Showing items related by title, author, creator and subject.

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  WHAT CONDITIONS DO MIDDLE SCHOOL ADMINISTRATORS BELIEVE MUST BE IN PLACE TO CREATE AND SUSTAIN A SUCCESSFUL BULLYING PREVENTION PROGRAM IN A MIDDLE SCHOOL?

  McGinley, Christopher W.; Cordes, Sarah A.; Haviland, Joseph; Shorr, Lori (Temple University. Libraries, 2020)

  ABSTRACT Bullying is recognized as a serious problem affecting children and adolescents in the U.S. and around the world. Recent school shootings and media attention surrounding them has thrust bullying into the forefront of our attention and has created a sense of resolve around the issue. As a result of the increased media attention around bullying, there has been a call for action and demands for schools to do what they can to decrease bullying. In an effort to deter students from participating in bullying behaviors many schools have been implementing bullying prevention programs to educate students about the negative impacts of bullying and to promote positive behaviors. As with any change, it is not uncommon for the implementation of a bullying prevention program to be met with some resistance by staff, and unfortunately, like many educational innovations they are short-lived. It appears that in order for the implementation of a bullying prevention program to see success and be sustainable within a school, there must be certain conditions in place at the time of the implementation. This study is designed to investigate why the same bullying prevention programs that are perceived to be successful and sustainable in some schools, are not successful nor sustainable in other schools. The goal is to determine what conditions, if any, are present in the schools with perceived successful and sustainable bullying prevention programs, that were not present in schools where the bullying prevention programs were unsuccessful and unsustainable.
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  Peer Victimization Predicts Neural Response to Simulated Social Feedback from Peers

  Olino, Thomas; Temple University. Honors Program (Temple University. Libraries, 2018)

  Peer victimization has been found to relate to internalizing problems, including depression and anxiety (Reijntjes et al., 2010). Research has also shown that peer victimization relates to neural response to social feedback, such as increased activation in the dorsal anterior cingulate cortex and anterior prefrontal cortex to social exclusion (Rudolph et al., 2016; Will et al., 2015). The current study aims to examine the impact of peer victimization on neural response to social feedback using the Chatroom Task. It is hypothesized that higher levels of peer victimization will be associated with increased neural response to social feedback. Fifty-two adults (Mage = 17.32, SD = 1.00) recruited from the Adolescent Cognition and Emotion Project at Temple University participated in the current study. The Social Experiences Questionnaire (SEQ) was administered to measure levels of peer victimization, and the Chatroom Task was completed in the scanner to examine neural response to social feedback. Multiple regressions will be run with level of peer victimization as the predictor variable and neural response as the outcome variable using Statistical Parametric Mapping 12. These findings will contribute to the understanding of the impact of peer victimization on response to social feedback and the associated internalizing symptoms.
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  Peer victimization among youth with anxiety disorders

  Kendall, Philip C.; Drabick, Deborah A.; Heimberg, Richard G.; Alloy, Lauren B.; Giovannetti, Tania; Weinraub, Marsha (Temple University. Libraries, 2013)

  Objective: This study examined whether overt and relational peer victimization were associated with the severity of Social Phobia (SoP) symptoms and whether frequent victimization was more common among youth with SoP as compared to youth with other anxiety disorders. In addition, the study examined whether self-esteem, peer beliefs, and emotional lability were linked to internalizing symptoms above and beyond overt and relational victimization severity. Method: Participants were 90 youth (47 boys, 43 girls; M age = 11.06 years; SD = 3.09) and their parents. Youth had been referred to an outpatient child and adolescent anxiety disorders clinic. Measures included (a) a semi-structured diagnostic interview, (b) youth self-report forms assessing peer victimization, anxiety, depressive symptoms, loneliness, and global self-worth, and (c) parent-report forms assessing anxiety and emotion regulation. Results: Results showed a concurrent positive association between peer victimization and self-reported social anxiety, with relational victimization providing unique information above and beyond overt victimization. Peer victimization was not associated with a specific diagnosis, but was related to multiple internalizing problems (negative beliefs about the peer group accounted for some of this relation). Conclusions: Peer victimization is important to assess for and consider in the treatment of childhood and adolescent anxiety disorders. Peer victimization is associated with social anxiety symptoms, and relational victimization, in particular, is associated with internalizing problems among youth with anxiety disorders. Victimization appears to be associated with symptomatology rather than diagnosis.