Moral reasoning about school bullying in involved adolescents

Levasseur, Caroline; Desbiens, Nadia; Bowen, François

doi:10.1080/03057240.2016.1268113

Cited by 16 publications

(8 citation statements)

References 53 publications

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“…Under these perspectives, moral judgment and moral emotions are referred as directly related to the prosocial behavior. For example, some studies analyze the effects of moral sensitivity (Thornberg and Jungert, 2013;Levasseur et al, 2017), selfimportance of moral value (Pozzoli et al, 2016), empathy (Pöyhönen et al, 2010;Barchia and Bussey, 2011;Nickerson et al, 2014;Pozzoli et al, 2016;Van der Ploeg et al, 2017;Yun and Graham, 2018), and restorative shame management (Ahmed, 2008;Valdés-Cuervo et al, 2018) with defender bystander behavior in bullying. Nonetheless, for social cognitivist (Blasi, 1980(Blasi, , 1984(Blasi, , 2004Rest, 1986;Narvaez and Lapsley, 2009;Bergman, 2013), prosocial behavior is a complex phenomenon that cannot be fully explained using either a single or a couple of variables.…”

Section: Introductionmentioning

confidence: 99%

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

et al. 2020

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The relationships among character strengths (forgiveness and gratitude), happiness, and prosocial bystander behavior in bullying were analyzed. The sample includes 500 (early adolescents) and 500 (middle adolescents) of both genders, between 12 and 18 years old (M age = 14.70, SD = 1.58). Two structural equation models were calculated. Results of the first model indicated that forgiveness, gratitude, and happiness had a direct positive relation with prosocial bystander behavior. Furthermore, human strengths were indirectly related to prosocial behavior in bullying for this effect in happiness. The second model showed that prosocial bystander behavior had a positive effect on human strengths and happiness. Multigroup analyses indicated that gender and stage of adolescence did not moderate the relations found in the model. Overall findings suggest a reciprocal relationship between character strengths, happiness, and prosocial bystander behavior.

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Section: Introductionmentioning

confidence: 99%

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

et al. 2020

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“…In addition, Levasseur et al (2017) found differences in the moral judgments of participants involved in the various roles of bullying incidents (e.g., bully, bully follower, bystander, defender). In other words, moral judgments helped differentiate between the roles of the students involved in bullying incidents.…”

Section: Social Domain Theory and The Practical Implications For Measuring Bullyingmentioning

confidence: 97%

Inconsistent Definitions of Bullying: A Need to Examine People’s Judgments and Reasoning about Bullying and Cyberbullying

Chang¹

2021

Human Development

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Despite decades of research efforts, researchers have yet to reach a consensus on the definition of bullying. There are ambiguities around the conceptualization of bullying relating to the intent, harm, repetitions of an act, and power disparity in episodes of bullying. Practically, the lack of differentiation between bullying and playful teasing as well as between bullying and other types of aggression has made it difficult to accurately measure bullying and derive the prevalence rate. There has been scant attention to how people evaluate an intent, harm, repetitions of an act, and power disparity between bullies and targets. If bullying is a moral issue, it involves people’s moral judgments and cannot be understood solely by empirical descriptions of the behavior. In this paper, I considered how social domain theory can be applied to help understand people’s judgments about bullying behaviors, which, in turn, is helpful in improving our conceptualization of bullying.

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“…La importancia de estas iniciativas viene derivada de las graves consecuencias de la violencia escolar en agresores, víctimas, testigos, familias y personal educativo (Del Moral, Suárez y Musitu, 2013;Alkaya, & Avsar, 2017;Levasseur, Desbiens & Bowen, 2017). Se ha constatado la necesidad de vinculación entre los actores del proceso educativo -familia y escuela-en la prevención de esta problemática (Valdés-Cuervo, Martínez-Ferrer & Carlos-Martínez, 2017;Martínez-Ferrer, Moreno & Musitu, 2018).…”

Section: Trabajo Social Y Violencia En La Adolescenciaunclassified

Challenges in intervention in Violence in adolescence from social work in Spain

Relinque

Garay²,

Martínez–Ferrer³

et al. 2019

FORHUM

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Resumen: Uno de los ámbitos en los que desempeña habitualmente su labor el trabajador social en España es el de la violencia en la adolescencia. Sin embargo, no se encuentra en la literatura información que permita conocer en profundidad cómo se desarrolla esta tarea, por ejemplo, qué competencias específicas son necesarias o cuáles son las dificultades y facilidades que percibe el propio trabajador social en su desempeño diario. Por ello, en el presente estudio se analiza la percepción de profesionales y académicos vinculados al Trabajo Social acerca del rol desempeñado por el trabajador social en el ámbito de la violencia en la adolescencia. Para ello, se ha realizado un estudio cualitativo siguiendo el esquema de la Grounded Theory (Strauss y Corbin, 1998). Los resultados indican que, según los participantes, el desempeño profesional del trabajador social está excesivamente limitado en sus tareas en el ámbito de la violencia en la adolescencia y presenta carencias en la formación académica a nivel teórico y práctico. Los entrevistados demandan una mayor participación del trabajador social en equipos interdisciplinares, reivindican la intervención directa con los adolescentes y la revisión de los planes de estudio actuales.

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Moral reasoning about school bullying in involved adolescents

Cited by 16 publications

References 53 publications

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

Inconsistent Definitions of Bullying: A Need to Examine People’s Judgments and Reasoning about Bullying and Cyberbullying

Challenges in intervention in Violence in adolescence from social work in Spain

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