Remedies must honor the complex social dynamics of adolescence.
- Bullies are likely to be friends according to new research published in the American Journal of Sociology.
- The researchers write that complex social dynamics among adolescents allow the conditions for intragroup dominance.
- The team uses the concept of "frenemies" to describe the relationship between many bullies and victims.
School Bullying: Are We Taking the Wrong Approach?<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="2b7a86a393675fceaea4ac6ad442bccc"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/E3U38uZBW6w?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>Femlee, a sociology professor at Penn State, says her study offers important insights into why bullying occurs—and, potentially, leaves clues for how to combat it. Her team found peer aggression to be much higher among students that are proximal to one another, either through friendship or social circles. Bullying does not end friendships, she says; they persist over the long-term, with the bullied maintaining ties to their tormentors. </p><p>Looking at a data set of over 3,000 students—at least half were either bullier or victim—the researchers asked students to choose five classmates that had been mean to them, then analyzed these networks while racking levels of anxiety, depression, and suicidal ideation. As one student remarked, "Sometimes your own friends bully you. I don't understand why, why my friends do this to me."</p><p>Femlee <a href="https://news.psu.edu/story/648500/2021/02/22/research/et-tu-brute-teens-may-be-more-likely-be-bullied-social-climbing" target="_blank" rel="noopener noreferrer">elaborates on the complex dynamics</a> of adolescence:</p><p style="margin-left: 20px;">"These conflicts likely arise between young people who are eyeing the same spot on the team, club, or vying for the same best friend or romantic partner. Those who are closely linked in the school social network are apt to encounter situations in which they are rivals for identical positions and social ties."</p>
Photo: motortion / Adobe Stock<p>They note that strained friendships are more likely to produce dominance behavior and power differentials than close ties. Punching down is common, especially between students of the same gender, race, and grade. The race for recognition seems to necessitate close racial and gender ties. "Frenemies" usually result from one member of a group victimizing another in an attempt at clawing their way to the top of the network.</p><p>This competition can have lifelong effects, such as reducing the bullied's chances of developing intimate relationships. The authors note that most bullying prevention programs fail becuase, in part, "aggressive behavior accrues social rewards and does so to a degree that leads some to betray their closest friends."</p><p>Such programs tend to focus on a fraction of bullying dynamics, such as empathy deficits and emotional dysregulation. They fail to take into account the complex social dynamics of being a teenager. The authors believe coopting status contents and changing the behavior of high-status youths could have downline effects. Instead of dismantling hierarchies, they recommend recognizing status is intrinsic to group fitness instead of pretending the struggle to the top is an aberration. Only then can you create structural change. </p><p>Friends, they conclude, can be the problem but also offer the solution. Aiming for enduring friendships instead of backstabbing frenemies is a tall order but it could impact the tragedy of bullying—and the emotional carnage it leaves in its wake. </p><p>--</p><p><em>Stay in touch with Derek on <a href="http://www.twitter.com/derekberes" target="_blank">Twitter</a> and <a href="https://www.facebook.com/DerekBeresdotcom" target="_blank" rel="noopener noreferrer">Facebook</a>. His most recent book is</em> "<em><a href="https://www.amazon.com/gp/product/B08KRVMP2M?pf_rd_r=MDJW43337675SZ0X00FH&pf_rd_p=edaba0ee-c2fe-4124-9f5d-b31d6b1bfbee" target="_blank" rel="noopener noreferrer">Hero's Dose: The Case For Psychedelics in Ritual and Therapy</a>."</em></p>
Can playing video games really curb the risk of depression? Experts weigh in.
- A new study published by a UCL researcher has demonstrated how different types of screen time can positively (or negatively) influence young people's mental health.
- Young boys who played video games daily had lower depression scores at age 14 compared to those who played less than once per month or never.
- The study also noted that more frequent video game use was consistently associated with fewer depressive symptoms in boys with lower physical activity, but not in those with high physical activity levels.
How do video games and social media impact young kids?<img class="rm-lazyloadable-image rm-shortcode" type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNTY3NDY2Mi9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY0NjM5OTQwMn0.FUGlBVN0uGa9jYXpbSjHssFpcdJGcpM-hsA8vJb1mJc/img.jpg?width=1245&coordinates=0%2C488%2C0%2C111&height=700" id="d4200" width="1245" height="700" data-rm-shortcode-id="12b1edcd9ed81c0604ce1d2e2f3bf43b" data-rm-shortcode-name="rebelmouse-image" alt="two kids sitting on the couch playing video games together" />
The study gained interesting insight into the link between depression rates at age 14 and video game usage a few years earlier.
