The group process of bullying: Developmental, methodological, and social-cognitive perspectives


Contains fulltext : 179706.pdf (publisher's version ) (Open Access)In this dissertation, peer victimization was placed in the context of the group process of bullying by examining six bullying participant roles. Part 1 focuses specifically on children’s experiences of peer victimization. Part 2 focuses on all six bullying participant roles (bully, victim, assistant, reinforcer, defender, and outsider). In both parts, I am covering three themes: measurement, development, and social cognitions. First, understanding a developmental phenomenon implies that we are able to measure it. Different methods have been used to measure youths’ involvement in peer victimization and the bullying participant roles. The first goal of this dissertation was to address the measurement of peer victimization and the participant roles by examining the concordance between different methods. Second, children’s social experiences in early childhood form the basis for their social and emotional functioning later in childhood and adolescence. Despite the importance of early childhood functioning, little is known about the development of peer victimization and its socio-emotional adjustment from early life on. In addition, youths’ motives to be involved in bullying may change over time and the power imbalance associated with bullying plays a more prominent role in adolescence than in childhood. It is unknown whether these changes are reflected in the social profiles of the participant roles in adolescence, as most studies on the participant roles have focused on middle childhood and early adolescence. Therefore, the second goal of this dissertation was to provide a developmental perspective on socio-emotional adjustment associated with peer victimization and the bullying participant roles. Third, I am addressing why children behave in certain ways in bullying situations. The mechanisms underlying children’s behaviors in bullying situations may be found in their social cognitions. Therefore, the third goal of this dissertation was to address the social cognitions of victims and the bullying participant roles.Radboud University, 18 januari 2018Promotor : Cillessen, A.H.N. Co-promotor : Lansu, T.A.M.345 p

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