KEYNOTE SPEAKERS

CHRISTIAN BERGER, PhD, is an Associate professor at the Pontificia Universidad Católica de Chile, where he serves as the Director of the Doctoral Program in Psychology. His research interests focus around peer relations, in particular how social status and aggressive and prosocial behaviors are part of the adolescent peer culture. He also focuses on how contexts affect the development of positive or negative interpersonal relationships. More broadly, he studies peer ecologies and school environments, and protective factors to prevent school violence and to promote a nurturing school social climate.

Promoting Psychologically Secure Environments to Prevent

School Bullying

Prof. Christian Berger and Prof. Susan Swearer

This keynote paper will focus on contexts that foster or inhibit bullying behaviours. The roles of students, peers, teachers, and schools will be examined and will unearth the complex relations between individuals and the environments in which they reside. The influences of individual psychological factors, peer group functioning, teacher behaviour, and school climate will be reviewed. Specific research-based suggestions for bullying prevention and intervention will guide recommendations for promoting psychologically secure environments where bullying and other mean behaviours are less likely to occur.

CHRISTINA SALMIVALLI, PhD, is a Professor of psychology at the University of Turku, Finland. She has done research on bullying and its evidence-based prevention for 25 years. Professor Salmivalli is the principal investigator of the evaluation of the KiVa antibullying program, which was developed in her team with funding from the Finnish Ministry of Education and Culture. The KiVa program has been awarded both nationally and internationally, and is widely implemented in Finland and elsewhere. Salmivalli has published numerous widely cited research articles, book chapters, and books on the topics of children’s peer relations and school bullying. Her current research interests include the effectiveness of different approaches to tackle bullying, the sustainability of the implementation of prevention programs, and the mechanisms of program effects.
DORTE MARIE SØNDERGAARD, D.phil., Professor in social psychology at the School of Education, Aarhus University, and director of the research program (Dis)Engaging Children and Young People. She headed the interdisciplinary research team eXbus: Exploring Bullying in School which conceptualized bullying as an effect of heterogeneously combining social, discursive, digital and subjective forces in children’s and young people’s everyday lives. Søndergaard has co-edited School Bullying: New Theories in Context (Cambridge University Press), and published a range of articles on bullying, e.g. ‘Bullying and social exclusion anxiety in schools’; ‘The thrill of bullying’; ‘New materialist analyses of virtual gaming, distributed violence and relational aggression’; and ‘The Dilemmas of Victim Positioning’.

Bullying in Schools and Online: Research Approaches from

Europe and Africa

Prof. Dorte Marie Sondergaard and Prof. Michael Kyobe

Bullying affects the quality of education and the possibility of social and subjective becoming for all children and young people. A range of different forces and factors are involved in the emergence of bullying practices both at school and online. Research approaches vary from e.g. mapping bullying behaviour in categories and numbers to theorizing the cultural and socio-material mechanisms involved. In this keynote, we bring in two different research approaches and present bullying research from two different geopolitical zones. We aim to create better understanding of these approaches, their potential combination, and their transformative perspectives.

KEVIN KUMASHIRO, PhD, is an internationally recognized expert on educational policy, school reform, teacher preparation, and educational equity and social justice, with a wide-ranging list of accomplishments and awards as a scholar, educator, leader, and advocate. He is the former Dean of the School of Education at the University of San Francisco, and is the award-winning author or editor of ten books, including Against Common Sense: Teaching and Learning toward Social Justice, and Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture. His recent awards include the 2016 Social Justice in Education Award from the American Educational Research Association, and an honorary Doctor of Humane Letters.  Website

Connecting the Dots: Insights from Sociology and Cross-

Cultural Perspectives

Prof. Kevin Kumashiro and Prof. Shoko Yoneyama

This keynote paper looks beyond the characteristics and circumstances of individual students to understand bullying. School, society and culture are important factors, and insights from sociology of education and social-justice education will be used to present ‘broad-brush’ structural perspectives to increase understanding of the issue. Particular references are made to the socio-cultural contexts of Japan and the U.S. The distinction between Type 1 and Type 2 bullying will be introduced.

MICHAEL KYOBE, PhD is a Professor of Information Systems and Deputy Dean for research & Internationalization in the Commerce faculty at the University of Cape Town. Michael is a rated researcher by the South Africa National Research Foundation (NRF) and his research focuses on mobile bullying, security, ICT Legislation, alignment and governance. He is the Principal Investigator for the mobile bullying project funded by the South African National Research Foundation.

Bullying in Schools and Online: Research Approaches from

Europe and Africa

Prof. Dorte Marie Sondergaard and Prof. Michael Kyobe

Bullying affects the quality of education and the possibility of social and subjective becoming for all children and young people. A range of different forces and factors are involved in the emergence of bullying practices both at school and online. Research approaches vary from e.g. mapping bullying behaviour in categories and numbers to theorizing the cultural and socio-material mechanisms involved. In this keynote, we bring in two different research approaches and present bullying research from two different geopolitical zones. We aim to create better understanding of these approaches, their potential combination, and their transformative perspectives.

RENÉ VEENSTRA, Professor of Sociology, University of Groningen, the Netherlands. He is the director of the Interuniversity Center for Social Science Theory and Methodology (ICS). He was a Visiting Professor at the Department of Psychology, University of Turku, Finland for the period 2007-2011 and Associate Editor of the Journal of Research on Adolescence for the period 2010-2016. He coordinated the implementation and evaluation of the KiVa Antibullying Program in the Netherlands. In 2015 he was awarded a prestigious VICI grant (EUR 1.5 million). He published on a variety of topics, including bullying and victimization, peer relations, and social network analysis. His website: www.rene-veenstra.nl

Social networks and social and moral competence: a new

challenge in bullying prevention

Dr. Eva Romera and Dr. René Veenstra

Studies on bullying have underlined the importance of psychological and peer group characteristics in understanding this phenomenon. Paying attention to the interactive dynamics between individual and group characteristics through longitudinal studies becomes a point of current scientific interest. This joint keynote focuses on empirical research on the motivational, moral and emotional competence of school children, and the role of social networks and norms. The construction of a holistic model that puts its focus of interest on bullying as an immoral phenomenon will be deepened. Likewise, the results presented will shed light on the so-called Healthy Group Paradox. The educational implications of the lines of research presented will be analyzed and future directions for anti-bullying programs will be proposed.

SHELLEY HYMEL holds the Edith Lando Professorship in Social-Emotional Learning (SEL) in the Faculty of Education at the University of British Columbia. She promotes SEL through a specialized Masters program and through Teacher Education and  created a unique online resource for educators, the SEL Resource Finder (www.selrecources.com). She is co-founder of the Bullying Research Network (http://brnet.unl.edu/), linking nearly 200 researchers from countries around the world. She is part of the executive team of PREVNet (www.prevnet.ca), Canada’s national organization for “Promoting Relationships and Eliminating Violence,” She publishes extensively on social development, peer relations, and has worked directly with students experiencing social difficulties and with school districts that want to address the social side of education.
SHOKO YONEYAMA, PhD, is a Senior Lecturer in Asian Studies, University of Adelaide. She has worked extensively in the field of sociology of comparative education, and is recognised internationally as the author of The Japanese High School: Silence and Resistance (Routledge), a comparative study of student perceptions of school in Japan and Australia. She has published widely on youth issues, including bullying and school non-attendance. She is currently working on a book: Animism in Contemporary Japan (Routledge), addressing questions of human-nature relationships and spirituality from the perspective of post-Fukushima Japan.

SUSAN SWEARER is the Willa Cather Professor of Educational Psychology at the University of Nebraska – Lincoln and a licensed psychologist. She co-founded and co-directs the Bullying Research Network (http://cehs.unl.edu/brnet), directs the Empowerment Initiative (http://cehs.unl.edu/empowerment), and is coauthor/coeditor of the books: Bullying Prevention and Intervention: Realistic Strategies for Schools, Handbook of Bullying in Schools and Bullying in North American Schools. Dr. Swearer has authored over 100 chapters and articles on bullying prevention and intervention, depression, and anxiety among youth and young people. She is the chair of the Research Advisory Board for Lady Gaga’s Born This Way Foundation (www.bornthisway.foundation).

