thriving.

Hyphen provides support in exploring identity, connecting diverse journeys, and bridging different worlds. Currently, at the initial stage, Hyphen is offering 2 programs - a series of parallel workshops (read more in the section "current offer").

Origins of the name:

Hyphen is:

1. The symbol "-", typically used to join two or more words to form a compound term, or to indicate that a word has been split at the end of a line.
   

2. [figuratively] Something which links two things of greater significance than itself.
   

3. Someone who belongs to a marginalized subgroup, and can therefore described by a hyphenated term, such as "German-American", "emale-academic", etc.

   
   

The word "hyphen" originates from Late Latin, from Ancient Greek ὑφέν (huphén, “together”), contracted from ὑφ’ ἕν (huph’ hén, “under one”), from ὑπό (hupó, “under”) + ἕν (hén, “one”), neuter of εἷς (heîs, “one”).

This natural process is always challenging for adolescents, their parents, and the closest environment (school, teachers). Moreover, nowadays there a multiple challenges that interfere with that process as well:

• The fast pace of change

  • Increasing:

    • migration

    • polarization

    • complexity

    • disparities

  • popularity of social media that are exacerbating opinions and ideas

  • Populism, radicalism, nationalism

• Difficulties with...

  • mental health and wellbeing

  • belonging

  • understanding and building identity, especially for "third culture" children

  • processing emotions, negative ones in particular

  • creating and maintaining connections, relations

  • transitioning from surviving to thriving

• frustration that the school curriculum is not preparing young people for the future

• violent and cruel behaviors (e.g. bullying, shaming)

• lack of awareness of where to turn for support

• overwhelming pressure

  
  

Well-supported process of developing identity is beneficial for individuals, their ability to create relations, and the environments they operate.

Hyphens are used to join up words, it’s symbolic for connecting. We aim to help adolescents, parents, and teachers to better connect with themselves and others.

This study explores the emotional fit of immigrant-origin minority youth in cross-cultural friendship networks. The researchers hypothesize that friendships with majority peers are crucial in promoting emotional fit. The study involved over 2000 minority and majority adolescents from 37 secondary schools in Belgium. The results showed that minority youth with more majority friends had higher emotional fit with the majority culture. Emotional fit was also higher for minorities whose majority friends were interconnected and well-connected in the majority peer network. The study emphasizes the importance of cross-cultural friendships in bridging the emotional gap between different cultures and promoting social inclusion and wellbeing among immigrant-origin minority youth.

Key Insights

• Having more majority friends is associated with higher emotional fit with the majority culture among immigrant-origin minority youth.

• Emotional fit is stronger when reciprocal friendships exist with majority peers.

• Minority youth with majority friends who are well-connected in the peer network have higher emotional fit.

• Cross-cultural friendships play a crucial role in promoting social inclusion and wellbeing among immigrant-origin minority youth.

• The study highlights the importance of emotional fit in bridging the gap between different cultures.

Frequently Asked Questions

• How does having more majority friends impact emotional fit among immigrant-origin minority youth?

  • Having more majority friends is associated with higher emotional fit with the majority culture. This suggests that cross-cultural friendships contribute to a sense of belonging and emotional alignment with the majority culture among immigrant-origin minority youth.

• What factors enhance emotional fit with the majority culture among minority youth?

  • Emotional fit is stronger when there are reciprocal friendships with majority peers. Additionally, emotional fit is higher for minorities whose majority friends are interconnected and well-connected in the majority peer network.

• What is the role of cross-cultural friendships in promoting social inclusion and wellbeing?

  • Cross-cultural friendships bridge the emotional gap between different cultures and promote social inclusion and wellbeing among immigrant-origin minority youth. These friendships provide a sense of belonging and help foster a positive emotional alignment with the majority culture.

• Is there a directionality in the relationship between emotional fit and friendships?

