Coping with bullying: What answers does children's literature provide?
Bibliotherapy is a therapeutic tool for helping children deal with stressful events. Bullying and peer victimization is commonly experienced by children and has been associated with psychosocial maladjustment. However, research suggests that particular coping strategies may be more or less effective. As stories are one avenue through which children learn about and explore possible coping strategies, this study examined 73 storybooks aimed at children ages 4–11 for bullying type (verbal, physical, and relational), settings in which the bullying occurred and coping strategies used by fictional victims. Assessed coping ...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Flanagan, K. S., Hoek, K. K. V., Shelton, A., Kelly, S. L., Morrison, C. M., Young, A. M. Tags: Articles Source Type: research
Bullying and victimization experiences in elementary school students nominated by their teachers for Specific Learning Disabilities
This study sought to investigate self-reported bullying and victimization experiences among students nominated by their teachers as meeting the criteria for Specific Learning Disabilities (SLD). A total of 346 students attending the upper three grade-levels of Greek primary schools participated in the study. Fifty of them were identified by their teachers as meeting the SLD criteria. All participants completed self-report measures of bullying and victimization and also provided their demographic data. Results showed that SLD students were more likely to act as bully/victims in bullying episodes, by using more direct verbal...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Kokkinos, C. M., Antoniadou, N. Tags: Articles Source Type: research
Bullying and victimization: Predictive role of individual, parental, and academic factors
This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The results of multinomial logistic regression analysis indicated that a higher locus of control, lower strictness/supervision scores, increased age, and being male increased the likelihood of being a bully; a higher locus of control, higher loneliness score, and a lower acceptance/i...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Atik, G., Guneri, O. Y. Tags: Articles Source Type: research
The predictors of internet addiction behaviours for Taiwanese elementary school students
Although there has been considerable research which has explored factors related to internet addiction, few studies have investigated elementary school students’ involvement in this behaviour pattern. Participants in the present study were 1045 children in grades 3 to 6 from elementary schools in Taiwan. Students completed surveys on their use of the internet, and an internet addiction scale as well as a depression indicator. Results showed that children’s time and frequency of using the internet, gender, and depression accounted for 39.2% of the variance in internet addiction. However, when a narrower criterio...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Lan, C. M., Lee, Y. H. Tags: Articles Source Type: research
Cyberbullying and its risk factors among Chinese high school students
Cyberbullying has become a common occurrence among adolescents worldwide; however, it has yet to receive adequate scholarly attention in China, especially in the mainland. The present study investigated the epidemiological characteristics and risk factors of cyberbullying, utilizing a sample of 1,438 high school students from central China. Findings revealed that cyberbullying among high school students in the heartland of central China is relatively common with 34.84% (N = 501) of participants reported having bullied someone and 56.88% (N = 818) reported having been bullied by online. Significant gender differences were f...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Zhou, Z., Tang, H., Tian, Y., Wei, H., Zhang, F., Morrison, C. M. Tags: Articles Source Type: research
Do cyberbullies suffer too? Cyberbullies' perceptions of the harm they cause to others and to their own mental health
While it is recognized that there are serious sequelae for students who are victims of cyberbullying including depression, anxiety, lower self-esteem and social difficulties, there has been little research attention paid to the mental health of students who cyberbully. It is known that students who traditionally bully report they feel indifferent to their victims, showing a lack of empathy and that they themselves are at increased risk for psychosocial adjustment. However, there is scant research on the mental health associations for students who cyberbully or their awareness of their impact on others. The current study so...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Campbell, M. A., Slee, P. T., Spears, B., Butler, D., Kift, S. Tags: Articles Source Type: research
Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice
Cyberbullying research is rapidly expanding with many studies being published from around the world in the past five or six years. In this article we review the current international literature published in English, with particular attention to the following themes: The relationship of cyberbullying to the more traditional face-to-face bullying, including differences and similarities; the impacts of cyberbullying on victims, bullies, schools, families, and communities; coping strategies for victims, schools, and parents; and solutions, both effective and ineffective. A focus of this article is evidence-based prevention and...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Cassidy, W., Faucher, C., Jackson, M. Tags: Articles Source Type: research
An announcement
(Source: School Psychology International)
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Mcloughlin, C. S. Tags: Editorial Source Type: research
The difference between living biblically and just imagining it: A study on experiential-based learning among Swedish adolescents
