Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/ Victims Delia Carroll Campfield the University of Montana

Total Page:16

File Type:pdf, Size:1020Kb

Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/ Victims Delia Carroll Campfield the University of Montana University of Montana ScholarWorks at University of Montana Theses, Dissertations, Professional Papers Graduate School 2008 Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/ Victims Delia Carroll Campfield The University of Montana Follow this and additional works at: http://scholarworks.umt.edu/etd Recommended Citation Campfield, Delia Carroll, "Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/Victims" (2008). Theses, Dissertations, Professional Papers. Paper 288. This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Theses, Dissertations, Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. CYBER BULLYING AND VICTIMIZATION: PSYCHOSOCIAL CHARACTERISTICS OF BULLIES, VICTIMS, AND BULLY/VICTIMS By Delia Carroll Campfield Master of Arts, The University of Montana, Missoula, Montana, 2006 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology, Clinical The University of Montana Missoula, MT Official Graduation: Summer, 2008 Approved by: Dr. David A. Strobel, Dean Graduate School Dr. Christine Fiore, Chair Department of Psychology Dr. Greg Machek Department of Psychology Dr. Margaret Beebe-Frakenberger Department of Psychology Dr. Darrell Stolle Department of Curriculum and Instruction Dr. Danette Wollersheim Licensed Clinical Psychologist Campfield, Delia, Ph.D. Summer 2008 Clinical Psychology Cyber Bullying and Victimization: Psychosocial Characteristics of Bullies, Victims, and Bully/Victims Chairperson: Dr. Christine Fiore This study explored cyber bullying and victimization. The use of technology as a vehicle for peer victimization is increasing and is associated with a risk of psychosocial maladjustment (Finkelhor, et al., 2000; Wolak, et al., 2006; Ybarra & Mitchell, 2004a, 2004b). It is thought to peak during middle school (Harris & Petrie, 2002); thus, the sample included 6 th , 7 th , and 8 th graders who identified themselves as cyber bullies, victims, or bully/victims. Hypotheses were as follows: face-to-face bullies and victims would also be involved in cyber bullying and victimization, with females being more involved than males; cyber bullying and victimization would be associated with psychosocial maladjustment; externalizing behaviors would be more common among cyber bullies while internalizing symptoms, loneliness and low self-esteem would be more common among cyber victims; cyber bully/victims and individuals who were victims of both face-to-face bullying and cyber bullying would exhibit the poorest overall psychosocial adjustment. The study also sought to identify predictor variables related to cyber victimization, with loneliness and low self-esteem hypothesized as the most predictive. Analyses included chi-square tests of independence, a series of one-way ANOVAS and discriminant function analysis. Assessments included the Youth Self (Achenbach, 1991) (for internalizing, externalizing and total problems), the Children’s Loneliness Scale (Asher & Wheeler, 1985) for loneliness, and the Self-Esteem Questionnaire-Short Form (DuBois, et al., 1996) for peer and global self-esteem. Results indicated that 69% of participants were involved in cyber bullying and/or victimization. A significant overlap was found among face-to-face bullies and victims and cyber bullies and victims. Females were over-represented among cyber bullies, victims, and bully/victims. The psychosocial characteristics of cyber victims, and bully/victims included externalizing behaviors, total problems, and low peer self-esteem. Cyber bullies did not endorse any psychosocial symptoms of maladjustment. Cyber bully/victims and victims of both face-to-face and cyber bullying exhibited the poorest psychosocial adjustment. Externalizing behaviors and total problems were most predictive of cyber victim status. Increased awareness about the use of technology as a vehicle for bullying and identification of potential problems associated with cyber bullying and victimization will aid parents, educators, and psychologists in developing intervention and prevention strategies. ii ACKNOWLEDGEMENTS The completion of this dissertation was made possible by many individuals. I would like to extend my thanks to my dissertation committee members, Christine Fiore, Ph.D., Greg Machek, Ph.D., Margaret Beebe-Frankenberger, Ph.D., Darrell Stolle, Ph.D., and Danette Wollersheim, Ph.D. These remarkable people have provided me with their time, guidance, and constructive criticism. I would especially like to thank my committee chair person, Dr. Christine Fiore, for her unrelenting assistance with my dissertation as well as with numerous aspects of my professional training. Dr. Fiore has played an instrumental role in my professional and personal growth and I appreciate her contributions to my doctoral training. Finally, I would like to thank my family and friends for their unyielding support, friendship, and encouragement. I am especially grateful to my husband for his relentless patience, his constant faith in me, and his eternal emotional support throughout my education. iii Table of Contents Introduction ……………………………………………………………………………….1 Types of Bullying/Victimization……….………………………………………………....2 Face-to-face bullying/victimization……………………………………………….2 Relational bullying/victimization………………………………………………….3 Cyber bullying/victimization...................................................................................4 Prevalence/Incidence Rates of Bullying/Victimization.......................................................5 Face-to-face aggression……………...