Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Research on Child and Adolescent Psychopathology 2/2016

22-03-2015

The Social, Behavioral, and Emotional Correlates of Bullying and Victimization in a School-Based Sample

Auteurs: Farrah N. Golmaryami, Paul J. Frick, Sheryl A. Hemphill, Rachel E. Kahn, Annie M. Crapanzano, Andrew M. Terranova

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2016

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

Bullying is a prevalent problem in schools that is associated with a number of negative outcomes for both the child who bullies and his or her victims. In a community sample of 284 ethnically diverse school-children (54.2 % girls) between the ages of 9 and 14 years (M = 11.28, SD = 1.82), the current study examined whether the level of victimization moderated the association between bullying and several behavioral, social, and emotional characteristics. These characteristics were specifically chosen to integrate research on distinct developmental pathways to conduct problems with research on the characteristics shown by children who bully others. Results indicated that both bullying and victimization were independently associated with conduct problems. However, there was an interaction between bullying and victimization in the prediction of callous-unemotional (CU) traits, such that the association between bullying and CU traits was stronger for those lower on victimization. Further, bullying was positively associated with positive attitudes towards bullying and anger expression and neither of these associations were moderated by the level of victimization. In contrast, bullying was not associated with the child’s perceived problems regulating anger, suggesting that children with higher levels of bullying admit to expressing anger but consider this emotional expression as being under their control.
Voetnoten
1
The victimization scale was developed to include both relational victimization and overt victimization and past research has supported its use as a total scale (Crick and Bigbee 1998; Crick and Grotpeter 1996; Paquette and Underwood 1999). In the current sample, we repeated analyses with the relational and overt victimization items separately and the results were very similar, with the exception that the correlation between anger expression and overt victimization reached statistical significance.
 
2
Given that the conduct problems variable was highly skewed, all analyses were run with both the raw variable and a log transformed variable. Results were very similar for both the raw and transformed variable with the only difference being that the correlation between conduct problems and anger inhibition reached statistical significance using the transformed variable. Thus, the results are reported using the raw variable.
 
