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thank you very much and this is a work that I have done together with Linda bernstrom is not here because she has had an accident not as serious but so she couldn't be here unfortunately so I will because of the time I will run a bit fast according to a social ecological framework bullying can be considered as established sustained and changed over time as a result of reciprocal associations between individuals and contextual factors when it's really hard to argue against that on the never list this study cannot be instead of everything so we have to make some choices and to focus on particular factors and in school the classroom microsystem is the most proximal contextual influence and when we talk about the classroom micro system or the classroom level we are referring to the school class the formal group of students as a unit and in this study there are kids from the fourth and fifth and sixth grades so in the Swedish school systems they are very much in the very same classroom for most of the lessons kind of home classroom so therefore I sometimes say closed room sometimes I would say at school class so what kind of variables have you put into this study the first one is altruistic motivation and altruistic motivation can be defined as a motivational state with the ultimate goal of increasing another person's welfare so this is something that indicate an altruistic our self-concept or altruistic self scheme even though it is also dependent on the situation and what we are interesting in this study is altruistic motivation in defending a victim of bullying and I think this is about kids who really think is important to help people who are mistreated by others to fight violence injustice and oppression and think that I am a person who cares about others so that is the construct that we have put in as one of the individual variables and when we look at previous research we can see that all trees in terms of altruistic self-esteem self-concept motivation is associated with greater social behavior as well as defended behavior in bullying and defended behavior in homophobic harassment situations and yeah it pretty much makes sense that kids who are considering themselves to be altruistic who score high in altruistic motivation are probably more involved in pro-social behavior what is of interest for our study is the next pattern from from from literature that all trees is associated with less aggression among adults based on that it is law it is plausible to assume that altruistic motivation might be a protective factor for bullying the kids who score high in altruistic motivation to defend victims might also be less involved in bullying behavior the other individual variable that we have put into the analysis is the tendency are blaming the victim according to learners just word hypothesis people tend to assume that victims have earned their suffering by the actions or characteristics blaming the victim is a way of maintaining a belief of having an agency of avoiding bad things by doing good things nevertheless the tendency are blaming the victim and the degree are believing in a just world vary across individuals according to winners attributional theory blaming the victim functions as self-serving attribution that allows perpetrators and bystanders to distance themselves from the victims and their suffering furthermore within bandura's social cognitive theory of moral disengagement blaming the victim is considered to be a mechanism that allows the perpetrators to sell exonerate the inhumane behavior preventing them from feeling guilt and if we going to the research we can see this pattern from previous studies that bullying behavior has been associated with blaming the victim so kids who are more inclined to blame the victim seemed to be more inclined to be engaged in bullying behavior and we can also see in the literature in moral disengagement in which blaming the victim is a part of the global construct of moral disengagement that moral disengagement has also been shown in studies to be associated with aggression and bullying we have also in the analysis we have put in as control variables gender and age at the individual level so as we know from many many studies from the past that boys seems to be more prone to bully than girls when it comes to age in a Swedish context bullying is more common among a four to six graders as compared to older students because this are four to six Raiders are the range of the students in this study we don't have any particular hypothesis about age but we still put that in as a controlled variable let's move on then to the classroom level and what we were interested in was the bystander pattern in the school classes or in the classroom level and according to the participant role approach developed by Sandy Valley and colleagues in Finland we had four bystander roles that can emerge in bullying situations we have the assistant role which is about assisting or joining the bully we have the reinforcer which is about supporting the bully by sharing and laughing we have the outsider which is about remaining passable neutral and we have the defender which is about helping or supporting the victim and because the assistance and reinforces encourage bullying by siding with the bully they could be labeled as through bullying bystanders and this idea of letting assistance and reinforces be emerged into one factor has also been confirmed in the previous factor analysis that we have conducted in our self-report by Stan scale so research has revealed that between classroom variability in bullying can be explained in part by the bystander prevalence so to be more specific the more classmates assist and reinforce bullying provide less support and fail to defend the victims the more often bullying is likely to occur so it is therefore reasonable to hypothesize that bullying should be more prevalent in classrooms that or high improve bullying and low in defending so the aim of the current study was to examine where the gender age altruism motivation to defend victims and the tendency to blame the victim at the individual level and the prevalence of two main by Stern responses probably and defending at the classroom level were associated with bullying in order to do that a total of 901 Swedish students from four to three classrooms ranging in age from nine to thirty years old fill out a self-report questionnaire and here you have a list of the scales or sub scales that