School Bullying and Restorative Justice: Toward a Theoretical Understanding of the Role of Respect, Pride, and Shame

The adverse effects of school bullying and victimization have been well documented; yet, there has been little theoretical development in understanding these heterogeneous behavior patterns. This study integrates three theories that support the practice of restorative justice in responding to school bullying: Scheff's theory of unacknowledged shame, Braithwaite's reintegrative shaming theory; and Tyler's procedural justice theory. Specifically, the aim is to test the constructs of shame management (shame acknowledgment and shame displacement) and group value (pride, respect, and emotional group value) in explaining differences across four bullying status groups: nonbully/nonvictim, victim, bully, bully/victim. The results reveal different, but predictable, patterns of social and emotional disconnection from school across these groups. The importance of being emotionally intelligent when addressing bullying behaviors is discussed.     

Postconflict Reconciliation: Intergroup Forgiveness and Implicit Biases in Northern Ireland

Even after a conflict has formally ended, there is still a need for postconflict reconciliation and the building of mutual forgiveness and trust between communities. This article addresses psychological processes crucial to moving beyond a history of violent sectarian conflict in Northern Ireland. We investigated the predictors of intergroup forgiveness, in terms of intergroup emotions, infrahumanization, empathy, and intergroup contact. Intergroup trust and measures of implicit intergroup bias were also explored in this area of real intergroup conflict. The results are discussed in terms of their implications for postconflict reconciliation in Northern Ireland and other conflict areas.     

Agentic or Communal? Associations between Interpersonal Goals,Popularity, and Bullying in Middle Childhood and Early Adolescence

This study investigated whether perceived popularity mediates and/or moderates the association between agentic goals and bullying, and whether sociometric popularity mediates and/or moderates the association between communal goals and bullying. Age and gender differences were also examined. Participants were 276 fourth and fifth graders (middle childhood sample) and 196 seventh and eighth graders (early adolescence sample). Peer status and bullying were assessed with sociometric measures, interpersonal goals with self‐reports. The theoretical model included both mediation and moderation effects. An age‐related reversal was found in how status mediated the associations between goals and bullying. Sociometric popularity mediated the association of agentic goals with bullying in middle childhood but of communal goals with bullying in early adolescence. Perceived popularity mediated the association of communal goals with bullying in middle childhood but of agentic goals with bullying in early adolescence. In middle childhood, perceived popularity also moderated the effect of agentic goals on bullying. The results were discussed in terms of the role of bullying as a means to enhance status in early adolescence.     

Peer Groups, Social Identity, and Children's Bullying Behavior

Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within-group similarities in bullying behaviors. In addition, bullying was found to be greater when it was endorsed by group norms and when children were prototypical vs. peripheral members of bullying groups. The implications of the findings for the conceptualization of childhood bullying are discussed.     

国家间不对称冲突如何走向和解——三种模式的博弈分析

不对称冲突是冷战后国际冲突的主要形式。不对称冲突如何走向和解不仅关系到冲突两国的福祉,更关系到地区和世界的和平。本文提出了6项基本前提假设,并在"斗鸡博弈"模型的基础上,建立了不对称冲突走向和解的三种模式,并运用博弈论的方法对每种模式进行了分析。本文的结论是:利益搁置模式和利益均分模式都不是真正的和解之路,只有共同开发模式才能使冲突中的两国走向真正和解。在单方面和解的情况下,大国在冲突中的损失程度是否大于目标利益,决定了在单方面和解中胜负的归属。     

Student,classroom, and teacher factors associated with teachers’ attunement to bullies and victims

Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student- (gender, popularity status), classroom- (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher-level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th-grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed-effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed.     