As an assignment in their course on worldwide religions, a group of Swedish High School pupils followed 12 biblical rules for two weeks, while another group from the same school just imagined the experience. Groups were asked to reflect and write down either how it was (experience) or how it would have been (imagine) to follow the rules. By applying a semantic test, based on a Latent Semantic Analysis generated representation of the statements, we first found that the semantic representations of the written reflections differed between the experience and imagine groups, and between gender. Analysis of word frequency count ...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Rosenberg, P., Sikstrom, S., Garcia, D. Tags: Regular articles Source Type: research
School psychology in the Czech Republic: Development, status and practice
This intensive exploratory research maps the working conditions of school psychologists in the Czech Republic. An electronic questionnaire consisting of 71 questions (58 quantitative, 13 qualitative) from nine fields was used as a research tool. The respondent sample (N = 63; 53 females, 10 males) indicate that they are largely job-satisfied and there is significant statistical relationship between their job satisfaction and their acceptance by both management and teaching staff. Compared to prior years, these school psychologists appear more certain of their work identity. (Source: School Psychology International)
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Kavenska, V., Smekalova, E., Smahaj, J. Tags: Regular articles Source Type: research
Multi-country, cross-national comparison of youth suicide ideation: Findings from Global School-based Health Surveys
This study describes the prevalence of suicide ideation in 109 Global School-based Health Surveys (GSHS) conducted from 2003–2010 representing 49 different countries and 266,694 school-attending students aged 13–15 years primarily living in developing areas of the World. Prevalence of suicide ideation varied widely among and between countries, regions, and by gender, with an overall mean prevalence of suicide ideation of 15.3%. When grouped by region, Africa had the highest percentage of participants reporting suicide ideation (19.8%). The wide variability in the prevalence of suicide ideation found in this stu...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Page, R. M., Saumweber, J., Hall, P. C., Crookston, B. T., West, J. H. Tags: Regular articles Source Type: research
Black students' recollections of pathways to resilience: Lessons for school psychologists
Drawing on narrative data from a multiple case study, I recount the life stories of two resilient Black South African university students to theorize about the processes that encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed to uncover lessons for school psychologists about resilience, and their role in its promotion, from these students’ recollections. To this end, I first synthesize what the resilience literature reports as generic processes of resilience. Thereafter, I illustrate how these processes were common to the students’ stories of resilience, drawing attentio...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Theron, L. C. Tags: Theme issue articles Source Type: research
Ethnocultural factors, resilience, and school engagement
In this article we examine how cultural and community factors interact with individual level factors to predict school participation. Participants were 497 Atlantic Canadian youth purposefully selected because of their concurrent use of more than one government service or community program at the time they were interviewed. Results revealed that contextual factors associated with resilience (e.g. cultural adherence and involvement in one’s community) affect school engagement more than individual or relational factors among this population. Furthermore, these contextual resilience factors showed a pattern of different...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Ungar, M., Liebenberg, L. Tags: Theme issue articles Source Type: research
Stressful events and depression among Chinese adolescents: The mitigating role of protective factors
This study examines the role of salient external factors (family, peer and school caring relations) and internal factors (goals and aspirations, problem solving and self-efficacy, empathy, and self-awareness) in protecting adolescents experiencing interpersonal problems and academic pressure from depression. A total of 1,297 eighth and ninth grade students in Shandong province of Eastern China completed self-report measures. Results of hierarchical regression analyses indicated that interpersonal problems and academic pressure predicted depression positively. Peer caring relationships, home caring relationships, goals and ...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Zhang, W., Li, H., Gong, Y., Ungar, M. Tags: Theme issue articles Source Type: research
Academic buoyancy and academic resilience: Exploring 'everyday' and 'classic' resilience in the face of academic adversity
This study is the first to examine the extent to which (a) academic buoyancy and academic resilience are distinct (but correlated) factors, and (b) academic buoyancy is more relevant to low-level negative outcomes (anxiety, uncertain control, failure avoidance), whereas academic resilience is more relevant to major negative outcomes (self-handicapping, disengagement). The findings, based on 918 Australian high school students from nine schools, showed that academic buoyancy and academic resilience represented distinct factors sharing approximately 35% variance. Also, academic buoyancy was more salient in negatively predict...
Source: School Psychology International - September 17, 2013 Category: Psychiatry & Psychology Authors: Martin, A. J. Tags: Theme issue articles Source Type: research
