A self-categorization theory perspective on adolescent boys’ sexual bullying of girls
- Authors: Page, Elysia , Shute, Rosalyn , McLachlan, Angus
- Date: 2015
- Type: Text , Journal article
- Relation: Journal of Interpersonal Violence Vol. 30, no. 3 (2015), p. 371-383
- Full Text: false
- Reviewed:
- Description: This preliminary study applied Self-Categorization Theory (SCT) to the sexual bullying of high school girls by boys. Seventy-five Year 9 boys responded to vignettes portraying sexual bullying in which gender was a more or a less salient feature of the social context described. As predicted, boys were more likely to engage in sexual bullying when gender was more salient. Masculine sex role was not correlated with engagement in sexual bullying. Controlling for social desirability, pro-bullying attitude was predictive of such engagement, but only when the social context rendered gender less salient. This suggests the power of the perceived social context for determining which individual characteristics will gain expression. It is concluded that SCT is a promising avenue for advancing understanding of bullying, a field of research that has previously largely lacked a theoretical focus. © The Author(s) 2014.
Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers
- Authors: Dedousis-Wallace, Anna , Shute, Rosalyn , Varlow, Megan , Murrihy, Rachael , Kidman, Tony
- Date: 2014
- Type: Text , Journal article
- Relation: Educational Psychology Vol. 34, no. 7. (2014), Pages 862-875
- Full Text: false
- Reviewed:
- Description: This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health (Controls). In accord with the model, perceived seriousness of indirect bullying mediated between empathy for victims and likelihood of intervening. Self-efficacy also had a direct effect on likelihood of intervention, though level of knowledge of the impact of indirect bullying made only a small contribution. Compared with Controls, the Experimental Group scored more highly, after the presentation, on perceived seriousness of indirect bullying, empathy for victims, likelihood of intervening and self-efficacy, but not on knowledge of impact. It is concluded that teacher education about indirect bullying may be most effective if it focuses on feelings rather than facts, and provides practical intervention strategies.
Supporting bereaved parents : A phenomenological study of a telephone intervention programme in a paediatric oncology unit
- Authors: Darbyshire, Philip , Cleghorn, Alexandra , Downes, Maeve , Elford, Joanna , Gannoni, Anne , McCullagh, Cheryl , Shute, Rosalyn
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Clinical Nursing Vol. 22, no. 3-4 (2013), p. 540-549
- Full Text: false
- Reviewed:
- Description: Aims and objectives. This study sought to discover bereaved parents' perspectives and experiences of a nurse-led, ward-based, telephone support programme in a children's oncology unit. Background. Parental grief is especially intense and long-lasting, and many parents can experience serious psychological problems. The oncology team learned that some parents felt 'forgotten' or 'abandoned' following their child's death and addressed this concern by initiating and subsequently evaluating a telephone bereavement support programme. Design. An interpretive phenomenological investigation of the experiences of six parents who participated in the programme. Methods. Parents shared their experiences and perceptions of the programme in individual interviews. Interpretive phenomenology and thematic analysis guided the interviews' interpretation to ascertain both the parents' experiences of the programme and their understandings of everyday clinical terms such as 'support' or 'reassurance'. Results. Parents found the programme supportive, especially valuing ongoing contact with a nurse who 'knew them'. Telephone contact was preferred to visiting the hospital, which brought back painful memories. Calls were important elements in helping parents create meaning and memory around their deceased child. Conclusions. Regular telephone contact over an agreed period from a familiar member of the child's treating team can create a more positive and supportive bereavement experience for parents in the year following their child's death. The specific findings are discussed in the context of the death of a child as a crisis of meaning. Relevance to clinical practice. Clinical nurses are ideally placed to use existing close relationships to extend care and support to bereaved parents. This study shows how nurses can identify service gaps, work with interdisciplinary team colleagues to initiate appropriate actions and participate in the essential evaluation subsequently required. © 2012 Blackwell Publishing Ltd.
