https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(11)60827-1.pdf

Child and adolescent mental health worldwide: evidence for action

This article suggests that while mental health problems affect 10—20% of children and adolescents worldwide, the mental health needs of children and adolescents are neglected, especially in low-income and middle-income countries. The authors review the evidence and the gaps in the published work in terms of prevalence, risk and protective factors, and interventions to prevent and treat childhood and adolescent mental health problems.

A review of research on bullying and peer victimization in school: An ecological system analysis☆

Although technology provides numerous benefits to young people, it also has a ’ dark side ’, as it can be used for harm, not only by some adults but also by the young people themselves. Email, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as well as in Australia and New Zealand. This growing problem has as yet not received the attention it deserves and remains virtually absent from the research literature. This article explores definitional issues, the incidence and potential consequences of cyber bullying, as well as discussing possible prevention and intervention strategies.

Cyber bullying: An old problem in a new guise?

With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis-stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis-stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships.

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Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model

Why do some countries, regions and schools have more bullying than others? What socio-economic, socio-political and other larger contextual factors predict school bullying? These open questions inspired this study with 53.316 5th- and 9th-grade students (5% of the national student population in these grades), from 1,000 schools in Colombia. Students completed a national test of citizenship competencies, which included questions about bullying and about families, neighborhoods and their own socio-emotional competencies. We combined these data with community violence and socio-economic conditions of all Colombian municipalities, which allowed us to conduct multilevel analyses to identify municipality- and school-level variables predicting school bullying. Most variance was found at the school level. Higher levels of school bullying were related to more males in the schools, lower levels of empathy, more authoritarian and violent families, higher levels of community violence, better socio-economic conditions, hostile attributional biases and more beliefs supporting aggression. These results might reflect student, classroom and school contributions because student-level variables were aggregated at the school level. Although in small portions, violence from the decades-old-armed conflict among guerrillas, paramilitaries and governmental forces predicted school bullying at the municipal level for 5th graders. For 9th graders, inequality in land ownership predicted school bullying. Neither poverty, nor population density or homicide rates contributed to explaining bullying. These results may help us advance toward understanding how the larger context relates to school bullying, and what socio-emotional competencies may help us prevent the negative effects of a violent and unequal environment. Aggr. Behav. 35:1-10, 2009. (c) 2009 Wiley-Liss, Inc. Language: en

/pdf/socio-economic-socio-political-and-socio-emotional-variables-1e705mpdnp.pdf

Socio-economic, socio-political and socio-emotional variables explaining school bullying: a country-wide multilevel analysis.

School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying. Logistic and multilevel analyses were conducted using data from 53,316 5th and 9th grade students from a representative sample of public and private Colombian schools. Higher age and better family socio-economic conditions than classmates were risk factors associated with being a bully, while younger age and poorer socio-economic conditions than classmates were associated with being a victim of bullying. Coming from authoritarian families or violent neighborhoods, and supporting beliefs legitimizing aggression, were also associated with bullying and victimization. Empathy was negatively associated with being a bully, and in some cases positively associated with being a victim. The results highlight the need to take into account possible sources of power imbalances, such as age and socio-economic differences among classmates, when seeking to prevent bullying. In particular, interventions focused on peer group dynamics might contribute to avoid power imbalances or to prevent power imbalances from becoming power abuse. Aggr. Behav. 41:280-293, 2015. © 2014 Wiley Periodicals, Inc.

Money and age in schools: Bullying and power imbalances

Competencias ciudadanas: De los estándares al aula

Introduction - Virginia M. Bouvier Part I: National Initiatives for Peace Origins, Evolution, and Lessons of the Colombian Peace Movement - Adam Isacson and Jorge Rojas Rodriguez Colombia's Peace Processes (1982-2002) - Carlo Nasi The FARC at the Negotiating Table - Mike Chernick The ELN's Halting Moves toward Peace - Leon Valencia From Greed to Grievance - Winifred Tate Truth, Justice, and Reparations in Colombia - Arturo Carrillo Part II: Institutional and Sectoral Peace Initiatives Peace Education in Colombia - Enrique Chaux and Ana M. Velasquez The Colombian Church and Peacebuilding - Mons. Hector Fabio Henao Gaviria Business and Peace in Colombia - Angelika Rettberg Part III: Gender and Ethnic Contributions to Peacebuilding Women and Peacebuilding in Colombia - Catalina Rojas The Power of the Baston - Leslie Wirpsa with David Rothschild and Catalina Garzon Part IV: Local and Regional Peace Initiatives Local Peace Communities - Christopher Mitchell and Sara Ramirez Civil Resistance to War in the Middle Magdalena Valley - Javier Moncayo Negotiating Alternatives to Violence in the Oriente Antioqueno - Mary J. Roldan The View from Montes de Maria - Ricardo Esquivia Ballestas with Barbara Gerlach Negotiating Peace and Visibility in Putumayo - Maria Clemencia Ramirez Part V: The Search for Peace and the International Community The International Community Meets the Local Community - Raul Rosende, Borja Paladini Adell, Juan Chaves, and Gabriel Turriago U.S. Policy and Peace in Colombia - James C. Jones Weathering the Storm - Neil Jeffery The European Union and the Transformation of the Colombian Conflict - Sabine Kurtenbach Norwegian-Supported Peacebuilding - Jennifer Schirmer Part VI: Conclusions Toward an Integrated Framework for Building Peace - Virginia M. Bouvier

Colombia : building peace in a time of war

There is considerable debate over whether cyberbullying is just another form of bullying, or whether it is a problem distinct enough to require specific intervention. One way to explore this issue is to analyze whether programs designed to prevent traditional bullying help prevent cyberbullying, and whether programs designed to prevent cyberbullying prevent traditional bullying. The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying. Media Heroes promotes empathy, knowledge of risks and consequences, and strategies that allow bystanders to defend victims from cyberbullying. Mixed ANOVAs were conducted comparing pretest and post-test (6 months after intervention) measures of 722 students (ages 11-17) assigned to a long (15 sessions) intervention, a short (1 day) intervention, and a control group. In addition to confirming the previously reported effects on cyberbullying, Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying. Strategies to complement traditional and cyberbullying prevention efforts are discussed. Aggr. Behav. 42:157-165, 2016. © 2016 Wiley Periodicals, Inc.

Enrique Chaux

Papers

Socio-economic, socio-political and socio-emotional variables explaining school bullying: a country-wide multilevel analysis.

Money and age in schools: Bullying and power imbalances

Competencias ciudadanas: De los estándares al aula

Colombia : building peace in a time of war

Effects of the cyberbullying prevention program media heroes (Medienhelden) on traditional bullying