Damaging Events: The Perceived Need for Forgiveness

Four models of forgiveness are identified; the health model, the philosophical model, the Christian model and the prosocial model. All define the term 'forgiveness' in a way which is consistent with their particular perspective. The authors offer a definition of forgiveness and propose an integrated model of forgiveness which seeks to incorporate contributions from all four areas, but is not biased towards any one model. Four levels of transgression are identified and categorized according to the degree of perceived damage. Apology-automatic (Level 1) and apology-dependent (Level 2) responses are distinguished from a forgiveness response which is restricted to Levels 3 and 4. The advantages of adopting a forgiveness strategy for both the forgiver and forgiven as opposed to other responses, i.e., revenge, denial, and condoning are discussed. The authors provide a definition and model which integrates the important contributions from each of the areas discussed.     

Observed and parent‐reported conscience in childhood: Relations with bullying involvement in early primary school

This exploratory study aimed to examine which components of early childhood conscience predicted bullying involvement around school entry. In the population‐based Generation R Study, teacher reports of bullying involvement and parent reports of conscience were available for 3,244 children (M age = 6.7 years). Higher levels of overall conscience predicted lower bullying perpetration scores, independently of intelligence quotient, temperamental traits and sociodemographic characteristics. Particularly, the subscales guilt, confession, and internalized conduct, and to a lesser extent empathy, predicted bullying perpetration. Conscience was not related to victimization. Similar results were found using observations during so‐called ‘cheating games’ (subsample N = 450 children). Findings suggest that improving children's understanding of moral standards and norms may be a potential target for bullying intervention programs in early primary school.     

Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence

Understanding the nature of bullies and bullying is of considerable theoretical and practical importance. We offer a commentary on a recent debate on this topic between Sutton, Smith, and Swettenham (1999a, 1999b) and Crick and Dodge (1999). In this commentary, we first summarize the main points of the debate, including alternative views of bullies as social inadequates versus Machiavellian schemers. Then we clarify some unresolved issues concerning the nature and limits of social competence and the roles of values in both social competence and in bullying. Finally, it is argued that variations in children's emotion processes, such as emotionality and emotion regulation, also may underlie some of the individual differences that have been found in empathy, social information processing, and in reactive ('hot-headed') and proactive ('cold-blooded') aggressive and bullying patterns.     

Investigating the association between callous‐unemotional traits with relational bullying and victimization: A cross‐national study

Prior research supports an association between callous‐unemotional (CU) traits with relational bullying, but evidence associating CU traits with relational victimization is limited. Further, the relationship between CU traits with relational “bully,” “bully‐victim,” and “victim” classifications has been largely neglected. The current study addresses these critical gaps in the literature using a cross‐national study design. The sample comprised of 1887 (51.5% of girls) Greek and Cypriot children (MAge = 11.17) who completed a battery of self‐report measures. Group differences suggested that children in the relational bully and bully‐victim groups scored higher on CU traits compared to children in the victim and low‐risk groups. Although these associations were similar across countries, boys in Greece were more likely to be identified in the bullying only group. In contrast, boys in Cyprus represented the higher percentage identified as bully‐victims and girls in Cyprus represented the higher percentage identified as victim‐only. Regression analysis results indicated that CU traits predicted relational bullying but not victimization. Notwithstanding, other important unexamined factors known to contribute to relational bullying and victimization, our findings suggest that prevention efforts should consider CU traits in order to protect youth from relational bullying. However, differences between countries and gender should also be taken into account.     

个案工作在预防中学生言语欺凌行为中的应用

在校园生活中，中学生之间的言语欺凌行为并不罕见，在某种程度上，言语欺凌行为对中学生带来的伤害并不比肢体欺凌的小，甚至会留下永久的心理阴影，对其今后的成长会造成严重的影响。就中学生言语欺凌行为的现状来看，言语欺凌行为既受社会认知、个体情绪、人格特征等个体因素的制约，也受家庭、校园、社会以及情境等环境因素的影响，其中，个体因素是最主要的因素。个案工作方法中的行为治疗模式对预防中学生言语欺凌行为有着积极的作用。     

Bullying and 'Theory of Mind': A Critique of the 'Social Skills Deficit' View of Anti-Social Behaviour

Bullying in schools has been found to be widespread. The popular stereotype of a bully, supported by theories based on the social skills deficit model, is of a powerful but 'oafish' person with little understanding of others. In this article, we trace the origin of this view, and present an alternative view: that some bullies, at least, will need good social cognition and theory of mind skills in order to manipulate and organise others, inflicting suffering in subtle and damaging ways while avoiding detection themselves. Such skills, although likely to be utilised in all bullying, may be particularly useful for ringleader bullies and in the indirect forms of bullying which are more common between girls. Suggestions for further research in this area are made, and implications for anti-bullying work briefly discussed.     

