TY - GEN A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model T2 - Aggressive Behavior N2 - Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence. KW - adolescents KW - cyberhate KW - empathy KW - hate speech KW - moral disengagement KW - social dominance orientation Y1 - 2023 U6 - https://doi.org/10.1002/ab.22100 SN - 1098-2337 VL - 50(2024) IS - 1 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bauman, Sheri A1 - Bilz, Ludwig A1 - Scheithauer, Herbert T1 - Teachers‘ Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - Introduction Teachers play a vital part in bullying intervention in schools. Their front-line role in classrooms means they are often in a position to notice when bullying happens, and children may also report incidents directly to them (Colpin et al, 2021). Whether and how they respond to bullying sends important messages about the extent to which the behaviour is tolerated in school, and the relative success of actions has direct implications for the children involved, including whether the bullying stops, continues, or even worsens (Wachs et al, 2019). It is therefore important to understand the strategies they use to manage bullying. Whilst a body of empirical research has studied teacher intervention in bullying, the key aspects in the findings or the quality of this evidence has not been systematically examined. This systematic review therefore aims to answer the central question of ‘how do teachers identify and respond to bullying incidents among students?’ Subsidiary questions focus on how teachers determine if an incident of bullying has occurred; how teachers decide how to respond to bullying incident; what the strategies are that teachers use to respond to bullying incidents; the effectiveness of the responses for handling bullying situations, and how teachers’ bullying responses are measured. Method Following pre-registration via the Open Science Framework (Fischer et al., 2022), the following databases were selected for the literature search given their widespread access, reputation, and coverage: Web of Science, Scopus, PsycINFO, PubPsych, PubMed, and Cochrane Library. Each database was interrogated using following search terms: (bully* OR bullie*) AND (teacher OR school staff OR monitor OR whole school OR educator OR tutor OR teach* assist*) AND (interven* OR prevent* OR handl* OR respon* OR tackl* OR measure OR methods OR action OR strateg* OR reaction OR react* OR approach OR practice OR anti-bullying). Both quantitative and qualitative studies were included. The search was restricted to publications in English or German, and no date range was imposed. Publications in peer-reviewed journals, book chapters, as well as grey literature were included. Title, abstracts, and keywords of the identified publications will be screened for inclusion and exclusion criteria. Inclusion criteria include the use of the term ‘bullying’ (or ‘mobbing’ for German-language publications), the school context and school age, and any responses to bullying incidents that are performed by teachers or other teaching staff. Exclusion criteria include solely theoretical publications, bullying at college, university, or workplace, bullying outside the school context, purely preventive strategies, and evaluations of complex anti-bullying programmes. For both the screening and the data extraction, the software Covidence will be used. The procedure and coding system was adapted from Fischer et al. (2021). Results The data extraction is based on a detailed coding manual that had been tested within the research team. Two members of the coding team will code each study included in the full-text analysis. The quality assessment will also be included in the data extraction process and will be done with two instruments: One instrument that was developed by the research team based on the GRADE system with a focus on clearly defined key concepts and research questions as well as methodological aspects (e.g., sample size, critical reflection on the methods used), and one instrument that is established and suitable for both qualitative and quantitative studies (Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). This procedure simultaneously enables the evaluation of the newly developed quality assessment tool. The data extraction is currently underway. The search in the databases and screening of title, abstract, and keywords is planned for spring 2023, and the data extraction will follow. At the WABF, we are going to present results on the quality assessment and interrater reliability as well as on the body of literature. In particular, the presentation of the results will focus on the breadth of teacher responses to incidents of bullying presented in the literature. Conclusion This systematic review provides a contemporary oversight of our existing knowledge on teacher intervention in bullying and highlights important avenues for further research. We will present detailed conclusions based on the results obtained. The expected results will provide a significant overview of the growing research on teacher interventions for bullying and will help to identify research gaps in the existing literature. Further, the results will highlight