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Human Development, Children, and Deceptive Behavior
Published in Harold V. Hall, Joseph G. Poirier, Detecting Malingering and Deception, 2020
Harold V. Hall, Joseph G. Poirier
In some situations, a child’s deceptive behavior may be a child’s formative attempts to engage in a teasing behavior with observing adults. This could occur in reaction to a deceptive ploy by an adult, such as the babysitter who suggests that the cookie jar is empty when the child knows otherwise. The child may respond that mother refilled the jar before she left to go shopping. Children are also exposed to these types of deceptive ploys constantly with adults and peers. In the child’s world, teasing encounters are a natural mode of learning to engage socially. Most forms of deception at this level can involve elements of humor, but also elements of control and manipulation. The teasing behavior is usually regarded as cute, playful, and harmless by observing adults, but the seeds of learning deceptive behavior are nevertheless sown in such contexts of innocence. Children’s exposure to deceptive behavior comes from many sources, some of which are timeworn and venerable means of helping children to mature. These sources include biblical stories, nursery rhymes, fairy tales, fables, lullabies, and songs. As children become older, cartoons, computer games, and other media fare perpetuate the same exposure in even more vivid and graphic ways. It is through these multisensory inputs that caretakers, and the media, inculcate the values of good and evil in children. This process begins in the cradle and continues unabated to adulthood. It is in this manner that children learn about deception.
The Assessment
Published in Elaine Kelman, Alison Nicholas, Palin Parent–Child Interaction Therapy for Early Childhood Stammering, 2020
Elaine Kelman, Alison Nicholas
We explore the child’s awareness of his stammering through a simple line of questioning, starting with factual information about nursery or school and family. The child’s responses to these questions are written in the Child Assessment booklet (see Appendix IV). This section includes a question about teasing. We ask the child whether he is being teased and if so what about.
Shame and Perfectionism
Published in Kate B. Daigle, The Clinical Guide to Fertility, Motherhood, and Eating Disorders, 2019
Children of mothers who are overly concerned about their weight are at increased risk for modeling their mother’s unhealthy attitudes and behaviors,9 and up to 40% of overweight girls and 37% of overweight boys are teased about their weight by peers or family members. Weight teasing predicts weight gain, binge eating, and extreme weight control measures including disordered eating, laxative abuse, and poor self-esteem.10
Friendly Teasing or Traumatic Bullying? Examining the Conditioning Effect of Social Distance on the Negative Psychological Outcomes of Homophobic Name-Calling
Published in Journal of School Violence, 2023
Teasing is a complex social interaction underlying a wide range of behaviors from offer-withdrawal games between parents and young children to affectionate nickname-calling, banters, and flirtations between intimate partners or friends. Despite its versatility, most instances of teasing are characterized simultaneously by both (a) controlled and subtle aggression or denial and (b) more prosocial elements such as humor and play (Keltner et al., 2001). One controversial instance of “teasing” that has generated much research in recent years is homophobic name-calling among adolescents (Moyano & Del Mar Sanchez-Fuentes, 2020; Tucker et al., 2016). Existing empirical research suggests that a substantial number of secondary school students in the US experience being called homophobic names (Felix et al., 2009; K. O. Sinclair et al., 2012; Russell et al., 2012). Current research also overwhelmingly suggests that the use of homophobic slurs, regardless of intention and perception of intention, can lead to negative psychological outcomes. Homophobic name-calling has been found to be associated with a wide range of negative psychological and behavioral outcomes, including decreased trust in peers (see D’Urso et al., 2018), attenuated school belonging (Espelage, Merrin, et al., 2018; Hatchel et al., 2018), depression and anxiety (Rawlings & Espelage, 2020; Symons et al., 2014), increase in substance use (Tucker et al., 2016), and perpetration of dating violence (Espelage, Basile, et al., 2018; Humphrey & Vaillancourt, 2020).
A double-edged sword: The nature of team comedians in sport teams
Published in Journal of Applied Sport Psychology, 2022
Jeemin Kim, Michael Godfrey, Mark Eys
It is important to note that there are other ways that humor can be manifested/used negatively that were not discussed by the participants. For instance, although the athlete participants acknowledged that humor reception depends on individual differences (cf. Galloway & Chirico, 2008) and relationship-related factors (cf. Gorman & Jordan, 2015), they commonly indicated that playful teasing—the most common form of humor mentioned—did not cause harm to the recipient. Notably, previous research demonstrated that the teasers and the teased often have differing views on the teasing, whereby the former is more likely to assume innocent intentions and report positive emotions associated with it, whereas the latter is more likely to perceive hostile intentions and report more negative emotions (Keltner et al., 1998). This suggests that a team comedian’s engagement in teasing, though the team comedian perceives it as benign and playful, could evoke negative responses from the recipient in certain cases. Thus, future research that compares the perceptions of the users of humor versus the perceptions of the recipients in sport contexts would be useful.
Proposed modification of a school-wide bully prevention program to support all children
Published in Journal of School Violence, 2018
Jason Ostrander, Alysse Melville, Janelle K. Bryan, Joan Letendre
To better meet the needs of socially awkward students, additional staff training regarding the nuances of “simple teasing” and how it can lead to bullying can assist in their management of student reactions to their peers who have a high degree of sensitivity and are challenged by interactions with peers. This classroom focus can benefit both the sensitive students and their peers who need to develop more empathy for classmates who have different ways of relating. Students can learn to understand their peers and can help them gain acceptance rather than simply highlighting characteristics for which socially awkward children may be targeted for bullying or exclusion. A gender-specific focus is warranted given that gender identity development in general, and in particular for preadolescent females of color like the predominantly Hispanic population represented in this study, is impacted by issues of racial and ethnic identity development. It is critical that school staff be supportive of these students particularly given the marginalization which staff reported that students experience in their day to day lives based on gender and race (Letendre et al., 2016). Staff education should include means of assessing and addressing gender-based attitudes and stereotypes, as well as ways to effectively communicate with and support female students of color. Staff can also help to facilitate positive peer relationships between female students (Letendre & Smith, 2011; Letendre & Williams, 2014; Letendre & Wekmeister-Rozas, 2015).