Talk:Motivation and emotion/Book/2015/Bullying and pack behavior motivation in adolescents

Comments

Really good structure you have! maybe include a sub-section of 'psychological effects of bullying' in the present part? You could even compare historical psychological problems and current (since historical may have not had much information on psychological problems like depression? as compared to all the issues adolescents face now through bullying (anxiety, depression, suicide, etc.)). Nice idea putting a case study and analysing it in the case of cyber-bullying :) U3097090 (discuss • contribs) 10:17, 23 October 2015 (UTC)

Comments

This is a great topic that needs to be addressed socially, so great choice :) I had a look at some of the stats and research of the new factor of cyberbullying and you might find these articles helpful :) GOOD LUCK!!!! Varjas, K., Talley, J., Meyers, J., Parris, L., & Cutts, H. (2010). High school students’ perceptions of motivations for cyberbullying: An exploratory study. Western Journal of Emergency Medicine, 11(3), 269. (this next reference is particularly useful as it compares cyberbullying to F2F bullying Dooley, J. J., Pyżalski, J., & Cross, D. (2009). Cyberbullying versus face-to-face bullying: A theoretical and conceptual review. Zeitschrift für Psychologie/Journal of Psychology, 217(4), 182-188.Ccgmjb (discuss • contribs) 00:27, 12 October 2015 (UTC)

Hey! Sounds like an interesting topic and it looks like you've got a good basic structure to understand this problem. One thing I would suggest is to include a case study of some sort, whether it's real from a movie or book, or something you've seen or experienced in real life, as this can further demonstrate your understanding of the topic and help the readers have a better idea of what you're arguig. Good luck! :) User:U3097062 16 October

Heyo! I like the topic, im sure its going to be very interesting. Im doing a topic which investigates empathy and I came a across an interesting article you might be able to use. The article looks at the correlation between empathy and bullying behaviour. It seems that having higher empathy for others does not always inhibit bullying. In other words sometimes bullies have great empathy for their victims and use to actively bully them. For instance in a sample group of adolescent girls it was found that bullies actually had higher affective empathy and used this ability to further bully their victim. Pretty aweful, but an interesting finding. The article is called "Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying" by Simona C. S. Caravita and Paola Di Blasio (2008).

Hope that helps you out a bit!

Connorkaye (discuss • contribs) 09:24, 17 October 2015 (UTC)

Hi! Cool topic, looks like you have it nicely set out. It might be interesting to add in about what kinds of people are more likely to cyberbully (eg: are female more likely to? Those who feel threatened/are too scared to do it in public) that kind of thing. I like how you're going to add a case study in as well. Good luck! --Bt1718 (discuss • contribs) 03:15, 20 October 2015 (UTC)

Hi Celeste,

Yes great topic. It would be very interesting to differentiate between the way boys and girls bully and what type leads to more tragic result such as suicide. Here are some links you may find helpful.

http://www.education.com/reference/article/Ref_Bullying_Differences/

https://www.justsayyes.org/bullying/brutal-boys-vs-mean-girls/

http://bullying.about.com/od/Basics/a/Do-Girls-And-Boys-Bully-Differently.htm

http://www.theguardian.com/education/mortarboard/2006/mar/08/aregirlsworsebulliesthanb

All the best with your chapter. Candice--CJBush03 (discuss • contribs) 04:23, 20 October 2015 (UTC)

Hey,

Nice choice of topic, i like how you have incorporated cyberbullying as it is very present into days society of tech savvy teens. Maybe you could add in an area that talks about the people who are more likely to become bullies as well as those who are more likely to be subjected to bullies for example minority groups. Good luck of finishing off your chapter, so far the layout looks really good.

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings. For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 04:42, 20 October 2015 (UTC)

Comment 20 Oct

Hi there! This is looking great so far, looks like you have a solid plan. You might already be doing this, but maybe have a look at the motivational aspects of conformity on bullying. Here are some articles that I hope will help you: Bullying and fighting among adolescents - doi:10.1016/j.addbeh.2007.07.003; Bullying and the need to belong - doi: 10.1111/j.1467-9507.2007.00413.x. Also, you could also have a look at occupational bullying (such as within after-school jobs) as this may have some different motivational causes. Good luck!

Hayley U3017556 (discuss • contribs) 09:29, 20 October 2015 (UTC)

Hi, This is a great idea for a book chapter. It will be very interesting to read it once its done. I was thinking you could add an external link to a ted talk for the readers to have a look at. Here are two I found that looked good https://www.ted.com/talks/shane_koyczan_to_this_day_for_the_bullied_and_beautiful https://www.ted.com/talks/joel_burns_tells_gay_teens_it_gets_better Good luck.--U3081508 (discuss • contribs) 10:48, 20 October 2015 (UTC)

Theories

Hi there! looks like your on track with what direction you want to go, and it is a great topic. I have done past assessment on subjects associated with bullying and found it to be very interesting! I see that you have not got specific theories written down, one that I would suggest is resource control theory, can go really well with explaining motivation behind group bullying

