Ending Violence in Childhood: Global Report 2017

Total Page:16

File Type:pdf, Size:1020Kb

Ending Violence in Childhood: Global Report 2017 The Flagship Report 01 GLOBAL REPORT 2017 ENDING VIOLENCE IN CHILDHOOD Know Violence in Childhood: A Global Learning Initiative 02 Ending Violence in Childhood: Global Report 2017 CHAPTER – 1 CHAPTER – 2 CHAPTER – 3 TIME TO END VIOLENCE ON AGGRESSION VIOLENCE A GLOBAL SCALE AND FEAR IN THE IN CHILDHOOD CHILDHOOD YEARS CHAPTER – 4 CHAPTER – 5 CHAPTER – 6 NO SAFE PLACE STRATEGIES FOR ESSENTIAL PREVENTION PUBLIC ACTION The images running through this Report, steadily completing a child’s sweater, reflect the need to embrace children in stronger and carefully interwoven strategies for violence-prevention. They have been designed and created by Sarah Naqvi, a textile artist from India. Quotations from children used in the margins of some pages are taken from Pells, K. and V. Morrow. 2017. “Children’s Experiences of Violence: Evidence from Ethiopia, India, Peru and Vietnam.” Background paper. Ending Violence in Childhood Global Report 2017. Know Violence in Childhood. New Delhi, India. Suggested citation: Know Violence in Childhood. 2017. Ending Violence in Childhood. Global Report 2017. Know Violence in Childhood. New Delhi, India. Communication design strategy, Lopez Design, New Delhi, India. GLOBAL REPORT 2017 ENDING VIOLENCE IN CHILDHOOD ii Ending Violence in Childhood: Global Report 2017 KNOW VIOLENCE IN CHILDHOOD: A Global Learning Initiative This Report is an output of Know the Journal of Psychology, Health and Violence in Childhood – an Medicine (March 2017), background independent global learning initiative. papers and an annotated bibliography The Initiative makes the case for have been produced during the ending violence in childhood across Initiative’s three years. the world. By examining existing data and commissioning new research, the The Initiative also organized a series Initiative has synthesized knowledge of regional meetings in Central on the causes and consequences of Asia, East Asia and the Pacific, Latin childhood violence, and identified America, and South Asia which evidence-based strategies to prevent brought together researchers, childhood violence. practitioners and policy makers to address issues of childhood violence Bringing together a diverse, salient to their regions. multidisciplinary group of researchers and experts, the Initiative organized Partners of Know Violence in its work around three Learning Childhood include FXB USA, Inc., the Groups – Homes and Families, Public Health Foundation of India, Schools, and Communities and Public and the University of Delaware. Spaces. Forty-four papers from over a Financial support has been provided hundred authors at universities and by an anonymous donor, American institutions around the world were Jewish World Service, the Bernard commissioned. These papers, in turn, van Leer Foundation, the IKEA drew on over 3,100 articles, books and Foundation, the NOVO Foundation, reports, including over 170 systematic OAK Foundation, the Robert Wood reviews of evidence on preventing Johnson Foundation, the UBS childhood violence. A special issue of Foundation and UNICEF. Steering Committee Lincoln Chen (Chair), Kathleen Cravero-Kristoffersson, Michael Feigelson and Marta Santos Pais Global Co-Chairs A.K. Shiva Kumar and Baroness Vivien Stern Learning Group Co-Chairs Patrick Burton, Nancy Guerra, Robert Muggah, Maureen Samms-Vaughan and Charlotte Watts Executive Director Ramya Subrahmanian Senior Research Adviser Lorraine Sherr Editor Peter Stalker Research Soumya Kapoor Mehta, Neeta Misra, Bhagya Sivaraman Data analysis Ilhom Akobirshoev, Nina Badgaiyan Foreword iii FOREWORD For a large proportion of the world’s geographies, disciplines and population, life is better than it was sectors can unite academics, policy 30 years ago. Incomes have risen makers and practitioners to end significantly. Life expectancy has childhood violence. increased. Fewer people are living in extreme poverty. Fewer mothers die The Report finds large gaps in global in childbirth. The global community knowledge and evidence related to has also moved in many directions to different dimensions of childhood make the world a more peaceful place violence. It therefore calls for much for all. greater investment in data, research and evaluation to break the silence And yet, at least three out of every around violence and to promote public four of the world’s children – 1.7 action across the world. billion – had experienced some form of inter-personal violence, cruelty or Defining and measuring childhood abuse in their daily lives in a previous violence is not easy. The Report makes year, regardless of whether they lived a beginning by using estimated in rich countries or poor, in the global prevalence rates to develop a global North or the global South. picture