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Menabò L, Caravita SC, Skrzypiec G, Slee P, Guarini A. Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker. Int J Clin Health Psychol 2024; 24:100451. [PMID: 38439799 PMCID: PMC10909785 DOI: 10.1016/j.ijchp.2024.100451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 02/16/2024] [Accepted: 02/19/2024] [Indexed: 03/06/2024] Open
Abstract
Introduction Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention. Aims The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes. Methods Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration). Results Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups. Conclusion Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
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Affiliation(s)
- Laura Menabò
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Carlo Berti Pichat, 5, 40127, Bologna, Italy
| | - Simona C.S. Caravita
- Faculty of Arts and Education Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Kjell Arholms gate 41, 4021 Stavanger, Norway
| | - Grace Skrzypiec
- Department of Education, Flinders University, 182 Victoria Square, 5000 Adelaide, Australia
| | - Phillip Slee
- Department of Education, Flinders University, 182 Victoria Square, 5000 Adelaide, Australia
| | - Annalisa Guarini
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Carlo Berti Pichat, 5, 40127, Bologna, Italy
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King EK, Halbreich ED, Callina K, Mueller MK. Companion animals and the relationship between peer victimization and emotion regulation in youth. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:85-95. [PMID: 37975498 DOI: 10.1111/jora.12901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 10/03/2023] [Accepted: 10/26/2023] [Indexed: 11/19/2023]
Abstract
Peer victimization can negatively impact emotion regulation in youth and is associated with harmful mental health outcomes. One protective factor against the impacts of peer victimization is a strong attachment to family and positive peer relationships. Given that pets are commonly seen as family members and that youth report turning to their pet for emotional comfort, companion animals could provide an avenue of support for youth experiencing victimization. A geographically diverse sample of 5725 adolescents in the United States from the Adolescent Brain Cognitive Development (ABCD) Study® was used to explore whether the relationship between peer victimization and emotion regulation was moderated by whether a pet lives in the home. Having a pet in the home did not moderate the relationship between peer victimization and emotion regulation; however, mean-level differences were present across types of household pet (i.e., youth with no pets, youth with at least one dog, and youth with non-dog pets). Participants who did not live with a companion animal showed higher levels of both maladaptive emotion regulation (expressive suppression) and adaptive emotion regulation (cognitive reappraisal), suggesting that having a pet might lower overall emotion regulation pathways regardless of adaptive directionality. Relational victimization was a significant predictor of expressive suppression regardless of whether there was a pet in the home, although overt victimization was not a predictor of either kind of emotion regulation. This research demonstrates the complex nature of human-animal relationships and suggests more research is needed to understand the nuanced relationship between pets, peer victimization, and emotion regulation.
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Affiliation(s)
- Erin K King
- Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
- Tisch College of Civic Life at Tufts University, Medford, Massachusetts, USA
| | | | | | - Megan K Mueller
- Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
- Tisch College of Civic Life at Tufts University, Medford, Massachusetts, USA
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Xia F, Liu M, Liu T. The Role of Coping Styles in Mediating the Dark Triad and Bullying: An Analysis of Gender Difference. Behav Sci (Basel) 2023; 13:532. [PMID: 37503979 PMCID: PMC10376494 DOI: 10.3390/bs13070532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Revised: 06/13/2023] [Accepted: 06/23/2023] [Indexed: 07/29/2023] Open
Abstract
Recently, the phenomenon of school bullying has gradually become a primary focus of social attention. To reduce the occurrence of bullying, it is important that we explore the psychological mechanisms of students with bullying tendencies. We conducted mediation models through a multi-group analysis to verify the mediating effect of coping styles on the relationship between dark personality traits and bullying, and further explored the differences in this mechanism between male and female groups. The participants were 772 high school students recruited from a middle school in Tianjin, China. They completed a set of self-reported measurements including the Dirty Dozen (DD), Simplified Coping Style Questionnaire (SCSQ), Buss-Perry Aggression Questionnaire (BPAQ), and Reactive-Proactive Aggression Questionnaire (RPQ). All the measurement instruments have acceptable reliability and validity. The results of the multi-group multiple models indicated that (1) there are significant gender differences in bullying behavior, with males scoring significantly higher than females. Moreover, the gender difference was only reflected in proactive aggression, in which males had higher scores than females; there was no significant gender difference in reactive aggression. (2) In the group of females, both negative and positive coping styles partially moderated the relationship between the Dark Triad and bullying. However, in the group of males, only negative coping styles partially mediated the relationship between the Dark Triad and bullying. (3) The above results also held for proactive aggression. In conclusion, our study highlights the gender differences in the mediating effect of coping styles on the relationship between the Dark Triad and bullying and proactive aggression. These findings contribute to better shared understanding of gender-related aspects in school bullying.
