| 1. |
- Kozina, Ana, et al.
(författare)
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Predictive value of empathy components for types of aggression in the school setting : a cross-country comparison
- 2022
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Ingår i: Educational studies (Dorchester-on-Thames). - : Informa UK Limited. - 0305-5698 .- 1465-3400. ; 48:6, s. 827-843
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Tidskriftsartikel (refereegranskat)abstract
- Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
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| 2. |
- Kepp, Kasper P., et al.
(författare)
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Panel stacking is a threat to consensus statement validity
- 2024
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Ingår i: Journal of Clinical Epidemiology. - : Elsevier. - 0895-4356 .- 1878-5921. ; 173
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Tidskriftsartikel (refereegranskat)abstract
- Consensus statements can be very influential in medicine and public health. Some of these statements use systematic evidence synthesis but others fail on this front. Many consensus statements use panels of experts to deduce perceived consensus through Delphi processes. We argue that stacking of panel members toward one particular position or narrative is a major threat, especially in absence of systematic evidence review. Stacking may involve financial conflicts of interest, but nonfinancial conflicts of strong advocacy can also cause major bias. Given their emerging importance, we describe here how such consensus statements may be misleading, by analyzing in depth a recent high-impact Delphi consensus statement on COVID-19 recommendations as a case example. We demonstrate that many of the selected panel members and at least 35% of the core panel members had advocated toward COVID-19 elimination (Zero-COVID) during the pandemic and were leading members of aggressive advocacy groups. These advocacy conflicts were not declared in the Delphi consensus publication, with rare exceptions. Therefore, we propose that consensus statements should always require rigorous evidence synthesis and maximal transparency on potential biases toward advocacy or lobbyist groups to be valid. While advocacy can have many important functions, its biased impact on consensus panels should be carefully avoided.
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| 3. |
- Nielsen, Birgitte Lund, et al.
(författare)
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Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
- 2019
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 42:3, s. 410-428
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Tidskriftsartikel (refereegranskat)abstract
- Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core ', 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.
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