of violence in childhood. It calls for States to invest in It is unfortunate that a culture of strengthening data systems to report silence surrounds violence. As a result, on all forms of violence experienced violence against children is still largely by children across ages and settings. invisible in the development discourse. This Report also calls for global and Violence violates the dignity and rights local actions to promote child rights of children, and robs them of the joys and prevent violence. It advocates a of childhood. Childhood violence also shift away from seeing violence as disrupts the formation of capabilities, a series of discrete episodes towards and imposes huge financial and recognizing that it is a thread running human costs on individuals through the everyday lives of children and societies. everywhere. The tide is however turning. The Violence breeds fear. And freedom 1989 United Nations Convention from fear is as fundamental to life as on the Rights of the Child, ratified freedom from want and freedom from by all but one of the UN member hunger. We firmly believe that ending states, has been the inspiration for childhood violence should become a national governments and others priority for the world to achieve truly to end violence against children. sustainable human development. With ending violence being a clearly articulated priority of the Sustainable Development Goals, we have a unique opportunity to break the cycle of violence, especially for children and women who bear the brunt of it. A.K. Shiva Kumar Vivien Stern This Report has marshalled global evidence to show how Global Co-Chairs collaboration and learning across Know Violence in Childhood iv Ending Violence in Childhood: Global Report 2017 ACKNOWLEDGEMENTS The Ending Violence in Childhood researchers from around the world to Global Report 2017 is the product of bring together the evidence and shape a collective effort of Know Violence the key messages of the Report. in Childhood, an independent time- bound global learning initiative, Lorraine Sherr served as the Senior and many external advisers and Research Adviser and brought her contributors. The findings, analysis considerable experience to bear on our and policy recommendations of this work, including overseeing the Special Report are those of Know Violence Issue of the Journal of Psychology, in Childhood and the authors who Health and Medicine brought out by prepared background papers, and the Initiative in March 2017. may not necessarily represent the viewpoints of the members of the Over 100 researchers contributed Steering Committee or the financial background papers to the Initiative, supporters of this Report. collaborating across disciplines, institutions and geographies to We have received support and identify gaps in knowledge, and guidance from eminent individuals to bring together information on and organizations around the key issues relating to violence in world. We would like to begin by childhood. Many participated in acknowledging the leadership meetings and provided peer feedback role that the late Peter Bell played on papers. Our grateful thanks go in launching us on this journey. to Naeemah Abrahams, Thomas Susan Bissell, Director of the Global P. Abt, Rahul Ahluwalia, Elizabeth Partnership to End Violence against Allen, Jeannie Annan, Kim Ashburn, Children, was instrumental in the Loraine J. Bacchus, Rodrigo Serrano- establishment of the Initiative Berthet, Theresa S. Betancourt, Sarah along with others including Robert Bott, Rachel Bray, Isabelle Brodie, Alexander Butchart, Michael Feigelson, Felicity L. Brown, Monica Bulger, Betzy Geeta Rao Gupta and Lisa Jordan. Butron, Claudia Cappa, Marilyn A. Campbell, Flavia Carbonari, Marisa Our Steering Committee Chair, Casale, Yasmin Iles-Caven, Ko Ling Lincoln Chen, and members Kathleen Chan, Alejandro Cid, Kelly Clarke, Cravero-Kristoffersson, Michael Lucie Cluver, Manuela Colombini, Feigelson and Marta Santos Pais, Sarah Cook, Rose Davies, Ashley have played a strategic role in Deanne, Bianca Dekel, Charlene shaping the work of the Initiative Coore-Desai, Karen Devries, Jenny and guiding it to completion. We are Doubt, Michael P. Dunne, Genette particularly thankful to Lincoln Chen Ellis, Mary Ellsberg, Lonnie Embleton, for his intellectual guidance and Valeria Esquivel, Kristin Fox, wise counsel, and to Marta Santos Natasha Gandhi, Katherine Gannett, Pais for the constant encouragement Frances Gardner, Michelle L. Gatton, and confidence vested in us. Elizabeth T. Gershoff, Jean Golding, Leah Goldmann, Anne M. de Graaff, We are thankful to the Chairs of our Alessandra Guedes, Andrea Harris, three Learning Groups who helped Natasha Hollis, Emma Howarth, determine the research framework Zuhayr Kafaar, Andrea Kaufmann, that has
Recommended publications
  • 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).
