Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms / Christina SALMIVALLI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.668-676 Titre : Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Christina SALMIVALLI, Auteur ; Marinus VOETEN, Auteur ; Elisa POSKIPARTA, Auteur Année de publication : 2011 Article en page(s) : p.668-676 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated whether the bystanders’ behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9–11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools’ computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions. En ligne : http://dx.doi.org/10.1080/15374416.2011.597090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms [Texte imprimé et/ou numérique] / Christina SALMIVALLI, Auteur ; Marinus VOETEN, Auteur ; Elisa POSKIPARTA, Auteur . - 2011 . - p.668-676. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.668-676 Index. décimale : PER Périodiques Résumé : This study investigated whether the bystanders’ behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9–11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools’ computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions. En ligne : http://dx.doi.org/10.1080/15374416.2011.597090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems / Lydia Laninga-Wijnen ; Takuya Yanagida ; Claire F. Garandeau ; Sarah T. Malamut ; René VEENSTRA ; Christina SALMIVALLI in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.40-54 Titre : Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Lydia Laninga-Wijnen, Auteur ; Takuya Yanagida, Auteur ; Claire F. Garandeau, Auteur ; Sarah T. Malamut, Auteur ; René VEENSTRA, Auteur ; Christina SALMIVALLI, Auteur Article en page(s) : p.40-54 Langues : Anglais (eng) Mots-clés : anxiety  depressive symptoms  healthy context paradox  self-esteem  victimization Index. décimale : PER Périodiques Résumé : The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox.? The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes). En ligne : https://dx.doi.org/10.1017/S0954579423001384 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems : Development and Psychopathology [Texte imprimé et/ou numérique] / Lydia Laninga-Wijnen, Auteur ; Takuya Yanagida, Auteur ; Claire F. Garandeau, Auteur ; Sarah T. Malamut, Auteur ; René VEENSTRA, Auteur ; Christina SALMIVALLI, Auteur . - p.40-54. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.40-54 Mots-clés : anxiety  depressive symptoms  healthy context paradox  self-esteem  victimization Index. décimale : PER Périodiques Résumé : The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox.? The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes). En ligne : https://dx.doi.org/10.1017/S0954579423001384 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Promouvoir les contextes d'apprentissage sains et sûr en agissant sur les témoins de harcèlement scolaire: le programme KiVa / Christina SALMIVALLI

Public ISBD in Harcèlement scolaire. De la destruction à la reconstruction / ASSOCIATION PHOBIE SCOLAIRE Titre : Promouvoir les contextes d'apprentissage sains et sûr en agissant sur les témoins de harcèlement scolaire: le programme KiVa Type de document : Texte imprimé et/ou numérique Auteurs : Christina SALMIVALLI, Auteur ; Claire GARANDEAU, Auteur Année de publication : 2019 Importance : p.35-42 Langues : Français (fre) Index. décimale : EDU-A EDU-A - Education - Enseignement - Gestion de Classe Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 in Harcèlement scolaire. De la destruction à la reconstruction / ASSOCIATION PHOBIE SCOLAIRE Promouvoir les contextes d'apprentissage sains et sûr en agissant sur les témoins de harcèlement scolaire: le programme KiVa [Texte imprimé et/ou numérique] / Christina SALMIVALLI, Auteur ; Claire GARANDEAU, Auteur . - 2019 . - p.35-42. Langues : Français (fre) Index. décimale : EDU-A EDU-A - Education - Enseignement - Gestion de Classe Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

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