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Bystanders play a crucial role in encouraging or preventing bullying situations and feature prominently in several international antibullying programs (e.g., KiVa). Despite a surge of recent interest in bystanders, relatively little is known about the functional reasons why individuals choose to engage with or ignore bullying incidents. Given the importance of bystanders' influence on bullying, we argue that further consideration needs to be given to the individual costs and benefits of bystanders' intervention. Adolescents in our study (N = 101, M = 15.37 years) read different bullying scenarios and were then asked to respond with how the bystander would react in each scenario while considering and explaining potential personal costs and benefits. We focused on the cognitive reasoning of important factors adolescents may consider when faced with the decision of whether to intervene or not in a bullying situation. Our study provides novel evidence that adolescents engage in quite explicit cost-benefit decisions regarding their decisions of whether or not they would intervene in bullying. The content and structure of these cost-benefit decisions support an adaptive model of bullying behavior and may be helpful in developing more targeted peer-based antibullying programs.

Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10-14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.

Incivility involves rude, discourteous, and disrespectful attitudes and behaviours. The present study examined how various temperament traits were related to beliefs of classroom incivility among adolescents. The sample comprised of 222 adolescents (120 boys) between the ages of 12 and 17 (M[superscript age] = 14.07, SD = 1.54) who were recruited from various extracurricular clubs and sports teams in Southern Ontario. Both intentional and unintentional incivility were examined through separate hierarchical multiple regressions. Lower Effortful Control and lower Frustration significantly predicted unintentional incivility. In addition, lower Affiliation and lower Effortful Control significantly predicted intentional incivility. The results are discussed highlighting practical implications in educational settings, as well as suggestions for future research on incivility, given its potential associations with more negative antisocial behaviours. The results suggest that although there may be shared temperament traits of adolescents who take part in classroom incivility, a disposition for specific subtypes may differ based on the specific temperament characteristics of adolescents.

The purpose of this study was to develop a scale that measures adolescents' attitudes toward classroom incivility and determine whether items would reveal subscales. A sample of 549 adolescents between ages 11 and 18 (53.1% boys; M[subscript age] = 13.90, SD = 1.41) completed items written to measure attitudes toward classroom incivility. An exploratory factor analysis (EFA) was used on one half of the randomly split sample and a confirmatory factor analysis (CFA) on the remainder. Results from both analyses suggested that two factors representing unintentional and intentional incivility might be the best factor solution. In addition, evidence for concurrent validity was found in correlations with four additional scales. Results suggest that attitudes toward classroom incivility are heterogeneous and that adolescence may be an important developmental period to address this construct. Future studies should continue psychometrically developing this scale and exploring this measure with additional antisocial beliefs and behaviors.

This study examined whether self-esteem mediated the association between peer relationships and internalizing problems (i.e., depression and social anxiety). A total of 7290 (3756 girls) adolescents (ages 13-18 years) completed self-report measures of peer relationships, including direct and indirect victimization, social isolation, friendship attachment (alienation and trust) and friendship quality (conflict and support), as well as self-esteem, social anxiety and depression. Regression analyses indicated that self-esteem partially mediated the relations between social isolation, friendship attachment (alienation) and both depression and social anxiety, whereas friendship attachment (trust) was a partial mediator for depression only. Overall, linkages between peer relationships and depression were more strongly mediated by self-esteem than those between peer relationships and social anxiety. Theoretical and applied implications of these findings are discussed. (Contains 5 tables.)

This study investigates children's understanding of school bullying and victimization as represented through drawings, narratives and open-ended qualitative questions. Eighty-two children (8-9-year-olds, n=30, M=8;7; 10-11-year-olds, n=18, M=10;7; and 11-12-year-olds, n=34, M=11;9) from a mainly Euro-Canadian, mid-socioeconomic city in Ontario, Canada, participated in individual interviews that required them to draw and narrate stories of "someone being bullied". Comments on bullies' motives reflected proactive/instrumental and reactive/emotional aggression, but also suggested sadistic aspects of bullying that are not fully captured in existing subtypes of aggression. Participants' narratives also indicated that it may be crucial to create comprehensive anti-bullying interventions that include a component on moral values related to bullying and victimization.

Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty members. To extend the understanding of this issue at a research-based university in western Canada, a survey was sent to deans, department heads, and new faculty. Based on the results of this survey, a focus group of new faculty members was conducted and semi-structured interviews were held with department heads who had implemented effective mentoring programs. The results of this investigation indicate that mosaic mentoring programs, which have no agendas to preserve hierarchies and power imbalances, and which view all faculty members as continuing learners, could reduce feelings of dissatisfaction among new and early faculty members and support conditions for identity transformation.

The article offers information on the scenic design related to theatre, offered at the Stratford Festival Archive in Canada. It mentions that the Archives houses have records from various departments including, sketches, costumes and video recordings of productions. It mentions that the Festival as found in 1967 and it is the largest performing arts archives.