Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change?

Hanish, Laura D.; Guerra, Nancy G.

doi:10.1353/mpq.2004.0003

Cited by 175 publications

(170 citation statements)

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“…In this research, the largest effect sizes were for victims and bully/victims, whereas no connection between bullies and psychological difficulties was confirmed. This result confirms the fact that, among all children involved in the bullying phenomenon, the highest numbers of adjustment problems are manifested by victims and bully/victims (4,42,61,(63)(64).…”

Section: Discussionsupporting

confidence: 82%

The association between bullyng behavior, arousal level, coping strategies and pshyhological adjustment

Sesar¹,

Šimić

Sesar³

2013

Paediatr Today

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Objective -To examine the relationship between bullying and difficulties in psychological adjustment among elementary school students due to their role in bullying behavior, arousal level and strategies of coping with bullying behavior. Methods -The study was conducted on a convenience sample of 478 primary school children (232 girls and 246 boys), 11 to 15 years of age. A School Relationship Questionnaire (SRQ) was used to assess direct, verbal and relational forms of bullying. To determine the coping strategies we used the Self -Report Coping Measure (SRCM). The arousal level was assessed by The Arousal Predisposition Scale (APS), while Youth Self-Report (YSR) was used for assessing current psychological adjustment. Results -The present study identified 29% of children involved in bullying; 14% of children were categorized as victims, 7% as bullies and 8% as bully/victims. There was statistically significant combined effect of the role of victims and bully/victims, levels of arousal and coping strategies with bullying (internalizing, externalizing, and distancing) on difficulties in psychological adjustment. Conclusion -Based on the results of this study, we can conclude that bullying as psychosocial stress is an important risk factor for psychological problems in childhood. At the same time, coping strategies are important determinants of successful adaptation.

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Section: Discussionsupporting

confidence: 82%

The association between bullyng behavior, arousal level, coping strategies and pshyhological adjustment

Sesar¹,

Šimić

Sesar³

2013

Paediatr Today

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Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…In early childhood, shy and socially withdrawn children do not appear to be rejected by their classmates (Hart et al, 2000;Ladd & Burgess, 1999); however, by mid-to-late childhood and early adolescence, many shy, socially withdrawn children do become rejected by their peers (Boivin, Hymel, & Bukowski, 1995;Rubin, Chen, & Hymel, 1993). Moreover, shy/ withdrawn children are also often the targets of peer victimization (Hanish & Guerra, 2004;Hodges, Malone, & Perry, 1997;Olweus, 1993).While it is clear from the aforementioned findings that shyness and social withdrawal are associated with adjustment difficulties at both the individual (e.g., internalizing problems) and group (e.g., peer rejection) levels of social complexity, less is known about the relation between shyness and social withdrawal and adjustment at the dyadic relationship level (Hinde, 1987). Shy and socially withdrawn children may remove themselves from groups of peers due to discomfort and social anxiety; it is not known whether this discomfort is also overwhelming and intolerable when in the company of just a few or even one close peer.…”

mentioning

confidence: 99%

“…In other words, it would be expected that aggressive children would be more likely to have friends who were highly aggressive, and withdrawn children would have friends who were highly withdrawn because such similarities would be consistent with their reputations. Moreover, in light of recent research suggesting that withdrawn children are frequently victimized by their peers (e.g., Hanish & Guerra, 2004;Hodges et al, 1997), it may be the case that the best friends of withdrawn children likewise experience being bullied. Whereas some researchers have investigated this hypothesis for aggressive children (e.g.…”

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confidence: 99%

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The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Rubin

Wojslawowicz

Rose‐Krasnor

et al. 2006

J Abnorm Child Psychol

299

343

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The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/ socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/ nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors.Keywords social withdrawal; friendship; adjustment Long ago, Jean Piaget and Harry Stack Sullivan posited that peer relationships provide children with a unique context for emotional and social development (Piaget, 1932;Sullivan, 1953). Piaget maintained that the symmetrical power relationship unique to peer relationships afforded children the opportunity to develop perspective-taking abilities, social competence, and advanced moral reasoning. Sullivan emphasized the intimacy of children's same-gender chumships, arguing that such intimacy promotes identity development and contributes to later successes in romantic relationships. The implication of their arguments was that children who were not involved in peer relationships would miss out on developmental opportunities important for positive adjustment and growth (Rubin, Burgess, Kennedy, & Stewart, 2003).Today, the peer relationships literature supports Piaget's and Sullivan's early contentions, clearly demonstrating the significance of peer relationships, particularly friendships, in children's emotional and social development (see Rubin, Bukowski, & Parker, 1998 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript development of perspective-taking and moral reasoning skills (e.g., McGuire & Weisz, 1982). Friendship also has been positively associated with measures of self-esteem and feelings of general self-worth (e.g., Bagwell, Newcomb, & Bukowski, 1998) and is considered an important source of social support, particularly under potentially stressful situations (Berndt & Keefe, 1995;Ladd, 1990). Further, researchers have shown that friendship can protect children from the negative externalizing and internalizing "costs" associated with peer victimization (e.g., Hodges, Boivin, Vitaro, & Bukowski, 1999).It also has been shown that children who are without close peer relationships altogether or those who have difficulties with their peers, often experience ...

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“…Najozbiljnije i najbrojnije psihološke poteškoće imaju djeca koja su izložena zlostavljanju i koja istodobno zlostavljaju drugu djecu (Schwartz, 2000;Hanish i Guerra, 2004;Nansel i sur., 2004;Hampel i sur., 2009). Prema rezultatima dosadaš-njih istraživanja (Olweus, 1993;Schwartz, 2000;Ivarsson i sur., 2005), ova djeca imaju povećan rizik za probleme u ponašanju, kao što su kršenje pravila, agresivno ponašanje, problemi s pažnjom i hiperaktivnost.…”

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Povezanost Vršnjačkoga Zlostavljanja I Psiholoških Poteškoća: Prospektivno Istraživanje

Sesar

Dodaj

2013

Drustvena istrazivanja

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Brojna istraživanja utvrdila su povezanost između izloženosti vršnjačkom zlostavljanju i psiholoških poteškoća, ali još je nejasno što dolazi prije: sudjelovanje u vršnjačkom zlostavljanju ili psihološke poteškoće. Cilj je ovog istraživanja bio ispitati prethodi li sudjelovanje u vršnjačkom zlostavljanju psihološkim poteškoćama ili su psihološke poteškoće čimbenik rizika za sudjelovanje u vršnjačkom zlostavljanju. Šest mjeseci dugo longitudinalno istraživanje započeto je u jesen 2008. godine, a ponovno mjerenje provedeno je u proljeće 2009. godine u četiri osnovne škole na području općine Široki Brijeg. Istraživanje je uključivalo 536 djece od 11 do 15 godina, koja su ispunjavala upitnike za samoprocjenu u oba mjerenja. Upitnik školskih odnosa uzet je za procjenu vršnjačkoga zlostavljanja, dok je za procjenu poteškoća u psihološkoj prilagodbi primijenjena Skala samoprocjena ponašanja mladih. Rezultati istraživanja pokazuju da djeca koja su sudionici vršnjačkoga zlostavljanja imaju značajno veći rizik za razvoj psiholoških poteškoća kao što su anksioznost i depresivnost, socijalni problemi i kršenje pravila, u usporedbi s djecom koja nisu uključena u vršnjačko nasilje. Istodobno, samo kršenje pravila kao specifične psihološke poteškoće na početku godine čimbenik je rizika za uključenost u vršnjačko zlostavljanje tijekom godine.

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Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change?

Cited by 175 publications

References 36 publications

The association between bullyng behavior, arousal level, coping strategies and pshyhological adjustment

The association between bullyng behavior, arousal level, coping strategies and pshyhological adjustment

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Povezanost Vršnjačkoga Zlostavljanja I Psiholoških Poteškoća: Prospektivno Istraživanje

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