The role of beliefs and trait aggression in prison bullying among young offenders

This study aimed to explore the characteristics of those involved in bullying, including trait aggression, beliefs, interpretation of potential threat and responses to aggression. Three hundred and thirteen young adult male offenders completed three measures; the Direct and Indirect Prisoner Behaviour Checklist, the Aggression Questionnaire, and the Threat Appraisal of Behaviour measure. Pure bullies and bully-victims were predicted to have higher trait aggression scores, and to be more likely to endorse beliefs supportive of aggression than other groups. Bully-victims were predicted to have higher levels of trait hostility and higher levels of fear than pure bullies. The results demonstrated that both bully groups had higher trait aggression scores, with bully-victims having higher scores on the hostility subscale than pure bullies or those not involved. Bully-victims viewed bullying as more of a threat and were more fearful of it than pure bullies and they were also more likely to endorse both aggressive and avoidant coping responses whereas pure bullies were more likely to endorse aggressive responding. Findings highlight differences between the two bully groups and offers an outline of the underpinning causes of bullying for each group.     

Peer Predictability

Abstract

This action research and general system theory based qualitative inquiry examined adolescents' dependence on predicting the behavior of their peers as a strategy for enhancing their sense of safety at school and avoiding violence. A total of 95 adolescents in 9th through 12th grades from two small rural schools and one large suburban school in New York State participated in the study. Results indicated that students depend on Peer Predictability to feel safe during the school day when adults fail to predictably supervise or intervene in areas or interactions which adolescents perceive as potentially threatening. Familiarity leading to predictability allowed students to evaluate peers for the possibility of emotional or physical violence. This article presents quotes from the students that capture their unique experience.     

The Effect of Peer Victimization on Learning

Abstract

Incidents of school violence have prompted calls for school communities to create environments that encourage student by-standers to act responsibly and proactively when they confront a range of violent incidents, from bullying and fights to weapon carrying and other serious threats to school safety. It is not always clear, however, what bystanders would—or should—do when faced with violent or potentially violent situations. This article describes findings from focus groups conducted with 54 middle school students and 97 staff in an urban, predominantly African American school district with relatively high levels of community violence. Discussions addressed bystander norms, attitudes, and behaviors, and identified barriers that prevent youth as well as adult bystanders from taking positive action. Findings inform violence prevention strategies for building consensus and supporting positive bystander responses.     

Responding to Children Victimized by Their Peers

Abstract

Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.     

Bullying in Schools Towards Sexual Minority Youth

ABSTRACT

Gay, lesbian, bisexual, transgender, questioning and inter-sex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools. Although increasing attention has been made at examining the safety concerns of sexual minority (GLBTQI) youth, there remain important gaps in the literature as well as significant sampling limitations. This article seeks to identify and respond to research gaps by: (a) reviewing existing literature about the causes and risk factors associated with homophobic bullying; (b) reviewing existing literature about the consequences associated with the victims of sexual minority bullying; (c) identifying the limitations to research procedures and methodologies that have been used to investigate this topic; and (d) proposing a research agenda for future investigations of homophobic bullying in schools.     

Warning Signs of Problems in Schools

SUMMARY

One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.     

Combatting antisemitism in the school playground: an Australian case study

The aim of Gross and Rutland's paper is to analyse the problem of antisemitic bullying in contemporary Australian state schools by investigating the case of Jewish children in those schools. The study is interdisciplinary, drawing on historical data and educational methodology, and employs a qualitative approach through semi-structured interviews conducted in Sydney and Melbourne with all the major actors: students (55), teachers (10), principals (4), parents (13) and Jewish communal leaders (10). Gross and Rutland argue that classical anti-Jewish stereotypes are perpetuated in the school playground, transmitted by children from one generation to the next. This finding provides an additional perspective to the general literature, which argues that racial prejudice and stereotypes are acquired primarily through home socialization, religious institutions and the media, and neglects the role of the school playground.     

职场性骚扰案件的证据问题

职场性骚扰案件中,直接证据固然重要,但此类案件的特点决定了原告取得的往往是间接证据。法官应综合运用间接证据,运用逻辑推理和生活经验,对案件作出整体判断。同时,中国应修改证据规则,规定对证人拒不出庭作证采取强制措施,并应降低此类案件的证明标准,以应对原告举证难的困境。     

职场性骚扰受害妇女的法律救济

近年来,中国大陆发生了十余起性骚扰诉讼案件,以职场中女性遭受男上司、男同事性骚扰为主。因中国私法尚未对性骚扰侵权行为予以调整,致使当事人被动迎合现有案由,法院也因缺乏相应法律依据各自审理裁判。本文在分析几起典型的职场性骚扰案例的基础上,借鉴国外禁止性骚扰的立法经验,结合中国国情,提出了防止职场性骚扰的立法建议,以期对职场性骚扰受害妇女有所帮助。