Gossip on the Playground: Changes Associated With Universal Intervention, Retaliation Beliefs, and Supportive Friends

Low, Sabina; Frey, Karin S.; Brockman, Callie J.

doi:10.1080/02796015.2010.12087740

Cited by 46 publications

(13 citation statements)

References 54 publications

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“…Raising awareness about the types of gossip that are viewed negatively can help school professionals implement preventative and conflict solution strategies. They could emphasize the potential consequences of spreading gossip for both the sharer and target (e.g., low self‐esteem, social exclusion; Cole & Scrivener, ; Low, Frey, & Brockman, ) and help children understand the need to be sensitive towards all targets, whether they are friends with them or not.…”

Section: Discussionmentioning

confidence: 99%

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

Caivano

Leduc

Talwar

2020

British J of Dev Psycho

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Gossip is a common social activity that children admit to engaging in. Although children disapprove of negative gossip (Kuttler, Parker, & La Greca, 2002, Merrill‐Palmer Quarterly, 48, 105), less is known about how it is perceived morally compared to positive gossip and how this changes developmentally as children enter adolescence. Interestingly, misbehaviours are evaluated differently depending on who commits the act and whom it targets (Slomkowski & Killen, 1992, International Journal of Behavioral Development, 15, 247), but this has not been examined in the context of gossip. This study examined children’s moral evaluations of negative and positive valence gossip and how this changed depending on the listener’s relationship to the sharer and target. Children (N = 134, ages 8–16) completed vignettes, evaluating the sharer’s action from the listener’s perspective, a 2 (valence: negative/positive) × 4 (relationship type: friend/unfamiliar classmate of the sharer and target) design. Additionally, the gossip topic was about the target’s behaviour with consequences for him/herself or another (target behaviour type: individual/relational vignettes). The main findings revealed that negative gossip in the sharer–classmate, target–friend condition was rated most negatively. Furthermore, in the individual vignettes condition, positive gossip in the sharer–friend, target–friend condition was rated more negatively than the sharer–classmate, target–friend condition. Girls rated negative gossip more negatively than boys, and adolescents rated gossip more positively than children. Overall, this research allows us to better understand when gossip is viewed as acceptable or unacceptable during an important developmental period.

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Section: Discussionmentioning

confidence: 99%

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

Caivano

Leduc

Talwar

2020

British J of Dev Psycho

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“…Pervasives have pronounced social and self-regulatory deficits indicative of maladjustment; we did not expect them to vary by grade. Whereas early adolescents show higher rates of indirect aggression than children (Bjorkqvist et al, 1992; Low, Frey, & Brockman, 2010), evidence of a shift in form also requires a grade-related decrease in direct aggression. Alternatively, rates of direct might remain stable, while rate and percentage of indirect aggression increase.…”

Section: Characteristics Of Aggression: Function and Formmentioning

confidence: 97%

Aggressive Forms and Functions on School Playgrounds

Frey

Newman

Onyewuenyi

2013

The Journal of Early Adolescence

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Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional classifications of proactive, reactive, and pervasive aggressors. Consistent with social information processing models, direct reactors and pervasive aggressors evidenced poor self-regulation (argumentative, seldom agreeable), and pervasives were drawn to dominance-linked activity. The form and function of experienced victimization generally corresponded to the form and function of aggression typical of each profile. Indirect proactors were agreeable but heavily involved as perpetrators, facilitators, and victims of indirect aggression. Developmental differences in victimization, rough play, agreeable behavior, and bystander reinforcement of aggression suggest greater fluidity in social roles prior to adolescence. Possible links from

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“…Evaluating transitioning students’ mental health symptoms and experiences of being bullied is the first step toward identifying students who need closer monitoring and/or intervention. Transitioning students form a vulnerable group who may benefit from self-esteem building (Peskin, Tortolero, & Markham, 2006), mutual respect training (Low, Frey, & Brockman, 2010), and bullying prevention techniques (Vannini et al, 2011; Vreeman & Carroll, 2007). As campaigns focus on developing healthy peer relationship programs and teaching youth to treat one another with respect and dignity (Glew, Frey, & Walker, 2010), it is also important to promote resiliency and empower victims of bullying to seek support as needed (Donnon, 2010).…”

Section: Implications For School Nursingmentioning

confidence: 99%

Adolescents Transitioning to High School: Sex Differences in Bullying Victimization Associated With Depressive Symptoms, Suicide Ideation, and Suicide Attempts

Williams

Langhinrichsen‐Rohling

Wornell

et al. 2017

The Journal of School Nursing

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Adolescents transitioning to high school may be at greater risk of depression and suicide if they are victims of bullying behavior. This study explored sex differences in bullying victimization (physical, verbal/social, and cyberbullying) and the impact on depressive symptoms and suicidal behaviors in ninth-grade students ( N = 233). Females reported significantly more verbal/social and cyberbullying than male students. There were no significant sex differences in physical bullying; male students who reported physical bullying victimization were more likely to experience depressive symptoms. Verbal/social bullying predicted depressive symptoms in males and females. Females who reported being victims of cyberbullying were more likely to report depressive symptoms, suicide ideation, and suicide attempts. Eighteen students reported suicide attempts, and each also experienced verbal/social bullying. School nurses are positioned to reach out to transitioning students, screen for mental health issues, provide a safe place to talk about bullying experiences, and promote positive mental health.

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Gossip on the Playground: Changes Associated With Universal Intervention, Retaliation Beliefs, and Supportive Friends

Cited by 46 publications

References 54 publications

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

Aggressive Forms and Functions on School Playgrounds

Adolescents Transitioning to High School: Sex Differences in Bullying Victimization Associated With Depressive Symptoms, Suicide Ideation, and Suicide Attempts

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