Cognitive Specificity in Trait Anger in Relation to Depression and Anxiety in a Community Sample
- Authors: Maud, Monica , Shute, Rosalyn , McLachlan, Angus
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Psychologist Vol. 47, no. 4 (2012), p. 254-261
- Full Text:
- Reviewed:
- Description: The current research explored 16 of Young's schemas in relation to trait anger and to anxiety and depression symptoms among 262 non-clinical Australian adults with low-level symptomatology and average anger levels. The study partially replicated previous work with a sample of Spanish students that investigated the relationship between anger, depression, and anxiety and Young's schemas. Predictions derived from Beck's notion of cognitive specificity were examined using structural equation modelling and showed that of the sixteen schemas, Vulnerability was linked to anxiety, Social Isolation and Enmeshment were linked to depression, and Entitlement, Insufficient Self-Control, Mistrust and Abuse, Subjugation (negatively), and Abandonment were linked to anger. The discrepancies between these and the Spanish findings and the difficulties of other researchers in establishing higher order aggregations of Young's schemas prompted further consideration of the range of such schemas with respect to anger, depression, and anxiety, and the possibility that sample characteristics may play a critical role in determining the varying affect-schema relationships. © 2011 The Australian Psychological Society.
- Description: 2003010575
Everyday victimization of adolescent girls by boys: Sexual harassment, bullying or aggression?
- Authors: Shute, Rosalyn , Owens, Larry , Slee, Phillip
- Date: 2008
- Type: Text , Journal article
- Relation: Sex Roles Vol. 58, no. 7-8 (2008), p. 477-489
- Full Text:
- Reviewed:
- Description: School-based sexual harassment of adolescent girls by boys appears commonplace, yet aggression and bullying studies rarely yield sexualized material. This qualitative Australian study with 72 14- to 15-year-olds and 7 teachers aimed to discover whether interviewer use of neutral language in gender-segregated focus groups and interviews would yield material indicating that the victimization of girls by boys is sexualized. Verbal and indirect victimization were reported to be everyday occurrences, and almost entirely sexual. Findings are discussed in the light of definitions of sexual harassment, bullying and aggression. It is concluded that the term "sexual bullying" appropriately captures the gendered power structure underlying these behaviors. As such, they need to be understood, and become visible, more broadly than in terms of individual pathology. © 2007 Springer Science+Business Media, LLC.
- Description: C1
"They do it just to show off." Year 9 girls,' boys' and their teachers' explanations for boys' aggression to girls
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2007
- Type: Text , Journal article
- Relation: International Journal of Adolescence and Youth Vol. 13, no. 4 (2007), p. 343-360
- Full Text: false
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, study of aggression in schools has often focused on within-sex interactions. However, during adolescence, boys and girls increasingly interact with each other which provides the opportunity for constructive pro-social relationships as well as for damaging conflict and aggression. This paper examines the explanations of boys' aggression to girls provided in focus group discussions and individual interviews at four middle class Adelaide metropolitan schools by Grade 9 boys, girls and their teachers. Thematic analyses revealed some common and some differing explanations across boys, girls and teachers. AU agreed that boys were verbally aggressive to girls in order to impress other boys and for their own entertainment or fun (i.e., to get a laugh). Boys and teachers reported that boys' offensive behaviour to girls was sometimes an attempt to impress girls. For some boys, the motive for hurting girls was revenge. Some teachers suggested that boys' hurtful behaviour may be explained by sexist attitudes learned at home. This study highlights the vital role of the peer group in motivating boys' aggressive behaviour toward girls. It also emphasizes the importance of understanding behaviour from the different perspectives of boys, girls and teachers. © 2007 A B Academic Publishers.
