The Invisible Discrimination: Biases in the Clinical Approach Regarding Migrants: A Study to Help Ethnopsychology Services and Clinicians.

The complexity of migration flows across the world has led to a redefinition of psychological and social services users. The access of migrants from different cultural backgrounds to clinical services or social health services has diversified the demand for concomitant help. Biases and misinterpretations have been created by unaccustomed professionals in this field, which could lead to serious consequences and invalidate diagnostic and treatment procedures.

Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker.

Introduction: Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.

Aims: The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.

Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community.

Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (M = 9.

The warm glow of kindness: Developmental insight into children's moral pride across cultures and its associations with prosocial behavior.

Moral pride is a key component of virtue development. This study provides developmental insight into children's moral pride across cultures, and the potential for moral pride to underlie prosocial behavior. Participants included children and adolescents ages 6, 9, and 12 years from Canada ( = 186; 50% girls; ethnically diverse sample), Japan ( = 180; 48% girls), and a subsample from Italy ( = 86; 54% girls), as well as their primary caregivers or teachers.

Feasibility and Early Outcomes of a Parent Training Intervention to Engage Parents in Children's Media Education.

The importance of parents in mediating adolescents' Internet use is documented by many studies in the literature. Very few, however, regard interventions to support parents in this role. We wanted to assess the feasibility and the early outcomes of an Internet-based parent educational group course aimed to support parents in adolescents' media education.

Challenge your Brain. Blogging during the COVID Lockdown as a Way to Enhance Well-Being and Cognitive Reserve in an Older Population.

Background: The lockdown linked with COVID-19 restrictions has been reported to have severe consequences at an emotional and cognitive level, this was especially true for vulnerable populations, such as the older adults. This study aims at exploring the effect of a blog-based intervention implemented during COVID lockdown to increase the perceived well-being and cognitive reserve (CR) of a sample of American older adults.

Methods: Forty-one participants (63% female), age range from 64 to 83, participated in a blog-based 5-week intervention.

Profiles of Community Violence Exposure, Moral Disengagement, and Bullying Perpetration: Evidence from a Sample of Italian Adolescents.

According to the Pathologic Adaptation Model of community violence exposure, repeated experiences of violence within the community lead youth to accept violence as a normative and legitimate strategy to cope with conflict, thus increasing their involvement in aggressive behaviors. This hypothesis has been under-investigated with reference to bullying at school. Using a person-centered analytical approach (latent profile analysis), this study examines the mediating role of moral disengagement as a type of normalizing cognition about violence, in the relationship between profiles of community violence exposure and perpetration of bullying.

Two Dimensions of Moral Cognition as Correlates of Different Forms of Participation in Bullying.

The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research on (the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8-15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander.

Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates.

This study investigates whether the quantity and quality of contact with migrants and perceiving that cultural diversity is accepted at school (as a dimension of the perceived school climate) are associated with perpetrating bullying toward migrant classmates. Quantity and quality of contact are also examined as moderators of the association between perceived cultural acceptance at school and bullying toward migrant students. One hundred and sixty-six adolescents (M = 16.

Social-Ecological Resilience Moderates the Effectiveness of Avoidant Coping in Children Exposed to Adversity: An Exploratory Study in Lithuania.

Background: Against the high prevalence of adverse childhood experiences in Lithuania, the government testified a lack of effective ways to address the problem. A crucial endeavor for intervention planners is to identify the risk and protective factors whose interaction may lead at risk children to achieve greater levels of functioning. Internal qualities and external resources can act independently or interactively to reduce the damaging effects of adversities, and to enhance resilience process.

Behavioral Indices of Neuropsychological Processing Implicated in Moral Domain Reasoning amongst Children and Adolescents.

Moral domain theory posits that moral knowledge is organized in separate domains related to moral and socio-conventional rules, with the latter being reliant on a statement made by authority. Domains may be contingent on different neuropsychological processing that may vary with age. Behavioral indices were measured in three age groups, to detect differences in the neuropsychological processing allegedly involved in the evaluation of rule transgressions in different domains.

Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles.

This study examined (1) whether self-justifying bullying (i.e., moral disengagement) differs in hypothetical bullying situations of a newcomer peer depending on his or her immigrant status; and (2) whether the respondent's immigration status, age, gender, real life bullying participant role (as bully, assistant, reinforcer, defender, victim or outsider) and moral disengagement proneness moderate the differences in moral disengagement between non-immigrant vs.

When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents.

An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers.

Self-Justification Processes Related to Bullying Among Brazilian Adolescents: A Mixed Methods Study.

This study aims to investigate the associations between bullying and moral disengagement in a Brazilian sample, using a mixed method design. Two-thousand three hundred and thirty-four adolescents (11-19 years; 42.9% girls) answered self-report measures on bullying and moral disengagement in response to bullying situations.

Ways to explain bullying: dimensional analysis of the conceptions held by adolescents.

This study unveils the meaning attributed by students to bullying and contributes to the approach of student health. The objective was to identify the dimensions of the conceptions of students regarding bullying. A total of 55 students from 11 public schools participated by answering semi-structured interviews.

Age-Related Differences in Contribution of Rule-Based Thinking toward Moral Evaluations.

This study aims to investigate the interplay of different criteria of moral evaluation, related to the type of the rule and context characteristics, in moral reasoning of children, early, and late adolescents. Students attending to fourth, seventh, and tenth grade were asked to evaluate the acceptability of rule breaking actions using scenarios. Results suggest that the role of different moral evaluation criteria changes by age.

THE EFFECTS OF EXPRESSIVE WRITING ON POSTPARTUM DEPRESSION AND POSTTRAUMATIC STRESS SYMPTOMS.

This study investigated whether an Expressive Writing intervention decreased depression and posttraumatic stress symptoms after childbirth. 113 women (M age = 31.26 yr.

Why do early adolescents bully? Exploring the influence of prestige norms on social and psychological motives to bully.

The present study examines psychological (e.g., Machiavellianism) and social (i.

Friendship selection and influence in bullying and defending: effects of moral disengagement.

The current study examined the development of bullying and defending over a 1-year period as related to friends' influence and individual and friends' moral disengagement (i.e., self-justification mechanisms that allow one to avoid moral self-censure of transgressive actions) in children and young adolescents.

Bullying in preschool: The associations between participant roles, social competence, and social preference.

The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social competence and bullying roles.

Peer influences on moral disengagement in late childhood and early adolescence.

Moral disengagement processes are cognitive self-justification processes of transgressive actions that have been hypothesized to be learned and socialized within social contexts. The current study aimed at investigating socialization of moral disengagement by friends in two developmentally different age groups, namely late childhood (age: 9-10 years; n = 133, 42.9% girls) and early adolescence (age: 11-14 years; n = 236, 40.

Socio-economic factors related to moral reasoning in childhood and adolescence: the missing link between brain and behavior.

Neuroscientific and psychological research on moral development has until now developed independently, referring to distinct theoretical models, contents, and methods. In particular, the influence of socio-economic and cultural factors on morality has been broadly investigated by psychologists but as yet has not been investigated by neuroscientists. The value of bridging these two areas both theoretically and methodologically has, however, been suggested.

Main and moderated effects of moral cognition and status on bullying and defending.

This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.