Browsing Psychology by Subjects
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Modifying self-blame, self-esteem, and disclosure through a cooperative cross-age teaching intervention for bullying among adolescentsBullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues intervention (CATS) on the latter three variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small co-operative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves and that seeking help can be beneficial. CATS led to a significant improvement on all three dependent variables with mostly large effect sizes, these positive effects were even stronger with a bigger dose of intervention (six versus four hours), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable sub-group of adolescents.
Perceived Barriers that Prevent High School Students Seeking Help from Teachers for Bullying and their Effects on Disclosure IntentionsMany adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed.