Skip to main content
Top
Gepubliceerd in: Journal of Abnormal Child Psychology 1/2015

01-01-2015

School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section

Auteurs: Mara Brendgen, Wendy Troop-Gordon

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Although not limited to school contexts, bullying perpetration and victimization often emanates from social ecologies formed within the classroom. Thus, to fully illuminate risk for involvement in bullying, we must investigate contextual features of schools that heighten or minimize aggression among students and the targeting of children for peer victimization. To this end, the articles in this special section each contribute conceptually and empirically to the study of school-related factors in bullying and peer victimization. This introduction summarizes and highlights the major findings of each paper, organized around two major themes of the articles—the role of peer group ecologies and the role of the classroom teacher. We conclude our synopsis by discussing implications for intervention and the need for anti-bullying efforts that systemically address the peer group and teacher influences identified in these investigations.
Literatuur
go back to reference Brendgen, M., Girard, A., Vitaro, F., Dionne, G., Tremblay, R. E., Pérusse, D., & Boivin, M. (2013b). Gene–environment processes linking peer victimization and physical health problems: a longitudinal twin study. Journal of Pediatric Psychology. doi:10.1093/jpepsy/jst078.PubMed Brendgen, M., Girard, A., Vitaro, F., Dionne, G., Tremblay, R. E., Pérusse, D., & Boivin, M. (2013b). Gene–environment processes linking peer victimization and physical health problems: a longitudinal twin study. Journal of Pediatric Psychology. doi:10.​1093/​jpepsy/​jst078.PubMed
go back to reference Brendgen, M., Vitaro, F., Barker, E. D., Girard, A., Dionne, G., Tremblay, R. E., & Boivin, M. (2013c). Do other people’s plights matter? A genetically informed twin study of the role of social context in the link between peer victimization and children’s aggression and depression symptoms. Developmental Psychology, 49, 327–340. doi:10.1037/a0025665.PubMedCrossRef Brendgen, M., Vitaro, F., Barker, E. D., Girard, A., Dionne, G., Tremblay, R. E., & Boivin, M. (2013c). Do other people’s plights matter? A genetically informed twin study of the role of social context in the link between peer victimization and children’s aggression and depression symptoms. Developmental Psychology, 49, 327–340. doi:10.​1037/​a0025665.PubMedCrossRef
go back to reference Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2014). Gene-environment correlation linking aggression and peer victimization: do classroom behavioral norms matter? Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9807-z.PubMed Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2014). Gene-environment correlation linking aggression and peer victimization: do classroom behavioral norms matter? Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9807-z.PubMed
go back to reference Bronfenbrenner, U. (1995). Developmental ecology through space and time: a future perspective. In P. Moen, G. H. J. Elden, & K. Luschen (Eds.), Examining lives in context: Perspectives on the ecology & human development (pp. 619–647). Washington: American Psychological Association.CrossRef Bronfenbrenner, U. (1995). Developmental ecology through space and time: a future perspective. In P. Moen, G. H. J. Elden, & K. Luschen (Eds.), Examining lives in context: Perspectives on the ecology & human development (pp. 619–647). Washington: American Psychological Association.CrossRef
go back to reference Carney, J. V. (2000). Bullied to death. School Psychology International, 21, 213–223.CrossRef Carney, J. V. (2000). Bullied to death. School Psychology International, 21, 213–223.CrossRef
go back to reference Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: a theoretical refinement and reevaluation of the role of norms in human behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 24, pp. 201–234). San Diego: Academic. Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: a theoretical refinement and reevaluation of the role of norms in human behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 24, pp. 201–234). San Diego: Academic.
go back to reference Collot D’Escury, A. L., & Dudink, A. C. M. (2010). Bullying beyond school: examining the role of sports. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 235–248). New York: Routledge/Taylor Francis Group. Collot D’Escury, A. L., & Dudink, A. C. M. (2010). Bullying beyond school: examining the role of sports. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 235–248). New York: Routledge/Taylor Francis Group.
go back to reference Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., & Barnekow, V. (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey (Vol. 6). Copenhagen: WHO Regional Office for Europe. Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., & Barnekow, V. (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey (Vol. 6). Copenhagen: WHO Regional Office for Europe.
go back to reference Espelage, D. L., & De La Rue, L. (2012). School bullying: its nature and ecology. International Journal of Adolescent Medicine and Health, 24, 3–10.CrossRef Espelage, D. L., & De La Rue, L. (2012). School bullying: its nature and ecology. International Journal of Adolescent Medicine and Health, 24, 3–10.CrossRef
go back to reference Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: the role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256.CrossRef Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: the role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256.CrossRef
go back to reference Garandeau, C. F., Ahn, H. J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47, 1699–1710.PubMedCrossRef Garandeau, C. F., Ahn, H. J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47, 1699–1710.PubMedCrossRef
go back to reference Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychololgy, 32, 267–277.CrossRef Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychololgy, 32, 267–277.CrossRef