  • The direction of the relationship between emotional fit and friendships is unclear and requires further research. This study focused on the impact of friendships on emotional fit with the majority culture and did not examine the influence of friendships on minority cultures or the effects of diversity policies on emotional fit.

• The study analyzed the effectiveness of Stereotype Threat Interventions (STIs) on various outcomes.

• Different types of STIs were reviewed, including promoting social belonging and providing in-group role models.

• Strategies like emotion regulation and improving confidence were identified as effective in reducing stereotype threat.

• Meta-analysis results showed no significant difference in cognitive vs. non-cognitive outcomes.

• The study highlighted the need for further research on intervention strategies and their effectiveness.

• The study's findings suggest that implementing belief-based stereotype threat interventions can be practical in improving performance under stereotype threat.

• Practical implications include promoting social belonging, providing in-group role models, and blurring group boundaries to counter negative stereotypes.

• These interventions can be beneficial in various settings to enhance performance and reduce the impact of stereotypes on individuals' abilities.

A belief-based stereotype threat intervention focuses on changing individuals' beliefs about negative stereotypes associated with their in-group. This type of intervention aims to alter the negative relation between one's concept of the in-group and ability in a domain or adjustment in a particular environment. Strategies such as blurring group boundaries, promoting social belonging, and providing in-group role models are examples of belief-based interventions.

This study examined the impact of school closures on the school adjustment of adolescents from different ethnic and socioeconomic backgrounds during the COVID-19 pandemic. The results showed that school closure amplified existing inequalities in school adjustment based on ethnicity and socioeconomic status. Factors in the school context, such as the quality of online instruction and teacher-pupil relationships, served as resources and buffered against reduced school adjustment during closure, particularly among youth from ethnic minority and lower socioeconomic backgrounds. The findings highlight the unequal consequences of school closures and emphasize the important role of teachers in supporting students during challenging times.

Key Insights

School closures during the COVID-19 pandemic amplified existing inequalities in school adjustment based on ethnicity and socioeconomic status.

The quality of online instruction and teacher-pupil relationships served as protective factors for school adjustment during closure, especially for youth from ethnic minority and lower socioeconomic backgrounds.

The impact of school closure on school adjustment varied based on ethnic and socioeconomic backgrounds, with ethnic minority adolescents experiencing greater decreases in school adjustment compared to their majority peers.

The home context did not significantly impact school adjustment during closure, highlighting the importance of the school environment in supporting students.

Teachers play a critical role in supporting students’ adjustment during school closures, serving as a bridge between school and home.

The study investigates the relationship between biculturalism and adjustment in diverse cultural backgrounds, extending the meta-analysis of Nguyen and Benet-Martinez (2013). The researchers conducted an updated meta-analysis that included 90 new studies and assessed the magnitude of the relation between biculturalism and adjustment. They also investigated the role of moderators for the association between biculturalism and adjustment, such as sample characteristics, the manner in which biculturalism is operationalized, and the societal context in which people reside.

The findings confirmed a positive relationship between biculturalism and adjustment, which is stronger than the relationship between adjustment and heritage culture orientation. This relationship was moderated by the way in which biculturalism was assessed and the type of adjustment. The study did not see indications of publication bias and formulated recommendations for future studies on biculturalism.

Biculturalism refers to cultural mixing within individuals and the cultural change that occurs as a result of intergroup contact. Bicultural individuals can be voluntary immigrants, second-generation immigrants, ethnic minority groups, refugees, and sojourners. The study highlights the importance of understanding the role of biculturalism in adjustment and the potential moderating factors in this relationship.

- 🏫 Social identification plays a crucial role in regulating interpersonal distance, with higher identification leading to a shorter distance maintained with strangers.

- 👫 Strong social identification with peers provides a sense of confidence and trust, leading to a preference for closer proximity.

- 👨‍👩‍👧 Low social identification with family is linked to increased bullying perpetration, emphasizing the importance of family relationships in preventing aggressive behaviors.

- 🔒 Social identification acts as a protective factor against aggressive behaviors, highlighting the role of peer and family relationships in adolescent well-being.