Credit: Pixel-Shot on Adobe Stock<p>The study's lead author, Ph.D. student Aaron Kandola, explains to <a href="https://www.eurekalert.org/pub_releases/2021-02/ucl-bwp021721.php" target="_blank">Eurekalert</a>: "Screens allow us to engage in a wide range of activities. Guidelines and recommendations about screen time should be based on our understanding of how these different activities might influence mental health and whether that influence is meaningful."</p><p><strong>How this study was conducted: </strong></p><ul><li>These findings come as part of the Millennium Cohort Study, where over 11,000 (n = 11,341) adolescents were surveyed. </li><li>Depressive symptoms were measured with a Moods and Feelings Questionnaire (age 14). </li><li>"Exposures" were listed as the frequency of video games, social media, and internet usage (age 11). </li><li>Physical activity was also accounted for on a self-reporting basis. </li></ul><p><strong>When comparing young boys (age 11) who played video games to those who don't, the study showed interesting results: </strong></p><ul><li>Boys who played video games <strong>daily</strong> had 24.3 percent lower depression scores at age 14 (compared to those who played less than once per month or never). </li><li>Boys who played video games <strong>at least once per week</strong> had 25.1 percent lower depression scores at age 14 (compared to those who played less than once per month or never). </li><li>BOoys who played video games <strong>at least once per month</strong> had 31.2 percent lower depression scored at age 14 (compared to those who played less than once per month or never). </li></ul><p><strong>When comparing how depression impacted young girls based on their social media usage, the researchers found that:</strong></p><ul><li>Compared with less than once per month/never social media usage, using social media most days at age 11 was associated with a 13% higher depression score at age 14. </li></ul>
Can playing video games actually be beneficial?<p>There has been a lot of speculation in the past two decades about screen-time, social media, and video games. Whether it's <a href="https://www.apa.org/science/about/psa/2003/10/anderson" target="_blank">linking video games to violence</a> and obesity or <a href="https://childmind.org/article/is-social-media-use-causing-depression/#:~:text=In%20several%20recent%20studies%2C%20teenage,who%20spent%20the%20least%20time." target="_blank">linking social media to depression and anxiety</a> — this seems to be a controversial question. According to the research, the answer to this question is yes, video games can be beneficial in moderation when paired with physical activity and real-life application.</p><p><strong>Adding in some physical activity could be the difference between beneficial and harmful.</strong></p><p>The above-mentioned study also noted that more frequent video game use was consistently associated with fewer depressive symptoms in boys with lower physical activity, but not in those with high physical activity levels. </p><p><strong>Previous studies have concluded there are some mental health benefits to playing video games. </strong></p><p><a href="https://edition.cnn.com/2020/11/16/health/video-games-mental-health-study-wellness-scli-intl/index.html#:~:text=It%20found%20that%20time%20spent,reporting%20that%20they%20felt%20happier.&text=%22In%20fact%2C%20play%20can%20be,withhold%20those%20benefits%20from%20players.%22" target="_blank" rel="noopener noreferrer">A 2020 study</a> by the University of Oxford analyzed the impacts of playing two extremely popular games at the time: Nintendo's "Animal Crossing: New Horizons" and Electronic Arts' "Plants vs. Zombies: Battle for Neighborville." The study used data and survey responses from over 3000 players in total — the games' developers shared anonymous data about people's playing habits, and the researchers surveyed those gamers separately about their well-being. </p><p><strong>Results of this study found that time spent playing these games was associated with players reporting that they felt happier. </strong></p><p>Additionally, previous studies (such as <a href="https://it.arizona.edu/blog/can-playing-video-games-make-you-smarter" target="_blank" rel="noopener noreferrer">this University of Arizona study</a>) have linked video game usage with new learning opportunities: <em>"</em></p><p style="margin-left: 20px;">Games like Minecraft are being used in more and more classrooms around the country. MinecraftEdu (recently purchased by Microsoft), allows teachers to structure a sandbox-style play environment around any curriculum. Students can work together to learn the scientific method, build farms, or take advantage of turtle robots to learn basic programming. Not only do these activities improve team-building skills, but they give students the chance to develop and practice technological literacy."</p><p><strong>"Everything in moderation" is an important factor in determining whether video game use is beneficial or harmful. </strong></p><p>While there can be some positive impacts from playing video games, research (such as <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6676913/" target="_blank" rel="noopener noreferrer">this study conducted in 2013</a>) has also shown that people who spend a predominant part of their day gaming are at risk of showing lower educational and career attainment in addition to problems with peers and lower social skills. </p>
For centuries, universities have advanced humanity toward truth. Professor Jonathan Haidt speaks to why college campuses are suddenly heading in the opposite direction.
