Tell the Teacher or Tell the Bully off: Children's Strategy Production for Bystanders to Bullying

Although children's reticence to intervene as bystanders to bullying is well established, the reasons for their inaction remain unclear. One possibility is that they are incapable of generating appropriate response strategies in these situations. This study examined the number and type of strategies children (N = 104, 6–11 years) could generate for bystanders to a variety of bullying situations. Across bullying situations, older children generated more strategies than did younger children. Children most often suggested that the bystander confront the bully directly, followed by the suggestion that the bystander find a teacher for help or comfort the victim. An exclusion incident prompted more frequent proposals that the bystander help by comforting the victim while a pushing incident prompted more frequent appeals to a teacher. A priming story about a peer bystander intervening successfully in a bullying incident boosted strategy production in girls but did not affect boys.     

Recognition of Social Pain among Peers: Rethinking the Role of Bystanders in Bullying and Cyberbullying

Antibullying interventions that encourage bystanders to intervene have variable outcomes, some even associated with increased rates of bullying. In this article, I account for these challenges with a reconceptualization of the bystander role within an intersubjective field of traumatic enactment. Bystanders in adolescence and emerging adulthood can learn to play a crucial role in mitigating the traumatic effects of peer aggression by providing recognition of social pain from the unique vantage of peers—a role that parents, teachers, and clinicians must play with younger children. Two case examples demonstrate the need and potential for peers to provide empathic and accountable recognition.     

Parental advice to preadolescent bystanders about how to intervene during bullying differs by form of bullying

The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying.     

浅议女性家庭照料者的社会支持

随着老龄化社会的到来,老龄人口增多,老年人在家中养老必将长期存在,对老年人的家庭照料越来越重要。而由于社会性别意识的影响,社会规范把家庭照料的责任更多的赋予给了女性,现代女性面临强烈的角色冲突和巨大压力。必须加强对女性家庭照料者的社会支持,缓解她们的照料压力。     

The development and management of social workers in Ethiopia: A situational analysis

Social protection has become a policy of choice to address rising vulnerabilities and inequalities in Africa. Successful implementation of social protection polices requires proliferation of competent social workers. This article first abstracts elements of an emerging international norm in a comprehensive system for the development and management of social workers and then reviews the extent to which Ethiopia has introduced these elements. It reveals that Ethiopia is in a very early stage in putting in place almost all identified elements of such a system. Recent measures that the Ethiopian government is taking to address this gap are highlighted by way of conclusion.     

The cycle of cyberbullying: Some experience required

Findings from a survey of 1,602 middle school and high school students suggests despite heavy use of social media, adolescents believe they are less likely than peers to be victims of cyberbullying and less likely to bully others. The results suggest a cycle of perceptions and behaviors: victims of cyberbullying bully others. Adolescents who believe they are likely to be bullied acknowledge they are likely to continue bullying others and are also likely to blame victims for “bringing it on themselves.”     

X–children and the militarisation of everyday life: comparative comments on the politics of youth, victimage and violence in transitional societies

Based on ethnographic fieldwork in Northern Ireland and South Africa, this paper contends that the so–called ‘children of violence’ are perceived in terms of the serious cultural contradictions of the adult world and rarely in their own terms. Does the concept and norm of childhood give us permission to give violence a defining site of origination? Does childhood have a discursive function similar to penal incarceration as a limit–category of social abuse or caretaking by which society as a whole can be measured? If so, it is not surprising that children and youth are not merely conceptualised as victims of the pathological, but they become pathogenic as well. They are not only a vulnerable target of violence and aggression, but are reciprocally positioned: as authors of violence bearing the unmediated social horrors of the past; as suspect actors in the present; and as potential aggressors in the future. If childhood is good to think about these days, what does it really allow us to think about?     

“I screamed but then realized nobody was listening”: Exploration of the presence of others during intrafamilial child sexual abuse through survivors' testimonies from the Israeli Independent Public Inquiry

Intrafamilial child sexual abuse (IFCSA) is perceived as a crime perpetrated without witnesses. Nevertheless, researchers have explored two main aspects of the others present during abusive incidents: bystanders in extra-familial child sexual abuse and bystanders' decisions of whether to become involved. However, there is a lack of knowledge regarding how children and survivors perceive and experience the presence of others during abusive incidents. The current study examined survivors' experiences and perceptions concerning the presence of others during IFCSA based on their written testimonies for an independent inquiry. Of the more than 500 written testimonies sent to an independent Israeli inquiry, 16 addressed IFCSA and the others present. Inductive thematic analysis was conducted, and four main themes were identified: survivors' perceptions of others, others' responses to the abuse, familial dynamics with others during abuse, and acceptance. The discussion addresses the phenomenon of the presence of others during IFCSA and related theories of trauma and family dynamics. The findings challenge the social perception of IFCSA as a secret, highlighting the awareness that characterizes it in reality, as illustrated in the survivors' testimonies. This emphasizes the urgent need for policy-makers and professionals to promote the publicness of IFCSA instead of maintaining its secrecy.     

