The expression of emotion in response to bullying

Abstract

Recent literature on bullying suggests that victims of KEYW ORDS bullying are likely to have certain emotional reactions that contribute anti-bullying to the problem. This is not to say that victims in any way deserve the intervention; treatment that they get from more aggressive peers, but rather to bullying; propose that they themselves can be empowered to change the situ-bystanders; ation. The purpose of the present review is to examine the proposal emotional that the ways in which victims express their emotions during a bullying expression episode can play a crucial role in the responses of peers. There are implications for both researchers and practitioners to develop new insights that may help vulnerable children and adolescents.     

Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?

This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization.     

Peer bullying,self-serving cognitive distortions and school moral climate perception in Spanish and Dutch secondary school students / Acoso escolar,distorsiones cognitivas en beneficio propio y percepción del clima moral escolar en estudiantes de secundaria de España y Holanda

Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate.     

Introduction to The International Bystander Project

Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling.     

Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (M_age = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.     

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.     

Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life

Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.     

A Study of Bullying in Further Education

Until recently, bullying has tended to be associated with primary and secondary school, but, increasingly, it is being recognized as a phenomenon that exists at all stages and in all aspects of life. This paper is concerned with a level and type of institution with which the idea of bullying might not have been associated. It describes how a recent study into bullying within the 16- to 18-year-old population in a college of further education instigated change within its infrastructure. By promoting an awareness of bullying, it resulted in the implementation of an active Harassment/Anti-bullying Policy.     

AGGRESSIVE ATTITUDES AND PREVALENCE OF BULLYING BYSTANDER BEHAVIOR IN MIDDLE SCHOOL

Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying behavior. Middle school students (n = 28,765) in 423 schools completed a statewide school climate survey that included an aggressive attitudes scale and their bystander response to a recent episode of bullying, which was categorized as upstanding, reinforcing, or passive. Multilevel logistic regressions indicated that higher aggressive attitudes were associated with less upstanding behavior at the school level and less upstanding behavior and more reinforcing behavior at the individual level, while controlling for other school and student demographic variables. These findings suggest that antibullying programs might address student attitudes toward aggression as a means of boosting positive bystander intervention.     

Does defending come with a cost? Examining the psychosocial correlates of defending behaviour among bystanders of bullying in a Canadian sample

Bullying is a form of interpersonal trauma that impacts all parties involved, including the youth who witness the bullying. Some bystanders choose to intervene and defend the child being bullied. Defending may be positively associated with psychosocial difficulties because youth are becoming more involved in a traumatic event, or because youth may be actively coping with the distress elicited from witnessing bullying; however, the link between defending and psychosocial difficulties has not yet been examined. The current study investigated the age-related differences and psychosocial difficulties associated with defending behaviour in school bullying. Data were collected from 5071 Canadian youth from Grades 4–12. Participants completed an online survey at school, which assessed demographic information, recent defending behaviour, location and frequency of witnessing bullying, and psychosocial difficulties (internalizing, anger, psychosomatic, academic, and relationship difficulties). A subsample of 1443 pure bystanders (no current bullying involvement) was used for regression analyses. Defending behaviour was more common among girls and among younger students. For boys, defending behaviour was associated with more psychosocial difficulties compared to boys who only witnessed the bullying. This relationship was less consistent for girls. Defending behaviour was also associated with more psychosocial difficulties at high levels of bullying exposure. These associations suggest that defending may come at a cost for youth, or that youth are defending their peers to cope with negative emotions associated with witnessing interpersonal trauma. More longitudinal research is needed to clarify these associations.     

Bystanders’ roles and children with special educational needs in bullying situations among preschool-aged children

Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level.     

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour.     

Epidemiological pattern of bullying using a multi-assessment approach: Results from the Bullying and Youth Mental Health Naples Study (BYMHNS)

BackgroundBullying is a widespread phenomenon that has captured attention from mental health researchers. Several studies have assessed bullying prevalence with some methodological concerns.ObjectivesPreliminary, we analyzed the psychometric properties of two bullying scales for victimization (the multidimensional peer victimization scale – MPVS) and for perpetration (the bully subscale of the Illinois bully scale – IBS-B); then, we estimated bullying prevalence; finally, we evaluated the effect of gender and classroom on the phenomenon.Participants and setting2959 students from the metropolitan city of Naples constituted the sample.MethodsData collection was obtained using a multi-assessment approach that included both single-item questions and intensity scales in order to compare the two methods.ResultsThe two scales resulted valid and showed good reliability. The MPVS displayed a 1-factor second order model. The IBS-B had a mono-factorial structure. Both showed full invariance for gender and classroom. Prevalence of victimization was 37% whereas that for perpetration was 21%. As expected we obtained several bullying prevalence results depending on the specificity of questions and in particular repetitiveness of episodes. There was a good correspondence between results of single-item questions and multi-item scales. Finally results demonstrated several differences for gender and classroom attended.ConclusionIn this epidemiological study the multi-assessment approach identified different but complementary features of bullying phenomena. The use of the two measurement approaches allowed us to obtain more precise and exhaustive information on bullying prevalence and compare it with previous findings.     

Bullying victimization and depression among left-behind children in rural China: Roles of self-compassion and hope

BackgroundBullying victimization among school-aged children is an important public health issue that may affect their well-being and mental health. However, few studies have been conducted on left-behind children in rural China, who are defined as the children who stay in rural areas for more than six months and have one or both parents migrating to urban areas for work. The mechanisms through which bullying victimization will influence depression have disproportionally adopted a psychopathological perspective, and the protective factors are understudied.ObjectiveThis study aims at investigating the factors that might contribute to breaking up the vicious circle between bullying victimization and developmental problems, focusing on the protective role of self-compassion and hope in the association between bullying victimization and depression.MethodsUsing questionnaires, data were collected from a sample of 1091 school-aged left-behind children from west and central China.ResultsCompared with rural children living with their parents, left-behind children reported a higher level of bullying victimization. Bullying victimization was positively associated with depression through decreased self-compassion and hope, and self- compassion played a more crucial role than hope in the linkage between bullying victimization and depression.ConclusionsOur study's findings suggest that it is necessary to incorporate self-compassion and hope in mental health prevention and intervention programs targeting left-behind children with bullying victimization experiences.     

The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools

Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools.

Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described.

Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years.

Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying.

Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools.

Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools.     

School policies on bullying and cyberbullying: perspectives across three Australian states

Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes.     

Moral reasoning about school bullying in involved adolescents

The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did.     

Exploring the impact of bullying on young bystanders

This study aimed to explore peer bullying events in schools by using Interpretative Phenomenological Analysis (IPA) to consider the experiences of young bystanders: the perceptions and understandings of students who had witnessed bullying. Participants were aged 12–13 and attended two neighbouring secondary schools in the UK. Four themes were generated: the power and limits of language in bullying incidents; the power of moral frameworks; the presence of dynamic social systems, both inside and outside peer groups; and the psychological consequences of being a bystander. Implications of the research are discussed, for the practice of school staff and for educational psychologists.