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Affiliation(s)
- Fangjing Xia
- School of Psychology, Central China Normal University, Wuhan 430079, China
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
| | - Mengjun Liu
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
| | - Tour Liu
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387, China
- Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin 300387, China
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Potard C, Combes C, Kubiszewski V, Pochon R, Henry A, Roy A. Adolescent School Bullying and Life Skills: A Systematic Review of the Recent Literature. VIOLENCE AND VICTIMS 2021; 36:604-637. [PMID: 34725265 DOI: 10.1891/vv-d-19-00023] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The health consequences of being involved in bullying and cyberbullying are well described for adolescents, but many questions related to the role played by their life skills remain unanswered. Accordingly, this systematic review aims to provide a clear overview of research on the relationships between bullying involvement as a bully, victim, bully-victim or bystander, and adolescents' life skills. This article systematically reviewed 71 relevant empirical studies that met the inclusion criteria, extracted from the PubMed, PsycINFO, Scopus, Sage, Wiley, and SpringerLink databases. Their main findings were categorized according to the three types of life skills described by the World Health Organization: decision-making/problem-solving skills, interpersonal and communication skills, and self-management skills. Results showed relatively consensual outcomes for communication and interpersonal skills (empathy, moral disengagement) and skills for managing stress (coping strategies). Other decision-making or interpersonal skills, such as executive function or theory of mind, were poorly explored, and require further research, if we are to understand how life skills may be involved in bullying. Taken together, our findings highlight methodological heterogeneity and measurement problems in bullying studies that make their results difficult to interpret. Recommendations for prevention/education health researchers and professionals are provided, emphasizing the importance of considering the sociocognitive development of adolescents in bullying prevention.
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Affiliation(s)
- Catherine Potard
- Department of Psychology, University of Angers, Angers, France
- University of Bourgogne/Franche-Comté, Besançon, France
- Department of Psychology, University of Reims Champagne-Ardenne, Reims, France
- Department of Psychology, University of Angers, Angers, France
- Department of Pediatry, University Hospital of Nantes, France
| | - Céline Combes
- Department of Psychology, University of Angers, Angers, France
| | | | - Régis Pochon
- Department of Psychology, University of Angers, Angers, France
- University of Bourgogne/Franche-Comté, Besançon, France
- Department of Psychology, University of Reims Champagne-Ardenne, Reims, France
- Department of Psychology, University of Angers, Angers, France
- Department of Pediatry, University Hospital of Nantes, France
| | - Audrey Henry
- Department of Psychology, University of Reims Champagne-Ardenne, Reims, France
| | - Arnaud Roy
- Department of Psychology, University of Angers, Angers, France
- Department of Pediatry, University Hospital of Nantes, France
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The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17145162. [PMID: 32708941 PMCID: PMC7400453 DOI: 10.3390/ijerph17145162] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 07/07/2020] [Accepted: 07/15/2020] [Indexed: 12/02/2022]
Abstract
Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.
