Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals

Bullying victimization among college students: negative consequences for alcohol use

This study reports the prevalence of bullying victimization at school and work among college freshmen and the relationships between victimization and changes in alcohol consumption and alcohol problems. Web survey data at 2 time points from a sample of 2118 freshmen from 8 colleges and universities in the Midwestern United States indicated that 43% of students experienced bullying at school and that 33% of students experienced bullying at work. Bullying, particularly at school, consistently predicted alcohol consumption and problematic drinking, after controlling for baseline drinking and other school and work stressors.

An ethnographic study of participant roles in school bullying

An ethnographic study in a 10th grade remedial class was undertaken in order to discern patterns of school bullying. Twenty 10th graders were observed over the course of one academic year as they interacted with their peers and teachers. The observations helped us identify dispositional and situational factors which influenced participant roles. In-depth interviews of students involved in school bullying showed how participants interpreted and explained their classroom behaviors. The analysis of the data gathered allowed the identification of four main actor roles recognized in the existing literature on bullying-the pure victim, the pure bully, the provocative-victim, and the bystander-as well as the differentiation between aggressive bullies and the bully managers. Most roles fluctuated according to specific circumstances and often appeared to be moderated by the teacher's management style and contextual variables. Some pupils assumed different roles in different contexts, sometimes changing roles within or between episodes. Teacher personality and style also had an impact on the frequencies and types of aggression and victimization. The use of an ethnographic research paradigm is discussed as an important supplement to positivistic studies of school bullying.

Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students

Research suggests that students who bully may perceive the school climate less favorably. Person-centered analyses were used to identify distinct groupings of bullying behaviors and related social-emotional factors (i.e., victimization, internalizing, and perception of school and bullying climate). Latent class analyses were conducted on a sample of 10,254 middle and 2509 high school students and indicated four classes in middle school (Low Involvement, Verbal, High Physical/High Verbal, and High Involvement) and three classes in high school (Low Involvement, Verbal, and High Involvement). A Low Involvement bullying class characterized most students and was related to positive adjustment, whereas a High Involvement bullying class represented the smallest proportion of the sample (1.6% middle school and 7.3% in high school). Students in the High Involvement class reported increased victimization and internalizing problems, feeling less safe and less belonging, and perceiving the school climate to be more supportive of bullying (i.e., perceiving adults' prevention and intervention efforts as ineffective). In middle school, the High Physical/High Verbal class reported significantly higher levels of victimization as compared to the Verbal class. Findings highlight heterogeneity in bullying behaviors and underscore the importance of prevention and intervention programming that addresses safety and belonging.

The experiences of parents who report youth bullying victimization to school officials

Current research offers a limited understanding of parental experiences when reporting bullying to school officials. This research examines the experiences of middle-school parents as they took steps to protect their bullied youth. The qualitative tradition of interpretive phenomenology was used to provide in-depth analysis of the phenomena. A criterion-based, purposeful sample of 11 parents was interviewed face-to-face with subsequent phone call follow-ups. Interviews were taped, transcribed, and coded. MAX qda software was used for data coding. In analyzing the interviews, paradigm cases, themes, and patterns were identified. Three parent stages were found: discovering, reporting, and living with the aftermath. In the discovery stage, parents reported using advice-giving in hopes of protecting their youth. As parents noticed negative psychosocial symptoms in their youth escalate, they shifted their focus to reporting the bullying to school officials. All but one parent experienced ongoing resistance from school officials in fully engaging the bullying problem. In the aftermath, 10 of the 11 parents were left with two choices: remove their youth from the school or let the victimization continue. One paradigm case illustrates how a school official met parental expectations of protection. This study highlights a parental sense of ambiguity of school officials' roles and procedures related to school reporting and intervention. The results of this study have implications in the development and use of school-wide bullying protocols and parental advocacy.

Adolescent bullying involvement and psychosocial aspects of family and school life: a cross-sectional study from Guangdong Province in China

Background

School bullying is an emerging problem in China. The present study aimed to measure the prevalence of bullying behaviors among Chinese adolescents and to examine the association of bullying and being bullied with family factors, school factors and indicators of psychosocial adjustment.

Methods

A cross-sectional study was conducted. A total of 8,342 middle school students were surveyed in four cities in the Guangdong Province. Self-reports on bullying involvement and information regarding family factors, school factors and psychosocial adjustment were collected. Descriptive statistics and multi-level logistic regression analysis were used to evaluate the prevalence of school bullying and explore potentially influential factors.

