Experiences in bullying and/or peer victimization of vulnerable, marginalized, and oppressed children and adolescents: An introduction to the special issue.

Abstract

This is an introduction to the special issue "Bullying and Peer Victimization of Vulnerable, Marginalized, and Oppressed Youth." The study findings included in this special issue reveal that bias-based bullying and harassment are global social problems. Each article identifies suggestions for interventions, policy, and future research. Each study presented in this special issue contributes to the bullying and school violence scholarship, which can provide avenues for serious discussions on best ways to address not only bullying but also racism, sexism, heteronormativity, homophobia, ableism, classism, and Eurocentrism, all of which accompany bias-based bullying. (PsycINFO Database Record

The Synergistic Influence of Life Experiences and Cultural Nuances on Development of Depression: A Cognitive Behavioral Perspective

“…The combination of depression and toxic stress contribute to the deterioration of individuals' mental and physical health and well-being (Hatchel et al, 2018). Other investigators indicate that the experience and negative outcome of depression (including suicide rates) for persons in community settings intensifies when persons are poor, female, bullied, and are racially and/ or ethnically diverse (Banzhaf & Kunes-Connell, 2019;Hong, Peguero, & Espelage, 2018;Jadhav & Weir, 2018;Murphy et al, 2018;Patterson, Abu-Hassan, Vakili, & King, 2018;Romere et al, 2018;Skoog, Hallstr€ om, & Berggren, 2017;Steinbrenner, 2010;Shern et al, 2014; The Lancet Psychiatry, 2019; U.S. Department of Health and Human Services (USDHHS), 2011; Vancampfort et al, 2018). Issues regarding increasing access to care for children, adolescents, and adults from racially and ethnically diverse population is another component to consider regarding healthcare implications for providers (USDHHS, 2001(USDHHS, , 2011.…”

Peningkatan Empati Remaja Pelaku Bullying Di Salah Satu SMP Di Jakarta Selatan Melalui Pelatihan Berbasis Experiential Learning

“…Pelaku dapat melakukan apa saja tanpa terlalu banyak berpikir akan konsekuensi yang dihasilkan serta dampaknya bagi orang lain. Hal tersebut menunjukkan bahwa pelaku bullying memiliki empati yang rendah (Hong, Peguero, & Espelage, 2018). Secara khusus, empati rendah merupakan faktor resiko utama munculnya perilaku agresif di antara anak-anak dan remaja (Kokkinos & Kipritsi, 2017).…”

The Power of Civility: A Transdisciplinary Examination of Adolescent Social Power and Bullying

“…These issues may be even more critical for marginalized adolescents whose race, ethnicity, gender identity, health, and/or exceptionalities are often overlooked by most general research (e.g., see the special issue journal introduced by Hong, Peguero, & Espelage, 2018). In many cases this marginalization not only increases the complexity of the problem, but it is also accompanied by higher levels of bullying that may include systemic forms of bullying that differ from more traditionally captured forms of bullying (Haines-Saah, Hilario, Jenkins, Ng, & Johnson, 2018).…”

“…407-408;also Gillis, Nelson, Driscoll, Hodgins, Fraser & Jacobs, 2017;Kueffer, Underwood, Hirsch Hadorn, Holderegger, Lehning, Pohl, & Schirmer, 2012) who have made concrete recommendations regarding how to foster transdisciplinary university-community research collaborations by identifying numerous common facets shared by different groups. Thus, for example, new bullying research approaches could focus on the inclusion of currently excluded and diverse epistemological insiders who traditionally lack power in an academic setting (Hong, Peguero, & Espelage, 2018). These include groups-minoritized communities; children and young people; women's groups; poverty activists; LGBTQ individuals; Indigenous communities, individuals, and Elders; migrant labourer and refugee populations; along with nonacademic and nongovernmental organizations, civil society, and small business-all acting as full partners in problem-centered research projects.…”

“…However, by adopting a transdisciplinary perspective on adolescent social power, bullying, and civility, we may be able to learn enough to help guide adolescents in their mastery of, and engagement with, prosocial civility. Adults can also help empower the voices and knowledge of adolescents who belong to groups that are typically both marginalized and victimized by bullying (Hong, Peguero, & Espelage, 2018). As individuals with power, adults can also demonstrate the requisite epistemological humility by inviting, and listening to, a diversity of voices in a transdisciplinary forum.…”