Promoting Psychologically Secure Environments to Prevent

School Bullying

Prof. Christian Berger and Prof. Susan Swearer

This keynote paper will focus on contexts that foster or inhibit bullying behaviours. The roles of students, peers, teachers, and schools will be examined and will unearth the complex relations between individuals and the environments in which they reside. The influences of individual psychological factors, peer group functioning, teacher behaviour, and school climate will be reviewed. Specific research-based suggestions for bullying prevention and intervention will guide recommendations for promoting psychologically secure environments where bullying and other mean behaviours are less likely to occur.

Dr. PETER SMITH’s research interest is children’s social development, and he was Head of the Unit for School and Family Studies in the Department of Psychology at Goldsmith’s from 1998 to 2011. He received his B.Sc at the University of Oxford and his PhD from the University of Sheffield; following his doctorate he continued at the University of Sheffield, obtaining a Personal Chair in 1991, before moving to Goldsmiths College in 1995. Dr. Smith is a Fellow of the British Psychological Society, the Association of Psychological Sciences, and the Academy of Social Sciences. His most extensive research has been on bullying and violence in schools, where he has led a number of research projects. He was the Chair of the European Cooperation in Science and Technology Cyberbullying Action (COST ACTION IS0801) from 2008-2012, and was PI of a project Bullying, Cyberbullying, and Pupil Safety and Wellbeing, financed by the Indian-European Research Networking in the Social sciences initiative (2012-2015). He is currently co-PI of a project Comparative study of cyberbullying in Qatar and the UK: risk factors, impact on health and solutions, financed by the Qatar National Research Fund (2013-2016). Publications include the edited collections (with Dr. Debra Pepler and Dr. Ken Rigby) Bullying in Schools: How Successful can Interventions be? (Cambridge University Press, 2004); (with Dr. Qing Li and Dr. Donna Cross) Cyberbullying in the Global Playground: Research from International Perspectives (Wiley-Blackwell, 2012); (with Dr. Georges Steffgen) Cyberbullying through the New media: Findings from an International Network (Psychology Press, 2013) and (with Dr. Keumjoo Kwak and Dr. Yuichi Toda) School Bullying in Different Cultures: Eastern and Western Perspectives (Cambridge University Press, 2016). He is also author of Understanding School Bullying: Its Nature and Prevention Strategies (Sage, 2014), and Adolescence: A Very Short Introduction (OUP, 2016). In 2015 he was awarded the William Thierry Preyer award for Excellence in Research on Human Development, by the European Society for Developmental Psychology.
PhD. EVA ROMERA is Associate Professor at the Department of Psychology at the University of Córdoba (Spain). She is Director of the Master in Applied Psychology in Education and Social Well-being and member of the International Observatory of School Violence. She has been involved in the analysis of psychosocial risk factors associated with the involvement in school violence and peer victimization. She has also experience in working in training programmes in schools. She currently holds Principal Investigator position in a nation-wide study on longitudinal analysis of social and emotional traits related to bullying and cyberbullying and PI of an European project (H2020) about development of social competence in children to promote well-being and mental health.

Social networks and social and moral competence: a new

challenge in bullying prevention

Dr. Eva Romera and Dr. René Veenstra

Studies on bullying have underlined the importance of psychological and peer group characteristics in understanding this phenomenon. Paying attention to the interactive dynamics between individual and group characteristics through longitudinal studies becomes a point of current scientific interest. This joint keynote focuses on empirical research on the motivational, moral and emotional competence of school children, and the role of social networks and norms. The construction of a holistic model that puts its focus of interest on bullying as an immoral phenomenon will be deepened. Likewise, the results presented will shed light on the so-called Healthy Group Paradox. The educational implications of the lines of research presented will be analyzed and future directions for anti-bullying programs will be proposed.

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