Using Solution-Focused Dramatic Empathy Training to Eliminate Cyber-Bullying

Hicks, Janet; Clair, Brian Le; Berry, Stephan

doi:10.1080/15401383.2016.1172533

Cited by 17 publications

(4 citation statements)

References 24 publications

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“…It is therefore necessary to create an altruistic environment, enrich altruistic education programs, and constantly explore new modes of altruistic education that are consistent with the characteristics of adolescents' physical and mental development. For example, in addition to using the content presented in this study, adolescents can develop empathy through mindfulness (Dupper, 2017); through solution-focused dramatic empathy training (Hicks, Le, & Berry, 2016); or by working with animals through modalities of humane education, restorative justice, and animal-assisted programs (Komorosky & O'Neal, 2015). In addition, we should make full use of social resources to increase the frequency of students' participation in altruistic activities.…”

Section: Discussionmentioning

confidence: 99%

Do gifts of roses have a lingering fragrance? Evidence from altruistic interventions into adolescents’ subjective well‐being

Liang

Chen

et al. 2020

Journal of Adolescence

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Introduction: Studies have found that adolescents' subjective well-being (SWB) shows a downward trend with age. The improvement of adolescents' SWB is therefore an urgent problem. According to previous studies, altruism may be an effective way to improve adolescents' SWB. We conducted an Integrative Educational Intervention of Altruism (IEIA) for the irst time to determine whether altruism intervention can effectively improve adolescents' SWB. Methods: We conducted an IEIA on adolescents in an experimental group for 14 weeks using preand post-test experimental designs with peer groups. The participants were randomly recruited from a junior high school in East China and included 280 Grade 8 students (138 boys and 142 girls; mean age: 14.53 years). Before and after the experiment, the adolescents completed measures of SWB using the Multidimensional Students' Life Satisfaction Scale and Happiness Scale. Results: From the pretest, we found no signiicant differences in friendship, academic, freedom, school and social satisfaction or positive emotions between the control and experimental groups. However, in the post-test, the life satisfaction and positive emotions of the experimental group were rated signiicantly higher than those of the control group. These results show that experimental intervention can effectively improve adolescents' life satisfaction and positive emotions. Conclusions: Altruistic intervention was identiied as an effective way to improve adolescents' SWB. It is thus necessary to cultivate altruistic environments, to enrich altruistic education programs, and to carry out voluntary services for the beneit of the public. Altruistic adolescents themselves may beneit when helping others.

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Section: Discussionmentioning

confidence: 99%

Do gifts of roses have a lingering fragrance? Evidence from altruistic interventions into adolescents’ subjective well‐being

Liang

Chen

et al. 2020

Journal of Adolescence

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“…Finally, they reasoned not to try to find a solution. Solution-focused concise counseling services are given to students because this concept is seen as the most effective, and they believe in sustainable behaviour change to reduce bullying behaviour (Fröschle Hicks et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

The effectiveness of solution-focused brief counseling in reducing bullying behavior

Yeschisca,

Suardiman,

Supriyanto

2023

J. Prof. Teach. Educ.

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Bullying is a problem that until now requires intensive handling from several parties, one of which is the implementation of Guidance and Counseling services. A strategy counselors can use to deal with the problem of bullying is brief, solution-focused counseling. This study aims to determine the effectiveness of concise counseling focused on solutions to reduce bullying behavior in students. This type of research is an experiment with a Pre-Experimental Design using the One Group Pretest Posttest Design model. The instrument used to determine student bullying is a bullying scale with good reliability and validity. Determination of the subject using the technique of Nonprobability Sampling Design by using Purposive Sampling. The subjects of this study were five students of class VII SMP Muhammadiyah 1 Prambanan, with very high categories of bullying behavior. Based on the study results, there is a difference between the level of student bullying behavior before and after being given a concise solution-focused counseling service.

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“…Second Step (Committee for Children, 2008)—another SEL-centered program where emotional regulation, conflict resolution, friendship building, and empathy are front and center—has demonstrated an ability to lower rates of bullying (Espelage et al, 2013; Espelage, Low, Polanin, et al, 2015; Espelage, Low, Van Ryzin, et al, 2015), and presumably can do the same for cyberbullying offending. Finally, atypical but novel implementations such as solution-focused drama therapy (Froeschle Hicks et al, 2016), online (digital/virtual) storytelling and perspective taking (Bang et al, 2018; Bratitsis et al, 2016; Bratitsis & Ziannas, 2015; Shin, 2018), and virtual reality simulations (Herrera et al, 2018; Ingram et al, 2019) also hold promise, particularly for a population of youth which has largely grown up learning from and consuming digital content through electronic devices.…”

Section: Discussionmentioning

confidence: 99%

Bias-Based Cyberbullying Among Early Adolescents: Associations With Cognitive and Affective Empathy

Hinduja

Patchin

2022

The Journal of Early Adolescence

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Bias-based cyberbullying involves repeated hurtful actions online that devalue or harass one’s peers specific to an identity-based characteristic. Cyberbullying in general has received increased scholarly scrutiny over the last decade, but the subtype of bias-based cyberbullying has been much less frequently investigated, with no known previous studies involving youth across the United States. The current study explores whether empathy is related to cyberbullying offending generally and bias-based cyberbullying specifically. Using a national sample of 1644 12- to 15-year-olds, we find that those higher in empathy were significantly less likely to cyberbully others in general, and cyberbully others based on their race or religion. When the two sub-facets of empathy were considered separately, only cognitive empathy was inversely related to cyberbullying, while (contrary to expectation) affective empathy was not. Findings support focused efforts in schools to improve empathy as a means to reduce the incidence of these forms of interpersonal harm.

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Using Solution-Focused Dramatic Empathy Training to Eliminate Cyber-Bullying

Cited by 17 publications

References 24 publications

Do gifts of roses have a lingering fragrance? Evidence from altruistic interventions into adolescents’ subjective well‐being

Do gifts of roses have a lingering fragrance? Evidence from altruistic interventions into adolescents’ subjective well‐being

The effectiveness of solution-focused brief counseling in reducing bullying behavior

Bias-Based Cyberbullying Among Early Adolescents: Associations With Cognitive and Affective Empathy

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