Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness

Peer victimization in early adolescence and maladjustment in adulthood

Studies report different effect sizes for associations between peer victimization and later maladjustment. A possible origin of this heterogeneity is the length of the interval between victimization and maladjustment assessments. Effect sizes might also vary as a function of reporter. Longitudinal data from TRAILS, a study of adolescents followed from age 11 to 29 (baseline n = 2229) were used to test whether peer victimization assessed from adolescents themselves, their parents, teachers, and peers predicted internalizing symptoms, thought problems, and somatic complaints at six follow-ups with a temporal distance of up to 19 years. Neither self- nor peer-reported victimization predicted later maladjustment. In contrast, parent-reported victimization stably predicted adult maladjustment. Teacher-reported victimization also predicted maladjustment but associations were weaker and largely non-significant when parent reports were accounted for simultaneously. Parent-reported peer victimization has traditionally played a minor role in bullying research as parents are usually not present when victimization occurs. The results of this study however suggest that parents should be listened to when talking about their offspring being victimized.

How do victims of bullying develop depression? Testing interpersonal style to explain the victimization-depression link

This study tested to what extent the relation between bullying victimization and future symptoms of depression could be explained by victims being more hostile and less assertive than non-involved individuals. Data came from waves 2-4 of the Dutch TRacking Adolescents' Individual Lives Survey (TRAILS). Participants' bullying experiences were assessed at age 13, interpersonal style at age 16, and depression symptoms at age 19. Mediation analyses were performed primarily on 274 self-reported victims and 1498 non-involved peers. Self-reported victims had an increased risk for depression symptoms. About a third of that risk could be explained by victims' hostile style, which was also higher than those of non-involved peers. Although victims also reported lower levels of assertiveness than non-involved peers, this interpersonal style did not mediate the link between bullying victimization and depression. Our findings suggest that high hostility, but not low assertiveness, partly explains the increased depression risk of self-reported victims. Therefore, interventions could focus on addressing hostility, to help reduce the likelihood that adolescents who have experienced bullying victimization will have more interpersonal conflicts and mental health problems in the future. Supplementary materials also include analyses for bullies and bully-victims, and for peer-reported measures.

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14-16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it-ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p-values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment.

A Path to Inclusiveness - Peer Support Groups as a Resource for Change

Being bullied is associated with anxiety, depression symptoms, and long-term negative health outcomes. The aim of this qualitative pilotstudy was to explore bullied children's experiences of support groups and how participating in a group affected the children. The sample consisted of 24 children aged 11-13 years. Four of them were bullied, while 20 participated in support groups. Individual and focus group interviews were conducted. The main theme identified was that support groups provide an opportunity for change and can help children to be included among peers. The changes were achieved through encouragement and support from peers. The children participating in the support groups reported a feeling of being selected. The groups provided fellowship, and an opportunity for change. Both getting support from and being part of a support group contributed to inclusion, strength, and valuable experiences. The findings suggest that a systemic approach to bullying is advantageous.

Relational Peer Victimization as a Predictor of Academic Engagement

Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students' engagement in the classroom. We specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students' academic engagement. Our findings showed convergence between student and parent reports of relational peer victimization and revealed that experiencing relational peer victimization during the beginning of the school year (fall) negatively predicts teacher reported academic engagement towards the end of the school year (spring). Our study suggests that relational peer victimization is a critical issue that educators and researchers should consider when trying to foster academic engagement. There is also a need for further research regarding the role that families play in providing support to Black relationally victimized youth.