tendencies towards certain research methods and approaches to study teacher intervention, which provides opportunities for researchers to seek alternative designs and techniques going forward, and will help to identify research gaps in the existing literature. The systematic analysis of previously studied teacher responses to incidents of bullying will provide a significant foundation for future research. The information on how teachers identify bullying cases and the decision-making pathways underlying their responses has not been systematically collected so far, so the expected findings will provide an important foundation for future research and practical teacher training on anti-bullying interventions. In particular, the findings gathered on the effectiveness of teacher responses will have significant implications for the training of teachers, and guidance that can be provided to support teacher practice in schools. Selected references Colpin, H., Bauman, S. & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Fischer, S. M., Bauman, S., Maunder, R., Scheithauer, H., & Bilz, L. (2022). Teachers‘ interventions in bullying among students – A systematic review on how teachers react to and manage bullying situations. Preregistration Template from AsPredicted-org. https://doi.org/10.17605/OSF.IO/7VNBZ Fischer, S. M., John, N. & Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. Journal of Early Adolescence, 39(5), 642–668. Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf U6 - https://doi.org/10.17605/OSF.IO/UCREY SP - 56 ER - TY - CHAP A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Konzept der HBSC-Studie Brandenburg 2022 T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 1 EP - 2 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Methodik der HBSC-Studie Brandenburg 2022 T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 3 EP - 9 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Bilz, Ludwig A1 - Schütz, Raphael ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Die Gesundheit von Kindern und Jugendlichen in Brandenburg T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 11 EP - 28 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Personale und kontextuelle Einflussfaktoren für die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 83 EP - 132 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2022. Schlussfolgerungen für die schulische Gesundheitsförderung T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 133 EP - 136 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig T1 - Hate Speech and Bullying Perpetration: Overlaps and Convergent and Divergent Determinants T2 - World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A. N2 - Introduction. Hate speech is a widespread global issue that is also prevalent among children and youth and requires an educational response (United Nations, 2021). Hate speech can be defined as an intentionally harmful and derogatory expression about people (directly or vicariously) based on assigned group characteristics (e.g., ethnicity, sexual orientation, religious affiliation; Kansok-Dusche et al., 2022). For many authors concerned with hate speech among children and adolescents, the extent of the overlap between hate speech and bullying is a debatable question that requires more research (e.g., Bedrosova et al., 2022; Fulantelli et al., 2022). Initial studies showed that online hate speech and cyberbullying perpetration correlate moderately (Kansok-Dusche et al., 2022). However, no studies have investigated the overlap between hate speech and bullying perpetration in on- and offline modes. Concerning the causes, a systematic review identified joint cyberbullying and online hate speech perpetration determinants (Fulantelli et al., 2022). However, the findings of this review are mainly based on studies examining these factors for either cyberbullying or online hate speech. Whether similar or different associations can also be found for offline hate speech/bullying perpetration is unknown. This study aims to investigate similarities and differences between hate speech and bullying from three analytic perspectives: First, using a variable-centered approach, this paper examines how strong the correlations are between bullying and hate speech perpetration by considering both phenomena in the online and offline context (Aim 1). Following a person-centered approach, it will be further investigated how much overlap exists between the respective student groups perpetrating hate speech and/or bullying, separately for online and offline activities (Aim 2). Finally, we are interested in the similarities and differences in the importance of various determinants of perpetration: we consider social perspective-taking, school belonging, social dominance orientation, and classroom climate (Aim 3). Methods. The analyses are based on data from a sample of 3.620 students attending grades 7 to 9 (51% female, 41.4% with migration background) from 42 Swiss and German secondary schools. Students voluntarily and anonymously completed self-report surveys (December 2020 to April 2021). The frequency of bullying and hate speech perpetration was assessed with two single items for each