Teachers' Reactions to Children's Aggression

Drawing on social schema theory ( Fiske & Taylor, 1991 ) and social identity theory ( Tajfel & Turner, 1979 ), this study examined the impact on teachers’ reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers (N =90) each read a scenario that described an aggressive episode committed by a group of boys against a boy from another class. The aggressors were either good or bad children, who were either popular or unpopular with their classroom peers. In addition, the scenario manipulated the teachers’ identification with, or commitment to, the class to be either high or low. Analysis of the teachers’ ratings of causal responsibility, liking, and recommended punishment revealed a consistent negative response from the teachers towards the aggressors versus the victim. However, the teachers’ responses were also interactively influenced by the aggressors’ goodness and popularity, as well as the teachers’ class identification. The results are discussed in relation to other findings on teachers’ responses to school aggression and bullying, as well as how their responses might best be explained.     

教育主体缺失视角下农村校园欺凌成因及治理

家庭、村庄和学校是农村学生成长过程中的三个重要教育主体，三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长，而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面：一是家庭教育主体的缺位，表现为农村家庭隔代抚育的“不过问”逻辑；二是村庄教育主体的缺位，表现为村庄交往中的村民相互“不得罪”的逻辑；三是学校主体的缺位，表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化，进而带来了三者之间良性互动的阻隔，包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位，以及学校对农村社会的脱嵌。治理农村校园欺凌事件，除了法制和规范进校之外，还要搭建新型的教育主体结构，形成多元化、多主体农村校园欺凌的治理格局。     

Participant roles in preschool bullying: The impact of emotion regulation,social preference,and quality of the teacher–child relationship

The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months (M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers completed the Emotion Regulation Checklist, which yields the dimensions of emotion regulation and lability/negativity, and the Student – Teacher Relationships Scale, to evaluate conflict and closeness with the teacher. Multilevel models highlighted that emotional lability was positively associated with bullying and outsider behavior, emotion regulation was positively related to bullying and defending behavior, and social preference was negatively associated with bullying and victimization and positively with defending behavior. Interactions indicated that lability and low social preference were associated with bullying, and emotion regulation with outsider behavior, in children with a conflictual relationship with the teacher whereas social preference was related to defending behavior in children with a close relationship with the teacher. Results are discussed highlighting the importance of the quality of teacher–child relationship and the relevance of intervention programs aimed at promoting social wellbeing in preschool.     

Ideologies & Narratives in Relation to ‘Fat’ Children as Bullies, ‘Easy Targets’ and Victims

In this study, we explore narratives in relation to ‘fatness’, drawing on focus group interviews with parents, early years practitioners, teachers and young people. The study is located in a larger study on bullying and resilience, with no specific focus on obesity or ‘fatness’. Analysis of the interview data highlighted a recurrent focus on ‘fatness’ within the participants’ narratives, by labelling and stigmatising the ‘fat kid’ and ‘bigger children’. We conclude that obesity and fatness, as abnormalities, are now included in commonsense talk in relation to ‘easy targets’, victims and bullies.     

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.     

Psychological Mediators of the Sport Injury—Perceived Risk Relationship

Drawing upon both heuristic‐ and threat‐based approaches, we sought to examine whether perceived similarity with injury‐prone people and perceived control over injury occurrence would directly contribute to perceived risk and whether these variables would mediate the previous injury–perceived risk relationship. Judokas (n = 207) reported the number of injuries experienced in the past year and then completed measures of perceived similarity, perceived control, and injury risk perception. Analyses revealed that perceived similarity and perceived control directly contributed to perceived risk of injury; only perceived similarity acted as a partial mediator of the injury–perceived risk relationship. These findings are discussed in relation to the potential influence of the sport context, which universally involves the acceptance of a high risk of injury.     

Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors

Research suggests that victims of bullying may lack skills in emotional regulation, a process which facilitates coping with provocative situations to lessen the stress of negative emotions (Cicchetti, Ackerman, & Izard, 1995). The present study examined the emotional regulation and display patterns of victims during classroom bullying episodes. Children in grades one through six were observed during free play in the winter and spring of three consecutive school years. Results of the study indicated that the coping styles observed in victims of bullying can be grouped into two distinct clusters: 1) problem-solving strategies that are associated with the de-escalation and resolution of bullying episodes; and 2) aggressive strategies that tend to perpetuate and escalate the bullying interaction. Parallels were found between victims' and bullies' emotional displays. Results are discussed in the context of how maladaptive emotional regulation processes may act as risk factors for chronic victimization.     

Traversing gender,sexual orientation,and race-ethnicity: Sexual victimization in a population-based sample of older adults

This research examined the intersectionality of gender, sexual orientation, and race-ethnicity, and its impact on lifetime sexual victimization among a population-based sample of older adults. Data for this study came from the 2011–2014 waves of the Behavioral Risk Factor Surveillance System. The final sample to be used for analysis included 8.862 individuals ages 50 years and over to examine whether and to what extent lesbian, gay, and bisexual older adults differ from heterosexual older adults in experiencing lifetime sexual victimization, and whether the effect of sexual orientation on experiencing lifetime sexual victimization differs across racial-ethnic groups. Logistic regression analysis revealed that lesbian women were 2.59 times more likely and bisexual women 2.15 times more likely both relative to heterosexual women to experience lifetime sexual victimization. When examining whether race-ethnicity imparts additional risk, the findings revealed that non-White heterosexual individuals were 29.6% less likely relative to White heterosexual individuals to experience lifetime sexual victimization, while non-White women, generally, were 2.29 times more likely relative to White men to experience lifetime sexual victimization. Our findings affirm the importance of the intersectionality of sexual orientation and gender when examining lifetime sexual victimization of older adults, adding to the emerging body of research that examines the complexities of older adult lives from multifaceted perspectives.     

The victim–offender overlap in late adulthood

This study contributes to the general knowledge of the victim–offender overlap by determining whether the phenomenon exists among older adults and whether known correlates of crime and victimization explain the relationship. Cross-sectional survey data from telephone interviews conducted with individuals 60 years and older (N = 2,000) residing in Arizona and Florida are used to estimate confirmatory factor models for both victimization and criminal offending. The results from a series of multivariate regression models show that victimization is associated with criminal offending. While factors such as low self-control, depression, and spending time in commercial drinking establishments partially attenuate the victimization–crime link, the statistically significant relationship persists in a multivariate context. Further testing indicates that the observed findings are robust across measurement and modeling strategies. Coupled with prior research, the results support the argument that the victim–offender overlap exists (and is difficult to explain) over the life course.     

Dating Violence,Young African American Males,and Risk and Protective Factors: A Review of the Literature

This report examines the extant literature on dating violence, young African American males, and risk and protective factors. Studies have shown that correlates exist between community factors, parental discipline, and gender role beliefs in young African American males that place them at risk for dating perpetration. Studies have also shown that protective factors such as adequate adult supervision, social support, and problem-solving skills exist and can mitigate risk. Implications for research and programming are also discussed.