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Children's physiological and emotion...

Barhight, Lydia R.

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Children's physiological and emotional reactions to witnessing bullying.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Children's physiological and emotional reactions to witnessing bullying./
Author:	Barhight, Lydia R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.
Contained By:	Dissertation Abstracts International74-03B(E).
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3543499
ISBN:	9781267724212

Children's physiological and emotional reactions to witnessing bullying.
Barhight, Lydia R.

Children's physiological and emotional reactions to witnessing bullying. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 97 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.

Thesis (Ph.D.)--University of Delaware, 2011.

The goals of this study were to: a) examine whether children cluster into identifiable groups based upon their physiological and emotional reactions to witnessing bullying, b) investigate whether these groups differed on empathy, prosocial behavior, peer victimization, and callous-unemotional traits, and c) examine factors that predict children's likelihood of intervening when they witness bullying. Participants watched videos depicting bullying episodes in the laboratory while we assessed their heart rate and skin conductance responses. In addition, children reported their levels of negative emotions after each video. Data on empathy, prosocial behavior, peer victimization, callous-unemotional traits, social self-efficacy, and children's bystander behavior to bullying were collected through teacher, peer, self, or parent report. Two groups of children emerged based upon their reactions to the videos, an "Emotional" group and an "Unemotional" group. The Emotional group (N = 35) displayed HR acceleration and reported higher levels of fear, sadness, and anger while watching the videos, whereas the Unemotional group (N = 44) showed HR deceleration and reported lower levels of the negative emotions. Emotional children reported significantly lower levels of callous-unemotional traits and higher levels of affective empathy than Unemotional children, and they were rated by teachers and peers as displaying higher levels of prosocial behavior. Finally, Emotional children who reported high levels of social self-efficacy were rated by their peers as the most likely to stop a bully. Implications for bullying prevention programs and directions for future research are discussed.

ISBN: 9781267724212Subjects--Topical Terms:

516948
Developmental psychology.

Children's physiological and emotional reactions to witnessing bullying.
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500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.
500 $a Adviser: Julie A. Hubbard.
502 $a Thesis (Ph.D.)--University of Delaware, 2011.
520 $a The goals of this study were to: a) examine whether children cluster into identifiable groups based upon their physiological and emotional reactions to witnessing bullying, b) investigate whether these groups differed on empathy, prosocial behavior, peer victimization, and callous-unemotional traits, and c) examine factors that predict children's likelihood of intervening when they witness bullying. Participants watched videos depicting bullying episodes in the laboratory while we assessed their heart rate and skin conductance responses. In addition, children reported their levels of negative emotions after each video. Data on empathy, prosocial behavior, peer victimization, callous-unemotional traits, social self-efficacy, and children's bystander behavior to bullying were collected through teacher, peer, self, or parent report. Two groups of children emerged based upon their reactions to the videos, an "Emotional" group and an "Unemotional" group. The Emotional group (N = 35) displayed HR acceleration and reported higher levels of fear, sadness, and anger while watching the videos, whereas the Unemotional group (N = 44) showed HR deceleration and reported lower levels of the negative emotions. Emotional children reported significantly lower levels of callous-unemotional traits and higher levels of affective empathy than Unemotional children, and they were rated by teachers and peers as displaying higher levels of prosocial behavior. Finally, Emotional children who reported high levels of social self-efficacy were rated by their peers as the most likely to stop a bully. Implications for bullying prevention programs and directions for future research are discussed.
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