Bullying and Victimization Among School-age Children: Stability and Links to Proactive and Reactive Aggression

The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time points. Reactive and proactive aggression was assessed by teachers. The results showed that bullies and bully/victims were both reactively and proactively aggressive, while victims were only reactively aggressive. A moderate degree of stability of bullying and victimization was found, with bullying being more stable than victimization. Boys were more often bullies than girls and more stable than girls in victimization. Stable victims and stable bully/victims were more reactively aggressive than their unstable counterparts. The relevance of the outcomes to preventing future maladjustment and suggestions for further research are discussed.     

Forgiveness: A Cognitive‐Motivational Anatomy

This work aims to identify the constituents of forgiveness in terms of the forgiver's beliefs and motivating goals. After addressing the antecedents of forgiveness—a perceived wrong—and distinguishing the notion of mere harm from that of offense, we describe the victim's typical retributive reactions—revenge and resentment—and discuss their advantages and disadvantages. Then we focus on the forgiver's mind‐set, pointing to the relationship between forgiveness and acceptance of the wrong, addressing the forgiver's motivating goals, and discussing both their self‐interested and altruistic implications. In so doing we also discuss the role of the forgiver's positive feelings towards the offender, arguing that, however important, they are unnecessary to forgiveness. We finally identify two kinds of forgiveness—conditional and unconditional—suggesting that they are grounded on different notions of “worth.”     

CAN JUSTICE AND SHAME DETER AN ESCALATION IN TAX EVASION?

This study examines the roles that justice and shame management play in deterring escalation in tax evasion. Data were taken from the Graduates' Hopes, Visions and Actions Survey based on a sample of 447 Australian graduates who recently received their tertiary degrees. Path analysis reveals that both justice variables (societal and personal) indirectly affect tax non‐compliance through shame (or lack thereof). Injustice brings about a significant increase in unacknowledged shame which, in turn, leads to increased tax evasion. The path to tax evasion is also mediated by an attitude condoning non‐compliance, and dissociation. Of considerable interest is the finding that personal injustice, in contrast to societal injustice, has a direct link to tax evasion. The results of the study demonstrate that felt injustice triggers both emotional and cognitive responsiveness, and works to undermine moral obligation in tax compliance.     

Truth,partial truth,and irreconcilable truths: Reflections on the prospects for truth recovery in Northern Ireland

The issues facing truth recovery work in Northern Ireland arise in the context of a peace process in which there has been no clear winner, where several key issues, such as policing and criminal justice remain unresolved, and where there is a lack of trust between the parties to the conflict. Yet there is a demand for processes that have the potential to uncover the truth about unresolved killings and disappearances. The South African Truth and Reconciliation Commission is often cited in Northern Ireland as a model for truth recovery processes, in spite of its shortcomings and the contextual differences between South Africa and Northern Ireland. While there remains a demand for truth about human rights violations and contested killings, the compromised nature of the Northern Ireland settlement and the culture of silence that prevails within Northern Ireland institutions are obstacles to the progress of truth recovery work there. Nor is Northern Ireland ready for the rewriting of its history, although some argue that truth recovery work could provide an important disincentive to those who would return to violence. The assumption that truth recovery is always a prerequisite for healing is challenged, and painful effects of truth processes in reopening the wounds of the past are pointed out. Yet the role of truth recovery in improving public awareness of the wrongs of the past, and in providing new opportunities for forgiveness and reconciliation is acknowledged. However, truth recovery can inadvertently reinforce a dis‐empowered and unhealthy “victim culture” and may also prejudice future judicial processes. The paper concludes by summarizing the recommendations for truth recovery in Northern Ireland of the Healing Through Remembering Project. They suggest that a range of mechanisms, including some community‐based self‐help processes, are the preferred paths for this work in Northern Ireland.     

