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Bullying, cyberbullying, pupil safety and well being

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Bullying, cyberbullying, pupil safety and well being An Indian-European Social Sciences Research Networking Project https://sites.google.com/site/cyberbullyingeu indian
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Page 1: Bullying, cyberbullying, pupil safety and well being

Bullying, cyberbullying,pupil safety and wellbeing

An Indian-European Social SciencesResearch NetworkingProject

https://sites.google.com/site/cyberbullyingeuindian

Page 2: Bullying, cyberbullying, pupil safety and well being
Page 3: Bullying, cyberbullying, pupil safety and well being

Pupil safety and well-being, including bullying andcyberbullying, are vital issues.

Cross-national collaboration is limited, and contactbetween Indian researchers and European researchersalmost non-existent.

This network brings together four European and two Indianresearch teams to share their knowledge and expertise, andproduce joint publications and resources for practitioners,in five main themes.

Objectives of the network

Page 4: Bullying, cyberbullying, pupil safety and well being

The themes have been chosen for theirimportance in the field, and for the expertisepresent in our teams.

The aim is to increase knowledge concerning pupilsafety and well-being in school, and effectiveness ofprevention, intervention and anti-bullying work inall five countries.

Themes

Page 5: Bullying, cyberbullying, pupil safety and well being

Theme A: Use and abuse of new technologies includingcyberbullying

Theme B: Social networks in pupils including bullying roles andbystanders

Theme C: Life skills, health and risk-taking

Theme D: Influence of educational and cultural variables inmeasurement, explanation and theory-building

Theme E: Intervention strategies including teacher training,peer support and parent support

Themes

Page 6: Bullying, cyberbullying, pupil safety and well being

Dr Suresh Sundaram: [email protected]

Dr E. Joseph Alexander

G. Sajeethkumar

Annamalai University, Annamalai Nagar, India

Page 7: Bullying, cyberbullying, pupil safety and well being

Punjabi University, Patiala, India

Dr Damanjit Sandhu: [email protected]

Dr Gurminder Sokhey,

Dr Naina Sharma,

Kirandeep Kaur, Shubhdip Kaur

Page 8: Bullying, cyberbullying, pupil safety and well being
Page 9: Bullying, cyberbullying, pupil safety and well being

Goldsmiths, University of London, UK

Dr Alice Jones-Bartoli: [email protected]

Professor Adam Rutland

Fran Thompson

Hannah Smith

Emeritus Professor Peter K. Smith (Principal Investigator)

Page 10: Bullying, cyberbullying, pupil safety and well being

International Observatory of Violence in Schools, Nice, France

Professor Catherine Blaya: [email protected]

Dr Michael Fartoukh

Dr Rania Hanafi

Aurélie Berguer

Page 11: Bullying, cyberbullying, pupil safety and well being

Ludwig-Maximilians-Universität, Munich, Germany

Professor Mechthild Schäefer: [email protected] Manuel Stoiber

Anja Pfitzner

Tamara Bramböck

Catherine Hörmann

Page 12: Bullying, cyberbullying, pupil safety and well being

Netherlands Vrije Universiteit, Amsterdam, NetherlandsDr Frits Goossens: [email protected]

Dr Tjeert Olthof

Dr Nikki Lee

Page 13: Bullying, cyberbullying, pupil safety and well being

Dr Ruthaychonee Sittichai, Prince SongklaUniversity, Thailand

Professor Phillip Slee; Dr Grace Skrypiec; Dr Alison Wotherspoon, Flinders University,Australia

Dr Barbara Spears, University of South Australia

Dr Marilyn Campbell, University of Queensland,Australia

Associates

Page 14: Bullying, cyberbullying, pupil safety and well being

Munich, Germany: 21st-25th October 2012

Patiala, Punjab, India: 7th-11th April 2013

Nice, France: 7th-11th October 2013

Annamalai Nagar, Tamil Nadu, India: 24th-28th

March 2014

Amsterdam, Netherlands: 4th-7th November 2014

London, UK: 6th-8th May 2015

Meetings

Page 15: Bullying, cyberbullying, pupil safety and well being
Page 16: Bullying, cyberbullying, pupil safety and well being

Bullying, Cyberbullying, Pupil Safety and Well-beingAn Indian- European Social Sciences Research Networking Project Principal Investigator: Emeritus Professor Peter K. Smith: [email protected]

Website: https://sites.google.com/site/cyberbullyingeuindian

Annamalai University, ,Annamalai

Nagar, India

Dr Suresh Sundaram: [email protected]..

