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

Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Olweus’ bully/victim questionnaire (BVQ) also experienced the characteristics of bullying, and (b) the extent to which the presence of the characteristics was associated with emotional (affect, school, and classroom well‐being), relational (friendship, defending), and social status (popularity, rejection) adjustment correlates among victims. Using data from 1,738 students (Mage = 10.6; grades 5–8), including 138 victims according to the BVQ, the results showed that 43.1% of the children who were classified as victims by BVQ experienced all the four characteristics of bullying. Frequency ratings of victimization did not capture experiences that involved a power imbalance. Victims who reported all four key characteristics had greater emotional, relational, and social status problems than victims who did not report all characteristics. Thus, researchers who focus on victimization for diagnostic and prevention purposes can enrich self‐report measurements of bullying victimization by adding questions that assess the characteristics explicitly

Working with parents to counteract bullying:A randomized controlled trial of an intervention to improve parent-school cooperation

This study examined the effectiveness of an intervention aimed at improving parent-school cooperation in counteracting bullying. Using a randomized controlled trial, data of teachers, parents of non-victimized children, and children themselves were collected at 13 intervention and 14 control schools (grades 3-6, N at post-assessment: teachers = 83, parents = 153, children = 2,510) at two time points (time lag about 6 months). Results showed positive effects of the intervention for some aspects of the primary outcomes: parents' and teachers' attitudes and efforts, whereas no effects were found of teachers' or parents' competences in counteracting bullying. No intervention effects were found for secondary outcomes: children's self-reported bullying, victimization, well-being, and self-esteem. The findings indicate that, due to the intervention, teachers and parents were more aligned and able to cooperate, even within the short time of the intervention: one school year. This is the first essential step to systematically addressing parents' role in tackling bullying; future research is needed to examine the long-term effects of parent and school interventions in enhancing the effectiveness of anti-bullying programs.</p

Outsiders at School: The Prevalence of Bullying and its Relation with Social Status

This article examines the prevalence of bullying on a group (school-class) level, the impact of data sources (self vs. other nominations) on victim identification, and the relation between bullying and rejection by peers in two samples from different types of schools (n = 930). I found that each school class typically contained one or two victims, who were best identified by peer reports, which proved to be highly consensual and distinct, and correlated closely with teacher reports. The simultaneous use of peer and self-reports allowed me to identify `defensive' as well as `sensitive' victims, i. e. individuals who were nominated via one data source only. Finally, a positive correlation between rejection and bullying was found, reflecting the fact that almost all bullied students were simultaneously rejected. In contrast, not all rejected students were victimized. That is, two subgroups of rejected individuals were identified: `Victimized-Rejected' and `Nonvictimized-Rejected'. The findings are discussed with respect to the possibility of generalizing insights from the sociometric literature to the phenomenon of bullying

Bullying and the need to belong: Early adolescents’ bullying-related behavior and the acceptance they desire and receive from particular classmates

Based on the notion that one of the motives underlying children's antisocial behavior is their need to belong to particular peers, it was examined how each of four types of bullying-related behavior would be related to the acceptance that 10 to 13-year-old children desired and received from same- and other-sex children with different bullying-related behavioral styles. Bullying-related behavior was assessed using a peer nomination procedure. Children rated the importance of being accepted by each particular classmate and their own acceptance of these same classmates. Among boys, antisocial involvement in bullying was related to a desire to be accepted by other antisocial boys and to actually being rejected by boys in general. Among girls, antisocial involvement in bullying was related to a desire to be accepted by boys in general. © Blackwell Publishing Ltd. 2007

Bullying behaviors and victimization experiences among adolescent students: the role of resilience

The role of resilience in the relationship between bullying behaviours, victimisation experiences, and self-efficacy was examined. Three hundred and 93 (191 male, 202 female) adolescents (mean age = 15.88, SD = .64) from schools in Coimbatore, India completed scales to assess bullying behaviours and victimisation experiences, resilience, and self-efficacy. Multigroup SEM, with separate groups created according to participant sex, revealed that resilience mediated the relationship between bullying behaviours and self-efficacy in males. Males engaged in bullying behaviours and experienced victimisation more frequently than females. The findings of the study have implication for designing intervention programs to enhance resilience among adolescents and young adults to enable them to manage bullying behaviours

Factor structure and psychometric properties of the General Health Questionnaire (GHQ-12) among Ghanaian adolescents

Purpose: There is little information about the reliability and validity of the 12-item General Health Questionnaire (GHQ-12) in Ghana. This study sought to examine the reliability and factor structure of the GHQ-12 in Ghanaian adolescents. Method: sHigh school students (N = 770) completed the GHQ-12 and the Adolescent Stress Questionnaire (ASQ). Internal consistency, convergent validity and exploratory factor analysis were used. Results: A two factor structure, each with six items, was extracted. The total GHQ-12 had acceptable internal consistency and a generally high correlation with the ASQ subscales. Conclusion: The GHQ-12 can be used in Ghanaian samples, but more research is needed to confirm its factor structure

Prejudice and effective anti-bullying intervention: Evidence from the bullying of "minorities"

The tradition of research into school bullying, and the development of anti-bullying intervention programmes in Norway, has had a significant influence upon similar efforts being made in other countries. However, recent evaluations of the effectiveness of school-based anti-bullying interventions have revealed mixed and most often modest levels of success. This in turn has led to suggestions being made in Norway that rather than to continue support for a direct approach to the issue of school bullying, making improvements in the "learning environment" should be prioritized; however, it is argued here that there is, as yet, no body of direct evidence to directly confirm that position. Instead, it is contended that research into school bullying has been limited to the conceptualization of bullying as being purely a sub-set of aggression, and that anti-bullying intervention has been, consequently, focused largely on purely behaviour management solutions. From recent studies on specific forms of bullying of minority groups (lesbian, gay and bisexual young people, ethnic minorities, people with disabilities or special educational needs and members of alternative sub-cultures), it appears that prejudice is at least influential on specific patterns of bullying behaviour, but has not received sufficient attention in either the conceptualization of bullying or the design of programmes to prevent and counter it. Hence, rather than scaling down direct anti-bullying intervention efforts, it is suggested that subsequent research and programme design could be re-focused in order to give a greater consideration to prejudice as an underlying factor. © 2014 The Editors of Nordic Psychology

The influence of emotional reaction on help seeking by victims of school bullying

Research has started to focus on how victims of school bullying cope, but there is still very little understanding if why pupils cope in one way and not another. This paper aimed to examine the effects of gender, school-stage, frequency of victimization and different emotions (anger, vengeance, self-pity, indifference, and helplessness) upon the choice of social support that children report using. Questionnaires were completed by 6282 Maltese schoolchildren aged between 9 and 14 years old. Analyses revealed that specific patterns of emotion and victimization predict whether pupils report using certain sources of social support. Results are discussed in relation to their relevance for possible intervention, future research needs and implications for the theoretical framework used