Self-debasing cognitive distortions as predictor of emotional disturbance among school bullying bystanders

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI:10.1080/13632752.2023.2207251

Segun Emmanuel Adewoye, Nettie N Ndou

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Abstract

ABSTRACT The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders’ emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted. Ten school bullying bystanders were purposefully selected to participate in the study. Interviews were recorded on a voice recorder and then transcribed. Qualitative data were analysed through inductive thematic analysis. The findings of this study revealed that personalisation evoked bystanders’ self-blame and feelings of guilt, catastrophising amplified bystanders’ anxiety and fear over generalisation-induced and exacerbated bystanders’ negative perceptions of school safety, and selective abstraction led to indirect co-victimisation. It is recommended that school psychologist, councilors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.

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自我贬低认知扭曲作为校园欺凌旁观者情绪障碍的预测因子

摘要本研究旨在探讨个体化、灾难化、过度概括和选择性抽象这四个自我贬低性认知扭曲领域如何预测或提示欺凌旁观者目睹欺凌后的情绪障碍。采用描述性案例研究设计。有目的地选择10名校园欺凌旁观者参与研究。采访记录在录音机上，然后转录。定性数据通过归纳性专题分析进行分析。研究发现，个性化诱发了旁观者的自责和内疚感，灾难化放大了旁观者对泛化的焦虑和恐惧，加剧了旁观者对学校安全的负面认知，选择性抽象导致了间接的共同受害。建议学校心理学家、顾问和行为保健服务提供者应教导欺凌的受害者，特别是旁观者，如何识别、挑战和重新评估与他们的经历有关的消极和无益的想法和感受。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.