Year: 2016
Type: dissertation
Study design: Observational Study
Abstract: Bullying is a serious problem in Canadian schools, with numerous consequences (see McDougall Vaillancourt, 2015). There are a number of causes and correlates (Rodkin, Espelage, Hanish, 2015), ways of assessing and defining bullying (Solberg Olweus, 2003), as well as numerous intervention programs (Ontario Ministry of Education, 2013). Due in part to these factors, the efficacy of anti-bullying programs has been modest (Ttofi Farrington, 2011). The goal of the present study was to investigate the Social-Emotional Learning (SEL) model as a framework for understanding bullying behaviour. More specifically, it explored whether the five broad SEL skills domains (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) were associated with a range of bullying behaviours (i.e., physical, verbal, social, sexual, and cyber). Participants consisted of 193 middle school students from three schools within the Greater Toronto Area (GTA). Multiple regression analyses revealed that difficulties with the self-management of anger and a high number of friends were associated with physical and verbal bullying behaviour. Poor emotional awareness and a low number of friends were associated with physical, verbal, and social targeting. Interestingly, low number of friends was also associated with physical bullying, while high number of friends was associated with cybertargeting. These findings suggest that there is significant heterogeneity amongst youth involved in bullying. While some youth involved in perpetration may need support in developing anger regulation skills, others may benefit from interventions focused on shifting peer norms supportive of bullying behaviour. Other youth may need support in developing new friendships that can protect them from ongoing targeting. The findings also suggest that gender may influence who is bullying who, and that gender specific interventions may be important. Specific interventions which can target these various findings will be briefly discussed and explored. The present study findings have shed some light on SEL variables associated with bullying. It is hoped the findings will stimulate ongoing research interest in the application of the SEL model for understanding and preventing future bullying behaviour.
Source: TSpace (University of Toronto)
Author: Terra Lynn Dafoe
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2602304549