Economic perspectives on social exclusion

In this paper some economic perspectives on social exclusion are presented. The perspectives come from traditional areas of economics, especially human capital theory, and from the new area of behavioural economics, especially present bias and the status externality. They show that happiness, human capital and individual choice can yield insights for the study of social exclusion. The economic perspectives discussed in this paper can help respond to the suggestion by Mary Daly and Hilary Silver to move beyond the concept of social exclusion to a “fully‐articulated theory” of social exclusion. Furthermore they support the judgement of Ruth Levitas that in the public debate there is inadequate pressure for redistribution, excessive moral blame placed on the socially excluded, and an excessive concern for labour force participation at the expense of non‐market activity, as expressed in her development and discussion of the RED‐MUD‐SID framework of discourses.     

Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High‐status Peers,Individual Status,and Gender

The influence of high‐status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh‐grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring semesters of seventh grade. High‐status peers rather than low‐status peers in a group had a strong influence on individual members' physical and social aggression. High‐status peers were particularly influential on low‐status individual members' social aggression. A similar pattern was found for physical aggression in boys' groups. These findings imply that high‐status members' aggression rather than the average of all members' may better represent the group norm. Special attention needs to be given to high‐status aggressive adolescents in future intervention and prevention of aggression in schools.     

Is the majority always right? Young children's normative interpretations of majority and dissenting peer behavior

The present study investigates the social-cognitive underpinnings of young children's bias to follow the majority. More specifically, we focus on the question of whether children not only copy the behavior of a majority of peers, but whether they also understand this majority behavior as a social norm that everyone needs to follow. Additionally, we investigated whether seeing a unanimous majority or a majority and dissenting peer makes a difference for children's normative understanding. Participants included 180 preschool-age children (4-to-5 years old) who engaged in a conformity paradigm, where they either saw the behavior of a unanimous majority of peers, or additionally the behavior of a single dissenting peer, or only the behavior of two individual peers behaving differently (Control). Afterward, children mostly copied the unanimous majority and protested against others, when they deviated from this majority, thus indeed interpreting the behavior of a unanimous majority as a norm that others need to follow. However, when they had seen a majority as well as a dissenter, children's protest and copying in favor of the majority dropped. Overall, our findings show that preschool children interpret the behavior of a unanimous majority as normative. However, when children additionally see a dissenter's behavior, this normative interpretation is weakened.     

What changes during specialized foster care? A study on adaptive functioning and emotional and social problems

Various models of specialized foster care have been developed, but research on them is limited. This longitudinal, exploratory study analysed data on adaptive functioning, emotional and social problems and self-concept in a specialized foster care service in Sweden. The focus of the study was on the development of the children and young people in placement. The Adaptive Behaviour Assessment System (ABAS-II) was used to measure adaptive functioning, and the Beck Youth Inventories of Emotional and Social Impairment (BYI) was used to measure self-rated emotional and social problems and self-concept. Self-ratings showed significant improvements in disruptive behaviour, anger, anxiety and depression. Adaptive functioning as rated by foster parents improved but not enough to catch up with the non-clinical norm group. The average adaptive functioning among the participants at baseline was considerably below the Swedish norm group. Similar to the results of a previous study of the same treatment model, children and young people rated improvement while their foster parents did not do so to the same extent. Possible explanations for this are discussed in the paper. The study is limited by the lack of a control group and by data attrition.     

法人团体：一种“总体的社会组织”的想象: 涂尔干的社会团结思想研究

功能分化和领域分离被视为社会进步的重要动力之一,也构成许多建基于启蒙理性的社会建设理论的核心观点。但分化条件下不同社会领域及功能之间如何整合的问题在启蒙理性传统中却付阙如。本文在M.莫斯的“总体的社会事实”的启发下,尝试构建一个“总体的社会组织”概念来考察涂尔干的“法人团体”想象。文章认为,涂尔干的“法人团体”想象是以在社会组织层面整合国家与个人之间,社会主义与个人主义之间以及社会的政治功能、经济功能和道德功能之间的人为对立为目标,“法人团体”属于中介性的“总体的社会组织”范畴。虽然涂尔干的这一想象有简单化和乌托邦化的嫌疑,但其对于洞悉和超越高度分化状态下的社会生活弊病有着很强的启示意义。     

From Social Insurance to Social Assistance

In attempting to establish a social security system that would function to smooth the transition from a planned to market economy, the government of China has, for most of the time in the past decades, focused its efforts on setting up social insurance programs in the urban areas. Along with the emergence of urban poverty since the mid 1990s, the emphasis of the government has shifted to means-tested social assistance programs as the major means to combat poverty and maintain social stability. However, with the absence of more equitable social and economic policies that can protect people against the many risks associated with a market economy, the role of social assistance is very limited.     