- Description: C1
- Description: 2003005852
Predictors of social competence in young adolescents with craniofacial anomalies
- Authors: Shute, Rosalyn , McCarthy, Karen , Roberts, Rachel
- Date: 2007
- Type: Text , Journal article
- Relation: International Journal of Clinical and Health Psychology Vol. 7, no. 3 (2007), p. 595-613
- Full Text:
- Reviewed:
- Description: This descriptive study shows the development and evaluation of a model of social competence in young adolescents with craniofacial anomalies. Craniofacial patients (N = 48, 11-14 years) completed the Social Anxiety Scale for Children, selected subscales of the Self-Perception Scale for Adolescents and the Social Support Scale for Children. Their parents completed the Child Behaviour Checklist. Facial disfigurement was independently rated. Multiple regression analyses suggested a revised model in which one aspect of social anxiety (social avoidance/distress) predicts social competence, with peer support as a mediator, while the other aspect of social anxiety (fear of negative evaluation) predicts social competence, with parental support as a mediator. Severity of facial disfigurement was not related to any psychological variable. While self-worth predicted social competence when considered alone, this relationship disappeared when the other variables were taken into account; self-worth remained closely associated with fear of negative evaluation. Although mean Child Behaviour Checklist scores were in the normal range, almost half the adolescents had psychological problems of clinical concern. The results suggest that young adolescents with craniofacial anomalies require psychological assessment regardless of degree of disfigurement. Interventions to reduce social anxiety and improve social support may be of particular value for promoting social competence. © International Journal of Clinical and Health Psychology.
- Description: C1
- Description: 2003005750
Teacher responses to bullying in relation to moral orientation and seriousness of bullying
- Authors: Ellis, Alicia , Shute, Rosalyn
- Date: 2007
- Type: Text , Journal article
- Relation: British Journal of Educational Psychology Vol. 77, no. 3 (2007), p. 649-663
- Full Text:
- Reviewed:
- Description: Background. Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims. To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. Sample. Primary, middle and high school teachers (N = 127) were recruited during staff meetings at five schools. Methods. Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. Results. As anticipated, care moral orientation predicted a problem-solving response, while justice orientation predicted a rules-sanctions response. Care and justice orientations also interacted to predict rules-sanctions, but not problem-solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules-sanctions and 40% for problem-solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. Conclusions. While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. © 2007 The British Psychological Society.
- Description: 2003005747
Anger or compromise? Adolescents' conflict resolution strategies in relation to gender and type of peer relationship
- Authors: Shute, Rosalyn , Charlton, Kate
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Adolescence and Youth Vol. 13, no. 1-2 (2006), p. 55-69
- Full Text:
- Reviewed:
- Description: This study examined gender differences in conflict resolution across three types of adolescent peer relationship. We predicted that adolescents would vary in their use of overt anger and compromise in accord with gender stereotypes, depending on the type of peer relationship under consideration. It was predicted that, in conflicts with opposite-gender friends, adolescents would modify the strategies typically used with same-gender friends to more closely match those of the opposite gender. Furthermore, it was predicted that, in romantic relationships, compared with cross-gender friendships, adolescents would use more compromise and less overt anger. Broad support for these propositions was found, the main exception being girls' greater use of overt anger than expected, in all three types of peer relationships. Possible reasons posited were changing male and female roles in society and the use of overt anger questionnaire items that reflect social aggression. It was concluded that efforts to promote constructive conflict resolution by adolescents should consider reasons why young people choose different conflict resolution strategies in different types of peer relationships. © 2006 A B Academic Publishers.
- Description: C1
- Description: 2003002020
The old and mentally ill in Australia : Doubly stigmatised
- Authors: Thomas, Kelly , Shute, Rosalyn
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Psychologist Vol. 41, no. 3 (2006), p. 186-192
- Full Text:
- Reviewed:
- Description: This review proposes that the stigma attached to being old and having a mental illness has a disproportionate impact on those who are categorised as both. A brief historical account is given of what it means to have a mental illness and, separately, what it means to be old. Next, the stigmatising attitudes and their implications for the two separate groups will be reviewed, with discussion of the Australian media's portrayal of mental illness and old age. It is further argued that the implications of double stigma may be multiplicative, having even more of an impact on elderly mentally ill people than a separate consideration of these categories might suggest. Finally, some suggestions are made for beginning to address the double stigma attached to being both old and having a mental illness in Australia. © The Australian Psychological Society Ltd.