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Chrysanthou GM, Vasilakis C. Protecting the mental health of future adults: Disentangling the determinants of adolescent bullying victimisation. Soc Sci Med 2020; 253:112942. [DOI: 10.1016/j.socscimed.2020.112942] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 02/06/2020] [Accepted: 03/15/2020] [Indexed: 01/28/2023]
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Abstract
AbstractBullying is a stressful event for adolescents at school and was the fourth most common reason for calls to Kids Help Line in 2002. This study sought to examine coping styles used by students affected by bullying in Years 8 and 10 attending three Queensland high schools. Eighty-eight students completed the Bully Survey containing questions about bullying experiences and the way they coped in those situations. No year level differences were found in terms of the type of bullying experienced or the way in which students coped with these experiences. A significant interaction was found between duration of bullying and perceived control for the proportional use of disengagement coping (i.e., denial, avoidance and wishful thinking strategies). A significant simple main effect was found between perceived stressfulness and proportional use of involuntary engagement coping (i.e., rumination, intrusive thoughts, emotional arousal, physiological arousal and impulsive actions). Implications of these findings for schools are discussed.
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Andersen LP, Labriola M, Andersen JH, Lund T, Hansen CD. Bullied at school, bullied at work: a prospective study. BMC Psychol 2015; 3:35. [PMID: 26458372 PMCID: PMC4603733 DOI: 10.1186/s40359-015-0092-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2014] [Accepted: 09/30/2015] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. METHODS Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004, the participants were aged 14-15 years and 17-18 years in 2007. The baseline questionnaire was answered by 3054 individuals in 2004, and 2181 individuals participated in both rounds. We analysed risk factors for being bullied at the individual and societal level. Information on the social background of the participants was derived from a national register at Statistics Denmark. RESULTS Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied at school. Being overweight, smoking, low self-assessed position in class, low sense of coherence and low socioeconomic status were risk factors for being bullied at work. However, most associations between risk factors in 2004 and being bullied in 2007 disappeared after adjustment for being bullied in 2004. CONCLUSIONS The strongest risk factor for being bullied was being previously bullied. Our results stress the importance of early prevention of bullying at schools. In addition, attention should be drawn to the role of overprotective parents.
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Affiliation(s)
- Lars Peter Andersen
- Danish Ramazzini Centre, Department of Occupational Medicine, University Research Clinic, Regional Hospital West Jutland, Gl. Landevej 61, 7400, Herning, Denmark.
| | - Merete Labriola
- Aarhus University, Department of Public Health, Universitets Parken, Aarhus, 8000, Denmark.
- CFK Public Health and Quality Improvement Central Denmark Region, P. P. Orumsgade 11, Aarhus, 8000, Denmark.
| | - Johan Hviid Andersen
- Danish Ramazzini Centre, Department of Occupational Medicine, University Research Clinic, Regional Hospital West Jutland, Gl. Landevej 61, 7400, Herning, Denmark.
| | - Thomas Lund
- Danish Ramazzini Centre, Department of Occupational Medicine, University Research Clinic, Regional Hospital West Jutland, Gl. Landevej 61, 7400, Herning, Denmark.
- CFK Public Health and Quality Improvement Central Denmark Region, P. P. Orumsgade 11, Aarhus, 8000, Denmark.
| | - Claus D Hansen
- Department of Sociology & Social Work, Kroghstrædet 5, Aalborg University, Aalborg, 9220, Denmark.