Results

Of the total sample, 20.83% (1,738) reported being involved in bullying behaviors. Of the respondents, 18.99% were victims of bullying, 8.60% were bullies and 6.74% both bullied themselves and bullied others. Factors that were determined to be correlated with bullying behaviors included grade, parental caring, consideration of suicide, running away from home, time spent online per day and being in a physical fight.

Conclusion

Bullying was determined to be prevalent among Chinese adolescents. Given the concurrent psychosocial adjustment, family and school factors associated with bullying, as well as the potential long-term negative outcomes for these youth, this issue merits serious attention, both for future research and preventive intervention.

The social ecology of adolescent-initiated parent abuse: a review of the literature

This article provides an ecological framework for understanding adolescent-initiated parent abuse. We review research on adolescent-initiated parent abuse, identifying sociodemographic characteristics of perpetrators and victims (e.g., gender, age, race/ethnicity, and socioeconomic status [SES]). Bronfenbrenner's [1] ecological systems theory is applied, which examines the risk and protective factors for adolescent-initiated parent abuse within micro- (maltreatment, domestic violence, parenting behavior and disciplinary strategies), meso- (peer influence), exo- (media influence), macro- (gender role socialization), and chronosystem (change in family structure) levels. Findings from our review suggest that older and White children are significantly more likely to abuse their parents. Females are selective in the target of their aggression, while males target family members in general. Mothers are significantly more likely to be abused than fathers. However, researchers also report variations in the association between SES and parent abuse. Domestic violence and child maltreatment are risk factors, while findings on parenting behavior and disciplinary strategies are mixed. Peer influence, exposure to media violence, gender role socialization, and change in family structure can potentially increase the risk of parent abuse. Practice and research implications are also discussed. An ecological systems framework allows for an examination of how various contexts interact and influence parent abuse behavior, and can provide needed directions for further research.

Beyond situational ambiguity in peer conflict: unique and combined effects of cues from an antagonist and a best friend

In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict.

Cornered: an approach to school bullying and cyberbullying, and forensic implications

Bullying is an abuse of power and control that can cause significant harm to individuals. School systems have the difficult task of trying to police this behavior to maintain a safe learning environment for their students. Although there may be an identified bully, the ramifications of the behavior affect the system as a whole. Bullies, targeted victims, and bystanders play an integral role in ameliorating this problem. A change of culture within the school system is often the best, yet often the most difficult, intervention. In addition, cyberbullying has become a powerful avenue for bullying, resulting in significant morbidity within schools.

Influence of school-level variables on aggression and associated attitudes of middle school students

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities.

An ecological systems approach to bullying behaviors among middle school students in the United States

The aim of this study is to identify an ecological prediction model of bullying behaviors. Based on an ecological systems theory, this study identifies significant factors influencing bullying behaviors at different levels of middle and high school. These levels include the microsystem, mesosystem, exosystem, and macrosystem. More specifically, the ecological factors investigated in this multilevel analysis are individual traits, family experiences, parental involvement, school climate, and community characteristics. Using data collected in 2008 from 485 randomly selected students in a school district, this study identifies a best-fitting structural model of bullying behavior. Findings suggest that the ecological model accounted for a high portion of variance in bullying behaviors. All of the ecological systems as well as individual traits were found to be significant influences on bullying behaviors either directly or indirectly.

Bullying as strategic behavior: relations with desired and acquired dominance in the peer group

To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants' acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant. Ringleader bullies also expressed a higher desire to be dominant. Among non-bullying children, those who tended to help victims were relatively socially dominant but victims and outsiders were not. Generally, the data supported the claim that bullying is dominance-oriented strategic behavior, which suggests that intervention strategies are more likely to be successful when they take the functional aspects of bullying behavior into account.

It Takes Two to Fight in School Too: A Social Relations Model of the Psychometric Properties and Relative Variance of Dyadic Aggression and Victimization in Middle School

Aggressive behavior has been well-studied in terms of interindividual differences among aggressors and victims, but has been understudied, especially within naturalistic contexts, in terms of aggressor-victim relationships. The Social Relations Model (SRM) is a powerful conceptual and analytic tool for studying dyadic phenomena, and we describe the use of multivariate SRM to study aggression. Boys and girls (N = 210) in middle schools (sixth and seventh grades) completed a newly created Dyadic Aggression and Victimization Inventory (DAVI). Results support the reliability and validity of the DAVI in assessing interindividual and interdyadic differences in aggression and victimization. Occurrences of aggression were accounted for primarily by interdyadic variability, indicating the importance of considering aggressor-victim relationships. We discuss the implications of this relationship focus for future research and intervention efforts.

