E-Book, Englisch, 72 Seiten
Holt / Grills / Bowman Bullying and Peer Victimization
1. Auflage 2023
ISBN: 978-1-61334-408-8
Verlag: Hogrefe Publishing
Format: EPUB
Kopierschutz: 6 - ePub Watermark
E-Book, Englisch, 72 Seiten
Reihe: Advances in Psychotherapy - Evidence-Based Practice
ISBN: 978-1-61334-408-8
Verlag: Hogrefe Publishing
Format: EPUB
Kopierschutz: 6 - ePub Watermark
There has been an explosion of media attention on youth bullying and peer victimization over the last decade, with cyberbullying becoming more prevalent through the use of social media. While any bullying has serious negative physical and mental health effects which can lead the bullied individual to great despair and even suicide, there are also negative outcomes for the bullies themselves. This volume, written by leading experts, provides clinicians with clear guidance on how to assess and treat this complex behavior.
In this evidence-based guide, practitioners learn about bullying, its prevalence, how cyberbullying differs from in-person bullying, what models are available for understanding how bullying occurs, and the best tools and approaches for assessment of these behaviors. The reader is guided through the most effective school-based prevention programs that aim to reduce bullying, and a clinical vignette gives hands-on insight into how a bullying case in a school is managed. Additional resources are provided in an appendix. This book is ideal for educational psychologists, child psychologists, and anyone working with children and adolescents who is committed to helping those being bullied.
Zielgruppe
Clinical psychologists, psychiatrists, psychotherapists, and
counselors, as well as students.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
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Description
Maria is a 12-year-old girl who just started seventh grade at a new middle school. She is vibrant, creative, and caring. She tries hard to make friends over the first few weeks of school, but no one invites her to sit with them at lunch or to hang out after school. One day a group of girls ask her to sit with them at lunch and Maria is thrilled! They tell her that they know a boy who likes her. Maria is excited by the news of a potential crush and even more excited to be sitting with a group of potential friends. The ringleader of the girls encourages Maria to message the boy on Instagram and even gives Maria the boy’s Instagram account name. At night, Maria excitedly messages the boy’s account and to her surprise he immediately responds. Over the next few weeks, she begins messaging him every night. He encourages her to share her secrets and dares her to do things that Maria does not feel quite right doing, but does anyway for fear of losing her new friends. At school, this boy never seems to notice or acknowledge her, but online he says this makes their relationship even more special. A few weeks later, Maria walks into English class and feels like everyone is whispering about her. She tries to focus on the teacher, but she hears two students giggling and saying her name. Between classes, Maria returns to her locker and finds that it has been vandalized. Someone has taped a piece of paper that says “Maria is a slut” in large red letters. Scared, crying, and feeling helpless, Maria rips the sign off her locker and runs to the bathroom. Hiding in a stall, she hears two of the girls she sits with at lunch discussing the day’s drama. They are giggling at the fact that they convinced Maria that a boy had a crush on her when in fact they created a fake Instagram account and pretended to be the boy. Maria realizes that the girls she thought were her friends, were actually the ones talking to her on Instagram. Worse, they were sending screenshots of the messages to the whole grade. Stories like the one above are all too common and reflect the pressing need to address bullying – the full story, including interventions, is provided in Chapter 5. Over the past decade there has been an explosion of media attention on youth bullying. News articles have focused on individual youth who have been bullied at school and/or online and have been driven to the depths of despair. Stories about youth who were perceived as “different” because of their accent, gender identity, skin color, sexual orientation, or interests, and who experienced verbal and physical assaults, online taunting, and other forms of harassment, frequently make headlines. Antibullying laws now exist in all US states, and lawsuits related to bullying have become increasingly common. While always devastating, the stories are rarely as simple as the media coverage. In fact, peer victimization and bullying among youth are typically quite |2|complex interpersonal phenomenon that are situated within rapidly shifting developmental stages. Furthermore, with the advent of social media, bullying can quickly start and spread virally with little to no oversight from parents, teachers, and/or administrators. Although in-person bullying remains the most common, cyberbullying incidents add complications, such as the swift spreading to entire friend groups, grades, and even schools. In order to address and prevent youth bullying effectively, it is necessary to have a clear understanding of definitions, prevalence, correlates, theoretical perspectives, and available assessments and interventions. In the subsequent chapters, each of these areas will be discussed. 1.1 Terminology
