Colloquium Series Archive

The focus of this talk is to provide an overview of research and efforts to implement race-centered trauma responsive schools, a systemic approach aimed to complement often employed skills building interventions, in urban schools of the Lehigh Valley in Pennsylvania. This talk will also offer radical mindfulness, as an alternative to typical mindfulness curriculum.

Attendees of this presentation will learn about how parents of bullied adolescents with developmental disabilities are affected by bullying abuse and factors that impact those outcomes. The presentation will address why an adolescent with developmental disabilities might be more vulnerable to bullying abuse, identify what coping-strategies or supports can help parents to manage their anger towards people who, or systems that, contributed to bullying abuse. Attendees will also be able to evaluate suggestions for school personnel and mental health workers seeking to engage bullying abuse from a family systems approach.

This presentation will have a twofold objective: first, to offer a description of the multidimensional approach to the moral dimension of bullying and the research advances as part of different research project founded by the Ministry of Science and Innovation; and second, to present a proposal for a psychoeducational intervention in Spanish schools that is currently being evaluated for its effectiveness.

This presentation will highlight findings from four research studies that aimed to address this gap in the literature. Utilizing a statewide survey with large samples of transgender and gender-expansive adolescents, we examined the prevalence of bullying and dating violence victimization by gender identity, examined the impact of victimization on mental health outcomes, explored disparities across grade levels, and explored the protective role of school climate among adolescents who experienced victimization.

This presentation will explore through a series of studies how power is manifested within societal structures such as gender and income inequality, and is related to experiences of bullying and victimization, especially when inequality is experienced in early life. Implications of these inequalities for intervention will be discussed, as well as several educational resources that can be implemented in the classroom to address structural biases and discrimination.

Taking into account that cyberbullying is a problem of social interaction, an ecological approach to the problem is proposed, that includes factors of neighborhood, school, family and individuals. Understanding these factors could lead to coordinated strategies for cyberbullying prevention at each level.

Bullying is a complex problem that requires the understanding of multiple transactions among individual, social and environmental factors. It is evident that not all young people use bullying behavior. Bullying is also not used under all contexts. Who is more likely to use bullying and when?