Facial attractiveness as a moderator of the association between social and physical aggression and popularity in adolescents

This study examined the relations between facial attractiveness, aggression, and popularity in adolescence to determine whether facial attractiveness would buffer against the negative effects of aggression on popularity. We collected ratings of facial attractiveness from standardized photographs, and teachers provided information on adolescents' social aggression, physical aggression, and popularity for 143 seventh graders (70 girls). Regression analyses indicated that facial attractiveness moderated the relations between both types of aggression and popularity. Aggression was associated with a reduction in popularity for adolescents low on facial attractiveness. However, popularity did not decrease as a function of aggression for adolescents high on facial attractiveness. Aggressors with high facial attractiveness may experience fewer negative consequences to their social standing, thus contributing to higher overall rates of aggression in school settings.

Personal and interpersonal correlates of bullying behaviors among Korean middle school students

This study simultaneously investigates personal and interpersonal traits that were found to be important factors of bullying behavior using data collected from 1,238 randomly selected Korean middle school students. Using a modified and expanded definition of bullying based on a more culturally sensitive approach to bullying, this study categorizes bullies into three groups: Type I (minor-covert-nonchronic bullying), Type II (moderate-covert-chronic or severe-overt-nonchronic bullying), and Type III (severe-overt-chronic bullying). In addition, this study empirically tests several factors for the first time. Those factors are fun-seeking tendency, teachers' attitude toward bullying, teachers' effectiveness of intervention, teachers' moral authority, power dynamic, and pseudofriendship. The comparison across three groups provided unique findings that different factors were differently related to different groups of bullies. Specifically, teachers have influence on bullying only for the moderate group (Type II), and parents have influence on bullying only for the minor group (Type I). The most important and constant factors across all different groups were prior bullying victimization experience and fun-seeking tendency.

Interpersonal competence configurations and peer relations in early elementary classrooms: Perceived popular and unpopular aggressive subtypes

Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., Troubled ) and perceived popular-aggressive (i.e., Tough) subtypes for both boys and girls. Troubled children tended to have rejected status and were more likely to be either socially isolated or members of peer groups that did not contain popular classmates. Tough children were perceived by peers as being socially prominent (i.e., popular, cool, leaders) and they tended to associate with perceived popular peers. Tough boys had elevated levels of rejected or controversial sociometric status while Tough girls were distributed at expected levels across sociometric status classifications. The implications for intervention are discussed.

Predicting change in children's aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior

This study examined aggressive and pro-social classroom descriptive norms as predictors of change in aggression and victimization during middle childhood. Participants included 948 children in third through fifth grade. Measures of teacher-reported aggressive and peer-reported pro-social descriptive norms were completed at the onset of the study. Children completed self-report measures of aggression and victimization on three occasions during one academic year. Multilevel growth models were analyzed to determine the amount of student-reported change in aggression and victimization attributable to the classroom norm variables. Results indicated that students in classrooms with higher initial mean levels of aggression reported larger increases in aggression and victimization over the school year. In contrast, boys with higher initial levels of aggression reported smaller increases in aggression than boys with lower initial levels of aggression, and both boys and girls with higher initial aggression reported declining victimization over the school year. Pro-social classroom norms were unrelated to change in aggression and victimization. The implications of the findings for future studies on the influence of classroom social norms as well as interventions for aggression and victimization are discussed.

Who bullies whom? Social status asymmetries by victim gender

This study asks whether bullies have higher social status than their victims. Social status was measured by social preference, popularity, and physical competence as perceived by children and teachers. A survey instrument was introduced to enable identification of specific victims associated with specific bullies. The sample was 508 fourth and fifth grade children from midwest U.S. elementary schools. Results indicated that peer- and teacher-perceived popularity were the optimal status measures for capturing heterogeneity in bully—victim status imbalances. In addition, the gender of victims of male bullying was critical. Powerful, popular—aggressive bullies and unpopular victims were found in same-sex dyads, but unpopular—aggressive boys were also identified as bullying popular girls. All bullies were disliked. Implications are drawn for peer sexual harassment and for innovations in sociometric technology.

