Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context

Cassidy, Tony

doi:10.1007/s11218-008-9066-y

Cited by 95 publications

(89 citation statements)

References 44 publications

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“…Documented prevalence rates for bullying vary greatly across studies, with 10% to 33% of students reporting victimization by peers, and 5% to 13% admitting to bullying others (e.g., Cassidy, 2009;Dulmus, Sowers, & Theriot, 2006;Kessel Schneider, O'Donnell, Stueve, & Coulter, 2012;Nansel et al, 2001;Perkins, Craig, & Perkins, 2011;Peskin, Tortolero, & Markham, 2006). Such variations reflect differences in assessment approaches, as well as differences across individuals (sex, age), contexts, and cultures.…”

Section: How Prevalent Is Bullying and Victimization?mentioning

confidence: 99%

Four decades of research on school bullying: An introduction.

Hymel¹,

Swearer²

2015

American Psychologist

501

279

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This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

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Section: How Prevalent Is Bullying and Victimization?mentioning

confidence: 99%

Four decades of research on school bullying: An introduction.

Hymel¹,

Swearer²

2015

American Psychologist

501

279

View full text Add to dashboard Cite

show abstract

“…In a British study, it was found that direct verbal aggression was the most common form of bullying [17]. According to [18], bully victims had higher levels of psychological distress, low self-esteem, more unhealthy behaviors and less support from parents and teachers. Additionally, the male students seem to be more often involved in aggressive communication as assailant or victim [19].…”

Section: Introductionmentioning

confidence: 99%

Investigating Bullying Determinants and Typologies with Social Network Analysis

Bekiari¹,

Pachi²,

Hasanagas³

2017

JCC

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Aim of this paper is to detect determinants and to suggest a typology bullying. Four network samples of 218 students in total (male = 92, female = 126) at the Physical Education and Sport Sciences Dept. and the Veterinary Dept. of the University of Thessaly have been collected in 2017. Standardized questionnaire composed of network and non-network part was answered. Social network analysis and cross-sectional statistics (Spearman test and Principal Component Analysis) were implemented. Basic results: Female gender and traveling abroad for sport, the desire of distinction in science and the social selectiveness tend to protect against bullying. High semester, tallness, high educational influence of family and cyber-bullying increase the susceptibility to victimization. These who have experienced bullying as children still tend to experience exclusion. Libeling may even be a reason for not attending lectures. High grade seems not only to protect but also to discourage someone from practicing bullying. Science ambitions seem to be related with elitist ideology, unlike professional ambitions which seem to be related with humanism or sociability. Social selectiveness based on politeness and friendliness also retains the practicing of bullying. Five types of bullying targets have been depicted: "full victim", "apprenticed", "libeled scapegoat", "ridiculed scapegoat" and "gladiator". Three types of practicing bullying are formulated: "stimulating victimizer", "provocateur" and "egoist inspirator".

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“…Victims of bullying are more likely than other students to report mental health disorders [5,6] and emotional distress [7] and to engage in unhealthy behaviours such as smoking, drinking, and drug use [2,5].…”

Section: Introductionmentioning

confidence: 99%

“…A variety of factors contributing to peer victimization have been identified in the literature, including reporting negative school experiences [8] such as social marginalization at school [7,9], not being accepted by peers [10], being teased for being overweight or obese [11], and exhibiting low self-esteem [5,[12][13][14]. Family socioeconomic standing and relations have also been found to play a role in bullying-victimization.…”

Section: Introductionmentioning

confidence: 99%

Parental involvement and bullying among middle school students in North Africa

Abdirahman¹,

Fleming²,

Jacobsen³

2013

East Mediterr Health J

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Bullying, especially in developing countries, has not been much examined, especially the influence of parents on the risk of being bullied. The aim of this study was to determine whether active parenting is associated with reduced peer victimization among middle-school students in North Africa. A secondary analysis of data from more than 13 000 middle-school students who participated in the Global School-based Student Health Survey (GSHS) in Egypt, Libya, Morocco and Tunisia between 2006 and 2008, was conducted using multiple logistic regression models. About 60% of students in Egypt and one-third of students in Libya, Morocco and Tunisia reported having been bullied in the past month. In all 4 countries, boys reported more peer victimization than girls. In Egypt, Morocco and Tunisia, students who reported that their parents checked their homework, were understanding, and knew how the student spent free time had a reduced likelihood of peer victimization but this association was not significant in Libya. Interventions for reducing bullying should consider the positive impact of involved parents.

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Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context

Cited by 95 publications

References 44 publications

Four decades of research on school bullying: An introduction.

Four decades of research on school bullying: An introduction.

Investigating Bullying Determinants and Typologies with Social Network Analysis

Parental involvement and bullying among middle school students in North Africa

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