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Drawing an Angry Perpetrator and a Sad Target: Children's Understanding of Emotions of School Bullying Perpetrators and Targets
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Fotini Bonoti; Eleni Andreou; Sofia Mantzari; Varvara Tsoungou – International Journal of Bullying Prevention, 2024
The present study aimed to investigate school-aged children's understanding of emotions of perpetrators and targets of school bullying and whether these vary as a function of children's participant role in a bullying episode. One hundred seventy-six boys and girls, with a mean age of 11 years and 3 months, participated in the study. They were…
Descriptors: Middle School Students, Bullying, Aggression, Fear
"How Am I Supposed to Act?": Adapting Bronfenbrenner's Ecological Systems Theory to Understand the Developmental Impacts of Multiple Forms of Violence
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Kalen Flynn; Brenda Mathias – Journal of Adolescent Research, 2025
Experiences of and exposures to violence impact older adolescents and young adults in a myriad of ways. While typically conceptualized as interpersonal, other forms of violence, namely structural and symbolic, can be harmful to development for this population. This study utilized qualitative methodologies, including ethnographic field notes and…
Descriptors: Violence, Young Adults, Adolescents, Urban Environment
Sadness in Young Children and the Inadequate Development of Inner Outer Containment in Childhood
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Christiaan Bezuidenhout; Melanie Moen – Perspectives in Education, 2024
Violent crimes and domestic violence are notoriously high in South Africa, which leaves many children defenceless to struggle with emotions such as loneliness and sadness. The healthy development and socialisation of children can be difficult in a society characterised by domestic tribulations, poverty, crime, single-parent homes, and absent…
Descriptors: Child Development, Violence, Poverty, Crime
Past, Present, and Future of Research in School Psychology: The Biopsychosocial Ecological Model as an Overarching Framework
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Kranzler, John H.; Floyd, Randy G.; Bray, Melissa A.; Demaray, Michelle K. – School Psychology, 2020
Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the…
Descriptors: School Psychology, Student Needs, Individual Development, Genetics
Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis.
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Orobio de Castro, Bram; Veerman, Jan W.; Koops, Willem; Bosch, Joop D.; Monshouwer, Heidi J. – Child Development, 2002
Conducted a meta-analytic review of 41 studies to explore the relation between children's aggressive behavior and hostile attribution of intent to peers. Found a significant association between hostile attribution of intent and aggressive behavior, with larger effects associated with more severe aggressive behavior, rejection by peers as a…
Descriptors: Aggression, Assertiveness, Attribution Theory, Behavior Development
Profile of an Aggressor: Childhood Bullies Evolve into Violent Youths
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Lake, Vicki – Early Child Development and Care, 2004
Violence in schools and communities is no longer an urban school problem; it is every school's problem ( Garbarino, 1999 ). What factors cause children to interact with increasingly violent and anti-social behaviors? What strategies can teachers and schools use in order to help these childhood bullies who grow up to be violent youths? This paper…
Descriptors: Children, Violence, Bullying, Child Development