- In a lecture at UCCS, NYU professor Jonathan Haidt considers the 'telos' or purpose of universities: To discover truth.
- Universities that prioritize the emotional comfort of students over the pursuit of truth fail to deliver on that purpose, at a great societal cost.
- To make that point, Haidt quotes CNN contributor Van Jones: "I don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong—that's different."
CNN contributor Van Jones speaks onstage at the EMA IMPACT Summit in 2018.
Credit: Michael Kovac/Getty Images for Environmental Media Association<p>There are many places and institutions whose purpose, or <em>telos</em>, is comfort. But a university is not one of those places. To make that point, Haidt quotes CNN contributor Van Jones:</p><p style="margin-left: 20px;">I don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong—that's different. I'm not going to pave the jungle for you. Put on some boots and learn how to deal with adversity. I'm not going to take all the weights out of the gym. That's the whole point of the gym. <em>This</em> is the gym.</p><p>By prioritizing comfort over the pursuit of truth, universities are ignoring their purpose. Higher education should be an arena of open inquiry and free expression, where ideas are exchanged, tested, and scrutinized. A liberal education should be "an invitation to be concerned not with the employment of what is familiar but with understanding what is not yet understood," <a href="https://books.google.com/books?id=Jpu7BAAAQBAJ&pg=PT286&lpg=PT286&dq=%22an+invitation+to+be+concerned+not+with+the+employment+of+what+is+familiar+but+with+understanding+what+is+not+yet+understood.%E2%80%9D&source=bl&ots=bmqaS1BxSm&sig=ACfU3U0aOokPZOGJlLFUVO9-a8VBV50tCw&hl=en&sa=X&ved=2ahUKEwi_u-jd1_btAhWqzVkKHSdKBMsQ6AEwAnoECAEQAg#v=onepage&q=%22an%20invitation%20to%20be%20concerned%20not%20with%20the%20employment%20of%20what%20is%20familiar%20but%20with%20understanding%20what%20is%20not%20yet%20understood.%E2%80%9D&f=false" target="_blank">according</a> to philosopher Michael Oakeshott.</p>
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Research from MIT's School Effectiveness & Inequality Initiative found making college more affordable cut dropout rates and boosted degree attainment.
The study groups<img class="rm-lazyloadable-image rm-shortcode" type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDk1OTU2OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NzYyMjgyMH0.HoOUfA4eXLgFltk-M_Mu3E3qORUh2shzeYoVa3wk86E/img.jpg?width=1245&coordinates=0%2C237%2C0%2C295&height=700" id="bdbae" width="1245" height="700" data-rm-shortcode-id="ddfe7a622e28fee9cb464b9528d651cd" data-rm-shortcode-name="rebelmouse-image" />
An aerial view of MIT and Harvard Bridge. The university's School Effectiveness & Inequality Initiative partnered with the Susan Thompson Buffett Foundation for the study.
Credit: Adobe Stock<p>The study comes from <a href="https://seii.mit.edu/" target="_blank">MIT's School Effectiveness & Inequality Initiative</a>. Its researchers wanted to determine the effect scholarships had on degree attainment. As they put it, </p><p style="margin-left: 20px;">"Financial aid is typically motivated by a desire to increase postsecondary attainment by making college more affordable. This raises the question of whether aid meets this test by boosting educational attainment. As with any sort of award or subsidy, it's worth considering the extent to which financial aid changes behavior. The fact that aid is motivated by the desire to increase schooling does not mean aid programs accomplish this."</p><p>To test this question, they partnered with <a href="https://buffettscholarships.org/" target="_blank">the Susan Thompson Buffett Foundation</a>, an organization that offers scholarships to first-time freshman attending public colleges in Nebraska. The researchers designed a partially randomized study around the Foundation's 2012–2016 scholarship applicants, a cohort of roughly 16,500 students seeking aid. </p><p>Because low-scoring applicants were unlikely to complete college, they were not provided a scholarship and were removed from the study. Similarly, while high-scoring applicants were awarded a scholarship, they too were removed from the study as their degree completion was likely with or without the financial abetment. This left a middle pool of applicants, each sporting a comparable level of need and college-readiness.</p><p>The Foundation awarded scholarships randomly to this middle group of applicants; those who did not receive scholarships served as the controls. Because the number of applicants far exceeded the available aid, no student was artificially denied a scholarship for the study's sake. All told, the study included 3,699 scholarship-awarded participants and 4,491 controls. Most sought degrees at four-year colleges though some matriculated into two-year schools.</p><p>As this group was comparable in areas such as GPA, colleges attended, and expected family contributions, any statistically significant difference between the recipients and the controls would provide some evidence of a causal connection between financial aid and degree attainment.</p>
