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Adewoye, Segun Emmanuel – International Journal of Emotional Education, 2022
Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of…
Descriptors: Foreign Countries, Bullying, Computer Mediated Communication, Victims
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Soo, Kadri; Kutsar, Dagmar – International Journal of Emotional Education, 2022
The present paper analyses 70 retrospective narratives from young adults about their school life. It looks for answers to the questions of what people and situations young adults recall as sources of positive or negative feelings and how they (re)construct the impacts of school experiences on their lives as young adults. The analysis found that on…
Descriptors: Young Adults, Educational Experience, Personal Narratives, Student Attitudes
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Adewoye, Segun Emmanuel; du Plessis, Annelize – International Journal of Emotional Education, 2021
This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of…
Descriptors: Emotional Problems, Bullying, Cognitive Processes, Emotional Response
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Akamatsu, Daisuke; Gherghel, Claudia – International Journal of Emotional Education, 2021
In recent years, educational practitioners have become more aware of the importance of cultivating students' social and emotional skills, in order to facilitate adaptation beyond academic contexts. Emotional intelligence (EI), the ability to regulate one's own and others' emotions appropriately, has often been targeted in educational…
Descriptors: Emotional Intelligence, Empathy, Educational Practices, Aggression
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Samara, Muthanna; Nascimento, Bruna Da Silva; Asam, Aiman El; Smith, Peter; Hammuda, Sara; Morsi, Hisham; Al-Muhannadi, Hamda – International Journal of Emotional Education, 2020
Practitioners' perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The…
Descriptors: Bullying, Computer Mediated Communication, Work Environment, Counselor Attitudes
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Flores-Verduzco, Guadalupe Refugio; Fraijo-Sing, Blanca Silvia; Tapia-Fonllem, César Octavio – International Journal of Emotional Education, 2020
Educational institutions are crucial environments to promote students' wellbeing. This introduces major challenges into the processes of executing and evaluating programmes such as the ones focused on achieving bullying-free schools. The concept of social wellbeing that is used throughout the present paper is associated to the subjective sense of…
Descriptors: Educational Environment, Social Support Groups, Family Role, Well Being
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Horton, Paul; Forsberg, Camilla; Thornberg, Robert – International Journal of Emotional Education, 2020
In this qualitative study, we explore teachers' perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the institutional context of schooling being conducted in schools in Sweden, focusing on the perspectives of teachers and…
Descriptors: Teacher Attitudes, Preschool Teachers, Elementary School Teachers, Educational Facilities Design
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Kutsar, Dagmar; Soo, Kadri; Mandel, Liis-Marii – International Journal of Emotional Education, 2019
International quantitative studies among children, such as the "Health Behaviour of School-Aged Children" and the "Programme for International Student Assessment" have revealed a gap between learning outcomes and children's subjective well-being across countries. The "Children's Worlds" international study showed that…
Descriptors: Well Being, Educational Environment, Bullying, Children
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McLouglin, Larisa; Spears, Barbara; Taddeo, Carmel – International Journal of Emotional Education, 2018
A substantial amount of research has documented the negative impact technology has on young people's lives: particularly cyberbullying and the negative mental health outcomes associated with it. Research examining how technology could promote mental health and wellbeing in young people however, needs further investigation. This paper reports on a…
Descriptors: Bullying, Computer Mediated Communication, Mental Health, Well Being
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Cowie, Helen – International Journal of Emotional Education, 2018
This post script to an article originally written in 2011 takes account of changes that have occurred since then in the ways that children and young people use the social media. Although the fundamental message of the original article remains the same, the post script discusses key ways in which the article would differ if it were being written…
Descriptors: Bullying, Computer Mediated Communication, Coping, Social Media
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Cross, Donna; Barnes, Amy – International Journal of Emotional Education, 2018
The Cyber Friendly Schools Project was an innovative longitudinal study which engaged young people themselves in the process of developing and implementing whole-school strategies to reduce cyberbullying-related harm in Australian schools. This postscript describes how our research has developed since our findings were published in 2015, and…
Descriptors: Computer Mediated Communication, Bullying, Foreign Countries, Prevention
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Downes, Paul – International Journal of Emotional Education, 2018
In Europe, if not internationally, the past decade in early school leaving prevention research and policy can be characterised as involving an emotional-relational turn. Some key features of this accelerated emotional-relational focus previously documented include the need to address authoritarian teaching and teacher conflict resolution skills,…
Descriptors: Dropout Prevention, Educational Research, Educational Policy, Foreign Countries
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Downes, Paul – International Journal of Emotional Education, 2017
This article seeks to amplify Bronfenbrenner's (1979) concerns with concentric structured, nested systems and phenomenology, for Ungar's (2012) extension of resilience to systems based on Bronfenbrenner's (1979, 1995) socio-ecological paradigm. Resilience rests on interconnected assumptions regarding space, agency and system blockage, as well as…
Descriptors: Resilience (Psychology), Phenomenology, Role, Spatial Ability
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Beer, Paula; Hallet, Fiona; Hawkins, Claire; Hewitson, Dawn – International Journal of Emotional Education, 2017
Cyberbullying is defined as "an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself" (Smith et al., 2008, p. 376). There are many quantitative studies on cyberbullying, but now researchers argue that we need…
Descriptors: Bullying, Computer Mediated Communication, Context Effect, Special Education
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Cowie, Helen; Myers, Carrie-Anne; Aziz, Rashid – International Journal of Emotional Education, 2017
Across Europe, and in the context of a post-BREXIT situation, society is having to accommodate to large numbers of people from diverse cultures. There is a reported increase in xenophobic incidents, bullying and social exclusion, indicating that diversity runs the risk of intolerance and prejudice. This is played out in all manner of social…
Descriptors: Stranger Reactions, Children, Adolescents, Foreign Countries
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