Bullies and Their Victims: Understanding a Pervasive Problem in the Schools

Batsche, George M.; Knoff, Howard M.

doi:10.1080/02796015.1994.12085704

Cited by 268 publications

(103 citation statements)

References 14 publications

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“…Conversely, relational or indirect aggression is defined as less direct behaviors, such as spreading rumors and enforcing social isolation via intentional exclusion, that harm others by manipulating the peer relationship and social hierarchy to gain popularity and security (Crick & Grotpeter, 1995). Whether aggression is overt or relational, the key component of physical and/or psychological intimidation that occurs creates a pattern of harassment and abuse (Batsche & Knoff, 1994;Olweus, 1993). Grotpeter and Crick (1996) found that relationally aggressive children report receiving high levels of disclosure from their peers suggesting that relationally aggressive children are able to elicit private information from peers and/or that these children tend to selectively choose friends who openly disclose.…”

Section: Peer Relationships and Affiliationsmentioning

confidence: 99%

A Sex-Based Examination of Violence and Aggression Perceptions Among Adolescents: An Interactive Qualitative Analysis

Wyatt

2014

TQR

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In this study I examine the critical factors and themes that are identified as salient influencers of overt and relational aggression among youth. Sex differences and similarities associated with such adolescent perceptions are assessed. Forty-eight ethnically diverse youth between the ages of 14 and 16 years participated in sex-specific focus groups and individual interviews. Sex-Specific Systems Influence Diagrams (SID), models of influences and outcomes, were created using the Interactive Qualitative Analysis methods (Northcutt & McCoy, 2004). Study findings suggest that the critical influences on violent and aggressive behavior, peer relationships, popularity, and emotions, are sex-specific. By examining and understanding such influences, school health professionals may be better able to create a safe and healthy school environment and improve the effectiveness of violence prevention programs.

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Section: Peer Relationships and Affiliationsmentioning

confidence: 99%

A Sex-Based Examination of Violence and Aggression Perceptions Among Adolescents: An Interactive Qualitative Analysis

Wyatt

2014

TQR

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“…Direct behavior includes teasing, hitting, stealing, taunting, and threatening, and indirect bullying is evident if a student is socially isolated through intentional exclusion. Batsche and Knoff (1994) posited an even broader definition of bullying as a form of aggression in which one or more students physically or psychologically (and more recently, sexually) harass another student over a period of time. In contrast, Pikas (1989) succinctly defined bullying as one student picking on a weaker peer.…”

Section: Student Bullyingmentioning

confidence: 99%

Teachers’ Perceptions of Student Bullying: A Conceptual and Empirical Analysis

Smith¹,

Hoy²

2004

Journal of School Leadership

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This study is an analysis of the nature and meaning of bullying in schools. First, the literature on student bullying is reviewed and a definition of bullying is proposed. Next, we developed a set of items to operationalize teacher perceptions of student bullying. An initial, exploratory factor analysis suggested two rather distinct aspects of bullying-teachers' description of student bullying and their attempt to protect students from intimidation and harm. A test of the factor structure of the bullying measure in a new comprehensive sample supported the initial conceptualization and measure. Further analysis suggested that there were no gender differences or school level differences in perceived bullying. Finally, student bullying was related to the climate of schools in both surprising and unsurprising ways.

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“…Bullying is defined as repeated and harmful behaviour, characterised by a strong imbalance of power between the bully and the victim [ 1 ]. Involvement in bullying behaviours is a widespread phenomenon in childhood and adolescence that can have a negative impact on health such as later anxiety problems [ 2 ], depression and self-harm [ 3 , 4 ], antisocial behaviour [ 5 ], and suicide or attempted suicide [ 6 , 7 ], as well as substance misuse and poor educational outcomes [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

The role of family and school-level factors in bullying and cyberbullying: a cross-sectional study

Bevilacqua¹,

Shackleton

Hale³

et al. 2017

BMC Pediatr

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BackgroundBullying and cyberbullying are common phenomena in schools. These negative behaviours can have a significant impact on the health and particularly mental health of those involved in such behaviours, both as victims and as bullies. This UK study aims to investigate student-level and school-level characteristics of those who become involved in bullying and cyberbullying behaviours as victims or perpetrators.MethodsWe used data from 6667 Year 7 students from the baseline survey of a cluster randomized trial in 40 English schools to investigate the associations between individual-level and school-level variables with bullying victimization, cyberbullying perpetration, and cyberbullying victimization. We ran multilevel models to examine associations of bullying outcomes with individual-level variables and school-level variables.ResultsIn multilevel models, at the school level, school type and school quality measures were associated with bullying risk: students in voluntary-aided schools were less likely to report bullying victimization (0.6 (0.4, 0.9) p = 0.008), and those in community (3.9 (1.5, 10.5) p = 0.007) and foundation (4.0 (1.6, 9.9) p = 0.003) schools were more likely to report being perpetrators of cyberbullying than students in mainstream academies. A school quality rating of “Good” was associated with greater reported bullying victimization (1.3 (1.02, 1.5) p = 0.03) compared to ratings of “Outstanding.”ConclusionsBullying victimization and cyberbullying prevalence vary across school type and school quality, supporting the hypothesis that organisational/management factors within the school may have an impact on students’ behaviour. These findings will inform future longitudinal research investigating which school factors and processes promote or prevent bullying and cyberbullying behaviours.Trial registrationTrial ID: ISRCTN10751359 Registered: 11/03/2014 (retrospectively registered).

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Bullies and Their Victims: Understanding a Pervasive Problem in the Schools

Cited by 268 publications

References 14 publications

A Sex-Based Examination of Violence and Aggression Perceptions Among Adolescents: An Interactive Qualitative Analysis

A Sex-Based Examination of Violence and Aggression Perceptions Among Adolescents: An Interactive Qualitative Analysis

Teachers’ Perceptions of Student Bullying: A Conceptual and Empirical Analysis

The role of family and school-level factors in bullying and cyberbullying: a cross-sectional study

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