we used in this particular study even though we have also other scales and subscales but for this analysis we have used these one so from our defendant motivation scale based on self-determination theory we used a couple of items that we saw represent represented altruistic motivation to different victims just to give you a glimpse from that scale the question was what would make you want to help a student who is bullied and there was a lot of different items for different kinds of motivations including also items that represent a motivation that I would not do it for any reason and so on but Herald examples of items that we use to tap altruistic motivation because I think it's important to help people who are mistreated by others because I'm a person who cares about others because I think is important to fight violence oppression and injustice so now we can say something about the findings sorry I will just comment others I'm too fast now sorry for that blaming the victim in bowling was from our short version of the moral disengagement scale and bison behavior in bullying is our self-report bystander scale and then we also had a scale about bullying pep rotation so here are correlations for individual level variables and as you can see in this relation matrix is that whereas girls scored higher on altruistic motivation boys scored higher on the tendency of blaming the victim and bullying reputation you can also see in the matrix that altruistic motivation was negatively associated or correlated with blaming the victim and bullying and finally blaming the victim was positively correlated with bullying if we move up to the classroom classroom level here we have the two main classroom level variables and we also constructed for these correlation matrix the classroom mean our bullying and as you can see among the classroom variables we found that greater Pro bullying and less defending were associated with greater bullying so the results suggest that bullying is less likely to occur in peer classrooms Microsystems characterized with less Pro bullying and greater defending so let's go to the multi-level analysis of the data so here is the first model and this is the individual variables and as you can see here is that altruistic altruistic motivation was associated with less Pro bullying whereas blaming the victim was associated with more bullying when we add the classroom level variables we can see in the model - in the table that the previous associations are still there but in addition we can also see that pro bullying prevalence was positively associated with bullying in other words students were more likely to bully when they belong to a school class in which prove bullying was a more common bystander reaction then we also added cross level interactions and if we look at this model number three we can see that still the previous associations are there but in addition to that we can also see sorry I was too fast and we can see that the relationship between altruistic motivation and bullying was affected by classroom prevalence of pro bullying so what does that mean to help us out we have constructed a graph so here we have here we have the cross level interaction effect between altruistic motivation to defend and the class level prove bullying so if you look at this graph you can see our bullying over here the level of bullying or and here you can see low altruistic motivation to defend and here we have high altruistic motivation to defend and the lines represent are different levels of the classroom variable up through bullying the pro bullying prevalence so the red line stands for high level our pro bullying the green level stands for medium level are probably and the blue line stands for low level are through bullying in the class so as can be seen here the negative association between altruistic motivation and bullying was stronger for school classes with high pro bowling mean scores whereas it was close to flat for school classes with low pro bullying means in other words in school classes in which prove bullying was an unusual bystander reaction students were less inclined to bully independently of their own degree of altruistic motivation whereas in school classes in which bullying was a more common bystander reaction students were less inclined to bully if they had a high level of altruistic motivation and more inclined to bully if they had a low level of altruistic motivation thus high altruistic motivation seems to function as a protective factor that make students more resistant toward the peer pressure of pro bullying which is also in line with the social determination theory in which this is kind of identified motivation so some conclusions based on this data the multi-level regression analysis revealed that bullying was positively associated with the prevalence of Pro bullying at classroom level and blaming the victim at the individual level whereas it was negatively associated with altruistic motivation to defend victims in bullying at individual level and high altruistic motivation to defend victims in bullying male students less inclined to boo independently of the classroom level are probably as in all kinds of studies there are always limitations so just let me point to some of the limitations in our study first of all because we have adopted a cross-sectional design we are unable to point the direction of effects the end the sample size at the classroom level is only for the three the study was based on self-reported data which might I have introduced careless marking social desirability and intentionally accelerated reporting such as over-reporting defend the behavior and reporting prove bullying and bullying and so on and the bullying variable has been treated as a continuous variable which could be criticized for measuring aggression or peer victimization reputation rather than bullying anyway these limitations aside our findings have clear implications for teachers and for these Americans and so on the findings suggest that vital components in bullying prevention programs should be to address bias and patterns among students in order to reduce true bullying as in the Kiba program for instance strengthen ultra signal self-concept and motivation to defend victims fostering compassion for others wealth rights equality and social justice and challenge and counteract tendencies are blaming the victim and the time is running fast like a bird flying away as this presentation will do now thank you for your attention [Applause]