Teachers' peer buddy selections for children with autism: social characteristics and relationship with peer nominations

We examined social and behavioral characteristics of children selected by their teachers to serve as peer buddies for a child with autism. Thirty-one general education teachers and 576 children from five public elementary schools completed social status, behavioral, and peer buddy nomination measures. When compared to non-selected students, teacher selected buddies were: (a) more often boys, (b) popular, and (c) viewed as prosocial leaders by their peers. Agreement between teacher and peer nominations of social status and behavioral characteristics ranged from low to high; agreement between teacher and peer selected buddies was moderate.

Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective

This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816; X = 12.88; s = .9814). Data derived from the Health Behavior in School Children: WHO Cross-National Survey were used to model the relationship between bullying and media effects, peer and family support systems, self-efficacy, and school environment. Overall, the results of this study suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with unfavorable environments, have emotional support from their peers, and have teachers and parents who do not place high expectations on their school performance. In addition, we found an inverse relationship between being Asian or African American, feeling left out of school activities and bullying. Our results lend support to the contention that bullying arises out of deficits in social climate, but that social support systems mediate bullying behavior irrespective of the student's racial/ethnic characteristics, parental income levels or media influences. Because the number of friends and the ability to talk to these friends increases the likelihood of bullying, we suggest that bullying is not simply an individual response to a particular environment but is a peer-group behavior. We conclude that limiting television viewing hours, improving student's abilities to access family support systems and improving school atmospheres are potentially useful interventions to limit bullying behavior.

Prevalence and predictors of internet bullying

PURPOSE

With the Internet quickly becoming a new arena for social interaction, it has also become a growing venue for bullying among youth. The purpose of the present study was to contrast the prevalence of Internet bullying with physical and verbal bullying among elementary, middle, and high school boys and girls, and to examine whether key predictors of physical and verbal bullying also predicted Internet bullying.

METHODS

As part of an ongoing, statewide bullying prevention initiative in Colorado, 3,339 youth in Grades 5, 8, and 11 completed questionnaires in 78 school sites during the fall of 2005, and another 2,293 youth in that original sample participated in a follow-up survey in 65 school sites in the spring of 2006. Questionnaires included measures of bullying perpetration and victimization, normative beliefs about bullying, perceptions of peer social support, and perceptions of school climate.

RESULTS

The highest prevalence rates were found for verbal, followed by physical, and then by Internet bullying. Physical and Internet bullying peaked in middle school and declined in high school. Verbal bullying peaked in middle school and remained relatively high during high school. Males were more likely to report physical bullying than females, but no gender differences were found for Internet and verbal bullying. All three types of bullying were significantly related to normative beliefs approving of bullying, negative school climate, and negative peer support.

CONCLUSIONS

Preventive interventions that target school bullying by changing norms about bullying and school context may also impact Internet bullying, given the shared predictors.

Peer victimization in early adolescence: association between physical and relational victimization and drug use, aggression, and delinquent behaviors among urban middle school students

This study examined associations between two forms of peer victimization, physical and relational, and externalizing behaviors including drug use, aggression, and delinquent behaviors among a sample of 276 predominantly African American eighth graders attending middle school in an urban public school system. Regression analyses indicated that physical victimization was significantly related to cigarette and alcohol use but not to advanced alcohol and marijuana use; relational victimization contributed uniquely to all categories of drug use after controlling for physical victimization. Physical victimization was also significantly related to physical and relational aggression and delinquent behaviors, and relational victimization made a unique contribution in the concurrent prediction of these behaviors. Physical victimization was more strongly related to both categories of alcohol use, aggression, and to delinquent behaviors among boys than among girls. In contrast, relational victimization was more strongly related to physical aggression and marijuana use among girls than among boys, but more strongly related to relational aggression among boys than among girls. These findings provide information about the generalizability of prior research and have important implications for intervention efforts.

Bullying and Victimization in Elementary Schools: A Comparison of Bullies, Victims, Bully/Victims, and Uninvolved Preadolescents

Research on bullying and victimization largely rests on univariate analyses and on reports from a single informant. Researchers may thus know too little about the simultaneous effects of various independent and dependent variables, and their research may be biased by shared method variance. The database for this Dutch study was large (N = 1,065) and rich enough to allow multivariate analysis and multi-source information. In addition, the effect of familial vulnerability for internalizing and externalizing disorders was studied. Gender, aggressiveness, isolation, and dislikability were most strongly related to bullying and victimization. Among the many findings that deviated from or enhanced the univariate knowledge base were that not only victims and bully/victims but bullies as well were disliked and that parenting was unrelated to bullying and victimization once other factors were controlled.