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The Development of a Self-Report Questionnaire on Coping with Cyberbullying: The Cyberbullying Coping Questionnaire. SOCIETIES 2015. [DOI: 10.3390/soc5020460] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Bullying behaviors among Chinese school-aged youth: a prevalence and correlates study in Guangdong Province. Psychiatry Res 2015; 225:716-22. [PMID: 25510905 DOI: 10.1016/j.psychres.2014.11.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2014] [Revised: 10/13/2014] [Accepted: 11/03/2014] [Indexed: 11/23/2022]
Abstract
Bullying among school-aged youth is a common issue worldwide and is increasingly being recognized as an important problem affecting both victims and perpetrators. Most of the bullying studies have been conducted in western countries, and their implications in other regions are limited due to different cultural contexts. The goal of our study is to identify the prevalence of bullying and its correlates school-aged youth in Guangdong province. In total, 1098 (7.1%) students reported having bullied other students, 744 (4.8%) students reported having been bullied by other students and 396 (2.6%) students reported having both bullied other students and been bullied by other students. There was a strong association between bullying others as well as being bullied and suicidal ideations, suicidal attempts, and self-harm behaviors. The prevalence of bullying and its associations with delinquent behaviors warrant the importance of school facility based preventive intervention taking into account both victims and perpetrators.
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Jacobs NC, Dehue F, Völlink T, Lechner L. Determinants of adolescents' ineffective and improved coping with cyberbullying: A Delphi study. J Adolesc 2014; 37:373-85. [DOI: 10.1016/j.adolescence.2014.02.011] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2013] [Revised: 02/17/2014] [Accepted: 02/19/2014] [Indexed: 10/25/2022]
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Jacobs NCL, Völlink T, Dehue F, Lechner L. Online Pestkoppenstoppen: systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying. BMC Public Health 2014; 14:396. [PMID: 24758264 PMCID: PMC4040503 DOI: 10.1186/1471-2458-14-396] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2014] [Accepted: 04/09/2014] [Indexed: 11/28/2022] Open
Abstract
Background The purpose of this article is to give an integrative insight into the theoretical and empirical-based development of the Online Pestkoppenstoppen (Stop Bullies Online/Stop Online Bullies). This intervention aims to reduce the number of cyberbully victims and their symptoms of depression and anxiety (program goal), by teaching cyberbully victims how to cope in an adequate and effective manner with cyberbully incidents (program’s outcomes). Method/Design In developing the program the different steps of the Intervention Mapping protocol are systematically used. In this article we describe each step of Intervention Mapping. Sources used for the development were a literature review, a Delphi study among experts, focus group interviews with the target group, and elements from a proven effective anti-bullying program. The result is a fully automated web-based tailored intervention for cyberbully victims (12-15 years) consisting of three web-based advice sessions delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have, how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the way bullying emerges, how their behavior influences bullying and how they can use effective coping strategies in order to stop (online) bullying. In the third advice, participants receive feedback and will learn how to use the Internet and mobile phones in a safe manner. Each advice is tailored to the participant’s personal characteristics (e.g., personality, self-efficacy, coping strategies used and (ir)rational thoughts). To ensure implementation of the program after testing it for effectiveness, the intervention was pretested in the target-population and an implementation plan was designed. Finally, we will elaborate on the planned randomized controlled trial in which the intervention will be compared to a general information group and waiting list control group. This evaluation will provide insight into the intervention’s efficacy to reduce cyberbullying and its negative effects. Discussion Intervention Mapping is a time consuming but profound way to ensure that each step of developing an intervention is taken, and resulted in three web-based tailored pieces of advices that teach adolescents how to cope more effectively with cyberbullying experiences. Trial registration NTR3613, 14-09-2012
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Affiliation(s)
- Niels C L Jacobs
- Faculty of Psychology, Open University, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands.
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Student's Experiences with Traditional Bullying and Cyberbullying: Findings from a Romanian Sample. ACTA ACUST UNITED AC 2013. [DOI: 10.1016/j.sbspro.2013.04.356] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Ttofi MM, Farrington DP. Risk and protective factors, longitudinal research, and bullying prevention. ACTA ACUST UNITED AC 2012; 2012:85-98. [DOI: 10.1002/yd.20009] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Skrzypiec G, Slee P, Murray-Harvey R, Pereira B. School bullying by one or more ways: Does it matter and how do students cope? SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311402308] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Students (n = 452; ages 12—14 years) attending two South Australian metropolitan high schools completed the ‘Living & learning at school: Bullying at school’ survey in which they reported ways they were bullied and the strategies they would use to deal with bullying. Results showed that a small proportion of students were bullied in three or more ways, and that males and females differed in the coping strategies they would use if bullied. Significant differences were found between bullied and not bullied students in their use of ‘problem-focused’ in contrast to ‘emotion focused’, or ‘approach’ in contrast to ‘avoidance’ coping strategies, with bullied students more likely to use ‘avoidance’ strategies. Findings suggest that in terms of coping, it does matter whether or not a student is bullied in multiple ways.