Literatuur
go back to reference Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: a nationally representative cohort study. Pediatrics, 118, 130–138. doi: 10.​1542/​peds.​ 2005-2388. CrossRefPubMed Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: a nationally representative cohort study. Pediatrics, 118, 130–138. doi: 10.​1542/​peds.​ 2005-2388. CrossRefPubMed
go back to reference Camodeca, M., Goossens, F. A., Meerum Terwogt, M., & Schuengel, C. (2002). Bullying and victimization among school-age children: stability and links to proactive and reactive aggression. Social Development, 11, 332–345. doi: 10.​1111/​1467-9507.​00203. CrossRef Camodeca, M., Goossens, F. A., Meerum Terwogt, M., & Schuengel, C. (2002). Bullying and victimization among school-age children: stability and links to proactive and reactive aggression. Social Development, 11, 332–345. doi: 10.​1111/​1467-9507.​00203. CrossRef
go back to reference Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi: 10.​1037/​a0020149. CrossRef Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi: 10.​1037/​a0020149. CrossRef
go back to reference Crapanzano, A. M., Frick, P. J., Childs, K., & Terranova, A. M. (2011). Gender differences in the assessment, stability, and correlates to bullying roles in middle school children. Behavioral Sciences and the Law, 29, 677–694. doi: 10.​1002/​bsl.​1000. CrossRefPubMed Crapanzano, A. M., Frick, P. J., Childs, K., & Terranova, A. M. (2011). Gender differences in the assessment, stability, and correlates to bullying roles in middle school children. Behavioral Sciences and the Law, 29, 677–694. doi: 10.​1002/​bsl.​1000. CrossRefPubMed
go back to reference Easton, D. K., Lowry, R., Brener, N. D., Grunbaum, J. A., & Kann, L. (2004). Passive versus active parental permission in school-based research: does the type of permission affect prevalence estimates of risk behaviors? Evaluation Review, 28, 564–577. doi: 10.​1177/​0193841X04265651​. CrossRef Easton, D. K., Lowry, R., Brener, N. D., Grunbaum, J. A., & Kann, L. (2004). Passive versus active parental permission in school-based research: does the type of permission affect prevalence estimates of risk behaviors? Evaluation Review, 28, 564–577. doi: 10.​1177/​0193841X04265651​. CrossRef
go back to reference Fanti, K. A., Frick, P. J., & Georgiou, S. (2009). Linking callous–unemotional traits to instrumental and non-instrumental forms of aggression. Journal of Psychopathology and Behavioral Assessment, 31, 285–298. doi: 10.​1007/​s10862-008-9111-3. CrossRef Fanti, K. A., Frick, P. J., & Georgiou, S. (2009). Linking callous–unemotional traits to instrumental and non-instrumental forms of aggression. Journal of Psychopathology and Behavioral Assessment, 31, 285–298. doi: 10.​1007/​s10862-008-9111-3. CrossRef
go back to reference Frick, P. J., & Hare, R. D. (2001). The antisocial process screening device (APSD). Toronto: Multi-Health Systems. Frick, P. J., & Hare, R. D. (2001). The antisocial process screening device (APSD). Toronto: Multi-Health Systems.
go back to reference Frick, P. J., Stickle, T. R., Dandreaux, D. M., Farrell, J. M., & Kimonis, E. R. (2005). Callous-unemotional traits in predicting the severity and stability of conduct problems and delinquency. Journal of Abnormal Child Psychology, 33, 471–487. doi: 10.​1007/​s10648-005-5728-9. CrossRefPubMed Frick, P. J., Stickle, T. R., Dandreaux, D. M., Farrell, J. M., & Kimonis, E. R. (2005). Callous-unemotional traits in predicting the severity and stability of conduct problems and delinquency. Journal of Abnormal Child Psychology, 33, 471–487. doi: 10.​1007/​s10648-005-5728-9. CrossRefPubMed
go back to reference Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review. Psychological Bulletin, 140, 1–57. doi: 10.​1037/​a0033076. CrossRefPubMed Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review. Psychological Bulletin, 140, 1–57. doi: 10.​1037/​a0033076. CrossRefPubMed
go back to reference Gadow, K. D., & Sprafkin, J. (2000). Early childhood inventory-4 screening manual. Stony Brook: Checkmate Plus. Gadow, K. D., & Sprafkin, J. (2000). Early childhood inventory-4 screening manual. Stony Brook: Checkmate Plus.
go back to reference Gadow, K., Sprafkin, J., Carlson, G., Schneider, J., Nolan, E., Mattison, R., & Rundberg-Rivera, V. (2002). A DSM-IV referenced, adolescent self-report rating scale. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 671–679. doi: 10.​1097/​00004583-200206000-00006. CrossRefPubMed Gadow, K., Sprafkin, J., Carlson, G., Schneider, J., Nolan, E., Mattison, R., & Rundberg-Rivera, V. (2002). A DSM-IV referenced, adolescent self-report rating scale. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 671–679. doi: 10.​1097/​00004583-200206000-00006. CrossRefPubMed
go back to reference Goossens, F. A., Olthof, T., & Dekker, P. H. (2006). New participant role scales: comparison between various criteria for assigning roles and indications for their validity. Aggressive Behavior, 32, 343–357. doi: 10.​1002/​ab.​20133. CrossRef Goossens, F. A., Olthof, T., & Dekker, P. H. (2006). New participant role scales: comparison between various criteria for assigning roles and indications for their validity. Aggressive Behavior, 32, 343–357. doi: 10.​1002/​ab.​20133. CrossRef
