Given their significance to school violence, this study quantifies the association between bullying victimization and perceptions of safety separately for victimization where the type is not specified versus victimization that is physical in nature. Generalized liner mixed modeling was employed with 5,138 sixth- to eighth-grade students in 24 schools who self-reported on their bullying victimization and perceptions of school safety on an anonymous survey in fall 2015. Results indicate a multiplicative interaction exists with regard to the odds of feeling unsafe at school among those who were bullied at all (odds ratio [ OR] = 3.1) compared to those who were bullied physically ( OR = 9.12). For school nurses who work with students with a variety of concerns and health issues, this research indicates that the use of bullying victimization as an outcome, proxy and/or predictor, requires inquiry into the type of bullying experienced to aid in the care and support received.
Until recently, researchers operationalized and measured the psychological construct of forgiveness at the individual, rather than the group, level. Social psychologists started applying forgiveness to groups and examining the role intergroup forgiveness may have in conflict resolution and peace efforts. Initial attempts to define and measure forgiveness at the group level either assumed individual and group capacities were the same, or insufficiently described what intergroup forgiveness meant. We developed a new measure of intergroup forgiveness, and a novel group administration process, that operationalized the construct in a philosophically coherent way. Our conceptualization of intergroup forgiveness was rooted in what groups, as opposed to the individuals who compose them, have the capacity to do. We collected data on the psychometric properties of the measure with 595 participants in three different geographic and cultural settings. We assessed the factor structure, internal consistency, and validity of the measure. We also assessed a novel group-based method of administering the measure to better understand the relationship between group based reports and self-reports of intergroup forgiveness. The factor structure of the measure was supported, and the measure had strong internal consistency, as well as convergent and discriminant validity. The group administration process revealed important group dynamics and was not statistically different than a standard self-report administration; this finding has important implications for research and practice.
Adolescents tend to be enthusiastic users of social media, raising questions as to how time spent online affects their psychological well‐being. This entry reviews the literature on the links between adolescents' social media use and two categories of psychological well‐being: intrapersonal (self‐esteem, body image, self‐concept clarity) and interpersonal (social sharing, social capital, social support). Findings reveal that what adolescents do online matters, with some online activities having positive repercussions on well‐being, while others have negative repercussions. On the positive front, constructing profiles and receiving social feedback on social network sites boosted adolescents' self‐esteem and reflected their attempts to achieve self‐concept clarity, sharing positive news via social media boosted positive affect, active postings and passive consumption on social network sites enhanced social capital, and participation in online discussion groups provided social support. On the negative front, cyberbullying damaged adolescents' self‐esteem, attempts at achieving self‐concept clarity through online interaction were not always successful, and social comparisons with peers on social network sites reduced self‐esteem and increased body dissatisfaction. Implications for theorizing on how social media activities impact adolescent well‐being are discussed.
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