Bullying and the Abuse of Power

Dan Olweus pioneered research on school bullying and identified the importance of, and risk factors associated with, bullying and victimization. In this paper, we conduct a narrative review of the critical notion of power within bullying. Specifically, we discuss Olweus's definition of bullying and the role of a power imbalance in distinguishing bullying behavior from other forms of aggression. Next, we discuss the changing nature of research on aggression (and the adaptiveness of aggression) throughout the years, the important role of power in these changes, and how the concept of power in relationships has helped elucidate the developmental origins of bullying. We discuss bullying interventions and the potential opportunities for interventions to reduce bullying by making conditions for bullying less favorable and beneficial. Finally, we discuss bullying and the abuse of power that extends beyond the school context and emerges within families, workplaces, and governments. By recognizing and defining school bullying as an abuse of power and a violation of human rights, Olweus has laid the foundation and created the impetus for researching and addressing bullying. This review highlights the importance of examining abuses of power not only in school relationships, but across human relationships and society in general.

Bullying perpetration and social status in the peer group: A meta-analysis

INTRODUCTION

Associations between bullying perpetration and social status vary, not only between different facets of social status but also between bullying in primary versus secondary school. The main aim of the present study was to meta-analyse existing evidence regarding the prospective associations between bullying perpetration and various facets of social status, that is, popularity, peer acceptance, peer rejection, and social preference.

METHODS

Electronic databases were searched to identify studies on bullying perpetration and later social status published up to January 17, 2022. Multilevel random effects models were performed using Metafor and differences in effect sizes as a function of substantive and methodological moderators were tested.

RESULTS

In total, 116 effects were included from 18 publications, reporting on 17 different samples and more than 15,000 participants (mean age bullying assessment = 11.57 years, on average 51% female participants). Most samples were from the United States (7) or Europe (7). Overall, bullies were more popular, but also more rejected and scored lower on social preference compared with non-bullies. These associations remained when effects were adjusted for previous social status and other confounders. No link between bullying perpetration and acceptance was found. There was little evidence that effect sizes differed as a function of moderators.

CONCLUSIONS

Bullies become more popular over time, but also have a higher risk of being rejected and being less socially preferred. Bullying perpetrators are more popular but also more rejected by their peers. There is no evidence that these links differ depending on sex or age at which perpetrators bully, reporter or type of bullying.

Bullying as a Developmental Precursor to Sexual and Dating Violence Across Adolescence: Decade in Review

Adolescent bullying continues to be a major focus of scholarship across the globe. This article reviews research from 2010 to 2021 with a particular focus on longitudinal studies of the bully-sexual violence pathway (BSVP), where bullying serves as a precursor for sexual violence (SV) (e.g., sexual harassment, sexual coercion, and sexual assault) and teen dating violence via individual and socio-contextual mediators. Articles reviewed consisted of a total of 505, which included 17 meta-analyses and systematic reviews. Databases used for the search were Academic Search Complete, Education Full Text (H. W. Wilson), ERIC, National Criminal Justice Reference Service Abstracts, PsycINFO, PubMed (Medline), and Social Sciences Abstracts (H. W. Wilson). In total, 107 peer-reviewed articles were included in this review. Potential mechanisms underlying the BSVP include social dominance orientation, exposure to sexual education, and alcohol use. Several school-based intervention approaches have evidenced marginal success in reducing rates of bullying and SV by targeting factors undergirding both behaviors. The efficacy of international prevention approaches is summarized. Gaps in the literature are identified and future research is proposed.

Benefits of Bullying? A Test of the Evolutionary Hypothesis in Three Cohorts

Recent work on bullying perpetration includes the hypothesis that bullying carries an evolutionary advantage for perpetrators in terms of health and reproductive success. We tested this hypothesis in the National Child Development Study (n = 4998 male, n = 4831 female), British Cohort Study 1970 (n = 4261 male, n = 4432 female), and TRacking Adolescents' Individual Lives Survey (n = 486 male, n = 521 female), where bullying was assessed in adolescence (NCDS, BCS70: age 16, TRAILS: age 14) and outcomes in adulthood. Partial support for the evolutionary hypothesis was found as bullies had more children in NCDS and engaged in sexual intercourse earlier in TRAILS. In contrast, bullies reported worse health in NCDS and BCS70.

On the microfoundations of the link between classroom social norms and behavioral development

This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children’s decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.