    [Show full text]
  • Russia: CHRONOLOGY DECEMBER 1993 to FEBRUARY 1995
    Issue Papers, Extended Responses and Country Fact Sheets file:///C:/Documents and Settings/brendelt/Desktop/temp rir/CHRONO... Français Home Contact Us Help Search canada.gc.ca Issue Papers, Extended Responses and Country Fact Sheets Home Issue Paper RUSSIA CHRONOLOGY DECEMBER 1993 TO FEBRUARY 1995 July 1995 Disclaimer This document was prepared by the Research Directorate of the Immigration and Refugee Board of Canada on the basis of publicly available information, analysis and comment. All sources are cited. This document is not, and does not purport to be, either exhaustive with regard to conditions in the country surveyed or conclusive as to the merit of any particular claim to refugee status or asylum. For further information on current developments, please contact the Research Directorate. Table of Contents GLOSSARY Political Organizations and Government Structures Political Leaders 1. INTRODUCTION 2. CHRONOLOGY 1993 1994 1995 3. APPENDICES TABLE 1: SEAT DISTRIBUTION IN THE STATE DUMA TABLE 2: REPUBLICS AND REGIONS OF THE RUSSIAN FEDERATION MAP 1: RUSSIA 1 of 58 9/17/2013 9:13 AM Issue Papers, Extended Responses and Country Fact Sheets file:///C:/Documents and Settings/brendelt/Desktop/temp rir/CHRONO... MAP 2: THE NORTH CAUCASUS NOTES ON SELECTED SOURCES REFERENCES GLOSSARY Political Organizations and Government Structures [This glossary is included for easy reference to organizations which either appear more than once in the text of the chronology or which are known to have been formed in the period covered by the chronology. The list is not exhaustive.] All-Russia Democratic Alternative Party. Established in February 1995 by Grigorii Yavlinsky.( OMRI 15 Feb.
    [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]
  • 2018 Mentoring Fair Biographies
    The Women’s Foreign Policy Group and The George Washington University Career Center 2018 Mentoring Fair Biographies Lieutenant Colonel Ariel Batungbacal - United States Air Force Ms. Batungbacal is a Lieutenant Colonel in the US Air Force, and is a student at the National War College. She has served extensively overseas, supporting military operations in Asia, Europe and the Middle East. She is a term member of the Council of Foreign Relations, and previously served as a Southern California Leadership Network Fellow, and a Junior League Board Fellow. She received an Executive Master’s in Leadership from Georgetown University, an MA in Diplomacy from Norwich University, a BA in Chinese and BA in Government/Politics from the University of Maryland, College Park. Gretchen Bloom - World Food Programme's Alumni Network Ms. Bloom has over 40 years of experience in international development and humanitarian assistance, beginning as a Peace Corps Volunteer in Togo. She is currently a Gender Expert for the World Food Programme's Alumni Network. Ms. Bloom has worked, lived and traveled in 100 countries, where she focused primarily on gender issues. She worked as the Gender Adviser in the ANE Bureau of USAID before joining the UN World Food Programme as the Senior Gender Adviser. She retired from WFP after serving 15 months in Kabul, Afghanistan. Since 2003, she has worked as a Gender Expert for WFP, USAID, DFID and the World Bank. Her interest in gender began when she earned her Master's degrees in sociology and community health in New Delhi at Jawaharlal Nehru University. Nancy Boswell - American University Washington College of Law Ms.
    [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]
  • Prevalence of Cyberbullying Among Traditional Undergraduate Students Attending Faith-Based Universities: a Causal-Comparative Study
    PREVALENCE OF CYBERBULLYING AMONG TRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED UNIVERSITIES: A CAUSAL-COMPARATIVE STUDY by Susan A. Hayes-McElroy Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2021 2 PREVALENCE OF CYBERBULLYING AMONG TRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED UNIVERSITIES: A CAUSAL-COMPARATIVE STUDY by Susan A. Hayes-McElroy A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2021 APPROVED BY: Dr. Meredith Park, Ed.D., Committee Chair Dr. Benjamin Tickle, Ph.D., Committee Member 3 ABSTRACT Cyberbullying among traditional undergraduate students is a relatively new issue that involves the safety of postsecondary students. The purpose of this study was to provide statistical data to faith-based universities that relate the prevalence of cyberbullying victimization experiences and the prevalence of cyberbullying offending experiences of traditional undergraduate students to biological gender (female/male) and level of religiosity (higher/lower), and to add to the small body of research conducted among this demographic. In this quantitative, causal-comparative study, traditional undergraduate students were recruited from two faith-based universities in the southern United States. Level of religiosity and cyberbullying prevalence were determined through responses to an anonymous, online survey using the Duke University Religion Index (DUREL) and the Cyberbullying and Online Aggression Survey (COAS), respectively. The researcher utilized two separate two-way analysis of variance (ANOVA) to analyze the data. The study had 284 participants that included 180 female students and 104 male students. Findings indicated that gender and level of religiosity did not have a significant effect on the prevalence of cyberbullying experiences scores among traditional undergraduate students attending faith-based universities.