Resource control theory posits that individuals who are effective in their goal attainment and have access to material and social resources (the most wanted toy, the best role in a game or play, sexual attention) are valued by peers (Hawley, 1999, 2002). Resource control can be based on coercion, on prosocial strategies, or both. Especially the most popular members of bullying groups can use their aggression effectively (Pellegrini et al., 1999), and many of them might combine bullying with prosocial behavior (bistrategic controllers, see Hawley, Little, & Card, 2007) in order to maximise their resource control and consequently, perceived popularity.

heres a link on where i got that information from Aggression and violent behaviour

good luck :) --U3098499 (discuss • contribs) 10:38, 21 October 2015 (UTC)

Suggestions

Hello! What a fascinating topic you have chosen, and so prevalent in today's society too. I would perhaps look at breaking bullying a bit more. From history to present day you could organise it as witch-hunts, school bullying and workplace bullying. Ive attached a few studies which you may find beneficial. I would also look at making the point that bullying subjective and is not part of the ethos of a democratic country, yet in other countries it can even be encouraged and supported. By examining this, you could look at bullying from a cultural perspective. For example bullying could be considered honour killing which unfortunately is common in countries such as india and iran. Additionally, you can look at the emotional affects that bullying is causing (anxiety, depression) and the adverse consequences it has (suicide, depression etc).Also, examining the governments perspective (in australia) on bullying and the steps they are taken to manage such a prevalent and common issue in todays society. At the end of your chapter, i would also think about intervention strategies and adding links at the end to pages such as beyond blue and other help institutions.

ref: Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive behavior, 26(1), 1-9. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and individual differences, 24(1), 123-130. Rayner, C., & Hoel, H. (1997). A summary review of literature relating to workplace bullying. Journal of community & applied social psychology, 7(3), 181-191. Smith, P. K. (1999). The nature of school bullying: A cross-national perspective. Psychology Press. Salmivalli, C. (1999). Participant role approach to school bullying: Implications for interventions. Journal of adolescence, 22(4), 453-459.

Chapter review and feedback

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Overall Overall, this is a promising chapter which could be improved by providing a more cogent unpacking and summary of the evidence-based motivations for adolescent bullying. There is a tendency to describe the problem (definitions, examples, statistics) but less emphasis on using psychological theory to explain the motivations and possible strategies/solutions/tips/take-home messages. For more feedback see these copyedits and the comments below. Theory Several theories are mentioned, but somewhat in passing. Psychological motivation theories which can explain bullying could be covered in more depth. Update DSV-IV to DSM-V Some useful case studies are presented, although it would be helpful if a discussion using theory could be presented to explain the situation. Research Several useful/relevant studies are mentioned, but a more disciplined summary is needed, and this needs to be related back to theory. When describing important research studies, provide some indication of the nature of the sample and possibly cultural context. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Several very useful/relevant research studies are described. They tend to be described one after the other. To improve the review of research, look for patterns and themes and try to synthesise the findings in order to convey a greater depth of understanding. Written expression Overall, written expression is reasonably good. Some areas for possible improvement include: Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. The quality of written expression could be improved (e.g., see where clarification templates have been added to the page). The chapter would benefit from a more developed Overview and Conclusion, with clearer focus question(s) (Overview) and take-home self-help message for each focus question (Conclusion). Layout Avoid sections with only one sub-section. A section should have no sub-sections or at least two sub-sections. Add bullet-points for See also and External links. Learning features The chapter makes some use of interwiki links to relevant Wikipedia articles - more could be added (e.g., Salem witch trials). The chapter makes some use of Figures, but not Tables. Quiz questions are used effectively to encourage reader engagement. APA style Add APA style captions to tables and figures (e.g. italicise Figure X). When there are three or more authors, subsequent citations should use et al. e.g., Smith, Bush and Western (2001) and then in the next paragraph cite Smith et al. (2001). Check and correct the APA style formatting of in-text citations (e.g., commas after ampersand when there are three of more authors). Check and correct the use of "&" vs. "and" (Use ampersand (&) inside brackets and "and" outside brackets). The reference list is not in full APA style.

-- Jtneill - Talk - c 20:31, 24 November 2015 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a basic, but sufficient presentation. Structure and content Bullying is well defined. Theory is well covered; research less so. The practical recommendations were helpful; more could be added. Perhaps consider using more illustrative examples. Communication Increase font size to make text easier to read. Varied intonation adds interest and engagement. Audio is clear and well-paced. Production quality Basic, effective production. Rename the title so that it includes the subtitle. Description field is empty; fill out the description field (e.g., brief description of presentation, link back to the book chapter, license details, and possibly include references and image attributions). The copyright licenses and sources for the images used is not indicated - there may have been copyright violation unless you own the copyright to the images used or these were public domain images. A copyright license for the presentation is not indicated (i.e., in the description or in the presentation slides). No clickable link is provided back to the book chapter.

-- Jtneill - Talk - c 21:27, 26 November 2015 (UTC)