Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff

Bradshaw, Catherine P.; Sawyer, Anne L.; O’Brennan, Lindsey M.

doi:10.1080/02796015.2007.12087929

Cited by 444 publications

(249 citation statements)

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“…Yet, when asked to assess the number of bullies and victims, staff estimates were significantly lower than resident self-reports. This is consistent with school-based studies described in the introduction (i.e., Bradshaw et al, 2007; Mishna et al, 2005; Pervin & Turner, 1994), but inconsistent with the study by Sekol and Farrington (2013) which demonstrated a good general agreement between staff reports and resident self-reports of bullying and victimization in residential care, although staff reports showed lower agreement with resident self-reports than did peer reports.…”

Section: Discussionsupporting

confidence: 75%

“…The results of this research have been relatively clear-cut, suggesting that teachers tend to underreport problems of bullying in their schools. For instance, there is evidence that, compared with student self-reports, teachers underreport the prevalence of bullying (Bradshaw, Sawyer, & O’Brennan, 2007; Mishna, Scarcello, Pepler, & Wiener, 2005; Pervin & Turner, 1994), with the convergence between teachers’ and students’ reports being only low to moderate (e.g., Beran & Stewart, 2008; Cornell & Bandyopadhyay, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Sekol

Farrington

2019

Int J Offender Ther Comp Criminol

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This study compares staff reports of bullying among institutionalized youth with residents’ own self-reported prevalence of bullying and victimization collected in the previous study (the Self-Report Study on Bullying in Croatian Residential Care [SSBCRC]) and staff reports of reduction strategies are compared with evidence-based proposed policy solutions arising from residents’ reports. The study also compares reduction strategies used by staff with evidence-based proposed policy solutions arising from residents’ reports arising from the SSBCRC. A total of 140 staff from 20 Croatian youth facilities completed an anonymous questionnaire. The results revealed that staff estimates of the prevalence of bullying and victimization were significantly lower than resident reports. Staff were better aware of the prevalence of certain types of bullying, but they held stereotypical views of bullies and victims and had difficulties in recognizing the true times and places of bullying. Staff described their anti-bullying policies as being predominantly reactive, rather than proactive and evidence-based. It is concluded that more effort needs to be made to change the current anti-bullying policies used by staff.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Sekol

Farrington

2019

Int J Offender Ther Comp Criminol

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“…In the last decade, the comparative study of bullying and victimization has grown in relation to the ethno-cultural variable within European and North American multicultural societies (e.g., Bradshaw, Sawyer, & O’Brennan, 2007; Monks, Ortega-Ruiz, & Rodríguez-Hidalgo, 2008; Strohmeier, Kärnä, & Salmivalli, 2011). The ethno-cultural effects described vary in different countries.…”

Section: Information and Communications Technology (Ict) And Cyberbulmentioning

confidence: 99%

Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain

Rodríguez-Hidalgo

Hernández

Calmaestra

2018

Journal of Cross-Cultural Psychology

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Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain (N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.

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“…Students were asked to respond to this item: “How many times in the past year has anyone done any of the following TO YOU: bullied, taunted, ridiculed, or teased you?” Participants were asked to respond using an eight-point Likert-type scale where 1 = never and 8 = 40 or more times . Previous research shows support for using a one-item scale to measure frequency of victimization (Bradshaw, Sawyer, & O’Brennan, 2007).…”

Section: Methodsmentioning

confidence: 99%

The Role of Gang Involvement as a Protective Factor in the Association Between Peer Victimization and Negative Emotionality

2019

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Gang involvement is associated with many negative outcomes. However, the social and emotional development of gang-involved youth has received little empirical investigation. This study examines the social and emotional outcomes of gang-involved youth. Data come from the 2009 Fairfax County Youth Survey administered to eighth, 10th, and 12th grade students ( N = 27,869, 50% female, 55% minority). Hierarchical logistic regression was used to test the associations between victimization and negative emotionality, and the potential moderating effect of age and gang involvement. Results showed a positive relationship between victimization and negative emotionality. Youth involved in gangs were more likely to experience victimization. However, the association between peer victimization and negative emotionality was diminished for youth in gangs compared with those not in gangs. In addition, results showed that negative emotional outcomes from victimization were worse for middle school compared with high school students.

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Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff

Cited by 444 publications

References 0 publications

Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth

Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain

The Role of Gang Involvement as a Protective Factor in the Association Between Peer Victimization and Negative Emotionality

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