    [Show full text]
  • Bullying and Peer Victimization
    JIVXXX10.1177/0886260515572476Journal of Interpersonal ViolenceRadliff et al. 572476research-article2015 Article Journal of Interpersonal Violence 2016, Vol. 31(11) 1983 –2005 Bullying and Peer © The Author(s) 2015 Reprints and permissions: Victimization: An sagepub.com/journalsPermissions.nav DOI: 10.1177/0886260515572476 Examination of Cognitive jiv.sagepub.com and Psychosocial Constructs Kisha M. Radliff, PhD,1 Cixin Wang, PhD,2 and Susan M. Swearer, PhD3 Abstract Research has demonstrated a link between internalizing factors and bullying perpetration and peer victimization; however, few studies have examined predictors of cognitive and psychosocial factors, such as locus of control and hopelessness. The current study examined cognitive and psychosocial factors in bullying perpetration and peer victimization in a sample of 469 middle school students. A mediator model of hopelessness was also investigated. Students involved in bullying reported a greater external locus of control compared with peers who were not involved in bullying. Bully- victims endorsed the highest externality. Results showed that hopelessness fully mediated the relationship between verbal/relational victimization and external locus of control for the victim group, but not the bully-victim group. Implications for bullying prevention and intervention efforts are discussed. Keywords bullying, hopelessness, locus of control, children, adolescents 1The Ohio State University, Columbus, OH, USA 2University of California, Riverside, CA, USA 3University of Nebraska–Lincoln, NE, USA Corresponding Author: Kisha M. Radliff, Assistant Professor of School Psychology, The Ohio State University, PAES Bldg. Rm. 436, 305 W. 17th Ave., Columbus, OH, 43210, USA. Email: [email protected] 1984 Journal of Interpersonal Violence 31(11) Within the last few decades, bullying among school-aged youth has increas- ingly been recognized as an important problem in schools and presents in many forms (i.e., physical, verbal, relational, and cyber).
    [Show full text]
  • Specifying Type and Location of Peer Victimization in a National Sample of Children and Youth
    J Youth Adolescence DOI 10.1007/s10964-011-9639-5 EMPIRICAL RESEARCH Specifying Type and Location of Peer Victimization in a National Sample of Children and Youth Heather A. Turner • David Finkelhor • Sherry L. Hamby • Anne Shattuck • Richard K. Ormrod Received: 15 October 2010 / Accepted: 8 February 2011 Ó Springer Science+Business Media, LLC 2011 Abstract Much of the existing research on the prevalence Introduction and consequences of peer victimization focuses on ‘‘bully- ing’’ at school, often omitting from consideration non- Public and professional concern about peer victimization bullying types of peer victimization as well as events that has increased dramatically over the past two decades, as occur outside of school. The purpose of this study was to have efforts to reduce its prevalence. Numerous studies examine past-year exposure to peer-perpetrated victimiza- have documented its high incidence (Nansel et al. 2001; tion, occurring both within and outside of school contexts, Storch and Ledley 2005), and demonstrated its detrimental among school-aged children in the United States. The study is effects on children’s social and psychological well-being based on a representative sample of 2,999 youth ages 6–17 (Hawker and Boulton 2000; Reijntjes et al. 2010; Rigby (50% female; 45% non-white) from the 2008 National Sur- 2003). Newspaper coverage has highlighted the potential vey of Children’s Exposure to Violence (NatSCEV). Find- role of peer victimization in some tragic episodes of school ings revealed age, gender, race, and family structure shootings and youth suicides. Moreover, considerable variations in many forms of peer victimization and demon- attention has been directed at developing and implementing strated significant independent and cumulative effects of six prevention programs in schools (Olweus and Limber 2010; different types of peer victimization (physical assault, Ryan and Smith 2009).
    [Show full text]
  • School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status*
    Educational Sciences: Theory & Practice - 12(4) • Autumn • 2352-2358 ©2012 Educational Consultancy and Research Center www.edam.com.tr/estp School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status* Yusuf BAYARa Zehra UÇANOK Hacettepe University Hacettepe University Abstract The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in secondary and high schools. The sample consisted of 1263 students (612 male, 651 female), of mean age 14.92 years (SD = 2.07). The re- sults revealed that adolescents who were not involved both in school and cyberspace perceived the school and their teachers more positively than bullies and bully-victims, and also victims in cyberspace perceived their teachers more positively than bullies. Furthermore, not involved ado- lescents in school and cyberspace perceived other students in school more positively than bullies. In terms of peer perception, not involved adolescents and bullies in school and cyberspace signifi- cantly differed from bully-victims, and also not involved adolescents and bullies in school differed significantly from victims; not involved adolescents and bullies had more positive perception about their peers. Results also revealed that the Turkish adaptation of these two measurement instru- ments had sufficiently high validity and reliability. Key Words Traditional Bullying, CyberBullying, Bullying Status, School Social Climate, Generalized Peer Perception. Since 1980, there has been growing interest in the and there have been many researches about the influences of extra-familial contexts on human components of schools and school climate (Çalık development (Bronfenbronner, 1979).
    [Show full text]