- 🚸 Social identification with classmates and family influences cybervictimization, indicating the impact of group identification on online aggression.

- 🚸 Males are more likely to be victimized in traditional bullying, emphasizing the gender differences in bullying experiences.

- 💻 Cyberbullying is not gender-specific, suggesting that both males and females can be equally involved in online aggression.

- 📚 Ethnic bullying is a growing concern in schools and can have negative effects on the mental health and academic performance of students.

- 🏫 Positive school environments and exposure to racial and ethnic diversity can help reduce bullying and victimization.

- 👥 Anti-ethnic bullying programs should focus on cultural awareness, empathy-building, bystander intervention, and challenging stereotypes.

- 🌍 Globalization and migration have increased the need for effective programs to address ethnic bullying in diverse school settings.

• Theoretical frameworks such as Social Learning Theory, Contact Theory, Stigma Theory, and the Proactive Bystander Intervention Model can inform the design of anti-ethnic bullying programs.

• Cultural awareness workshops can promote understanding and respect for diversity, while empathy-building activities can help students develop compassion and perspective-taking skills.

• Bystander intervention training can empower students to intervene in bullying situations and promote a culture of active bystanders.

• Stigma-based interventions can challenge biases and stereotypes, fostering inclusivity and reducing ethnic bullying.

• Collaboration between teachers, parents, administrators, and community members is crucial for the success of anti-ethnic bullying programs.

• Schools should prioritize the creation of safe and supportive environments that celebrate diversity and address the unique needs of students from different ethnic backgrounds.

• Further research and evaluation are needed to assess the effectiveness of anti-ethnic bullying programs in specific contexts.

The study examined the relationship between social identity threat and social approach motivation among ethnic minority adolescents in German secondary schools. The results showed that social identity threat was indirectly associated with lower social approach motivation towards both ethnic minority and majority classmates through reduced sense of belonging. This effect was more pronounced in face-to-face interactions compared to online interactions. Additionally, the study found that the interplay of ethnic and national identity moderated the relationship between social identity threat and sense of belonging. Students with different combinations of ethnic and national identity showed varying levels of susceptibility to social identity threat. The study highlights the importance of creating inclusive school environments to support ethnic minority students and reduce disparities based on stereotypes. However, the study had limitations, including its cross-sectional design and reliance on self-report measures. Future research should incorporate longitudinal and behavioral measures to further investigate these relationships.

Key Insights

• Social identity threat negatively predicts social approach motivation among ethnic minority adolescents in German secondary schools.

• Reduced sense of belonging mediates the relationship between social identity threat and lower social approach motivation.

• The negative effect of social identity threat is buffered by the endorsement of multiple social identities, particularly strong ethnic and national identities.

• Face-to-face interactions have a stronger impact on social approach motivation compared to online interactions.

• The interplay of ethnic and national identity moderates the relationship between social identity threat and sense of belonging.

This article analyzes the scientific production on racial or ethnic bullying and its impact. The study found an increase in research on the topic in recent years, with ethnicity and race being identified as risk factors for bullying. The results also showed that ethnic identity, low socio-economic and cultural levels, and drug consumption were associated with being a victim of ethnic harassment. The article emphasizes the negative physical and psychological impact of bullying and the need to address the issue in schools.

Takeaways

• Research on racial or ethnic bullying has increased in recent years, indicating growing concern in the scientific community.

• Ethnicity and race have been identified as risk factors for being a victim of bullying.

• Ethnic identity, low socio-economic and cultural levels, and drug consumption are associated with ethnic harassment.

• Bullying has negative physical and psychological impacts on victims.

• Schools need to address bullying to protect more people from its harmful effects.

Psychologists often describe authenticity in terms of four components: 1) Awareness—of our own thoughts, feelings, values, traits, ways of being, etc.; 2) Unbiased processing—of how we assess and accept (or not) information about ourselves; 3) Behavior—how well we stay true to our real feelings, preferences, values, and needs regardless of pressures to do otherwise; and 4) Relational orientation—how open and honest we are in our closest relationships.