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Affiliation(s)
- Grace Skrzypiec
- Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia,
| | - Phillip Slee
- Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia
| | - Rosalind Murray-Harvey
- Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia
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Solberg ME, Olweus D, Endresen IM. Bullies and victims at school: Are they the same pupils? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 77:441-64. [PMID: 17504556 DOI: 10.1348/000709906x105689] [Citation(s) in RCA: 123] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND The reported prevalence of bully-victims and aggressive/provocative victims varies quite considerably in previous research, and only a few studies have reported prevalence rates across grades. There is also a lack of detailed analyses of the extent to which victims are also bullies, and bullies are also victims. AIMS To study the prevalence of male and female bully-victims across grade/age and to establish the degree of overlap or relative size of the bully-victim group by relating them to all victims, all bullies and all involved students. SAMPLES Participants in Study 1 were 5,171 pupils in grades 5-9 from 37 schools. Study 2 comprised 12,983 pupils in grades 4-10 from 66 schools. METHODS The Olweus Bully/Victim Questionnaire was administered to the pupils in their ordinary classrooms. RESULTS The prevalence of bully-victims was low and mainly declined across grades. There were far more boys than girls in the bully-victim group. Bully-victims resembled victims only (pure victims) in terms of age-trends and bullies only (pure bullies) in terms of sex composition. The overlap of bully-victims with the total victim group was fairly small (10-20%) in all grades. In primary grades, bully-victims constituted about 30-50% of the total bully group, whereas in higher grades these proportions were considerably lower. CONCLUSION Our analyses and overview of previous research suggest that the bully-victim group is small, and that the large variations across studies are mainly due to differences in choice of cutoff point. Bully-victims should generally be seen and treated statistically as a distinct subgroup. The relatively larger proportion of bully-victims in lower grades should be explored further.
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Affiliation(s)
- Mona E Solberg
- Research Center for Health Promotion, University of Bergen, Bergen, Norway.
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Hunter SC, Boyle JME, Warden D. Perceptions and correlates of peer-victimization and bullying. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 77:797-810. [DOI: 10.1348/000709906x171046] [Citation(s) in RCA: 98] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Jóhannsdóttir HL, Ólafsson RF. Coping with bullying in the workplace: the effect of gender, age and type of bullying. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2010. [DOI: 10.1080/03069880410001723549] [Citation(s) in RCA: 74] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Hanna L. Jóhannsdóttir
- a Educational Testing Institute , Suðurgata 39, 101, Reykjavík, Iceland E-mail:
- b Student Counselling Centre , University of Iceland, Hringbraut , 101, Reykjavík, Iceland
| | - Ragnar F. Ólafsson
- a Educational Testing Institute , Suðurgata 39, 101, Reykjavík, Iceland E-mail:
- b Student Counselling Centre , University of Iceland, Hringbraut , 101, Reykjavík, Iceland
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Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2010. [DOI: 10.1007/s10212-009-0005-x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Hampel P, Manhal S, Hayer T. Direct and Relational Bullying Among Children and Adolescents: Coping and Psychological Adjustment. SCHOOL PSYCHOLOGY INTERNATIONAL 2009. [DOI: 10.1177/0143034309107066] [Citation(s) in RCA: 63] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous research highlighted that pupils actively involved in bullying and victimization are prone to develop diverse psychological problems. The overall aim of our study was to investigate effects of different forms of bullying and victimization on coping with interpersonal stressors and psychological adjustment among children and adolescents. Moreover, the additional contribution of coping in the prediction of effects of direct and relational bullying on psychological adjustment was examined. Four hundred and nine 6th to 9th graders (aged 10—16 years) completed self-report measures, which assessed experiences with bullying and victimization, coping strategies and psychological problems. All forms of victimization were characterized by an increased maladaptive coping as well as heightened emotional and behavioural problems with the most unfavourable pattern among pupils confronted with direct as well as relational victimization. Direct aggressors only and pupils bullying others directionally and relationally showed enhanced externalizing problems. Regression analyses indicated that the adverse effects of direct and, to a lesser degree, relational bullying and victimization on psychological adjustment were primarily enhanced by maladaptive coping among girls and boys. By applying preventive interventions, which are tailored to special needs of the groups actively involved in bullying and victimization, the risk for the development of psychological problems may be effectively diminished.
