Ep. 281 - The Doctor Is In Series - Sticks, Stones, Words and Broken Bones
The Social-Engineer Podcast
The Lasting Impact of Roles and the Importance of Emotional Education
This chapter examines the long-term psychological effects of the Stanford prison experiment on participants and the significance of teaching empathy and emotional intelligence in education. It also offers a glimpse into the next episode's focus on flow and self-compassion.
Welcome to the Social-Engineer Podcast: The Doctor Is In Series – where we will discuss understandings and developments in the field of psychology.
In today’s episode, Chris and Abbie are discussing Bullying. They will talk about what bullying is, the difference between bullying and just being mean and the psychological impact it can have on people, as well as what we can do about it. [Nov 4, 2024]
00:00 - Intro
00:16 - Dr. Abbie Maroño Intro
00:42 - Intro Links
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Social-Engineer.com - http://www.social-engineer.com/
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Adversarial Simulations - https://www.social-engineer.com/services/social-engineering-penetration-test/
03:50 - The Topic of the Day: Bullying
04:17 - Defining Bullying
09:04 - Them or You
11:39 - Understanding Consequences
14:54 - Dehumanizing as an Excuse
17:18 - Symptoms of Being Bullied
21:10 - The Power of Support
23:40 - PTSD Similarities
31:04 - Names Can Hurt Me!
34:14 - Some Things to Help
37:00 - The Problems in Schools
41:41 - Reading, Writing & Empathy
42:50 - Wrap Up
43:17 - Next Month: Flow State and Self Compassion
43:34 - Outro
Find us online:
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Twitter: @DrAbbieofficial
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LinkedIn: linkedin.com/in/dr-abbie-maroño-phd
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Instagram: @DoctorAbbieofficial
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Twitter: @humanhacker
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LinkedIn: linkedin.com/in/christopherhadnagy
References:
Basharpoor, S., Molavi, P., Sheykhi, S., Khanjani, S., Rajabi, M., & Mosavi, S. A. (2013). The relationship between emotion regulation and emotion expression styles with bullying behaviors in adolescent Students. J Ardabil Univ Med Sci, 13(3), 264-75.
Conway, P. M., Høgh, A., Balducci, C., & Ebbesen, D. K. (2021). Workplace bullying and mental health. Pathways of job-related negative behaviour, 101-128.
deLara, E. W. (2019). Consequences of childhood bullying on mental health and relationships for young adults. Journal of Child and Family Studies, 28, 2379-2389.
Du Plessis, M. R., Smeekens, S., Cillessen, A. H., Whittle, S., & Güroǧlu, B. (2019). Bullying the brain? Longitudinal links between childhood peer victimization, cortisol, and adolescent brain structure. Frontiers in psychology, 9, 398857.
Foody, M., & Samara, M. (2018). Considering mindfulness techniques in school-based anti-bullying programmes. Journal of New Approaches in Educational Research (NAER Journal), 7(1), 3-9.
Landstedt, E., & Persson, S. (2014). Bullying, cyberbullying, and mental health in young people. Scandinavian journal of public health, 42(4), 393-399.
Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social development, 9(2), 226-245.
Moore, B., & Woodcock, S. (2017). Resilience, bullying, and mental health: Factors associated with improved outcomes. Psychology in the Schools, 54(7), 689-702.
Olweus, D. (2013). School bullying: Development and some important challenges. Annual review of clinical psychology, 9, 751-780.
Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211.
Rossouw, P. J. (2013). The effects of bullying on the developing brain. Strategies for effective interventions. PJ Rossouw (Ed.), 2, 102-112.
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