TY - CHAP A1 - Dudziak, Ines A1 - Niproschke, Saskia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Seidel, Andreas A1 - Ulbricht, Juliane A1 - Wachs, Sebastian ED - Bilz, Ludwig ED - Schubarth, Wilfried ED - Dudziak, Ines ED - Fischer, Saskia M. ED - Niproschke, Saskia ED - Ulbricht, Juliane T1 - Häufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrer- und Schülersicht T2 - Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen Y1 - 2017 SN - 978-3-7815-2095-0 SP - 103 EP - 127 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wright, Michelle F. T1 - Do Emotional Components of Alexithymia Mediate the Interplay between Cyberbullying Victimization and Perpetration? T2 - International Journal of Environmental Research and Public Health N2 - A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one’s own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents’ cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one’s own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying. KW - alexithymia KW - cyberbully-victims KW - cyberbullying KW - cybervictimization KW - mediation Y1 - 2017 UR - http://www.mdpi.com/1660-4601/14/12/1530 U6 - https://doi.org/10.3390/ijerph14121530 SN - 1660-4601 VL - 14 IS - 12 ER - TY - CHAP A1 - Bilz, Ludwig A1 - Goldfriedrich, Martin A1 - John, Nancy A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Schubarth, Wilfried ED - Rathmann, Katharina ED - Hurrelmann, Klaus T1 - Mobbingerfahrungen von Schülerinnen und Schülern mit und ohne sonderpädagogischem Förderbedarf an inklusiven Schulen T2 - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion KW - Mobbing KW - Schule KW - Inklusion KW - Sonderpädagogischer Förderbedarf Y1 - 2018 SN - 978-3-7799-3859-0 SP - 271 EP - 285 PB - Beltz Juventa CY - Weinheim ET - 1. Auflage ER - TY - CHAP A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Bilz, Ludwig ED - Rathmann, Katharina ED - Hurrelmann, Klaus T1 - Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und Möglichkeiten der schulischen Prävention T2 - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion KW - Mobbing KW - Schule KW - Wohlbefinden KW - Prävention Y1 - 2018 SN - 978-3-7799-3859-0 SP - 121 EP - 138 PB - Beltz Juventa CY - Weinheim ET - 1. Auflage ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - International Journal of Environmental Research and Public Health N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 UR - https://www.mdpi.com/1660-4601/15/11/2577/pdf U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 VL - 15 IS - 11 ER - TY - RPRT A1 - Schubarth, Wilfried A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Gewalt und Mobbing – auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing N2 - Immer wieder wird in der Öffentlichkeit über Mobbingfälle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkräfte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) geförderte Studie dieser Frage nachgegangen. Die repräsentative Untersuchung unter der Schüler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkräfte Mobbingphänomene überhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkräfte schaut bei Mobbing nicht weg, sondern versucht mit pädagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkräfte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter pädagogisch unangemessen reagieren, womit die These erhärtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkräfte sein kann. Y1 - 2019 UR - http://paedagogische-beziehungen.eu/wp-content/uploads/2019/03/SchubarthEtAl2019_GewaltMobbingLehrerhandeln.pdf ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Seemann-Herz, Lisanne A1 - Zeißig, Anke A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying T2 - World Anti-Bullying Forum 2021, Stockholm N2 - Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech. Y1 - 2021 UR - https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf U6 - https://doi.org/10.13140/RG.2.2.10336.61448 CY - Stockholm ER - TY - GEN A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia A1 - Wright, Michelle F. T1 - Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents’ Hate Speech Perpetration in Schools T2 - Journal of Interpersonal Violence N2 - Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents’ perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors. KW - hate crimes KW - hate speech KW - social norms KW - school violence KW - discrimination KW - adolescents Y1 - 2021 U6 - https://doi.org/10.1177/08862605211056032 SN - 0886-2605 VL - 37 IS - 21-22 SP - 21143 EP - 21164 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia T1 - The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship T2 - Cyberpsychology, Behavior, and Social Networking N2 - Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed. KW - hate speech KW - cyberhate KW - online discrimination KW - empathy KW - moral disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2021.0159 SN - 2152-2715 VL - 25 IS - 4 SP - 223 EP - 229 ER - TY - GEN A1 - Krause, Norman A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - „Ich glaube, es gibt auch einige Kollegen, die es sich nicht zutrauen“. Eine qualitative Studie zu Gründen aus- bleibender Intervention pädagogischen Schulpersonals bei Hatespeech unter Schüler:innen T2 - Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg Y1 - 2022 UR - https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf SP - 78 PB - Otto-Friedrich-Universität Bamberg CY - Bamberg ER -