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Affiliation(s)
| | - Simone Manhal
- Department of Psychology, Karl-Franzens University of Graz,
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Spence SH, De Young A, Toon C, Bond S. Longitudinal examination of the associations between emotional dysregulation, coping responses to peer provocation, and victimisation in children. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2009. [DOI: 10.1080/00049530802259076] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Susan H. Spence
- Griffith Psychological Health Research Centre, Griffith University, Gold Coast Campus, Queensland
| | - Alexandra De Young
- School of Psychology, University of Queensland, Brisbane, Queensland, Australia
| | - Carolyn Toon
- School of Psychology, University of Queensland, Brisbane, Queensland, Australia
| | - Suzanne Bond
- School of Psychology, University of Queensland, Brisbane, Queensland, Australia
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24
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[Coping, adjustment, and bullying among male children and adolescents]. Prax Kinderpsychol Kinderpsychiatr 2009; 58:125-38. [PMID: 19334402 DOI: 10.13109/prkk.2009.58.2.125] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study aimes to investigate if bully-victim status types differ in coping with interpersonal stressors, psychological adjustment, and strain state among male pupils. In total, N=207 sixth to ninth graders (aged 10 to 16 years) were asked to complete self-report measures, which assessed experiences with bullying and victimization, coping strategies, externalizing and internalizing problems, and strain. Overall, bully/victims showed the worst psychosocial functioning. Victims were characterized by a mixed pattern of maladaptive coping as well as anger control and internalizing problems. In contrast, bullies scored low on maladaptive coping and high on externalizing problems. Results suggest preventive interventions, which must be tailored to special needs of the groups regularly involved in bullying and victimization.
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25
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Clarke AT. Coping with Interpersonal Stress and Psychosocial Health Among Children and Adolescents: A Meta-Analysis. J Youth Adolesc 2006. [DOI: 10.1007/s10964-005-9001-x] [Citation(s) in RCA: 180] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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26
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Coping and Psychological Distress as a Function of the Bully Victim Dichotomy in Older Children. SOCIAL PSYCHOLOGY OF EDUCATION 2005. [DOI: 10.1007/s11218-005-3021-y] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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27
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Baldry AC, Farrington DP. Protective Factors as Moderators of Risk Factors in Adolescence Bullying. SOCIAL PSYCHOLOGY OF EDUCATION 2005. [DOI: 10.1007/s11218-005-5866-5] [Citation(s) in RCA: 74] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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28
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Hunter SC, Mora-Merchan J, Ortega R. The long-term effects of coping strategy use in victims of bullying. SPANISH JOURNAL OF PSYCHOLOGY 2004; 7:3-12. [PMID: 15139244 DOI: 10.1017/s1138741600004704] [Citation(s) in RCA: 54] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The ways in which children appraise and cope with school bullying are likely to influence the long-term outcomes experienced. To examine this possibility, 219 Spanish undergraduate students (73 male, 146 female) aged between 18 and 40, completed an adapted version of the Retrospective Bullying Questionnaire (RBQ; Schäfer et al., 2004) and a distress scale (Rivers, 1999). Results indicated that neither coping strategies reported by victims of bullying nor the match between control appraisal and coping strategy influenced levels of distress experienced as adults. Control, threat and challenge appraisals did, however, influence long-term distress. Explanations for these effects are discussed, and include the possibility that appraisals may directly influence levels of distress and the quality of emotions experienced by victims during the actual bullying episode. Active strategies were perceived by students to be effective in dealing with bullying, whereas those centered on avoiding the conflict, or which involved aggression, were considered ineffective.