……………………………………………5 Relational aggression.……………………………………………………………..6 Cyber bullying/victimization.……………………………………………………..8 Psychosocial Characteristics/Adjustment.……………………………………………….16 Face-to-face bullying/victimization.……………………………………………..17 Perpetrators of face-to-face and relational aggression.…………………………. 18 Victims of face-to-face bullying.……………………………………………….. 20 Depression.………………………………………………………………………21 Anxiety.…………………………………………………………………………. 22 Loneliness………………………………………………………………………..23 Self-Esteem………………………………………………………………………24 Bully/Victims.……………………………………………………………………25 Cyber bullying/victimization.……………………………………………………26 Victims of cyber bullying.……………………………………………………… 26 Cyber bullies………………….…………………………………………………29 Cyber bully/victims……………………………………………………………...33 iv Hypotheses.………………………………………………………………………………38 Method…………………………………………………………………………………...39 Participants………………………………………………………………………………39 Setting……………………………………………………………………………………40 Measures…………………………………………………………………………………40 Demographic Questionnaire.………….................................................................40 Bullying/victimization Questionnaire.…………………………………………...41 Psychosocial adjustment variables.………………………………………………42 Procedure.………………………………………………………………………………..45 Data Analyses……………………………………………………………………………50 Results.………………………………………………………………………………….. 53 Participant demographics………………………………………………………...53 Internet use.………………………………………………………………………53 Bullying/victimization group status.……………………………………………..58 Group relationships…………………....................................................................65 Gender differences……………….………………………………………………69 Psychosocial characteristics…………………..…………………………………72 Comparison of cyber control to cyber bullies, victims, bully/victims……….…. 74 Comparison of cyber bully/victims to cyber bullies and victims………………..77 Comparison of face-to-face/cyber victims to face-to-face or cyber victims.........79 Predictors of cyber victim status..………………………………………………. 83 Discussion……..…………………………………………………………………………87 Frequency/types of cyber use………………….…………………………………87 v Parental awareness of use…….………………………………………………… 89 Risks of involvement……………………………………………….……………90 Frequency of cyber bullying/victimization………………………………………90 Frequency of face-to-face involvement………………………………………….94 Relationship between face-to-face and cyber bullying…...……………………...95 Relationship between face-to-face victims and cyber bullying…….……………95 Relationship between face-to-face bullies and cyber victims……………………96 Relationship between face-to-face and cyber victims..….………………………97 Gender differences in cyber bullying and victimization…….…………………..98 Psychosocial adjustment of cyber bullies and victims…….…………………...100 Psychosocial adjustment of cyber bully/victims……………………………….105 Clinical description of cyber bullies, victims, and bully/victims………………107 Psychosocial adjustment of face-to-face and cyber victims…….……………...109 Clinical description of face-to-face and cyber victims…….…………………...110 Psychosocial adjustment of cyber involvement once a week or more…………112 Clinical description of cyber bullies, victims, bully/victims once a week or more…………………………………………………………………………….113 Predictors of cyber victim status………………………………………………..119 Unique aspects of cyber bullying and victimization……………..….………….120 Unique characteristics of cyber bullies, victims, and bully/victims……………122 Implications…….………………………………………………………………………128 Limitations……………………………………………………………………………...133 References…….………………………………………………………………………...138 Appendix A: Internet Information Form………………………………………………..148 vi Appendix B: About You and the Internet…...………………………………………….149 Appendix C: Bullying/Victimization Questionnaire…...………………………………150 Appendix D:
Recommended publications
  • Crime Prevention Guide
    CRIME PREVENTION GUIDE MURDER & ASSAULT Most murder and assault victims know their attackers. Many times, the people involved in the incident are drunk or on drugs. Murder or assault can also be the result of another crime such as burglary or robbery. The victim is killed when he or she resists. Other murders or assaults happen because of some seemingly trivial confrontation that turns violent because of anger, irrational thinking, alcohol or drugs. • If you think you are in danger, go to a safe place, then call police. • Do not touch anything. • While waiting for police, you should write down the license plate numbers of any vehicles leaving the crime scene. • Make a note of any suspicious people you see in the area. • When police arrive, they will search for evidence and ask you to provide any information you may have. • If you have additional information after the officers leave, call the Criminal Investigation Division at (972) 625-1887. Investigating officers will ask victims and witnesses for details of the incident. Correct information is extremely important because it can help in making a speedy arrest and determine what charges should be filed. When the initial investigation is completed, the officer will write a report and send it to the Criminal Investigation Division. The Division will review the case, contact the victim and witnesses, file charges if possible and do everything within reason to arrest the suspect. PREVENTION • Avoid high-crime areas when possible. • If you have to travel in dangerous areas, remain alert to your surroundings. Watch for strangers who may approach you without apparent reason.
