Bullying as an Expression of Intolerant Schemas

Goodboy, Alan K.; Martin, Matthew M.; Rittenour, Christine E.

doi:10.1007/s40653-016-0089-9

Cited by 10 publications

(4 citation statements)

References 31 publications

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“…Adopting the perspective of critical psychology, however, without any confutative intention because of the qualitative methodology adopted, and believing that the concept of maternal deprivation could be an expression of mother blaming bias assumed by Bowlby and his followers, we undertook retrospective research with 20 prisoners in an Italian Institute of Attenuated Custody for Therapy. Since critical qualitative analysis moved towards a more culturally oriented treatment of narratives, the fundamental perspective that guided our survey was that deviant behaviour such as violence and substance abuse could be associated with sexism, as indicated by the literature, which posits that many forms of violence are derived from intolerance and prejudicial attitudes (Cotter et al , 2001; Fredrickson and Roberts, 1997; Goodboy et al , 2016; Nussbaum, 1995). Indeed, individuals first learn and are influenced by family and sexism widely affects families, devaluing, depriving and abusing women (Atwood, 2001).…”

Section: Discussionmentioning

confidence: 99%

Prisoners’ ambivalent sexism and domestic violence: a narrative study

Testoni

Branciforti

Zamperini

et al. 2019

IJPH

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Purpose Gender inequality and sexism are often at the root of domestic violence against women and children, with both serving to justify male domination. This runs in parallel with mother-blaming bias, which constitutes a pervasive common sense and scientific error derived from the myth of the good and the bad mother, characterising a large part of studies on deviance. The purpose of this paper is to consider the possible role of sexism in prisoners’ deviant biographies; for this, the authors considered the role of the mother in the biographies of prisoners, and the results lend support to the idea that mother-blaming is a serious fallacy. Starting from a critical psychology point of view and following the retrospective methodology, the authors interviewed 22 drug-addicted prisoners through Interpretative Phenomenological Analysis (IPA) regarding their biographies and their relationships with parents and partners. Design/methodology/approach In the survey, the authors followed the same intention, and the results lend support to the idea that mother-blaming is a serious fallacy. The authors interviewed 22 drug-addicted prisoners through IPA concerning their biographies and their relationships with parents and partners. Findings The main result of this qualitative study was the recognition of a fundamental sexism assumed by participants, characterised by a paradox between the representation of the mother and the representation of the ideal woman. Despite the mother being their positive affective referent, and battered by her husband/partner, the same participants had been witnesses of domestic violence, and sometimes victims, they interiorised from their father an ambivalent sexism: benevolent sexism with regard to their mother and exhibited hostile sexism with their partner. On the one hand, it emerged that female empowerment was desirable with respect to the mothers. On the other hand, the ideal woman was exactly as their mother was, that is, being absolutely subordinated to men (a patient, caring, submissive housewife, totally dedicated to her children and her husband). Research limitations/implications From a mainstream psychological perspective, the limits of the research are linked to the utilisation of the narrative method. Also, this methodology does not verify any hypotheses, so quotations from the participants are used to illustrate themes, and thus, it is difficult to report the informational complexities arising from the dialogues. However, the literature has emphasised that these limitations do not invalidate qualitative research findings, despite the difficulties in generalising the results of the qualitative studies. Thereafter, the critical analysis moved within the intersection of experience-centred approaches and the culturally oriented treatment of narratives, so that the focus on the stories of the prisoners makes meaning because it applies structure to experience, albeit, with the form and content of the texts. This research did not permit us to measure and evaluate post-hoc any post-traumatic hypotheses, which, in turn, would give room for further research. Another limitation of the research was that the relationship between culture of origin and gender biases, especially with participants from non-European countries, was not analysed. This topic would require an important in-depth study, which encompasses how women are treated in different countries and its effects on social maladjustment for immigrants in Italy. Practical implications The outcome of this study suggests that within similar structures in the Institute of Mitigated Custody, the theme of sexism should be considered in more depth. Since sexism justifies violence against women, and is therefore a factor that can cause recidivism in the antisocial behaviour of prisoners once they have served their sentences. It is important to allow them to analyse the relationship between their sexist attitudes, witnessing violence in childhood and the possibility of changing moral values of reference in favour of equality. This type of psychological intervention must necessarily be based not only on the elaboration of traumas suffered during childhood with an abusive father, but also on issues related to gender equality and the theme of social inclusion. Social implications The study suggests the idea that male sexism can be a factor responsible for suffering and maladjustment for men and that therefore an education that promotes equality of gender differences can also help prevent the social distress associated with drug addiction and deviance. Originality/value The paper considers some cogent issues inherent to ambivalent sexism that pervades prisoners’ aspirations for their future.

