Emotional display rules and emotion self‐regulation: Associations with bullying and victimization in community‐based after school programs

Garner, Pamela W.; Hinton, Tiffany Stowe

doi:10.1002/casp.1057

Cited by 106 publications

(70 citation statements)

References 64 publications

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“…[24][25][26][27] Most acts of aggression practiced in the school context under investigation were verbal, which suggests an apparent contradiction with the data related to sex, as boys are expected to engage more in physical attacks, while girls are expected to practice more verbal aggressions. 28 Nevertheless, this information may be interpreted in line with the proposals put forward in another Brazilian study 5 , which identified a prevalence of verbal aggressions independently from the aggressors' sex, as the school authorities generally interpret these as less serious and, therefore, less subject to severe punishment.…”

Section: Discussionmentioning

confidence: 67%

“…It also discourages the request for help to classmates, teachers or family members. 26 Demotivation, in turn, as a secondary emotion, influenced by social and cultural characteristics, emerges as a result of the existence of other primary emotions like sadness. It can influence the quality of the victims' relationships with colleagues and teachers, cause social isolation and impair the school performance.…”

Section: Discussionmentioning

confidence: 99%

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Emotions of students involved in cases of bullying

Sampaio

Santos

Oliveira

et al. 2015

Texto contexto - enferm.

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ABSTRACT:The objective was to estimate the prevalence of school bullying and identify the emotions of students involved. In this cross-sectional and descriptive study, a questionnaire was applied to 232 sixth-grade students of a public school. The results show a large number of students involved in bullying (39.6%): 22.2% were victims and 17.4% were aggressors. Anger was the most frequent emotion experienced by the victims when suffering aggression, while most aggressors reported that no emotions were experienced when abusing their peers. The high prevalence of bullying, its characteristics and the negative consequences that arise make it a public health problem. This study covers the importance of identifying emotions associated with school bullying, a subject seldom explored, which can contribute to the development of integral healthcare delivered to students. DESCRIPTORS:Violence. Bullying. School health. Intersectorial action. PREVALÊNCIA DE BULLYING E EMOÇÕES DE ESTUDANTES ENVOLVIDOS RESUMO:Este artigo objetivou estimar a prevalência de bullying escolar e identificar as emoções dos estudantes envolvidos. Trata-se de um estudo transversal e descritivo, desenvolvido mediante a aplicação de um questionário em 232 estudantes do sexto ao nono anos do ensino fundamental de uma escola pública. Dentre os resultados encontrados, destaca-se a grande quantidade de participação dos estudantes investigados em atos de bullying (39,6%), dos quais 22,2% eram vítimas e 17,4% agressores. A raiva foi a emoção prevalentemente experimentada pelas vítimas durante as agressões que sofriam. Já os agressores, em sua maioria, relataram que o fato de agredirem seus colegas não gerou emoções. A alta prevalência do bullying, suas características e as consequências negativas por ele acarretadas o configuram em problema de saúde pública. O estudo remete à importância da identificação das emoções associadas à ocorrência do bullying, tema ainda pouco explorado e que pode contribuir na construção do cuidado integral da saúde do escolar. DESCRITORES:Violência. Bullying. Saúde escolar. Ação intersetorial. EMOCIONES DE LOS ESTUDIANTES QUE PARTICIPAN EN SITUACIONES DE ACOSO ESCOLARRESUMEN: Este estudio tuvo como objetivo estimar la prevalencia del acoso escolar y identificar las emociones de los estudiantes involucrados em su violencia. Se trata de un estudio descriptivo transversal, desarrollado con 232 estudiantes del sexto al noveno año de la escuela primaria en una escuela pública. Entre los resultados, la participación de los estudiantes en intimidación fue de 39,6%, 22,2% eran víctimas y 17,4% eran agresores. La ira es la emoción predominante experimentada por las víctimas. En cuanto a los autores, la mayoría informó que no sintió emociones mientras que la agresión hacia sus compañeros. La alta prevalencia del acoso escolar, sus características y las consecuencias negativas que conlleva lo tiene configurarlo en un problema de salud pública. El estudio apunta a la importancia de identificar las emociones asociadas a la ocurrencia de acoso ...

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Section: Discussionmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Emotions of students involved in cases of bullying

Sampaio

Santos

Oliveira

et al. 2015

Texto contexto - enferm.

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“…Victims of bullying often exhibit difficulties in social understanding (Garner and Stowe Hinton 2010), occupy low social status (Card and Hodges 2007), and are perceived as 'different' or deviating from peer group norms (Horowitz et al 2004). The social experience of children with ASC reads remarkably similarly.…”

Section: What Is Bullying?mentioning

confidence: 99%

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Humphrey

Hebron

2014

International Journal of Inclusive Education

142

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“…In fact, bullies usually motivate others against the target, and the identities of the perpetrators are often known to them [22]. Boys are more intimidated than girls while the family income appears to be negatively related to bullying [23]. It has been supported that the perception of bullying is significantly association with levels of shyness, the confidence and satisfaction with friendships [24].…”

Section: Introductionmentioning

confidence: 99%

Investigating Bullying Determinants and Typologies with Social Network Analysis

Bekiari¹,

Pachi²,

Hasanagas³

2017

JCC

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Aim of this paper is to detect determinants and to suggest a typology bullying. Four network samples of 218 students in total (male = 92, female = 126) at the Physical Education and Sport Sciences Dept. and the Veterinary Dept. of the University of Thessaly have been collected in 2017. Standardized questionnaire composed of network and non-network part was answered. Social network analysis and cross-sectional statistics (Spearman test and Principal Component Analysis) were implemented. Basic results: Female gender and traveling abroad for sport, the desire of distinction in science and the social selectiveness tend to protect against bullying. High semester, tallness, high educational influence of family and cyber-bullying increase the susceptibility to victimization. These who have experienced bullying as children still tend to experience exclusion. Libeling may even be a reason for not attending lectures. High grade seems not only to protect but also to discourage someone from practicing bullying. Science ambitions seem to be related with elitist ideology, unlike professional ambitions which seem to be related with humanism or sociability. Social selectiveness based on politeness and friendliness also retains the practicing of bullying. Five types of bullying targets have been depicted: "full victim", "apprenticed", "libeled scapegoat", "ridiculed scapegoat" and "gladiator". Three types of practicing bullying are formulated: "stimulating victimizer", "provocateur" and "egoist inspirator".

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Emotional display rules and emotion self‐regulation: Associations with bullying and victimization in community‐based after school programs

Cited by 106 publications

References 64 publications

Emotions of students involved in cases of bullying

Emotions of students involved in cases of bullying

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

Investigating Bullying Determinants and Typologies with Social Network Analysis

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