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29
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Kristensen SM, Smith PK. The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying. Scand J Psychol 2003; 44:479-88. [PMID: 15030114 DOI: 10.1046/j.1467-9450.2003.00369.x] [Citation(s) in RCA: 93] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The coping strategies employed in response to different types of bullying, by 305 Danish children (142 boys, 163 girls) in school years four to nine (aged 10-15 years), were investigated. Children were classed into four bully-victim status types. A revised version of the Olweus Bully/Victim Questionnaire was used for the classification of children, and a Self-Report Coping Measure for the investigation of coping strategies. The coping strategy of Externalizing was used significantly more by children classed as bully/victims compared with victims and not involved children: Seeking Social Support and Internalizing were preferred significantly more by girls, whereas Externalizing was preferred significantly more by boys; Distancing, Seeking Social Support, and Internalizing were favored significantly more by children in years four to six compared with children in years seven to nine. Looking at coping strategies in response to different types of bullying, Seeking Social Support was used significantly more in response to attack on property relative to verbal bullying, social exclusion, and indirect bullying, and Distancing was used significantly less in response to attack on property compared with any of the other types of bullying. The results are discussed in relation to implications for educational practice.
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30
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Natvig GK, Albrektsen G, Qvarnstrøm U. School-Related Stress Experience as a Risk Factor for Bullying Behavior. J Youth Adolesc 2001. [DOI: 10.1023/a:1010448604838] [Citation(s) in RCA: 83] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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31
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Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. JAMA 2001; 285:2094-100. [PMID: 11311098 PMCID: PMC2435211 DOI: 10.1001/jama.285.16.2094] [Citation(s) in RCA: 1487] [Impact Index Per Article: 64.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
CONTEXT Although violence among US youth is a current major concern, bullying is infrequently addressed and no national data on the prevalence of bullying are available. OBJECTIVES To measure the prevalence of bullying behaviors among US youth and to determine the association of bullying and being bullied with indicators of psychosocial adjustment, including problem behavior, school adjustment, social/emotional adjustment, and parenting. DESIGN, SETTING, AND PARTICIPANTS Analysis of data from a representative sample of 15 686 students in grades 6 through 10 in public and private schools throughout the United States who completed the World Health Organization's Health Behaviour in School-aged Children survey during the spring of 1998. MAIN OUTCOME MEASURE Self-report of involvement in bullying and being bullied by others. RESULTS A total of 29.9% of the sample reported moderate or frequent involvement in bullying, as a bully (13.0%), one who was bullied (10.6%), or both (6.3%). Males were more likely than females to be both perpetrators and targets of bullying. The frequency of bullying was higher among 6th- through 8th-grade students than among 9th- and 10th-grade students. Perpetrating and experiencing bullying were associated with poorer psychosocial adjustment (P<.001); however, different patterns of association occurred among bullies, those bullied, and those who both bullied others and were bullied themselves. CONCLUSIONS The prevalence of bullying among US youth is substantial. Given the concurrent behavioral and emotional difficulties associated with bullying, as well as the potential long-term negative outcomes for these youth, the issue of bullying merits serious attention, both for future research and preventive intervention.
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Affiliation(s)
- T R Nansel
- Division of Epidemiology, Statistics, and Prevention Research, National Institute of Child Health and Human Development, 6100 Executive Blvd, Room 7B05, MSC 7510, Bethesda, MD 20892-7510, USA.
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