Social Exclusion, Inequality and Social Work

This paper sets out the environment of inequality in which social work and the poor have recently operated. It explores pragmatic and idealist arguments concerning whether or not the poor need social work. Finally, policy solutions developed in consultation with social service users and carers are suggested in relation to poverty and social exclusion. Social exclusion can be linked to relative poverty as exclusion from economic and social norms. However, there is a wider brief in our own government’s publications and those of Europe, of examining how people are excluded from actions and policies of agencies who are there to support them. This paper will retain the concepts of poverty as lack of material income, and inequality as the gap between the rich and the poor, while being aware of the policy implications for social service users and carers of the more comprehensive process of being shut out partially or fully from social, economic, political and cultural systems. The debates around social work, social exclusion and inequality that follow establish: that some of the poor do need social work; that the poverty of social service users is related to policies that have restructured welfare in Britain; that the reason for individuals approaching or being referred to social services are complex but are likely to include financial deprivation as a key contributory factor; that if the poor do need social work, advocacy is essential rather than social work being seen as concerned only with social control—taking children into care, mentally ill people into hospitals, and advising the DSS on the suitability of claimants for benefits. Finally, the discussion turns to new policy agendas on social exclusion instigated by the Labour government. What positive difference can such policies make for social service users, their carers and social workers?.     

Collective Action—and Then What?

Two aspects of the social psychology of collective action are of particular interest to social movement organizers and activists: how to motivate people to engage in collective action, and how to use collective action to create social change. The second question remains almost untouched within social psychology. The present article delineates research from political science and sociology concerning variables that moderate the effectiveness of collective action and maps these variables against intergroup research. Within intergroup social psychology, there is a theoretical literature on what needs to be done to achieve change (e.g., changing identification, social norms, or perceptions of legitimacy, stability, permeability). The article considers possible testable hypotheses concerning the outcomes of collective action which can be derived from intergroup research and from the synthesis of the three disciplines. For theoreticians and practitioners alike, a program of research which addresses the social-psychological outcomes of collective action and links these to identities, norms, intentions, and support for social change in bystanders, protagonists, and opponents has a great deal of interest.     

Adolescents’ perceptions of social risk and prosocial tendencies: Developmental change and individual differences

Many prosocial behaviors involve social risks such as speaking out against a popular opinion, bias, group norm, or authority. However, little is known about whether adolescents’ prosocial tendencies develop over time with their perceptions of social risks. This accelerated longitudinal study used within-subject growth-curve analyses to test the link between adolescents' prosocial tendencies and social risk perceptions. Adolescents completed self-reports annually for 3 years (N = 893; M_age = 12.30 years, 10–14 years at Wave 1, and 10–17 years across the full study period; 50% girls, 33% White non-Latinx, 27% Latinx, 20% African American, 20% mixed/other race). The association between social risk tolerance and prosocial tendencies changed significantly across adolescence. Specifically, for younger adolescents, more prosocial tendencies were associated significantly with less social risk tolerance, whereas for relatively older adolescents, more prosocial tendencies were associated marginally with more social risk tolerance. Additional individual differences by empathy (but not sensation seeking) emerged. These findings suggest that prosocial tendencies across adolescence may be associated with an underlying ability to tolerate social risks.     

Cognitive Mechanisms of Ingroup/Outgroup Distinction

People use social categories to perceive and interact with the social world. Different categorizations often share similar cognitive, affective and behavioral features. This leads to a hypothesis of the common representational forms of social categorization. Studies in social categorization often use the terms “ingroup” and “outgroup” without clear conceptualization of the terms. I argue that the ingroup/outgroup distinction should be treated as an elementary relational ego‐centric form of social categorization based on specific cognitive mechanisms. Such an abstract relational form should produce specific effects irrespective of the nature of a particular social category. The article discusses theoretical grounds for this hypothesis as well as empirical evidence from behavioral and brain research. It is argued that what is commonly termed as “ingroup” and “outgroup” can be produced by distinct cognitive operations based on similarity assessment and coalitional computation.