International Journal of Developmental Science - Volume 14, issue 3-4
Purchase individual online access for 1 year to this journal.
Price: EUR 55.00
Individual human development is influenced by a multitude of systems, ranging from cultural processes, genetic and physiological incidents up to social interactions. How do these systems cooperate and interact during the course of human development? One of the main goals of Developmental Science is finding an answer to this question.
Since it exceeds the means of researchers from individual scientific disciplines to investigate the simultaneous biopsychosocial changes of systems and how they jointly contribute to the social and adaptive functions of human individuals, a new scientific approach is necessary that links the various traditional scientific disciplines under a biopsychosocial approach to describe individual human development: Developmental Science.
Developmental Science combines concepts and insights from scientific disciplines which hitherto used to independently tackle the research of human and non-human development. As an interdisciplinary approach it examines individuals across the lifespan with the objective of comprehending the development of individuals with different cultural and ethnic as well as biological background, different economic and cognitive potentials and under diverse living conditions. To facilitate the understanding of developmental processes it is also necessary to overcome the disadvantageous separation of “normal” from “abnormal” human development. Thus, the interdisciplinary field of Developmental Science comprises a holistic approach to understanding how different systems interact and influence development throughout life from genetic and physiological processes to social interactions and cultural processes.
International Journal of Developmental Science is especially devoted to research from the fields of Psychology, Genetics, Neuroscience and Biology and provides an interdisciplinary and international forum for basic research and professional application in the field of Developmental Science. The reader will find original empirical or theoretical contributions, methodological and review papers, giving a systematic overview or evaluation of research and theories of Developmental Science and dealing with typical human development and developmental psychopathology during infancy, childhood, adolescence and adulthood. All manuscripts pass through a multilevel peer-review process.
In 2007-2010 (Vol. 1-4) this journal was named
European Journal of Developmental Science. In 2011 its name was changed to
International Journal of Developmental Science.
Abstract: This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available from 822 students (546 intervention group, 276 control group, 50% girls, M age = 9.30) from five intervention (23 classes) and four control (14 classes) schools. Multilevel growth models revealed a more favorable development of the ViSC intervention group compared with the control group in three student-reported and all teacher reported variables. Participating…in the program reduced conduct problems, reactive and proactive aggression and promoted school bonding, relationships with classmates, emotional regulation, and prosocial skills. However, the program was not effective regarding the reduction of bullying and victimization. Findings are discussed with regard to the implementation of future bullying prevention programs and social policies in Turkish schools.
Abstract: Self-exclusion from school is a significant issue in the UK and increasingly associated with bullying. However, there is little research into this relationship and the experiences and support needs of adolescents who experience bullying leading to self-exclusion are unknown. Using participatory methodology, we worked with adolescents who had self-excluded from school and the staff supporting them, to identify key issues on experiences and support needs and design the research approach which was carried into a second phase of research involving four focus group discussions with other self-excluded adolescents. Fifteen adolescents were involved in total (11 female, 4 male, aged 13–…16). Data was analysed thematically and findings suggest anxiety underpins self-exclusion due to bullying, which was shaped by friendship dynamics, issues around seeking support, and institutional factors in schools. This led to gradual withdrawal from school, and eventually self-exclusion. These shared experiences, knowledge, and insight go beyond the current literature, thus providing a strong rationale for involving adolescents in future research.
Keywords: Bullying, self-exclusion, anxiety, lived experience, participatory
Abstract: Pupils exposed to bullying may experience severe negative consequences, including reduced academic performance and development of mental health problems. Little is known about effective interventions to prevent and/or reduce such consequences. This study explores how schools can follow up previously bullied pupils. Four focus groups were conducted. In three, informants were national experts representing the school system, the health system, attorneys, researchers, and user organizations in Norway (n = 31). A focus group interview with a primary and lower secondary school in southwest Norway (n = 9) was also carried out. Data were analyzed via content analysis. Findings suggest that school-based psychosocial…resource groups can ensure that follow-up work after bullying is systematic and of high quality. Findings provide new knowledge on how schools can organize follow-up work and suggest support systems for schools to provide high-quality follow-up work. Further research on organizing follow-up work and the specific content of follow-up work is needed.
Abstract: This study investigates the correlation between teachers’ efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents’ mean age = 44.91 years [SD = 9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of the teachers’ efforts within OBPP at the school, classroom, and individual levels, and simple linear as well as multiple regression analyses were applied. The current study revealed that teachers acted differently within OBPP at the school, classroom, and individual levels, and that their perceptions of school climate differed. A significant positive correlation was found…between the teachers’ efforts within OBPP at the all-level variable and the general school climate variable. Implications for the teachers’ efforts to prevent school bullying through OBPP and the significance of the study results for the whole school community are discussed, and limitations of the current study are pointed out.
Keywords: Bullying, bullying prevention, school climate, whole-school approach, Olweus Bullying Prevention Program
Abstract: Psychological- and sociological-criminological research refers to, for example, cumulative risk factor models (e.g., Lösel & Bender, 2003 ) and Situational Action Theory (SAT; e.g., Wikström, 2006 ). The German longitudinal study “Chances and Risks in the Life Course” (research project A2, Collaborative Research Center 882; e.g., Reinecke, Stemmler, & Wittenberg, 2016 ) focuses upon the development of antisocial behavior from a psychological and sociological point of view. Two-wave panel data of two cohorts (children and adolescents) were utilized to test the power of developmental path models investigating the development of antisocial behavior. Individual risk seems to have both direct and…indirect influences on antisocial behavior, supporting the ideas of risk factor models; antisocial behavior might be the outcome of the interaction between propensity and criminogenic exposure, so there is evidence for SAT. Additionally, empathy seems to be related to both propensity and low parental supervision. Implications for the study of antisocial behavior in childhood and adolescence are discussed in line with developmental criminology.