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Bullying - Coggle Diagram

- - - - Bullies act out because of a deficit of social skills and emotion regulation. i.e. they don't know any better
      - e.g. low self-esteem leads to use of aggression
    - - ...but recent evidence suggests...
        
        Ringleaders have 'cold cognition'. They do possess understanding of emotions and social skills but they don't relate to these emotions typically
        
        Hence, they can manipulate other's emotions without any consequences on their own well-being - behaviour is tactical
        
        Moral disengagement - can argue why their behaviour is acceptable + don't feel guilt or shame over their bullying
- - - - audience breadth, rate of spread, nowhere to hide so humiliation is greater
      - Smith happens outside of school so intervention is difficult: Bullying 37% in 5% out 12% both WHEREAS, Cyberbulling 3% in 11% out 3% both
  - - - Resources (financial + knowledge)
      - Age (entitlement + physical ability)
      - Social (large circle of friends, reputation + relationship with authority)
- - - - Verbal aggression
      - Indirect physical aggression
      - Social exclusion
  - - - Questionnaire
      - Interview - relies on rapport + trust
  - - - Guilt/ self-blame
      - Lack of confidence
      - Fear
      - Worry that intervention will exacerbate
- - - - Bullies
        
        Low academic achievement
        
        Loneliness, poor social adjustment
        
        High criminality
      - All had higher risk of psychosomatic problems
      - Victims
        
        Interpersonal difficulties
        
        Depression + low self-estem
        
        Suicidality
- - - - Classroom (parent meetings, class assembly)
      - School (school rules, staff training)
      - Individual (staff intervention)
      - Community (committee)
    - - Safety perceptions
      - Intervention attitudes
      - Victim rates
      - Elsewhere? Not so successful e.g. USA
  - - - Reduce bullying by 23%, reduce victimisation by 20%
      - Intensity, duration, parental involvement and sanctions/ punishments key factors
    - - 50% of interventions show no effects on perpetration rates (stopping the Bullies)
      - 1/3rd show no effects on victimisation rates (protecting victims)
- - - - Barchia Little research exists, but what we do have shows that... high empathy (girls) and Collective efficacy beliefs are related to defending behaviour
      - Not related to self-efficacy or moral disengagement
      - i.e. belief in the group to do better motivates behaviour, not some sense of heroism
    - - Most children have anti-bullying attitudes - regardless of behaviour/ role in bullying
      - Effective anti-bullying programmes work on affect and self-efficacy to intervene with those who are typically bystanders
      - Bystanders --> "Standing - by"
- - - - Interacts with contextual issues to create outcome
    - - General school 'ethos' = level of anti-bullying practices and teacher's attitudes
      - Hierarchical structure = more bullying
      - Peer group norms = different social outcomes e.g. 'Banter'