go back to reference Huitsing, G., Veenstra, R., Sainio, M., & Salmivalli, C. (2012). “It must be me” or “It could be them?”: The impact of the social network position of bullies and victims on victims’ adjustment. Social Networks, 34, 379–386. doi:10.1016/j.socnet.2010.07.002.CrossRef Huitsing, G., Veenstra, R., Sainio, M., & Salmivalli, C. (2012). “It must be me” or “It could be them?”: The impact of the social network position of bullies and victims on victims’ adjustment. Social Networks, 34, 379–386. doi:10.​1016/​j.​socnet.​2010.​07.​002.CrossRef
go back to reference Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.CrossRef Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.CrossRef
go back to reference Juvonen, J., & Galvan, A. (2008). Peer influence in involuntary social groups. Lessons from research on bullying. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 225–244). New York: Guildford Press. Juvonen, J., & Galvan, A. (2008). Peer influence in involuntary social groups. Lessons from research on bullying. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 225–244). New York: Guildford Press.
go back to reference Lewin, K. (1943). Psychology and the process of group living. The Journal of Social Psychology, 17, 113–131.CrossRef Lewin, K. (1943). Psychology and the process of group living. The Journal of Social Psychology, 17, 113–131.CrossRef
go back to reference Oldenburg, B., van Duijn, M., Sentse, M., Huitsing, G., van der Ploeg, R., Salmivalli, C., & Veenstra, R. (2014). Teacher characteristics and peer victimization in elementary schools: a classroom-level perspective. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9847-4.PubMed Oldenburg, B., van Duijn, M., Sentse, M., Huitsing, G., van der Ploeg, R., Salmivalli, C., & Veenstra, R. (2014). Teacher characteristics and peer victimization in elementary schools: a classroom-level perspective. Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9847-4.PubMed
go back to reference Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden: Blackwell Publishers. Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden: Blackwell Publishers.
go back to reference Rodkin, P. C., & Gest, S. D. (2011). Teaching practices, classroom peer ecologies, and bullying behaviors among schoolchildren. In D. L. Espelage & S. Swearer (Eds.), Bullying in North American Schools (2nd ed., pp. 75–90). New York: Routledge. Rodkin, P. C., & Gest, S. D. (2011). Teaching practices, classroom peer ecologies, and bullying behaviors among schoolchildren. In D. L. Espelage & S. Swearer (Eds.), Bullying in North American Schools (2nd ed., pp. 75–90). New York: Routledge.
go back to reference Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: four questions for psychological and school professionals. School Psychology Review, 32, 384–400. Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: four questions for psychological and school professionals. School Psychology Review, 32, 384–400.
go back to reference Saarento, S., Boulton, A., & Salmivalli, C. (2014). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9841-x.PubMed Saarento, S., Boulton, A., & Salmivalli, C. (2014). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9841-x.PubMed
go back to reference Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behavior, 15, 112–120.CrossRef Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behavior, 15, 112–120.CrossRef
go back to reference Salmivalli, C., Kärna, A., & Poskiparta, E. (2010). From peer putdowns to peer support: a theoretical model and how it translated into a national anti-bullying program. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 441–454). New York: Routledge. Salmivalli, C., Kärna, A., & Poskiparta, E. (2010). From peer putdowns to peer support: a theoretical model and how it translated into a national anti-bullying program. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 441–454). New York: Routledge.
go back to reference Serdiouk, M., Rodkin, P., Madill, R., Logis, H., & Gest, S. (2014). Rejection and victimization among elementary school children: the buffering role of classroom-level predictors. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9826-9. Serdiouk, M., Rodkin, P., Madill, R., Logis, H., & Gest, S. (2014). Rejection and victimization among elementary school children: the buffering role of classroom-level predictors. Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9826-9.
go back to reference Swearer, S. M., & Espelage, D. L. (2011). Expanding the social-ecological framework of bullying among youth: Lessons learned from the past and directions for the future. Bullying in North American schools, 2, 3–10. Swearer, S. M., & Espelage, D. L. (2011). Expanding the social-ecological framework of bullying among youth: Lessons learned from the past and directions for the future. Bullying in North American schools, 2, 3–10.
go back to reference Troop-Gordon, W., & Ladd, G. (2014). Teachers’ victimization-related beliefs and strategies: associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9840-y.PubMed Troop-Gordon, W., & Ladd, G. (2014). Teachers’ victimization-related beliefs and strategies: associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9840-y.PubMed
go back to reference Vaillancourt, T., Brittain, H. L., McDougall, P., & Duku, E. (2013). Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: developmental cascades. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9781-5. Vaillancourt, T., Brittain, H. L., McDougall, P., & Duku, E. (2013). Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: developmental cascades. Journal of Abnormal Child Psychology. doi:10.​1007/​s10802-013-9781-5.
go back to reference Wentzel, K. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). New York: Guilford. Wentzel, K. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). New York: Guilford.
Metagegevens
Titel
School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section
Auteurs
Mara Brendgen
Wendy Troop-Gordon
Publicatiedatum
01-01-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 1/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-014-9939-9

Andere artikelen Uitgave 1/2015

Journal of Abnormal Child Psychology 1/2015 Naar de uitgave