The Effect of Bullying and Victimization on Cognitive Empathy Development During the Transition to Middle School

Williford, Anne; Boulton, Aaron J.; Forrest-Bank, Shandra S.; Bender, Kimberly; Dieterich, William; Jenson, Jeffrey M.

doi:10.1007/s10566-015-9343-9

Cited by 41 publications

(34 citation statements)

References 47 publications

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“…The study suggested that the inclusion of social pedagogy in the professional education and training of pedagogic and care professionals might usefully help students to adopt a social pedagogic approach to prevent and tackle bullying in schools. Williford, Boulton, & et al (2016) examined the naturally-occurring changes in cognitive empathy during the transition from elementary to middle school. It also explored the effect of bullying and victimization involvement on changes in cognitive empathy over time, and specifically during this school transition.…”

Section: Related Studiesmentioning

confidence: 99%

School Bullying Behavior among Adolescents in Palestinian Public Schools from their Teachers’ Perspective

Jayousi¹

2020

MAS

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The purpose of this study was to investigate the school bullying behavior among adolescents in public schools in the Qalqilya Governorate from the teachers’ perspective in the first semester of the academic year (2018-2019). The study sample consisted of (240) teachers from the whole study population, which comprised 1200 teachers from public schools in the Qalqilya Governorate. The researcher used the descriptive research approach. A Questionnaire was used to measure school bullying behaviors. The questionnaire consisted of (30) sentences, divided into three domains. Its consistency and reliability were verified. the results of the study. Results showed that there were no statistically significant differences at the significance level of (α ≤ 0.05) in the phenomenon of school bullying behavior among adolescents in public schools in the Qalqilya Governorate from the teachers’ perspective due to the variable of gender. There were no statistically significant differences at the significance level of (α ≤ 0.05) in the phenomenon of school bullying behavior among adolescents in public schools in the Qalqilya Governorate from the teachers’ perspective due to the variable of the school. The study recommended the need to focus on teacher, counselor and trainer professional development to deal effectively with students’ behavioral problems.

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Section: Related Studiesmentioning

confidence: 99%

School Bullying Behavior among Adolescents in Palestinian Public Schools from their Teachers’ Perspective

Jayousi¹

2020

MAS

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“…Savage & Tokunaga (2017) argued that bullies might look impressive and confi dent, but a lot of them found out their confi dence or released the internal anxiety by bullying and controlling others. Williford et al (2016) indicated that many bullies and victims showed bad academic performance at school to relatively appear low self-evaluation. Moreover, a lot of bullies and victims felt hopeless due to negative experience of worse interaction with external systems, unhealthy family structure, alienated peer relationship, and bad interaction with teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence Factors in Elementary and Junior High School Bullying - Based on the Interpretative Structural Modeling

Wen¹,

Zhang²,

Qing³

et al. 2020

RCIS

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To explore the root factors in school bullying for fundamentally preventing school bullying, interpretative structural modeling is applied to construct the multilevel hierarchical structure model for infl uence factors in elementary and junior high school bullying. The results reveal that psychological factors and habits are the direct factors in elementary and junior high school bullying, law enforcement, physiological factors, and national legislation are the mediating factors, and the fi eld and capital of family factors, school factors, and social factors are the root factors. According to the model analysis, it is suggested to construct the multiple collaboration mechanism for preventing school bullying from root factors.

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“…Así, en el caso de los trastornos del neurodesarrollo (trastorno por déficit de atención e hiperactividad o trastorno del espectro autista), el centro escolar tiene constancia de estos casos ya que, generalmente, han sido diagnosticados por los orientadores en la EP y en el cambio de etapa se informa de las adaptaciones curriculares adecuadas que permiten dar una respuesta educativa más ajustada a las características de estos estudiantes. Sin embargo, en el caso de los trastornos de la ansiedad y depresivos, el diagnóstico se realiza en el ámbito sanitario y, por tanto, el ámbito educativo puede desconocer estas situaciones Mala imagen de sí mismo (Folgar et al, 2013) Bajo nivel de autoestima (Coelho et al, 2017;Ryan, Shim y Makara, 2013) Bajo nivel de empatía (Williford et al, 2016;Williford, Boulton y Jenson, 2014) Bajo nivel de inteligencia emocional (Adeyemo, 2002) Interinestabilidad del individuo (Vanlede, Little y Card, 2006) Problemas de autorregulación (Pears, Kim y Leve, 2012;Rudolph et al, 2001) Baja motivación (Madjar, Cohen y Shoval, 2018;Monarca et al, 2012) Bajo nivel de autoeficacia (Madjar y Chohat, 2016) Preocupación ( Padres divorciados (Hines y Mack, 2007;Langberg et al, 2008) Ambiente familiar Que los padres dejen de ser un referente principal durante la transición (Folgar et al, 2013) Padres que agreden a sus hijos (Yaros et al, 2016) Escaso contacto padres-profesorado (Crosnoe, 2009;Edwards et al, 2014) Tener apego hacia los padres (Duchesne, Ratelle, Poitras y Drouin, 2009)…”

Section: Génerounclassified

Variables Que Influyen en La Transición De La Educación Primaria a La Educación Secundaria Obligatoria. Un Modelo Comprensivo

González-Rodríguez¹,

Aller

García³

2019

Bordón

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Continuidad vertical Continuidad vertical Continuidad vertical Continuidad vertical Continuidad vertical Continuidad vertical Continuidad horizontal Nota: elaboración propia. Razones *Educación Primaria (no transición) (2) *Educación Secundaria (no transición) (51) *Educación Secundaria Superior (94) *Transición al mundo laboral (8) *Transición a la Formación Profesional (6) *Transición a la universidad o temas de educación superior (13) *Profesorado (no centrado en transiciones) (25) *Currículo (matemáticas, inglés, educación física…) (46) *Temas de discapacidad (18) *Programas, talleres y proyectos educativos (21) *Familias (15) *Orientación educativa (no centrado en transiciones) (8) *Idioma (25) *Tics (7) *Temas de educación generales (uso del portfolio, éxito académico, organización del centro escolar…) (46) *Otros (problemas económicos, uso de sustancias, trastornos del desarrollo, salud…) (22) Razones *Educación Primaria (no transición) (3) *Educación Secundaria (no transición) (13) *Educación Secundaria Superior (16) *Transición a la universidad o temas de educación superior (5) *Profesorado (no centrado en transiciones) (6) *Currículo (matemáticas, inglés, educación física…) (8) *Temas de discapacidad (4) *Programas educativos (9) *Familias (5) *Temas de educación generales (bullying, éxito académico, organización del centro escolar…) (19)

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The Effect of Bullying and Victimization on Cognitive Empathy Development During the Transition to Middle School

Abstract: Background Interventions aimed at reducing bullying behavior commonly target the

Cited by 41 publications

References 47 publications

School Bullying Behavior among Adolescents in Palestinian Public Schools from their Teachers’ Perspective

School Bullying Behavior among Adolescents in Palestinian Public Schools from their Teachers’ Perspective

The Influence Factors in Elementary and Junior High School Bullying - Based on the Interpretative Structural Modeling

Variables Que Influyen en La Transición De La Educación Primaria a La Educación Secundaria Obligatoria. Un Modelo Comprensivo

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