go back to reference Hubbard, J. A., Smithmyer, C. M., Ramsden, S. R., Parker, E. H., Flanagan, K. D., Dearing, K. F., & Simons, R. F. (2002). Observational, physiological, and self-report measures of children’s anger: relations to reactive versus proactive aggression. Child Development, 73, 1101–1118. doi: 10.​1111/​1467-8624.​00460. CrossRefPubMed Hubbard, J. A., Smithmyer, C. M., Ramsden, S. R., Parker, E. H., Flanagan, K. D., Dearing, K. F., & Simons, R. F. (2002). Observational, physiological, and self-report measures of children’s anger: relations to reactive versus proactive aggression. Child Development, 73, 1101–1118. doi: 10.​1111/​1467-8624.​00460. CrossRefPubMed
go back to reference Hymel, S., Rocke-Henderson, N. R., & Bonanno, R. A. (2005). Moral disengagement: a framework for understanding bullying among adolescents. Journal of Social Sciences, 8, 1–11. Hymel, S., Rocke-Henderson, N. R., & Bonanno, R. A. (2005). Moral disengagement: a framework for understanding bullying among adolescents. Journal of Social Sciences, 8, 1–11.
go back to reference Kimonis, E. R., Frick, P. J., Fazekas, H., & Loney, B. R. (2006). Psychopathy, aggression, and the emotional processing of emotional stimuli in non-referred girls and boys. Behavioral Sciences and the Law, 24, 21–37. doi: 10.​1002/​bsl.​668. CrossRefPubMed Kimonis, E. R., Frick, P. J., Fazekas, H., & Loney, B. R. (2006). Psychopathy, aggression, and the emotional processing of emotional stimuli in non-referred girls and boys. Behavioral Sciences and the Law, 24, 21–37. doi: 10.​1002/​bsl.​668. CrossRefPubMed
go back to reference Menesini, E., Codecasa, E., Benelli, B., & Cowie, H. (2003). Enhancing children’s responsibility to take action against bullying: evaluation of a befriending intervention in Italian middle schools. Aggressive Behavior, 29, 1–14. doi: 10.​1002/​ab.​80012. CrossRef Menesini, E., Codecasa, E., Benelli, B., & Cowie, H. (2003). Enhancing children’s responsibility to take action against bullying: evaluation of a befriending intervention in Italian middle schools. Aggressive Behavior, 29, 1–14. doi: 10.​1002/​ab.​80012. CrossRef
go back to reference Muñoz, L. C., Frick, P. J., Kimonis, E. R., & Aucoin, K. J. (2008a). Types of aggression, responsiveness to provocation, and callous-unemotional traits in detained adolescents. Journal of Abnormal Child Psychology, 36, 15–28. doi: 10.​1007/​s10802-007-9137-0. CrossRefPubMed Muñoz, L. C., Frick, P. J., Kimonis, E. R., & Aucoin, K. J. (2008a). Types of aggression, responsiveness to provocation, and callous-unemotional traits in detained adolescents. Journal of Abnormal Child Psychology, 36, 15–28. doi: 10.​1007/​s10802-007-9137-0. CrossRefPubMed
go back to reference Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–448). Hillsdale: Erlbaum. Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–448). Hillsdale: Erlbaum.
go back to reference Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3–20). New York: Guilford. Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3–20). New York: Guilford.
go back to reference Paquette, J. A., & Underwood, M. K. (1999). Gender differences in young adolescents’ experiences of peer victimization: social and physical aggression. Merrill-Palmer Quarterly, 45, 242–266. Paquette, J. A., & Underwood, M. K. (1999). Gender differences in young adolescents’ experiences of peer victimization: social and physical aggression. Merrill-Palmer Quarterly, 45, 242–266.
go back to reference Rieffe, C., Camodeca, M., Pouw, L. B., Lange, A. M., & Stockmann, L. (2012). Don’t anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD. European Journal of Developmental Psychology, 9, 351–370. doi: 10.​1080/​17405629.​2012.​680302. CrossRef Rieffe, C., Camodeca, M., Pouw, L. B., Lange, A. M., & Stockmann, L. (2012). Don’t anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD. European Journal of Developmental Psychology, 9, 351–370. doi: 10.​1080/​17405629.​2012.​680302. CrossRef
go back to reference Schäfer, M., Korn, S., Brodbeck, F., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: the stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29, 323–335. doi: 10.​1177/​0165025054400010​7. CrossRef Schäfer, M., Korn, S., Brodbeck, F., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: the stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29, 323–335. doi: 10.​1177/​0165025054400010​7. CrossRef
go back to reference Sourander, A., Jensen, P., Rönning, J. A., Niemelä, S., Helenius, H., Sillanmäki, L., & Almqvist, F. (2007). What is the early adulthood outcome of boys who bully or are bullied in childhood? The finish “From a Boy to a Man” study. Pediatrics, 120, 397–404. doi: 10.​1542/​peds.​ 2006-2704. CrossRefPubMed Sourander, A., Jensen, P., Rönning, J. A., Niemelä, S., Helenius, H., Sillanmäki, L., & Almqvist, F. (2007). What is the early adulthood outcome of boys who bully or are bullied in childhood? The finish “From a Boy to a Man” study. Pediatrics, 120, 397–404. doi: 10.​1542/​peds.​ 2006-2704. CrossRefPubMed
Metagegevens
Titel
The Social, Behavioral, and Emotional Correlates of Bullying and Victimization in a School-Based Sample
Auteurs
Farrah N. Golmaryami
Paul J. Frick
Sheryl A. Hemphill
Rachel E. Kahn
Annie M. Crapanzano
Andrew M. Terranova
Publicatiedatum
22-03-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 2/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-015-9994-x