Dr E. Joseph Alexander, G. Sajeethkumar …

Annamalai University,

Goldsmiths, University of London, UK

Dr Alice Jones-Bartoli: [email protected] Adam Rutland, Fran Thompson, Hannah Smith, Emeritus Professor Peter K. Smith

International Observatory of

Violence in Schools, Nice, France

Professor Catherine Blaya: [email protected]

Dr Michael Fartoukh, Dr Rania Hanafi, Aurélie Berguer

Punjabi University, Patiala, India

Dr Damanjit Sandhu: [email protected] Dr Gurminder Sokhey, Dr Naina Sharma, Kirandeep Kaur, Shubhdip Kaur

Ludwig-Maximilians-Universität,….

Munich, Germany

Professor Mechthild Schäefer: [email protected] …………….

Manuel Stoiber, Anja Pfitzner, Tamara Bramböck, Catherine Hörmann

Netherlands Vrije Universiteit, .

Amsterdam, Netherlands

Dr Frits Goossens: [email protected] ……. Dr Tjeert Olthof, Dr Nikki Lee

The project: Pupil safety and well-being, including bullying and cyberbullying, are vital issues. Cross-national collaboration is limited, and contact between Indian researchers and European researchers almost non-existent. This network brings together four European research teams, and two Indian teams. We will share knowledge and expertise, and produce joint publications and resources for practitioners, in five main themes.

The themes have been chosen for their importance in the field, and for the expertise present in our teams. The aim is to increase knowledge concerning pupil safety and well-being in school, and effectiveness of prevention, intervention and anti-bullying work in all five countries. The themes are:

Theme A: Use and abuse of new technologies including cyberbullying

Theme B: Social networks in pupils including bullying roles and bystanders

Theme C: Life skills, health and risk-taking

Theme D: Influence of educational and cultural variables in measurement explanation and theory-building

Theme E: Intervention strategies including teacher training, peer support and parent support

Meetings: Munich, Germany: 21st-25th October 2012

Patiala, Punjab, India: 7th-11th April 2013

Nice, France: 7th-11th October 2013

Annamalai Nagar, Tamil Nadu, India: 24th-28th March 2014

Amsterdam, Netherlands: 4th-7th November 2014

London, UK: 6th-8th May 2015

Associates: Dr Ruthaychonee Sittichai, Prince Songkla University, Thailand; Professor Phillip Slee; Dr Grace Skrypiec; Dr Alison Wotherspoon, Flinders University, Australia; Dr Barbara Spears, University of South Australia; Dr Marilyn Campbell, University of Queensland, Australia.

Page 17: Bullying, cyberbullying, pupil safety and well being

Indian-European NetworkTheme B: Groupdynamics

From an intercultural perspective to a prevention/intervention perspectiveMechthild Schäfer & Klaus Starch

Page 18: Bullying, cyberbullying, pupil safety and well being

RESEARCH QUESTION

Is there empirical evidence, that bullying is a robust phenomenon?

– Is bulling in indian classes as relevant as in german classes?

– Is bullying in indian classes as salient as in german classes?

