Browsing by Subject "Bullying"

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    Adolescents’ expectations for types of victim retaliation following direct bullying
    (Springer, 2022-11-23) Marlow, C.; Gönültaş, Seçil; Mulvey, K. L.
    Little is known about adolescents’ expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent’s own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents’ retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants’ expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.
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    Conduct problems among adolescents in Turkey: an analysis of research articles from 2000 to 2014
    (2016-06) Özyıl, Ali
    The aim of the current study was to analyze studies related to conduct problems among adolescents from 2000 to 2014 and synthesize findings. The study examines rates of involvement and exposure, different types of bullying, rates of cyber-bullying and associative factors of conduct problems along with the recommended non-curricular and curricular solutions by studies. Another aim of the current study was to illustrate a descriptive model which provides connection between what is done individually by researchers and gives general broad view about these findings. Articles for a meta-analysis were identified by using key word searches. Descriptive, correlational, intervention studies related to middle and high school in Turkey were collected. Master’s thesis, PhD dissertations, and minor journals that are not indexed by the Bilkent databases were not included. Studies related to risk taking behaviors and psychological problems were not included in the sample. The meta-analysis method was used to analyze the data. It can be speculated that adolescents face various conduct problems in Turkish schools and various associative factors related to conduct problems mediate the effect of these problems.
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    Relations between parental attachment, empathy, and bystander help-seeking preference following peer aggression
    (Springer, 2022-09) Knox, J. L.; Gönültaş, Seçil; Gibson, S. M.; Mulvey, K. L.
    This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking from two preferred choices (i.e., adults and peers). In particular, we examined the mediating role of cognitive and affective empathy on the relation between parental attachment and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using four bullying/acts of aggression scenarios. Results indicated that affective, but not cognitive, empathy served as a partial mediator for the relationship in boys, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. On the other hand, empathy did not serve as a mediator for girls, suggesting that girls do not need the added push of empathy in order to intervene in bullying situations. Results suggest emphasizing home-school collaboration for boys, in particular, in bullying prevention programs in order to maximize efforts of bystanders. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.