Unfortunately, youth can experience and witness many types of victimization during childhood. They may experience abuse or neglect at the hands of their parents or guardians (see the 2nd edition of volume 4 in this series, Childhood Maltreatment by Wekerle et al., 2019) or by their siblings (sibling abuse). They may witness domestic violence between adults within their home (see volume 23 in this series, Growing Up With Domestic Violence by Jaffe et al., 2012) and in their community (community violence). They may experience abuse within a dating relationship (see coming volume in this series, Dating Violence by Franco et al., in press) or be sexually assaulted by a peer, family member, or stranger (see volume 17 in this series, Sexual Violence by Holcomb, 2010). They can also be victimized by friends, classmates, or peers; whether in person or online, this form of victimization is known as peer victimization. When peer victimization is characterized by intentionality, repetition, and a power imbalance, it is commonly referred to as bullying. Decades of research highlights that peer victimization and bullying can occur at any age and can negatively impact an individual’s health and well-being. Indeed, studies have shown that bullying occurs among youth (e.g., Modecki et al., 2014), college students (e.g., Lund & Ross, 2017), and adults in the workplace (e.g., Samnani & Singh, 2012). However, this book focuses specifically on peer victimization and bullying experiences among youth. Appendix 1 includes a list of several websites, apps, and events that can be referenced for additional information and updates. 1.2 Definitions
Terms such as teasing (e.g., “Your mom’s so fat…”) and rough-housing (e.g., play-wrestling) have long been used to describe common interactions among youth (Roberts & Morotti, 2000). However, over the past 40 years, there has been increasing recognition of the fact that these interactions may be harmful or maladaptive, and that they may lead to detrimental outcomes. From research studies to popular press, a variety of labels emerged (e.g., peer victimization, bullying, taunting, mobbing, cyberbullying) to refer to forms |3|of teasing that are unwelcome. Oftentimes, attempts to identify markers for determining when these behaviors deviated from normative, nonhurtful youth experiences have been made and they typically include: (1) the manner in which the behaviors were delivered, (2) their intensity, (3) their frequency or incidence, and (4) the target’s perception of them (Roberts & Morotti, 2000). In addition, subgroupings of peer victimization experiences are sometimes described, for instance to distinguish between direct or openly confrontational (e.g., physical or verbal assaults), indirect or covertly manipulative (e.g., ostracism, social manipulation), and technology-delivered bullying (e.g., via email, text messages, internet sites; Mynard & Joseph, 2000). An early comprehensive definition emerged after years of work studying youth in Norway by Dan Olweus, who defined bullying as repeated exposure to negative actions (i.e., an intentional attempt or infliction of discomfort which may take the form of physical contact, words, facial expressions and gestures, intentional defiance of one’s wishes or requests, or social isolation and exclusion) from at least one other person over time, with an imbalance of power, real or perceived, between the perpetrator and target (Olweus, 1993). More recently, the United States Centers for Disease Control and Prevention released a similar definition of bullying that states, “Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm” (Gladden et al., 2014). A separate set of terms has emerged for describing youth who are involved in bullying, such as: (1) bully (an individual who solely perpetrates acts against other[s]); (2) victim (an individual who is the recipient of bullying behaviors); (3) bully–victim (an individual who both perpetrates acts against others and is the recipient of bullying behaviors); (4) bystander (an individual who is not directly involved as a bully or a victim, but who witnesses such behaviors); and (5) comparison (an individual who does not report being involved in bullying behaviors). While these terms often emerge in research studies interested in examining categorical distinctions, it is likely that bullying behaviors fall...