Page 19: Bullying, cyberbullying, pupil safety and well being

SAMPLE

39.7

51.5

8.8

India (N= 911)

Girls (N=358) Boys (N=464) Missing (N=79)

28.4

64.5

7.1

Germany (N= 578)

Girls (N=164) Boys (N=373) Missing (N=41)

Page 20: Bullying, cyberbullying, pupil safety and well being

Instruments

• Participant Role Approach (Salmivalli et al, 1996)

–Social Status (Dodge, Coie and Copetelli, 1986)

• social preference (LM-LL), social impact (LM+LL)• perceived popularity

• Reading the mind in the eyes questionnaire(Baron-Cohen, 2001)

• Moral foundations questionnaire (Graham, Haidt & Nosek,

2008)

• Moral indentity questionnaire (Aquino & Reed, 2002)

Page 21: Bullying, cyberbullying, pupil safety and well being

Participant Role Approach (Salmivalli et al. 1996)

If kids are asked about preferred behaviors ofclassmates• nine in ten kids in class have a distinct role as

– bully– assistant– reinforcer– defender– outsider

Page 22: Bullying, cyberbullying, pupil safety and well being

Participant Role Approach (Salmivalli et al. 1996)

BullyDefender

Reinforcer

Assistants

Outsider

Page 23: Bullying, cyberbullying, pupil safety and well being

31.36

38.1

69.46

24.7521.86

46.61

23.3819.41

42.79

16.2313.38

29.6

0

10

20

30

40

50

60

70

80

Sociometry PRQ Overall

Indian boys Indian Girls German boys German girls

AVERAGE NOMINATIONS RECEIVED BY SEX

Page 24: Bullying, cyberbullying, pupil safety and well being

6.412.9 13.1 11.5

26.3

10.2

19.6

2.4 2.4 3.7

37.8

22.6

9.1

22

5.49.9 9.7

1924.9

9.5

21.6

0

10

20

30

40

Bully Assistant Reinforcer Defender Outsider Victim No role

Germany

Boys Girls Overall

5.48.8 10.3

18.1 21.1

10.3

25.9

2.2 3.4 5.3

23.719.6

8.9

36.9

3.7 6.7 8.1

19.9 21.2

9.4

31.1

0

10

20

30

40

Bully Assitant Reinforcer Defender Outsider Victim No role

India

Boys Girls Overall

PREAVALENCE RATES: INDIA - GERMANY

Page 25: Bullying, cyberbullying, pupil safety and well being

64.18 65.03 58.2449.6 52.98 54.56

35.82 34.97 41.7650.4 47.02 45.44

0

20

40

60

80

Bully Assistant Reinforcer Defender Outsider Victim

India

Boys Girls

68.75 65.3 68.5361.6 60.67

69.17

31.25 34.7 32.47 38.4 39.3330.83

0

20

40

60

80

Bully Assistant Reinforcer Defender Outsider Victim

Germany

Boys Girls

PERCENTAGE OF NOMINATIONS FROM BOYS AND GIRLS

Page 26: Bullying, cyberbullying, pupil safety and well being

80.85 80.89 76.7393.12 83.59 83.08

19.15 19.11 23.276.88 16.41 16.92

0

50

100

Bully Assistant Reinforcer Defender Outsider Victim

India: Boys and girls nominating boys

Boys Girls

76.47 70.83 70.85 76.29 69.88 70.29

23.53 29.17 29.15 23.71 30.12 29.71

020406080

100

Bully Assistant Reinforcer Defender Outsider Victim

Germany: Boys and girls nominating boys

Boys Girls

NOMINATIONS FOR BOYS?

Page 27: Bullying, cyberbullying, pupil safety and well being

12.12 10.53 9.81 5.15 8.76 9.77

87.89 89.47 90.19 94.85 91.24 90.23

0

50

100

Bully Assistant Reinforcer Defender Outsider Victim

India: Boys and girls nominating girls

Boys Girls

41.45 42.95 48.36 45.3956.62

44.9958.55 57.05 51.64 54.62

43.3855.01

0

20

40

60

80

Bully Assistant Reinforcer Defender Outsider Victim

Germany: Boys and girls nominating girls

Boys Girls

NOMINATIONS FOR GIRLS?

