Hurtful Behavior Research Articles

Empathy helps, dehumanization harms: Beliefs about the causes of homelessness are (in)directly related to intentions to help and harm those who are unhoused

AbstractHomelessness is a complex social issue that can be attributed to a constellation of dispositional, situational, and health‐related causes. The extent to which these causal attributions are associated with the treatment of individuals experiencing homelessness, however, is not well understood. The current study addressed this gap by exploring the extent to which individual beliefs about the causes of homelessness were associated with intentions to help as well as endorsements of restrictions and legalistic harm aimed at those who are unhoused. Results demonstrated that structural and dispositional, but not health, attributions were associated with helpful and hurtful behaviors. Further, a structural equation model revealed that these effects were explained, in part, by empathy for and the dehumanization of individuals experiencing homelessness. Attributions were most clearly associated with intentions to help via empathy and endorsements of harm via distinct forms (animalistic and mechanistic) of dehumanization. Theoretical implications pertaining to Attribution Theory of Emotion and Motivation and the practical implications for improving the treatment of and support for individuals experiencing homelessness are also discussed.

Integrating excluded children through experiential games

The study focuses on children who have been verbally, physically and/or socially bullying by their peers. In the last three decades, the investigation of the phenomenon of school bullying has become an increasingly researched field, one of the main causes of which is the significant increase in the number of child suicides. As a result, the development and application of numerous prevention and intervention programs became a priority, the aim of which is to reduce this deviant phenomenon in educational institutions. The existence of these programs and initiatives helps to create communities in which hurtful behavior occurs in low numbers. In the course of this research, I chose experiential pedagogic games. In the center of the reform pedagogy method I have chosen, the promotion of the creation of social relations and the strengthening of the existing ones becomes the priority. During experiential pedagogic games, children can experience flow, the positive benefits of interdependence, and the new knowledge they get when leaving their comfort zone. The obtained results will be presented and interpreted in the experimental part of the study. As a research tool, I chose sociometry, which demonstrates the relationship network of the given class. During the pre-survey, two children (a girl and a boy) did not have a mutual relationship, and then, through the consciously guided experiential pedagogic game, the result of the post-survey was that these children managed to establish a mutual relationship.

Exploring the Influencing Factors of Harmonious Campus: What are the Roles of Schools, Teachers and Students

Bullying is a pervasive issue in schools, characterized by intentional, hurtful behavior with an imbalance of power. This research draws insights from the film "Better Days" to explore strategies for reducing bullying. The study focuses on the roles of schools, teachers, and students in combatting bullying. It emphasizes the importance of awareness campaigns to break the silence surrounding bullying, the integration of psychological counseling courses to nurture resilience and empathy, and the implementation of an effective reporting system to foster accountability. Additionally, the research highlights the transformative power of teacher-student relationships in raising awareness and modeling positive behavior. It also underscores the significance of students' self-realization and seeking help as a means of empowerment. Finally, the study discusses the complexities of legal action against bullying and the role of bystander intervention in cultivating empathy and unity. By implementing these strategies, schools can create environments where bullying is actively addressed, fostering safer and more compassionate communities.

Hubungan persepsi sosial siswa berkebutuhan khusus dengan bullying di sekolah inklusi

Bullying is a hurtful behavior carried out repeatedly by a strong party against a weak party, the aim is to control and provide physical and verbal assault treatment, so that later it will cause physical and psychological pain. one of the factors that influence bullying is perception. students who have negative social perceptions of students with special needs will carry out acts of bullying. This study uses a quantitative method with a descriptive correlational approach. the population in the study amounted to 536 students of SMP 5 Padang who perceived students with special needs negatively so that they carried out acts of bullying against students with special needs using a stratified random sampling technique. data collection using product moment correlation formula. the results of this study found: 1. social perceptions of students with special needs are in the medium category with a percentage of 47.82%, 2. bullying is in a very low category with a percentage of 32.17%, 3. there is a negative and significant relationship between social perceptions of students with special needs with bullying, with rho=-0.233 and a significance level of 0.000

The effect of faith in intuition on moral judgment: The mediating role of perceived harm.

