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OFFENDING, VICTIMIZATION, AND DOUBLE INVOLVEMENT: DIFFERENCES AND SIMILARITIES BETWEEN THE THREE PROFILES

Celeste SIMÕES, Margarida GASPAR MATOS,
Equipa Aventura Social
FMH/UTL & CMDTla/IHMT/UNL, Lisbon, Portugal

Abstract
Bullying in schools is associated with several factors such as the individual, family, peers, school, and community. Some recent studies showed that the main social contexts (i.e., family, friends, classmates and teachers) have an indirect impact on risk behaviors through their impact on personal factors. The purpose of this paper is to develop an explicative model for bullying, where the main social contexts have an impact on school satisfaction and subjective health complaints, that have a direct impact on bullying. Three models with a different dependent variable were developed to find the differences and similarities of these predictors on offending, victimization and double involvement in bullying. The results show that the determinants of these behaviors are different. It seems that school satisfaction is more important for offending and double involvement. Subjective health complaints appear as a risk factor for the three profiles. Teachers are the most important protective factor for school satisfaction, and classmates and family seem to have an important protective impact on subjective health complaints. Implications for intervention are further discussed.

Keywords: bullying, victimization, offending, double involvement

Pages: 29-41

Oct 9, 2011admin
THE ROLE OF IRRATIONAL BELIEFS, BROODING AND REFLECTIVE PONDERING IN PREDICTING DISTRESS THE EFFECTS OF MINDFULNESS-BASED COGNITIVE THERAPY ON DEPRESSIVE GAIT PATTERNS
Journal of Evidence-Based Psychotherapies

Journal of Evidence-Based Psychotherapies

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Keywords
irrational beliefsrebtcbtcognitive-behavioral therapydistressEditorialcognitive restructuringappraisalschemasautism spectrum disordersbinary model of distresshypnosisrational emotive behavior theoryconversion disorderpositive illusionsautismrational anticipation techniqueattributionsincompatible information techniquecognitive psychologydevelopmenttheory of mindcommunicationearly interventiontoddlersneural structuresdeficitsfunctional and dysfunctional emotionsthe Attitudes and Belief Scale 2unitary model of distressarousalfunctional and dysfunctional negative emotionsmind reading beliefseating behavioursmental healthirrational and rational beliefspre-goal/ post-goal attainment positive emotionsdysfunctional consequencesimpairmentcore relational themeswithdrawal motivational systemsapproach motivational systemsdysfunctional positive emotionspreferencesdemandingness
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