Tools and programs that promote identity literacy, such as the OICD’s Identity Literacy Program, can be invaluable. Identity literacy refers to the set of abilities that enable individuals to navigate the development of their identities effectively. It involves integrating cultural knowledge, reflecting on personal and group identities, and adapting these identities to overcome challenges.

Schools significantly influence adolescents’ identity development, often unintentionally through practices like differentiation and teacher expectations. This literature review synthesizes findings from 111 studies, highlighting how schools can intentionally support identity exploration through meaningful learning experiences and a supportive classroom climate. The research underscores the importance of recognizing both unintentional impacts and strategies for fostering positive identity development in educational settings.

Highlights -📚

1. Schools play a crucial role in adolescents’ identity development.

2. Unintentional impacts include negative messages from teacher expectations.

3. Intentional support can foster identity through explorative learning experiences.

4. A supportive classroom climate enhances identity development.

5. Research is scattered across disciplines, lacking integration.

6. Meaningful learning experiences are vital for identity exploration.

7. Future studies should explore identity dimensions beyond STEM.

Key Insights -🔍

1. Unintentional Impact on Identity - 📉
   Schools often communicate implicit messages that can negatively shape adolescents’ self-understanding, such as through tracking and differentiation. These practices can limit opportunities for identity exploration and reinforce stereotypes.

2. Intentional Support Through Exploration - 🌱
   Schools can foster identity development by providing structured opportunities for in-breadth, in-depth, and reflective explorative learning. Such experiences can help adolescents discover new interests and refine their self-understandings.

3. Role of Teacher Expectations - 🧑‍🏫
   Teacher perceptions and expectations can significantly affect students’ identity formation. High expectations can empower students, while low expectations can hinder self-esteem and engagement in learning.

4. Peer Influence on Identity - 🤝
   Peer norms can either support or restrict adolescents’ identity exploration. Positive peer interactions can encourage self-expression, while negative labeling can discourage students from pursuing certain identities.

5. Importance of a Supportive Climate - 🏫
   A supportive classroom environment that respects and values students fosters their willingness to explore their identities. This climate should allow for mistakes and encourage mutual recognition among peers.

6. Need for Integrative Research - 🔄
   The review identifies a gap in integrative research across different theoretical perspectives on identity development. Combining insights from various disciplines can enhance understanding and application in educational contexts.

7. Broader Identity Dimensions - 🌍
   While much focus has been on STEM identities, other dimensions like cultural and gender identities also warrant investigation. Future research should explore how schools can support diverse identity development beyond traditional subjects.

This article explores identity development in adolescents, highlighting the roles of educators and parents in positively influencing this process. Based on Erikson’s theory and Marcia’s identity statuses, it emphasizes the significance of emotional experiences and nurturing environments in shaping adolescents’ identities. Research indicates that supportive teacher-student relationships and parental involvement are crucial for fostering healthy identity development.

Highlights -📚

1. Erikson’s identity crisis is pivotal in adolescence. 🔄

2. Marcia’s four identity statuses guide understanding of development. 🔍

3. Positive emotional experiences enhance commitment levels. 😊

4. Teachers as role models significantly influence identity. 👩‍🏫

5. Parental emotional support is vital for identity achievement. ❤️

6. Structured curricular interventions can aid identity development. 📖

7. Adolescents require both autonomy and parental guidance. 🤝

Key Insights -💡

1. Understanding Identity Stages - Recognizing Erikson’s and Marcia’s theories provides educators with frameworks to support adolescents in their identity exploration, which is essential for their emotional and psychological well-being. 🔄

2. Emotional Experiences Matter - The emotional highs and lows that adolescents experience play a crucial role in identity formation, suggesting that schools should create supportive environments to foster positive emotional growth. 😊