This study aimed to explore the relationship between faith in intuition and moral judgment and the underlying mechanism among Chinese college students using a questionnaire and experimental method. The results showed that levels of faith in intuition predicted more moral wrongness regarding ambiguous hurtful behaviors than unambiguous ones. Additionally, the perceived harm mediated the effect of individuals' levels of faith in intuition on moral wrongness regarding ambiguous harm behaviors but not regarding unambiguous harm behaviors. The results of this study provide empirical evidence on the relationship between faith in intuition and moral judgment in Chinese culture and have implications for future studies of moral judgments.

HUBUNGAN ANTARA KONTROL DIRI SISWA DENGAN KECENDERUNGAN BERPERILAKU BULLYING

High self-control is considered good for controlling behavior in order to avoid hurtful behavior, namely bullying. The research objective was to determine the relationship between self-control and the tendency to bully behavior. The research subjects were 129 class XI students. The research sample was determined by cluster sampling method and the data analysis technique used was product moment correlation analysis. The results of the product moment correlation test show that the value of r = -0.308 and p = 0.002 (p = <0.05) means that the self-control variable has a negative and significant relationship to the tendency to bully students. The value of r = -0.308, when squared (r2) becomes 0.095. The coefficient of determination (r2) of 0.095 means that self-control contributes effectively to the tendency of bullying behavior by 9.5% while the remaining 90.5% is influenced by other variables.

Fostering children’s racialized identities in early childhood education

ABSTRACT Early childhood classrooms provide an environment where children have many of their first social experiences, especially with others of diverse backgrounds. Studies of racial and ethnic concept development have primarily been experimental and highly prompted; little is known about racialized learning experiences during typical interactions in early childhood education. This qualitative study examines shared reading of books with racial–ethnic themes in order to further identify how young children and early childhood educators explore and discuss racial and ethnic concepts. Participants included 18 children and 2 caregivers from an early childhood classroom in a university child development laboratory in the United States. Group reading times were video recorded and transcribed during a 3-week period. Results show that participants engaged in discussions surrounding basic components of anti-bias goals (such as phenotypic characteristics, similarities and differences) but stopped short of conversations related to superiority, inferiority, stereotypes or hurtful behaviors. Implications of the study outline the importance of early childhood programs building on children’s current knowledge and experiences around race and ethnicity and creating space to build educators’ confidence in exploring personal beliefs and biases when incorporating anti-bias principles in early childhood classrooms.

Efektivitas Pelatihan Positive Parenting Terhadap Penurunan Kecenderungan Perilaku Kekerasan Orang Tua Pada Anak di Kota Makassar

Violence against children is all forms of hurtful behavior physically and mentally carried out by parents to children. This study aims to determine the effectiveness of positive parenting training on decreasing behavioral tendencies parental violence against children in the city of Makassar. The subjects in this study amounted to 6 parents who have children aged 0-12 years. This study used a quasi-experimental one group pretest posttest design. This study uses a scale of tendencies toward violent behavior in children with a reliability value of 0.849. The results showed that positive parenting training was not effective in reducing the tendency to violence in children, based on the significant value between pretest and posttest (W=2.5 p=0.212). Positive parenting training is not proven to have a significant effect in increasing the knowledge of parents who have a tendency to violent behavior in children. Based on the results, the value (mean=4.67) in the pretest is smaller than the value (mean=5) in the posttest so that there is an increase in the mean of knowledge. This research contributes to parents in order to help them understand positive parenting so that they can achieve parenting goals.

Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives

This article explores a practical approach to teaching animal ethics in food systems as part of a business course. We argue that tackling such complex and emotionally charged topics is vital to shifting unsustainable and hurtful behaviours towards more positive futures. Our teaching example outlines a pedagogy of courageously witnessing, inquiring with empathy and prompting positive action; an activist approach we term fierce compassion. These three layers blend positive and critical perspectives in a classroom to address contentious issues of large-scale industrial animal production hitherto largely neglected in a traditional business curriculum. While acknowledging that academic activism is controversial, we argue that fierce compassion – noticing the suffering that is remote and often systemically hidden – can inform and structure education towards more post-anthropocentric and just futures for all living beings – human and nonhuman alike.

Association of socio-demographic characteristics with knowledge and perception about disease among newly diagnosed pulmonary tuberculosis patients in western Utter Pradesh: a cross-sectional study

Background: TB is one of the top 10 causes of death worldwide. The risk of TB is high among populations living in poverty, low socioeconomic groups, low income, immune-suppressed (including AIDS), and extreme age (old age and children) groups, etc. Methods: The study was conducted in TB and chest department of Sarojini Naidu medical college Agra city. The total number of patients registered during the period of July to September 2017 was 518; out of these 288 were new pulmonary and extrapulmonary patients. Out of 288 subjects, 123 were pulmonary patients. All the 123 new pulmonary tuberculosis patients (both smear +ve and smear -ve) were included in the study. 18 patients were loss to follow up after registration thus final effective sample size was 105 for further follow-up study. Results: Overwhelming (84.76%) patients belonged to a lower socioeconomic class. The maximum number (85.33%) of the study subjects among upper lower socioeconomic status had no knowledge regarding causative microbes of the disease (p=0.001). Conclusions: The majority of patients belong to illiterate, lower socioeconomic group, married and other than general cast, living in a joint, overcrowded family with more than four family members. About half of the subjects not knowing the method of prevention & consequence of treatment interruption. Most of them felt that quality of life affected after disease and about 1/4th of them felt hurtful behaviour of family members.

The Importance of Compliance in Control Mastery Theory

ABSTRACT Compliance, according to Control Mastery Theory, is an emotional, cognitive, and behavioral response to trauma that reflects the beliefs that “you deserve what you get” and “you get what you deserve.” Patients “comply” when they 1) believe their distorted pathogenic beliefs are true, 2) act as if these beliefs were true, 3) reenact in present relationships traumatic, pathological interactions experienced earlier in childhood, and 4) tend to protect parents by justifying their hurtful behavior. Compliance results from the fact that children tend to believe parents as absolute authorities. Because of family loyalty and a wish to protect parents, children may assume the worst about themselves in dysfunctional families. Then they may act in ways that make their negative self-image true, consistent with the notion of a “self-fulfilling prophecy”. Based on these deeply embedded negative self-images and self-destructive roles, children may repeat these patterns long into adult life. Along with “pathological identifications”, the concept of “compliance” helps clinicians understand the origins of many self-destructive behaviors and why patients are so loathe to relinquish them. Clinical examples will illustrate the usefulness of understanding the role of compliance as well as treatment techniques.

Helpful and Hurtful Empathy: How the Interplay of Empathy, Shame, and Anger Predicts Responses to Hypothetical Rape Disclosures.

Responses to rape victims, although often helpful, can be hurtful and hinder victims' health and recovery. Adopting a multidimensional approach to dispositional empathy, this research investigated how different subfacets of empathy predict responses to hypothetical rape victims. Before reading a sexual assault scenario, 282 participants completed measures of cognitive and emotional empathy. Participants' subsequent emotional arousal was measured by self-report, as were their intentions to help, avoid, or blame the victim. A path model demonstrated that dispositional empathy predicted behavioral intentions toward hypothetical rape victims by altering their vulnerability to experience shame or anger. People who tended to feel personal distress were more likely to mirror rape victims' assumed shame. Due to its antisocial nature, experiencing shame, in turn, led to hurtful behaviors such as blaming or distancing oneself from the victim. On the other hand, people who tended to feel empathic concern were more likely to feel anger on behalf of the victim following a rape disclosure. Anger is a motivating force for action and promotes helping behavior. A second study demonstrated that these results appear unique to rape disclosure, namely, participants reactions to nonsexual assault were unsuccessfully captured by this model. Understanding how empathetic arousal of shame can lead to hurtful intentions toward rape victims has important implications for future interventions: Programs that draw attention to the shame or humiliation experienced by rape victims may do more harm than good. For instance, some anti-rape campaigns portray pictures of women covering their faces. These campaigns, however well intentioned, may discourage people from helping victims because they may evoke feelings of shame in the perceiver. On the other hand, societal movements, such as the #Metoo movement, may be particularly effective by reducing the shame surrounding sexual assault and promote helpful behaviors.