    [Show full text]
  • 2008 Hate Crime Survey
    2008 Hate Crime Survey About Human Rights First HRF’s Fighting Discrimination Program Human Rights First believes that building respect for human The Fighting Discrimination Program has been working since rights and the rule of law will help ensure the dignity to which 2002 to reverse the rising tide of antisemitic, racist, anti- every individual is entitled and will stem tyranny, extremism, Muslim, anti-immigrant, and homophobic violence and other intolerance, and violence. bias crime in Europe, the Russian Federation, and North America. We report on the reality of violence driven by Human Rights First protects people at risk: refugees who flee discrimination, and work to strengthen the response of persecution, victims of crimes against humanity or other mass governments to combat this violence. We advance concrete, human rights violations, victims of discrimination, those whose practical recommendations to improve hate crimes legislation rights are eroded in the name of national security, and human and its implementation, monitoring and public reporting, the rights advocates who are targeted for defending the rights of training of police and prosecutors, the work of official anti- others. These groups are often the first victims of societal discrimination bodies, and the capacity of civil society instability and breakdown; their treatment is a harbinger of organizations and international institutions to combat violent wider-scale repression. Human Rights First works to prevent hate crimes. For more information on the program, visit violations against these groups and to seek justice and www.humanrightsfirst.org/discrimination or email accountability for violations against them. [email protected]. Human Rights First is practical and effective.
    [Show full text]
  • What Is a Hate Incident? a Hate Incident Is Any Incident (Which May
    What is a Hate Incident? A Hate incident is any incident (which may or may not be a crime) that the victim or any other person perceives to be motivated by hostility or prejudice based on one of the following things: disability race religion transgender identity sexual orientation. All police forces record hate incidents based on these five personal characteristics. What type of incidents can be a hate incident? Hate incidents can take many forms. Here are some examples of hate incidents: verbal abuse like name-calling and offensive jokes harassment bullying or intimidation by children, adults, neighbours or strangers physical attacks such as hitting, punching, pushing, spitting threats of violence hoax calls, abusive phone or text messages, hate mail online abuse for example on Facebook or Twitter displaying or circulating discriminatory literature or posters harm or damage to things such as your home, pet, vehicle graffiti arson throwing rubbish into a garden malicious complaints for example over parking, smells or noise. When is a hate incident also a hate crime? When hate incidents become criminal offences they are known as hate crimes. A criminal offence is something which breaks the law of the land. Any criminal offence can be a hate crime if it was carried out because of hostility or prejudice based on disability, race, religion, transgender identity or sexual orientation. What can you do about a hate incident or crime? If you’ve experienced or witnessed a hate incident or crime you can report it to the police. When reporting the incident or crime you should say whether you think it was because of disability, race, religion, transgender identity, sexual orientation or a combination of these things.
    [Show full text]
  • Gender, Identity Framing, and the Rhetoric of the Kill in Conservative Hate Mail
    Communication, Culture & Critique ISSN 1753-9129 ORIGINAL ARTICLE Foiling the Intellectuals: Gender, Identity Framing, and the Rhetoric of the Kill in Conservative Hate Mail Dana L. Cloud Department of Communication Studies, University of Texas, Austin, TX 78712, USA This article introduces the concept of identity framing by foil. Characteristics of this communicative mechanism are drawn from analysis of my personal archive of conservative hate mail. I identify 3 key adversarial identity frames attributed to me in the correspondence: elitist intellectual, national traitor, and gender traitor. These identity frames serve as foils against which the authors’ letters articulate identities as real men and patriots. These examples demonstrate how foiling one’s adversary relies on the power of naming; applies tremendous pressure to the target through identification and invocation of vulnerabilities; and employs tone and verbal aggression in what Burke identified as ‘‘the kill’’: the definition of self through the symbolic purgation and/or negation of another. doi:10.1111/j.1753-9137.2009.01048.x I was deluged with so much hate mail, but none of it was political ....It was like, ‘‘Gook, chink, cunt. Go back to your country, go back to your country where you came from, you fat pig. Go back to your country you fat pig, you fat dyke. Go back to your country, fat dyke. Fat dyke fat dyke fat dyke—Jesus saves.’’—Margaret Cho, ‘‘Hate Mail From Bush Supporters’’ (2004) My question to you. If you was [sic] a professor in Saudi Arabia, North Korea, Palestinian university or even in Russia. etc. How long do you think you would last as a living person regarding your anti government rhetoric in those countries? We have a saying referring to people like you.