Page 28: Bullying, cyberbullying, pupil safety and well being

-4

-2

0

2

4SP

PPSI

German pupils

-4

-2

0

2

4SP

PPSI

Indian Boys

-4

-2

0

2

4SP

PPSI

Indian Girls

Social Impact (SI), Perceived Popularity (PP), Social Preference (SP)

PROFILES FOR PARTICIPANT ROLES

Page 29: Bullying, cyberbullying, pupil safety and well being

Conclusions I

Bullying is interculturally robust phenomenon

– bullying-roles indicate a similarty of the bullyingprocess

– however in India restricted to a only-boys andonly-girls society even within one single class

Page 30: Bullying, cyberbullying, pupil safety and well being

METAANALYSES TELL ...

• most effective intervention comes out of the class itself

• in 25% of bullying incidents peersintervene

• two in three of these interventions area success

Page 31: Bullying, cyberbullying, pupil safety and well being

CRIMINAL LIABILITY VS VIOLATED RIGHTS

CLASS

VICTIM

DEFENDER

OUTSIDER

BULLY

ASSISTANT

REINFORCER

Page 32: Bullying, cyberbullying, pupil safety and well being

GROUPSDYNAMICS - neutralizing

Bully

Defender

Page 33: Bullying, cyberbullying, pupil safety and well being

GROUPSDYNAMICS – building up

BullyBully

Reinforcer

Page 34: Bullying, cyberbullying, pupil safety and well being

GROUPSDYNAMICS - downsizing

Reinforcer

Bully

Defender

Page 35: Bullying, cyberbullying, pupil safety and well being

LOOKING AT MORAL FOUNDATIONS

Individuating foundations– harm (empathy and caring is valued)– fairness (clear understanding of what`s wrong and

right)

Binding foundations– ingroup („one for all, all for one“)– authority (the necessity of leading is accepted)– purity (keeping one‘s record clear)

Page 36: Bullying, cyberbullying, pupil safety and well being

1

1.5

2

2.5

3

3.5

4Harm

Fairness

IngroupAuthority

Purity

GermanyBully Assistant Reinforcer Defender Outsider Victim

MFQ PROFILES FOR PARTICIPANT ROLES

Page 37: Bullying, cyberbullying, pupil safety and well being

MORAL FOUNDATIONS

Bullies and Reinforcer• are higher on the binding foundations

(authority, purity & ingroup)• are lower on harm than other roles

Defender and Outsider• top the individuating foundations (harm,

fairness)

Page 38: Bullying, cyberbullying, pupil safety and well being

1

1.5

2

2.5

3

3.5

4Harm

Fairness

IngroupAuthority

Purity

Germany: Probully GroupBully Assistant Reinforcer

1

1.5

2

2.5

3

3.5

4Harm

Fairness

IngroupAuthority

Purity

Germany: Antibully GroupDefender Outsider Victim

MFQ PROFILES FOR PARTICIPANT ROLES

Page 39: Bullying, cyberbullying, pupil safety and well being

Reinforcer

• are liked by bullies (like assistents) • perceived as the most popular in class

• reinforcers (like assitents) like bullies morethan bullies other bullies

• reinforcers nominate one in five bullies asmost popular (as defenders do)

Page 40: Bullying, cyberbullying, pupil safety and well being

OUTSIDER

• have an antibullying attitude• prefer indirect support for the victim• give direct support preferred to those they

are friend with

• have defending skills (30%)• can have aggressive tendencies (10%)

Page 41: Bullying, cyberbullying, pupil safety and well being

Prevention/Intervention

• is guided more by dealing with ressources thanby the intent to change behavior– might look for a social climate based on defenders

behaviors and values to protect the class frombullying

– might broaden up the perspective of reinforcers(high on ingroup) from within the probully group tothe whole class

– thus they might give less applause to the bulliesactions

– which might distract assistants attention fromthe bullies

Page 42: Bullying, cyberbullying, pupil safety and well being

CHANGING PERSPECTIVE IS CHANGING THE SYSTEM


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