Factsheet: Parental Awareness of Children’s Experiences of Online Risks and Harm Evidence From Ngā Taiohi Matihiko O Aotearoa – New Zealand Kids Online

Research suggests that parents tend to largely underestimate their child’s engagement in risky and/or hurtful behaviors as well as their experiences of harm online. While helpful, the available international evidence is not only limited but also does not reflect the New Zealand context. In addition, understanding parental knowledge of the online experiences of children is important as parents play a critical role in helping their child to prevent or deal with bothering experiences and risky behaviors as well as providing children with emotional support when things go wrong online. To help close the gap of New Zealand-based evidence on the topic, this factsheet presents findings from a quantitative study conducted with New Zealand parents and their children. The objectives of the study are to measure parental knowledge of children’s experiences of risks and harm online, and to compare parents’ level of awareness with their child’s self-reported experiences. The study found a mismatch between parents’, caregivers’ and whānau awareness and their children’s reports of bothering or upsetting experiences online.

New Zealand Children’s Experiences of Online Risks and Their Perceptions of Harm. Evidence From Ngā Taiohi Matihiko O Aotearoa – New Zealand Kids Online

While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use.The findings presented in this report are based on data from 2,061 New Zealand children aged 9-17. We hope the findings will contribute to the development of policies, practices and services designed to support New Zealand children to safely take advantage of the opportunities available to them online.

OLDER PEOPLE AND TECHNOLOGY: THE GOOD, THE BAD, AND THE UGLY

The use of multiple technologies in the service of social relations in widely evident. It is not at all clear, however, that we recognize the fundamental changes in social relations that are occurring as a result. Some changes are quite positive, e.g., low cost maintenance of geographically distant but emotionally close relationships. Others can be quite negative, e.g., the lost ability to gauge emotional reactions through face-to-face contact, often resulting in unnecessarily hurtful behaviors. Preliminary data indicate that people selectively use different forms of communication under positive circumstances, e.g. to transmit good news; or negative circumstances, e.g. resolve a dispute/express anger and dependent on the nature or closeness of the relationship e.g., parent, spouse, child. We need to be mindful of the good, the bad, and the ugly of technology; and, its specific effect on the relationships of and with older people.

Mothers never retire: Contextual priming of working models of mother affects adults' representations of self and romantic partners.

The main goal of these studies is to provide an experimental test of a core hypothesis based on attachment theory: Working models of mother are active in adults' minds and can bias their views of self and romantic partners. In two studies, we conducted clinical interviews to identify positive and negative core traits that participants used to describe their mothers. We then implicitly primed either positive or negative traits extracted from the interviews and compared this priming condition to control conditions in which we primed either positive or negative control traits (traits that described the mother of another study participant). Following this manipulation, we assessed participants' self-appraisals (Study 1) and explanations of their romantic partner's hurtful behaviors (Study 2). Priming with one's mother's positive traits led to more positive views of self and romantic partner (compared with the effects of priming with positive control traits). In contrast, as compared to negative control traits, the priming of one's mother's negative traits led to less positive views of self and romantic partner. Findings support the hypothesis that working models of mother play a causal role in shaping adults' representations of self and romantic partners.

