10 no. 3
Type: Research Article
ISSN: 1738-2122

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Available. Content available
Book part
Publication date: 2 June 2023

Melanie Mackinder

Free Access. Free Access

Abstract

Details

Constructing Forest Learning
Type: Book
ISBN: 978-1-80262-458-8

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