- Description: C1
- Description: 2003002024
School peer victimization of young people with craniofacial conditions : A comparative study
- Authors: Carroll, Pam , Shute, Rosalyn
- Date: 2005
- Type: Text , Journal article
- Relation: Psychology, Health and Medicine Vol. 10, no. 3 (2005), p. 291-304
- Full Text:
- Reviewed:
- Description: Young people with and without craniofacial conditions were compared on perceived incidence and frequency of school-based peer victimization and resultant distress; the relationship of craniofacial disfigurement severity to victimization incidence and frequency was also assessed. A deliberately biased sample-over-representing greater disfigurement-of 85 young people (9 to 16 years of age), continuing or having completed treatment for a craniofacial condition, were rated on current disfigurement severity, and responded to an extended version of the Direct and Indirect Aggression Scale (DIAS) presented as a structured telephone interview. Fifty-five matched school peers without craniofacial conditions responded to the same interview. Greater craniofacial disfigurement was associated with greater likelihood and frequency of being targeted with certain aggressive behaviours identified from the craniofacial literature. However, no more young people with, than without, craniofacial conditions experienced frequent victimization, considerable emotional distress or references to their appearance. This study provides a social comparison for victimized young people with craniofacial conditions. Knowing that those without disfigurement are also victimized may help ease their disfigurement-related cognitions. This study highlights the limitations of surgical correction for disfigurement, and promotes a more realistic view for victimization experiences and intervention options. © 2005 Taylor & Francis Group Ltd.
- Description: C1
- Description: 2003001247
Acculturation and social support in relation to psychosocial adjustment of adolescent refugees resettled in Australia
- Authors: Kovacev, Lydia , Shute, Rosalyn
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Behavioral Development Vol. 28, no. 3 (2004), p. 259-267
- Full Text:
- Reviewed:
- Description: This study examined how different modes of acculturation and perceived social support are related to adolescent refugee psychosocial adjustment, as measured by global self-worth and peer social acceptance. The 83 participants, aged between 12 and 19 and now resident in Australia, were from the former Republic of Yugoslavia. Those who had the most positive attitudes toward both cultures obtained the highest ratings of self-worth and peer social acceptance. In contrast, those who had negative attitudes toward both cultures had the lowest scores on these measures of psychosocial adjustment. Results were consistent with the proposition that the effects of acculturation on adjustment are mediated by peer social support.
- Description: C1
- Description: 2003000946
I can run faster than him because I have faster shoes : Perceptions of competence and gender role stereotyping in children's imaginary friends
- Authors: Coetzee, Hilda , Shute, Rosalyn
- Date: 2003
- Type: Text , Journal article
- Relation: Child Study Journal Vol. 33, no. 4 (2003), p. 257-272
- Full Text: false
- Reviewed:
- Description: This study aimed to replicate the findings of Harter and Chao (1992) of a gender difference in the competence of the imaginary friends created by children, and to examine their suggestion that this gender difference is due to children's understanding of gender role stereotypes. There were 61 children (20 boys and 41 girls) between the ages of 3 years and 7 years who participated. The gender difference was not replicated, as not only girls, but also boys, rated their imaginary friend as less competent than themselves. However, children's spontaneous comments were indicative of a gender difference in how children perceived this lower competence--in terms of nurturing (girls) or self-favoring social comparison (boys). Other gender differences in children's imaginary friends were also apparent. The relative competence of child and 'friend' was not related to how flexible children were in terms of gender-role stereotyping, and this adds to a growing body of evidence failing to demonstrate a link between children's gender stereotypes and their behavior.
- Description: C1
- Description: 2003006018