3. Teacher Influence - Educators who actively engage with and care for their students significantly impact their identity development, highlighting the need for teacher training focused on relational skills. 👩‍🏫

4. Parental Roles - Parental involvement, characterized by warmth and support, is a strong predictor of successful identity achievement, underscoring the importance of family dynamics in adolescent development. ❤️

5. Curricular Interventions - Implementing structured programs in schools can lead to significant improvements in students’ identity statuses, indicating that education systems can play a proactive role in identity development. 📖

6. Need for Autonomy - Adolescents thrive when they are allowed to explore their identities independently, but they still need parental guidance to navigate challenges, balancing independence with support. 🤝

7. Ongoing Research Importance - The evolving nature of identity development highlights the necessity for continued research in this area, ensuring that educators and parents are equipped with knowledge to support adolescents effectively. 💡

1. What are the things your parents worry about that they do not need to?

2. What are the things your parents do not worry about that they should?

3. What are the sweetest things your parents do that they don't realize you appreciate?

4. What do you like doing with your parents?

5. What don't your parents understand about the world around you?

6. What don't your parents understand about you?

7. How do you feel loved by your parents?

When children are Seen, Soothed and Safe, they can also feel Secure and become resilient

Key Insights

• The development of self and identity in adolescence is crucial for forming personal goals and motivations.

• Enhanced engagement of the vmPFC during adolescence reflects the growing importance of self-related processes in decision-making.

• Motivated behavior can be better understood through a value-based decision-making lens, which incorporates diverse inputs from identity and social contexts.

• Adolescents exhibit increased sensitivity to identity-relevant values, affecting their choices and self-regulation.

• The Identity-Value Model emphasizes that goal-directed behaviors are valued more when linked to an individual’s identity, suggesting intervention strategies to promote positive outcomes.

These results suggest that policies that address experiences of race/ethnicity-based bullying and co-occurring mental and physical health outcomes must also attend to other aspects of youths’ social identity.

The study explored a multi-mediation model examining the connections between bullying behavior, peer victimization, personal identity, family characteristics, and depressive symptoms among high school students. The findings indicated that peer victimization serves as a mediator between bullying behavior and depressive symptoms, while personal identity mediates the relationship between peer victimization and depressive symptoms. Additionally, family characteristics significantly influence all variables within the mediation framework, with positive family traits offering a protective effect against bullying, victimization, and depression. The study underscores the necessity of considering various factors to understand adolescent susceptibility to depressive symptoms.

Key Insights

• Peer victimization is a crucial mediator between bullying behavior and depressive symptoms in adolescents.

• Personal identity also plays a mediating role, influencing the link between peer victimization and depressive symptoms.

• Family characteristics significantly impact bullying behavior, peer victimization, personal identity, and depressive symptoms.

• Positive family traits can provide protective benefits against the adverse effects of bullying and victimization.

• The findings emphasize the complexity of factors contributing to adolescent depression, suggesting a need for holistic approaches in prevention and intervention.

• Hyphen Foundations: Starting the Journey to Identity and Connection

• Hyphen Horizons: Discovering Self, Connecting Together

Hyphen Foundations: Starting the Journey to Identity and Connection is a series of three parallel workshops designed to support students, parents, and teachers in navigating identity development, building connections, and fostering a sense of belonging. Through experiential learning and open, compassionate communication, the program introduces key concepts and practical tools to create safer, more supportive

environments. This foundational step opens the door to further growth and collaboration with Hyphen’s broader offerings.

Hyphen Horizons: Discovering Self, Connecting Together is a comprehensive six-month program designed to foster deep transformation for students, parents, and educators. Tailored to the unique needs of each community, it includes in-depth workshops, status quo analysis, and ongoing impact measurement. By integrating experiential learning with strategic communications and actionable recommendations, the program not only creates lasting change but also provides a replicable model for building compassionate, safe, and connected environments.

Feel free to leave a comment or contact me

If your teen drives you up the wall with some of their frustrating tendencies, rest easy. Research shows that these “annoying”  behaviors might actually be signs that they’re thriving.
 