Digital akrasia: a qualitative study of phubbing

The present article focuses on the issue of ignoring conversational partners in favor of one’s phone, or what has also become known as phubbing. Prior research has shown that this behavior is associated with a host of negative interpersonal consequences. Since phubbing by definition entails adverse effects, however, it is interesting to explore why people continue to engage in this hurtful behavior: Are they unaware that phubbing is hurtful to others? Or do they simply not care? Building on interviews with students in a Danish business college, the article reveals a pronounced discrepancy in young people’s relationship to phubbing: While they emphatically denounce phubbing as both annoying and disrespectful, they readily admit to phubbing others. In other words, they often act against their own moral convictions. Importantly, participants describe this discrepancy as a result of an unintentional inclination to divert attentional engagement. On the basis of these results, the article develops the notion of digital akrasia, which can be defined as a tendency to become swept up by ones digital devices in spite of better intentions. It is proposed that this phenomenon may be the result of bad technohabits. Further implications are discussed.

Adolescents’ Sexual Encounters With Either Romantic or Casual Partners and the Quality of Their Romantic Relationships Four Years Later

Adolescent sexual behavior was examined within a health perspective. Assuming a developmental perspective, the current study investigated the associations between sexual behavior in either stable relationships or in casual encounters, and the quality of romantic relationships and affect 4 years later. Data were collected from 144 Israeli adolescents aged 16–18 years (mean age 16.57 years). Participants completed diary data over a period of 10 days and reported on the quality of their romantic encounters and their emotions, and on their sexual behavior in stable relationships or casual encounters. Four years later, they were asked to complete diary data again for 10 consecutive days and report on the quality of their romantic relationships and their positive and negative affect. Findings indicate that involvement in sexual behavior in stable romantic relationships was associated only with future romantic partner support. In contrast, earlier involvement in casual sexual behavior was associated with a number of future indices: lower partner support, greater negative affect as well as greater relationship tension, and dyadic hurtful behavior 4 years later. The differential role of sexuality within a stable relationship or casual encounters among adolescents for their future romantic development is discussed within a developmental framework.

Heart rate and hurtful behavior from teens to adults: Paths to adult health.

A low resting heart rate across development from infancy to young adulthood relates to greater aggression/hostility. Adult aggression and a high heart rate relate to health risk. Do some aggressive individuals retain low heart rate and less health risk across development while others show high heart rate and more risk? A longitudinal sample of 203 men assessed as teens (age 16.1) and adults (mean age 32.0) permitted us to assess (a) stability of heart rate levels and reactivity, (b) stability of aggression/hostility, and (c) whether change or stability related to health risk. Adults were assessed with Buss-Perry measures of aggression/hostility; teens with the Zuckerman aggression/hostility measure. Mean resting heart rate, heart rate reactivity to speech preparation, and aggression/hostility were moderately stable across development. Within age periods, mean heart rate level, but not reactivity, was negatively related to hostility/aggression. Maintaining low heart rate into adulthood was related to better health among aggressive individuals relative to those with increasing heart rate into adulthood. Analyses controlled for weight gain, socioeconomic status, race, health habits, and medication. Low heart rate as a characteristic of hostile/aggressive individuals may continue to relate to better health indices in adulthood, despite possible reversal of this relationship with aging.

Implementation of a School-Based Bullying Program

ABSTRACTA bully is defined as anyone who participates in any form of repetitive negative and hurtful behavior, with the intent of inflicting harm (Highmark & Center for Safe Schools, 2013). Purpose: The purpose of this project was to evaluate the feasibility of implementing a bullying awareness, prevention, and screening program for teachers and school nurses. Methods: The sample included 174 fifth-graders from a public-school district in rural, southwestern Pennsylvania. Teachers received an educational program and students were screened for bullying using the PIPSQ. Results: Although not a significant finding, there was an increase in teacher’s knowledge post-education (p = 0.515). Although findings were not significant, the results of the PIPSQ revealed greater victimization in this school (M = 6.93), with bullying behaviors greater among boys (p = 0.000). Conclusions: The educational program and the PIPSQ tool appear to be a promising method to identify victimization and bullying within an elementary school setting; further research can determine significance of screening and faculty education.