phenomenon, one for the online and one for the offline mode (Olweus, 2012; Wachs et al., 2022). Social perspective-taking (Jurkowski & Hänze, 2014, 3 Items, α = .72), social dominance orientation (Klocke, 2012, 8 items, α = .80), school belonging (OECD, 2017; 6 items α = .83), and classroom climate (Currie et al., 2014, 3 items, α = .78) were measured with validated scales. To address Aim 1, we will investigate bivariate correlations between hate speech and bullying perpetration in on- and offline modes. Regarding Aim 2, contingency tables and Chi-Square tests will be used to examine overlaps by creating mutually distinctive typologies of perpetration (e.g., pure hate speech perpetration, pure bullying perpetration, combined perpetration). This analysis will be done separately for on- and offline modes. To address Aim 3, we will run four multilevel regression analyses in Mplus with hate speech and bullying perpetration as outcomes (online and offline). At Level 1, social perspective-taking, social dominance orientation, and school belonging will be entered while controlling for gender, grade, socio-economic status, and migration background. At Level 2, we include classroom climate. The model-testing follows a stepwise procedure (1: random intercept model, 2: adding covariates, 3: adding classroom climate on L2, and all other variables on L1). The improvement of model fit will be assessed by relative decreases in indices such as AIC, BIC, and ABIC. These procedures will be performed separately for hate speech and bullying perpetration (online and offline). Regression coefficients and explained variance of the models for hate speech and bullying perpetration will be compared. Preliminary Results. Regarding Aim 1, moderate correlations were found between online hate speech and online bullying perpetration (r = .48 p < .001) as well as between offline hate speech and offline bullying perpetration (r = .42; p <. 001). The final results for the three research aims will be presented at the conference. Conclusion. These findings support researchers and practitioners in deciding whether hate speech and bullying among young people should be researched and addressed as interlinked or separate forms of aggression. Practical Implications. Although there are some limitations (e.g., use of self-report and cross-sectional data), the findings of this study will be informative for prevention and intervention efforts aimed at protecting children and adolescents from becoming perpetrators and victims of hate speech, bullying, or both. Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf U6 - https://doi.org/10.17605/OSF.IO/GZFAW SP - 18 ER - TY - GEN A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Bilz, Ludwig T1 - Hate speech in adolescents. A binational study on prevalence and demographic differences T2 - Frontiers in Education N2 - Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67% of the students witnessed hate speech in their school, and 65% witnessed online hate speech at least once in the past twelve months. Approximately 21% of the students self-identified as offline perpetrators and 33% as offline victims, whereas these percentages were lower for online hate speech (13% and 20%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50% offline and 63% online). Offline hate speech mainly came from classmates (88%), unknown sources (e.g., graffiti; 19%), or teachers (12%), whereas online hate speech mostly came from unknown persons (77%). The most frequent forms of offline hate speech were offensive jokes (94%) and the spread of lies and rumors about the members of a specific social group (84%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications. KW - Hate speech KW - adolescents KW - discrimination KW - victimization KW - Europe KW - immigrants KW - gender differences KW - racism KW - cyberhate speech Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1076249 SN - 2504-284X VL - 8 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Castellanos, Melisa A1 - Schwab, Céline A1 - Subramaniam, Abimanju A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School T2 - Victims & Offenders N2 - Hate speech is a global challenge, requiring research on adolescents’ hate speech perpetration in schools. We examined whether perceived parents’ prosocial educational goals moderate the association between social competencies (social perspective-taking, openness to diversity) and hate speech perpetration in schools. In total, 1,719 adolescents (aged 11–18 years) from 22 Swiss schools completed selfreport questionnaires (December 2020 to April 2021). Social perspective-taking and hate speech perpetration correlated negatively, alongside openness to diversity and hate speech perpetration. Perceived parents’ prosocial educational goals strengthened the negative association between openness to diversity and hate speech perpetration in schools but did not moderate the association with social perspective-taking. KW - Hate speech KW - prosocial educational goals KW - social perspective-taking KW - school KW - openness to diversity KW - adolescents Y1 - 2023 U6 - https://doi.org/10.1080/15564886.2023.2189191 SN - 1556-4991 VL - 19 IS - 3 SP - 419 EP - 446 ER -