💁🏼‍♀️Let’s decode those “annoying” behaviors: ⬇️
 
1. Talking Back

🤓 Research suggests that when teens talk back, it can be a positive sign of their development. It indicates they are asserting their independence, developing critical thinking and communication skills, and feeling secure enough in their relationship with their parents to express their opinions.
 
*While it’s a normal part of growing up, guiding them to do so respectfully is essential.
 
 
2. Taking Risks

🤓 Research suggests that teen risk-taking reflects their exploration of new experiences, which is crucial for cognitive and emotional growth, and is linked to the ongoing maturation of the prefrontal cortex, the part of the brain responsible for decision-making.
 
3. Constantly Negotiating Rules

🤓 Research indicates that this behavior shows they are developing critical thinking skills, learning to advocate for themselves, and practicing problem-solving.
 
4. Ignoring Advice:

🤓 Research suggests that this behavior often reflects their growing independence and desire to think for themselves, as they test their own ideas and learn from personal experiences. It also indicates they are engaging in critical thinking, as they evaluate and challenge the perspectives of others.
 
5. Spends Excessive Time on their Appearance:

🤓 Research suggests that this focus often reflects a healthy engagement with their self-identity and self-expression, which are important aspects of adolescence. It can also indicate that they are developing social awareness and a sense of self-care. While balance is important, this behavior can contribute to building self-esteem and confidence as they navigate their social environments.

The 2018 study by Robert Thornberg and Linda Wänström, published in the Social Psychology of Education, investigates the complex relationship between bullying and factors such as altruistic motivations, victim-blaming tendencies, and bystander behaviors among students. Involving 901 Swedish students aged 9 to 13 from 43 classrooms, the research reveals that bullying perpetration correlates positively with victim-blaming and negative reinforcing behaviors, while altruistic motivations serve as a protective factor against bullying. The study emphasizes classroom dynamics as critical influences on bullying incidents, positing that peer group behavior can affect individual actions, regardless of personal beliefs against bullying. Gender differences indicate that boys are more prone to bullying than girls, aligning with socialization patterns, though age did not significantly impact findings. Researchers recommend that anti-bullying programs reduce victim-blaming and enhance altruism to foster a supportive school culture. Overall, Thornberg and Wänström’s work contributes to understanding the intersection of individual motivations, classroom behaviors, and effective bullying interventions, advocating for a focus on altruism and responsible bystander actions in schools.

Key Insights

• 💡 The Role of Altruistic Motivations: Research indicates that altruism plays a crucial role in mitigating bullying behaviors. Students who possess a strong motivation to defend victims are less likely to participate in bullying scenarios. This suggests that fostering altruistic behaviors through moral education could diminish bullying prevalence.

• 📈 Victim-Blaming and its Impact: The study emphasizes the troubling relationship between victim-blaming attitudes and bullying behaviors. Those who deflect responsibility onto victims are more likely to engage in bullying, underscoring a need to address these mindsets within educational contexts. Educational programs should aim to reframe victim narratives to reduce blame and enhance empathy.

• 🔄 Impact of Classroom Reinforcement: The dynamics within classrooms are significant predictors of bullying behaviors. High levels of reinforcing behaviors among peers are associated with increased bullying, indicating that interventions should not only focus on individual students but also on modifying the group behaviors that contribute to bullying incidents.

• 🎓 Theoretical Frameworks Applied: The research employs multiple theoretical frameworks, including social-ecological, self-determination, and attributional theories, to understand bullying. This multi-theory approach permits a comprehensive view of the factors influencing bullying, highlighting the importance of situational context when addressing this social issue.

• 💔 Gender Socialization Patterns: Boys are more likely to engage in bullying than girls, which aligns with traditional socialization practices that condone aggressive behaviors in males. Understanding these patterns is crucial for developing gender-sensitive approaches to bullying prevention.