Easing the six-year itch<p>The researchers followed the students' college careers, from freshman year to spring 2019, and found that the scholarships did change behavior. Enrollment was only slightly higher for the aid recipients than the controls—98.7 percent compared to 96.1—but as the two groups' college careers continued, a noticeable difference emerged in dropout rates. By the end of their fourth year, only 71.6 percent of the control group remained, a dropout rate of 24.5 percent; meanwhile, the scholarship group only declined by 18 percent.</p><p>The scholarships also bolstered degree completion. Though bachelor degree completion was roughly even by the end of the fourth year, the aid recipients began to pull ahead after that. By the end of their sixth year, 71 percent of the award recipients received their degree, 8.4 percentage points more than the control. This suggests that as degree completion began to drag on longer, the infusion of extra financial resources made the final push more manageable.</p><p>The researchers not only found that aid promotes full-time enrollment, but that it benefitted historically underrepresented groups most, including non-white and first-generation applicants. These findings support a <a href="https://vtechworks.lib.vt.edu/handle/10919/100548" target="_blank">growing</a> <a href="https://files.eric.ed.gov/fulltext/ED545465.pdf" target="_blank" rel="noopener noreferrer">body</a> of <a href="https://kuscholarworks.ku.edu/bitstream/handle/1808/12507/Shulenburger_University.pdf;sequence=1" target="_blank" rel="noopener noreferrer">research</a> that suggests college affordability directly impacts student decision-making and degree attainment.</p><p>The study, titled "<a href="https://seii.mit.edu/wp-content/uploads/2020/10/SEII-Discussion-Paper-2020.06-Angrist-Autor-Pallais.pdf" target="_blank" rel="noopener noreferrer">Marginal Effects of Merit Aid for Low-Income Students</a>," is part of an ongoing research study. Additional reports will be released as the study continues.</p>
What does college affordability mean?<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="482a18825ec1df7210abdd9ce38d5e9e"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/qZTnmMxnU0A?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>Scholarships are one way of making college more affordable, but they are part of a much larger conversation as to what affordability means.</p><p>The <a href="https://www.cnbc.com/2019/10/24/why-college-tuition-keeps-rising.html" target="_blank">ballooning cost of tuition</a> in recent decades is another concern. Factors for this surge include a massive increase in demand, cuts in state funding, new student services, and <a href="https://www.chronicle.com/article/executive-compensation-at-public-and-private-colleges/#id=table_public_2019" target="_blank" rel="noopener noreferrer">bloated administrative compensation</a>. While colleges could certainly rein in some of their more extravagant expenses, and legislators agree to fund more, <a href="https://www.luminafoundation.org/files/publications/ideas_summit/College_Affordability-What_Is_It_and_How_Can_We_Measure_It.pdf" target="_blank" rel="noopener noreferrer">the question of affordability</a> goes further still. </p><p>It concerns the quality of education, whether students are dependent or independent, their resources before matriculating, what they can expect from the investment after graduation, and how much of their future income they are willing (or able) to pay. The calculus must also consider <a href="https://bigthink.com/kenzie-academy/software-engineering-school" target="_self">available alternatives</a>, their costs, and their potential outcomes. It's a multifaceted balancing act between what's available, what students can afford, and what schools can offer with the resources they have available—which, of course, ties directly to the funds that schools have available. </p><p>In <a href="https://www.higheredtoday.org/2017/05/16/think-college-affordability/" target="_blank" rel="noopener noreferrer">an op-ed for Higher Education Today</a><em>, </em>Susan Baum, a senior fellow in the Education Policy Program at the Urban Institute, correctly points out that a "low-cost program designed purely to train people for an occupation that is unlikely to exist in 10 years, while appearing 'affordable,' is not affordable at all."</p><p>So then, how should we think about college affordability?</p><p>Baum recommends we start the conversation with need-based considerations at the forefront. "The financial resources available to a student at the time of enrollment are critical. Students have very different starting points for measuring outcomes and value depending on their circumstances," Baum writes. But it also requires us to think beyond funding; we need to consider the resources colleges need to provide a valuable education as well as the types of experiences that students want. </p><p>If we want more students to graduate, we need to discover the right balance between moderate spending, need-based aid, and program quality, a balance that will make college accessible to all who desire to attend.</p>
Having grown kids still at home is not likely to do you, or them, any permanent harm.
When the Pew Research Center recently reported that the proportion of 18-to-29-year-old Americans who live with their parents has increased during the COVID-19 pandemic, perhaps you saw some of the breathless headlines hyping how it's higher than at any time since the Great Depression.