ABSTRACT
COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers' CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers' CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers' CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers' clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.
ABSTRACT
The increase in hostile behavior targeted at Asian people is a concern that school districts must address. To respond well, educators need to apply effective methods for preventing this problem. One of the ways they can achieve this goal is by implementing a culturally responsive approach to teaching. Another involves using effective anti-bullying programs. This paper provides details about the importance of implementing these strategies to prevent anti-Asian attacks. It also provides several examples of anti-Asian incidents that occurred shortly after the COVID-19 pandemic began. A few historical events involving the hostile treatment of Asian people are included to provide a context for understanding this problem. [ FROM AUTHOR] Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
School bullying attracts significant research and resources globally, yet critical questions are being raised about the long‐term impact of these efforts. There is a disconnect between young people's perspectives and the long‐established psychology‐based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult‐derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of 'social violence'. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a 'social violence' approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term 'violence' in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces. [ FROM AUTHOR]
ABSTRACT
The aims of this study are threefold. The first aim is to examine the prevalence of sibling and school bullying before and during the COVID-19 pandemic in Indonesia. The second aim is to investigate the subjective well-being (SWB) of children who were bullied or never bullied before and during COVID-19. The third aim is to investigate factors associated with sibling and school bullying before and during the COVID-19 pandemic. This study uses two separate cross-sectional datasets from the Children's Worlds survey in Indonesia. Data in Study 1 were collected in October 2017 (N = 12,794; 48.2% boys; 51.8% girls, mean age = 10.56), while data in Study 2 were collected from July to September 2021 (N = 2,222; 46.1% boys; 53.9% girls; mean age = 10.77). Five items were used to measure sibling and school bullying. The five-item version of the Children's Worlds Subjective Well-Being Scale (CW-SWBS5) was used as the SWB indicator. Three groups of independent variables (family, friends and school climate) were analysed using linear regression to investigate the contribution of each variable to sibling and school bullying. Results show that the prevalence of sibling bullying during the COVID-19 pandemic is higher than before the pandemic, while the frequency of school bullying incidents during COVID-19 is lower than before COVID-19. SWB scores of children during COVID-19 are lower than SWB scores of children before the COVID-19 pandemic, both for bullied or never-bullied children. The fact that children report that parents listen to them and take what they say into account is positively associated with a lower frequency of being bullied at home before and during COVID-19 and being bullied at school only during the pandemic. Although samples are not strictly comparable, the SWB indicators used in both studies showed sensitivity to the changes in children's lives in previous studies. Therefore, the SWB indicators are supposed to be sensitive to changes associated with children's new everyday life COVID-19 has implied.
ABSTRACT
The outbreak of COVID-19 has brought many challenges to youth development. During this specific period, adolescents have suffered from numerous behavioral problems, which will lead to more maladaptive consequences. It is necessary to explore several protective factors to prevent or reduce the occurrence of problem behaviors in adolescence. The current study combined school resources and self-control to evaluate the multiple protective effects on adolescents' problematic behaviors in a two-wave longitudinal study. A sample of 789 Chinese adolescents (Mage = 14.00 years, SD = 2.05, 418 boys) were recruited via the random cluster sampling method to participate in the survey. The results confirmed the assumptions about the multiple protective effects of school resources and self-control on adolescents' problem behaviors. Specifically, school resources could negatively predict IGD and victimization, and self-control mediated these associations. Moreover, one problematic behavior could also mediate the associations between self-control and another problematic behavior. This is the first study to focus on the multiple protective effects of positive factors on adolescents' problem behaviors during the post-pandemic period, which has made several contributions to the literature and practice.
ABSTRACT
Because of the implementation of social distancing measures following the onset of the COVID-19 pandemic, face-to-face interaction has plummeted, which has resulted in the prolific use of social networking services (SNS) and increased activity in the cyberspace environment. This is especially true for teenagers and young adults with the shift to online classes in the education sector, which has increased the chances of being exposed to cyberbullying. This study attempts to determine a strategy for counteracting cyberbullying in the post-COVID-19 era by identifying the factors that have contributed toward greater aggression by adolescents in South Korea in 2020 when the spread of COVID-19 was at its height. To achieve this, we employed the Cyberbullying Circumstance Analysis dataset from the Korea Communications Commission for the time frame of between 2019 and 2020, with 4779 and 4958 participants, respectively. The causes and effects that led to cyberbullying were investigated using binary logistic regression analysis. By reviewing the research data targeted towards Korean adolescents, our analysis found that the average age of those who engage in cyberbullying decreased in 2020 compared to 2019. In addition, cyberbullying awareness at school and the school's capability of controlling it influenced the number of cyberbullies from a statistical grounding, which could be found only in the 2020 dataset. An approach to establishing policies in schools to contain preemptive measures and increase cyberbullying awareness has been proposed to prevent such mishaps in the post-COVID-19 era.