    [Show full text]
  • Effects of Bullying on the Individual.Pdf
    BULLYING: A TEACHER’S PERSPECTIVE YVES LOYER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO ÓYves Loyer June 2017 Abstract The purpose of this qualitative research study was to explore the effects of bullying in the classroom from a teacher perspective. Based on a sampling of 5 teachers from across experience levels and genders, in-depth interviews were conducted with a General Schedule of Interview Questions to obtain these teacher perspectives about bullying. While analyzing the data, 5 key themes and 3 subthemes were discovered and exposited. The study concludes with some suggestions from myself and the researcher data about how principals, parents, teachers and students can help address the topic of bullying from an open and understanding perspective. v Acknowledgements THE LORD JESUS CHRIST For giving me the grace, skills, and patience to do this work. MY LOVELY WIFE For being with me and supporting me through this difficult process. MY MOTHER For giving me life and nurturing me all these years. MY FATHER For giving me a good work ethic and strong values. TO MY RESEARCH SUPERVISOR For your unabated wisdom and patience within this process. TO MY STUDY PARTICIPANTS JANET, STEWART, NELLY, SARA, AND REBECCA Thanks for the time that you put aside for this study. TO MY FUTURE LITTLE GIRL This was for you my little one. “There is nothing impossible to him who will try.” Alexander the Great vi Table of Contents Page Abstract iv
    [Show full text]
  • Peer Victimization and Mental Health During Early Adolescence
    THEORY INTO PRACTICE, 46(2), 138–146 Sandra Graham Amy D. Bellmore Peer Victimization and Mental Health During Early Adolescence In this article, the authors describe recent re- ization literature are then considered, such as search on peer victimization and its mental health whether there are gender and ethnic differences consequences during early adolescence. They in the experience of victimization and the stability begin with a working definition of peer victim- of victim status. The article concludes with a dis- ization that distinguishes it from lethal school cussion of implications for both school-wide and violence and from simple conflict between peers. targeted interventions to reduce victimization and They then present a psychosocial profile of youth with suggestions to teachers for concrete actions who are chronic victims of harassment, with a they can take to promote a safer environment for particular focus on their mental health chal- their students. lenges. To aid the understanding of the plight of victims, the authors contrast their profiles with those of bullies and with those of adolescents who have characteristics of both bullies and victims. Some unanswered questions in the peer victim- eer victimization is a major school stres- Psor that can challenge students’ mental and physical health. We define peer victimization— Sandra Graham is a Professor at the Department of also commonly labeled harassment or bullying— Education, University of California, Los Angeles, Cal- as physical, verbal, or psychological abuse of ifornia. victims by perpetrators who intend to cause them Amy D. Bellmore is an Assistant Professor at the harm (Olweus, 1993). The critical features that Department of Educational Psychology, University of Wisconsin, Madison, Wisconsin.
    [Show full text]
  • Gay-Straight Alliances Are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: a Systematic Review and Meta-Analysis
    J Youth Adolescence DOI 10.1007/s10964-016-0501-7 EMPIRICAL RESEARCH Gay-Straight Alliances are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: A Systematic Review and Meta-analysis 1 2 Robert A. Marx • Heather Hensman Kettrey Received: 18 March 2016 / Accepted: 13 May 2016 Ó Springer Science+Business Media New York 2016 Abstract Gay-straight alliances (GSAs) are school-based Results from the 2013 Youth Risk Behavior Surveillance organizations for lesbian, gay, bisexual, transgender, and survey, a nationally representative survey of students in queer (LGBTQ?) youth and their allies that often attempt grades nine through twelve, indicated that 19.6 % of to improve school climate for sexual and gender minority respondents had been victimized on school property (i.e., youth. This meta-analysis evaluates the association repeatedly teased, victimized by rumors, hit, shoved, or between school GSA presence and youth’s self-reports of hurt by one or more students) within the 12-month period school-based victimization by quantitatively synthesizing prior to the survey (Kann et al. 2014). This prevalence rate 15 primary studies with 62,923 participants. Findings is alarming considering that school-based victimization is indicate GSA presence is associated with significantly associated with both immediate and long-term deleterious lower levels of youth’s self-reports of homophobic vic- outcomes, including poor psychosocial adjustment (Nansel timization, fear for safety, and hearing homophobic et al. 2001), increased suicidality (Rigby and Slee 1999), remarks, and these results are robust, controlling for a delinquency (Hanish and Guerra 2002), poor physical variety of study-level factors.