Are Constructiveness and Destructiveness Essential Features of Guilt and Shame Feelings Respectively?

This paper involves a critical evaluation of a conceptualization of guilt and shame, which guides a number of research mainly in social psychology. In the contemporary literature, conceptualization of guilt and shame shows variation. In one of the leading approaches, guilt is regarded as an experience that targets behavior in evaluative thought and shame as targeting the self. According to this distinction, guilt has a constructive nature and it motivates the individual to take reparative actions, since it targets the behavior, whereas shame has a destructive quality and is linked with problem behaviors, since it targets the self. The claim that guilt and shame are adaptive and maladaptive feelings respectively by their very nature, has been challenged by theory and research. Researchers from non‐Western cultures also criticized compartmentalization of guilt and shame as constructive and destructive emotions by emphasizing cultural variation in the experience of self‐conscious emotions. In this regard, the present paper argues that features of constructiveness and destructiveness do not necessarily follow from the definitions of guilt and shame and that this dichotomous conceptualization of guilt and shame, and the research findings based on this dichotomy need reconsideration.     

Disentangling the Frequency and Severity of Bullying and Victimization in the Association with Empathy

This study disentangled the frequency and perceived severity of experienced bullying and victimization by investigating their associations with cognitive and affective empathy. Participants were 800 children (7–12 years old) from third‐ to fifth‐grade classrooms who completed self‐report measures of the frequency and perceived severity of their bullying and victimization and of cognitive and affective empathy. Results showed that the frequency and perceived severity of bullying were moderately correlated in the entire sample but unrelated within the subsample of bullies. Frequency and perceived severity of victimization were significantly and positively correlated in the entire sample (moderate effect) and the subsample of victims (small effect). Frequent, but not severe, bullies reported less cognitive empathy than non‐bullies whereas both frequent and severe victims reported more affective empathy than non‐victims. Within subsamples of bullies and victims, frequency of bullying was negatively associated with cognitive and affective empathy, and perceived severity of bullying was positively associated with affective empathy. Frequency of victimization was not associated with cognitive and affective empathy, but perceived severity of victimization was positively associated with both forms of empathy.     

Bullying Involvement and Empathy: Child and Target Characteristics

This study investigated how the bullying involvement of a child and a target peer are related to empathy. The role of gender was also considered. We hypothesized that empathy primarily varies depending on the bullying role of the target peer. Participants were 264 7–12‐year‐old children (M_age = 10.02, SD = 1.00; 50% girls) from 33 classrooms who had been selected based on their bullying involvement (bully, victim, bully/victim, noninvolved) in the classroom. Participants completed a cognitive and affective empathy measure for each selected target classmate. We found no differences in cognitive and affective empathy for all targets combined based on children's own bullying involvement. However, when incorporating the targets’ bullying involvement, bullies, victims, and bully/victims showed less empathy for each other than for noninvolved peers. Noninvolved children did not differentiate between bullies, victims and bully/victims. Girls reported more cognitive and affective empathy for girls than boys, whereas boys did not differentiate between girls and boys. The results indicated that children's empathy for peers depends primarily on the characteristics of the peer, such as the peer's bullying role and gender.     

Emotion Situation Knowledge in Elementary School: Models of Longitudinal Growth and Preschool Correlates

We examined individual differences in developmental trajectories of emotion situation knowledge (ESK), at three time points throughout elementary school in a sample of children from economically disadvantaged families. Results showed that ESK and the subscales of joy, fear, anger, shame and interest exhibited positive growth from the first to the fifth grade, whereas scores on the sad subscale declined slightly. Preschool verbal ability predicted first grade scores for joy, fear, and anger, and growth in scores for shame across time. Preschool negative emotional intensity predicted slower growth in overall ESK and the anger and shame subscales. Taken together, these results broaden our basic knowledge of how children's use of situational cues to infer others' emotions develops in middle and late childhood.