• 🕰️ Age Limitations on Bullying Trends: The study’s mixed findings on the significance of age suggest that age alone does not drive bullying behaviors. Instead, social motivations and classroom dynamics take precedence, pointing towards intervention strategies that address these influences across all age groups.

• 🔍 Recommendations for Future Research and Programs: The authors advocate for bullying interventions that not only reduce victim-blaming and reinforcing peer behaviors but also cultivate altruism among students. This dual approach is proposed as essential for creating a supportive school environment that is tough on bullying while fostering empathetic peer relationships.

1. Weak and Variable Program Effects: Despite some initiatives demonstrating positive outcomes in reducing bullying, the overall impact varies significantly based on factors such as student populations and implementation methods.

2. Complex Interactions of Bullying, Victimization, and Social Status: The relationship between bullying behavior and social standing among peers complicates intervention efforts, especially as adolescents often engage in competitive dynamics for social acceptance.

3. Peer Defending Dynamics: Encouraging students to defend victims can have mixed results, sometimes leading to unintended consequences for both the defenders and the victims.

4. Healthy Context Paradox: In environments where overall victimization rates are low, newly victimized adolescents may experience more intense repercussions compared to those in higher victimization contexts, revealing a troubling paradox.

The authors point to meta-analyses indicating that anti-bullying initiatives are somewhat more effective with younger children than adolescents. Programs that incorporate parental involvement and informal peer engagement tend to yield the best outcomes, but research continues to seek clarity on the specific components that foster success in interventions.

Additionally, the article underscores the necessity for research that considers contextual, developmental, and social influences on both bullying and victimization. Given the changes arising from the COVID-19 pandemic, advances in our understanding of peer dynamics and the motivations behind bullying—often closely tied to social hierarchy—are vital for creating effective preventive strategies tailored for adolescents.

Salmivalli et al. also encourage exploring peer-led initiatives as a potential focus for interventions, where influential students could model positive behaviors to combat bullying among high school peers. The overall conclusion emphasizes that addressing bullying in adolescence demands a nuanced approach that combines an understanding of social dynamics with efficient intervention strategies.

Research highlights also reveal that youth engaging in bullying may not necessarily face social repercussions as previously thought, thereby challenging the effectiveness of interventions designed to mitigate these harmful behaviors. Motivations for participating in bullying are multifaceted, with some adolescents seeking popularity while others might be unaware of their aggressive behavior’s impact.

Moreover, findings illustrate that high-status individuals can also become victims, debunking the stereotype that only low-status youth are targeted. The notion that defending against bullying can be viewed as a group dynamic brings forth both supportive outcomes for victims as well as potential risks for the defenders themselves, underscoring the complex nature of intervention strategies.

The complexity continues with insights into how the regional dynamics within classrooms, gender differences, and peer perceptions impact the experience of victims and the nature of defending behavior. While class contexts that endorse defending may enhance the psychological well-being of all students, they can also amplify the negative experiences of marginalized victims.

In acknowledging potential downsides, the authors spotlight the “healthy context paradox,” emphasizing how well-functioning classroom environments can inadvertently intensify feelings of isolation and negative self-perception for victims, thus indicating the need for careful consideration in anti-bullying measures.

The study concludes with a call for ongoing longitudinal research to better understand how different environments influence bullying dynamics and the efficacy of prevention programs, particularly concerning the psychosocial health of victims and defenders. An early intervention framework is underscored as essential in decreasing bullying instances as individuals mature into adolescence.

Highlights

• The session, led by Darren, Gabriel, and Richard, explores relational practice related to love in the care profession.

• Authenticity is linked to professional values, enabling connections with care-experienced young people.

• The “three Ps” (professional, personal, and private selves) framework guides professionals in sharing appropriate personal experiences.

• Real-life examples demonstrate how small personal disclosures can enhance trust and relationships with young people.

• Participants engage in breakout discussions, emphasizing the need for boundaries in sharing personal stories to protect professionalism.