    [Show full text]
  • Studies on Peer Victimization and Social Exclusion from A
    Patrik Söderberg Not Only Bad Luck Studies on Peer Victimization and Social Exclusion from a Multilevel Perspective Adolescent victimization and social exclusion are universal phenomena with long-term negative Patrik Söderberg mental health consequences. Meanwhile, studies on the effectiveness of anti-bullying programs have yielded mixed result. Patrik Söderberg | Not Only Bad Luck | 2018 Söderberg | Not Only Bad Luck Patrik Not Only Bad Luck This thesis adopts a multilevel approach to explore the bi-directional relationships between psycho- Studies on Peer Victimization and Social Exclusion social maladjustment and peer victimization, in settings that participants have little to no choice from a Multilevel Perspective but to belong to, such as nomadic forager band societies, modern high-school classrooms, and the family environment. Based on the results, the thesis suggests that whole-school programs should continue to pro- mote inclusiveness and diversity, but should also acknowledge the impact of individual characteris- tics and family adversities on peer victimization. 9 789521 237393 ISBN 978-952-12-3739-3 Patrik Söderberg Born 1980 in Vasa, Finland Studies, exams, and present occupation: Master’s degree in Developmental Psychology at Åbo Akademi University in 2010 Bachelor’s degree in Political Science at Åbo Akademi University in 2009 Patrik Söderberg is currently working as a university teacher in Developmental Psychology within the Faculty of Education and Welfare Studies at Åbo Akademi University in Vasa, Finland. His research and teaching interests include peer victimization, social inclusion, gene- environment interaction, and youth political participation. Portrait photo: Raija Skyttälä, Foto Airaksinen Cover photo: User PublicDomainPictures on Pixabay, released under Creative Commons CC0 Åbo Akademi University Press Tavastgatan 13, FI-20500 Åbo, Finland Tel.
    [Show full text]
  • Cyberbullying, Cyberstalking, Sexting & the Law
    HUMAN SCIENCES Advancing Bullying Awareness Cyberbullying, Cyberstalking, Sexting & the Law ► In this third of a five-part series, you will learn Alabama’s laws and penalties related to cyber harassment and how they apply to youth. Parents and guardians often think that cyberbullying and sexting only have short-term social and psychological consequences for their children. But cyber harassment, stalking, or forwarding sexually explicit photos to peers can have serious legal consequences for youth and families. The consequences can impact both the victim and the one doing the harrassment. It is important, therefore, for families to be aware of the laws that address cyberbullying, cyberstalking, and sexting. This article will help parents/guardians understand the legal definitions of cyberbullying, cyberstalking, and sexting, along with the Alabama laws that govern those behaviors. Cyberbullying, Cyberstalking, and Sexting Cyberbullying, also referred to legally as cyber someone shared online (home address, license harassment, is defined as using the internet (social plate number, etc.), and technological attacks media, email, etc.), cell phones, or other technology (such as shutting down a person’s social media to send text or images intended to hurt or embarrass account or creating a social media account under the another person. Cyberbullying includes sending hurtful victim’s name). words and images, pretending to be another person online, sending hate mail, stalking, and doing other Cyberbullying and cyberstalking can both be connected harmful behaviors. When people talk about cyberbullying to sexting abuse. Sexting is sharing or forwarding in general, cyberstalking is not often discussed, but it is sexually explicit messages and photos (nude or nearly also a serious issue.