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Section: Discussionmentioning

confidence: 99%

Prisoners’ ambivalent sexism and domestic violence: a narrative study

Testoni

Branciforti

Zamperini

et al. 2019

IJPH

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“…Our work, from a sociopsychological perspective, highlights the traits and motivations for bullying behavior and its unfortunate consequences: students who believe inequality should exist between groups are more likely to bully (Goodboy, Martin, & Rittenour, 2016a), students higher in sexism, classism, and sexual prejudice are more likely to bully (Goodboy, Martin, & Rittenour, 2016b), and students who are bullied in high school report less motivation and adjustment in their first semester of college (Goodboy, Martin, & Goldman, 2016). Taken together, these studies point out how bullying, as a communicative process, is deeply shaped by the psychological profiles of the perpetrator.…”

Section: Notesmentioning

confidence: 96%

LGBT bullying in school: perspectives on prevention

Goodboy

Martin

2018

Communication Education

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School bullying is an oppressive mode of interpersonal conflict that rattles the bodies and beings of young people. While no youth is exempt from being bullied, some populations tend to be more vulnerable and at greater risk than others. For instance, the recent study from the National Center for Education Statistics (Musu-Gillette, Zhang, Wang, Zhang, & Oudekerk, 2017) demonstrated that in 2015 a "higher percentage of self-identified gay, lesbian, or bisexual students than of self-identified heterosexual students reported that they had been bullied on school property during the previous 12 months" (p. iv). Similarly, many LGBT students continue to experience a climate of disease and violence at school with respect to their sexual identity (Kosciw, Greytak, Palmer, & Boesen, 2014), a reality that has become even more distressing since the recent 2016 U.S. Presidential Election (see Human Rights Campaign Foundation, 2017). While bullying continues to trouble students, educators and staff, and schools, many LGBT youth are also performing outwardly in ways that resist bigotry and discrimination over LGBT rights (HRC, 2017). In turn, this advocacy is happening in a historical time when more people than ever self-identify as LGBT, and more people are accepting of LGBT people (GLAAD, 2017). An international and interdisciplinary community of scholars has examined bullying for the last three decades. Although there is no one unitary definition of the concept of "bullying," researchers tend to agree on certain attributes. For example, bullying entails the deliberate victimization of a student, repetitively and over time, by one or multiple other students (Olweus, 2010). Also, bullying relies on a power imbalance between communicators that makes it difficult for youth who are bullied to defend themselves physically, psychologically, emotionally, and/or relationally. 1 In addition, bullying that takes place electronically, such as through social media, chatrooms, SMS/text messages, and instant messaging, is commonly known as "cyberbullying." Cyberbullying is particularly complicated as it often entails anonymous aggressors and is more public as a result of its online presence, thus making it even more difficult for those who are being bullied to defend themselves (Patchin & Hinduja, 2012, p. vii). 2 Much of my research over the last several years has examined bullying in terms of communication and identity. For instance, in Bullied: Tales of Torment, Identity, and Youth

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“…Estos autores recomiendan profundizar en comprender los mecanismos por los que los programas de mindfulness son útiles para tratar la conducta agresiva. Uno de los mecanismos más significativos vinculado con la relación aula-agresividad interpersonal es la distancia psicosocial que permite discriminar entre alumnos aceptables y no aceptables (Goodboy, Martin & Rittenour, 2016). Uno de los problemas tradicionales de la agresividad en el contexto escolar es que el comportamiento que lo promueve se ha considerado normal, cosas entre jóvenes.…”

Section: Introductionunclassified

Implementación de un programa basado en mindfulness para la reducción de la agresividad en el aula

Pinazo

García-Prieto

García-Castellar

2020

Revista de Psicodidáctica

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Gestión de programas basados en mindfulness para la reducción de la agresividad en el aula Management of programs based on mindfulness for the reduction of aggressiveness in the classroom Resumen La agresividad en el aula cada vez aparece más tempranamente y es más frecuente en la Educación secundaria. Dos estudios se han llevado a cabo para valorar los efectos de una intervención basada en mindfulness sobre variables relacionadas con el clima social en el aula en la adolescencia temprana. En el primer estudio, 70 estudiantes entre 11 y 13 años fueron distribuidos al azar a un grupo control y a un grupo experimental (intervención en mindfulness). En el segundo estudio, 83 estudiantes entre 11 y 13 años se distribuyeron entre grupo control, grupo intervención (mindfulness) y grupo intervención (mindfulness) más práctica de meditación en casa. En el primer estudio los efectos de la intervención no son significativos, a excepción de la percepción de comportamientos agresivos en el grupo de intervención. En el segundo estudio la intervención en mindfulness más práctica en casa mejora el clima social del aula y la autorregulación de la impulsividad con respecto a los otros grupos. La intervención en mindfulness en la adolescencia temprana revela diferentes efectos en función de alentar la práctica en casa, consiguiendo en este caso, mayores beneficios en el aula. Los hallazgos preliminares son prometedores y la intervención en mindfulness más práctica en casa debería ser considerada como herramienta para la reducción de la violencia escolar.

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Bullying as an Expression of Intolerant Schemas

Cited by 10 publications

References 31 publications

Prisoners’ ambivalent sexism and domestic violence: a narrative study

Prisoners’ ambivalent sexism and domestic violence: a narrative study

LGBT bullying in school: perspectives on prevention

Implementación de un programa basado en mindfulness para la reducción de la agresividad en el aula

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