    [Show full text]
  • Hate and Bias Activity
    Core Response Team How can the Core Our specially trained staff proactively Response Team help? respond in the wake of discrimination, The Team supports anyone who has hate or bias crime and offers support suffered due to another’s bias or in various ways: prejudice. The Core Response Team denounces hate or bias activity and offers Identification: We help you identify support to victims. Here’s how: if what has happened to you is hate/bias activity. For example, if If you are unsure of what has happened someone verbally abuses you in the and need help sorting out the situation street or sends you hate mail or HATE AND messages because of your religion, is the team is available to assist. In some that a hate crime or is physical injury instances, victims may directly notify BIAS required before it is considered a team members, staff, or members of the crime? If not sure, talk to us at 503- Human Rights and Relations Advisory ACTIVITY 540-2371. We can help you identify Commission. and advise what to do next. There are times when bias crime is Follow through: We will stay in appropriately reported to the Salem touch with you throughout the Police Department. The Department In our effort to make Salem a investigation from start to finish. Our connects directly with staff to the Core safe, respectful and all- goal is to contact you within three Response Team. inclusive community, this business days of the initial report. We brochure is offered to assist will give you a direct number to call in Core Response Team with concerns of hate or bias case you need to talk about something Human Rights and Relations that might be worrying you or find out activity.
    [Show full text]
  • Tackling Hate Crime in Coventry
    us/Disability/Homophobic/Transphobic/Verbal Abuse/Graffiti and Posters/Offensive Mail/Racist/Religious/Disability/Homoph obic/Transphobic/Verbal Abuse/Graffit us/Disability/Homophobic/Transphobic/Verbal Abuse/Graffiti and Posters/Offensive Mail/Racist/Religious/Disability/Homoph obic/Transphobic/Verbal Abuse/Graffit us/Disability/Homophobic/Transphobic/Verbal Abuse/Graffiti and Posters/Offensive Mail/Racist/Religious/Disability/Homoph obic/Transphobic/Verbal Abuse/Graffit us/Disability/Homophobic/Transphobic/Verbal Abuse/Graffiti and Posters/Offensive Mail/Racist/Religious/Disability/Homoph obic/Transphobic/Verbal Abuse/Graffit us/Disability/Homophobic/Transphobic/Verbal Abuse/Graffiti and Posters/Offensive Mail/Racist/Religious/Disability/Homoph obic/Transphobic/Verbal Abuse/Graffit Tackling Hate Crime in Coventry Resource guide for front line practicioners Tackling Hate Crime in Coventry: Resource Guide for Front Line Practitioners Coventry Hate Crime Reduction Partnership Tackling hate crime in Coventry: Resource for front line practitioners Acknowledgements: Coventry Hate Crimes Reduction Partnership would like to thank Coventry New Deal for Communities (NDC) for providing the funding for this project. The funding was specifically designed to provide training and resources on hate crimes to support front line staff working within the NDC area of Wood End. This guide follows on from the training and consultation that was done with a wide range of front line professionals in the area. The guide has been co-authored by: Dr Gurnam Singh:
    [Show full text]
  • Let's Prevent Peer Victimization, Not Just Bullying
    G Model CHIABU-2425; No. of Pages 4 ARTICLE IN PRESS Child Abuse & Neglect xxx (2012) xxx–xxx Contents lists available at SciVerse ScienceDirect Child Abuse & Neglect Practical Strategies ଝ Let’s prevent peer victimization, not just bullying a,∗ a b David Finkelhor , Heather A. Turner , Sherry Hamby a University of New Hampshire, Durham, NH, USA b Sewanee: The University of the South, Sewanee, TN, USA a r t i c l e i n f o Article history: Received 7 September 2011 Received in revised form 8 December 2011 Accepted 12 December 2011 Available online xxx Keywords: Violence Safety Injury Prevention This commentary argues that it is time to make bullying less of the central concept in efforts to combat peer victimization. Bullying has been a pivotal concept in the mobilization of effort in recent years to create safe environments for children. It has highlighted a phenomenon that seems to have universal resonance and is recognized internationally (Jimerson, Swearer, & Espelage, 2010). Prevalence for bullying has been measured in many countries, overall assessed as involving about 10% of the school aged population in its chronic form (Molcho et al., 2009). It is associated with serious outcomes (Klomeck et al., 2009) and is higher among abused children (Mohapatra et al., 2010). Public policy efforts are being made in many place to combat its occurrence and its effects (Howlett, 2011; Olweus Bullying Prevention Program, 2011; Salmivalli, Karna, & Poskiparta, 2011). Much of the early pioneering work on this was done by the Norwegian psychologist Dan Olweus (Olweus, 1993). Olweus recognized that there was much peer conflict, and wished to highlight the most damaging part of the spectrum out of concern that not all of it was of equal seriousness.
    [Show full text]