Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group

Olthof, Tjeert; Goossens, F.A.; Vermande, Marjolijn M.; Aleva, Elisabeth A.; Meulen, Matty Van der

doi:10.1016/j.jsp.2011.03.003

Cited by 184 publications

(286 citation statements)

References 52 publications

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“…In contrast to hypothesis 4, however, victimization was associated with dominance (and unrelated to insecurity). These findings contrast with studies with older children (Olthof, Goossens, Vermande, Aleva, & Van der Meulen, 2011; Scholte, Engels, Overbeek, de Kemp, & Haselager, 2007) and some of the research with younger victims (Perren & Alsaker, 2006; Schwartz, Dodge, & Coie, 1993). The current findings align with the proposition that victimization in early childhood is a transient experience for many, and that aggressors do not strategically target the most vulnerable victims.…”

Section: Discussioncontrasting

confidence: 74%

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Huitsing

Monks

2018

Aggressive Behavior

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The aim of this research was to investigate the interplay between victim‐aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross‐sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5‐ to 7‐years‐old, revealed that boys were more aggressive than girls, toward both boys and girls, whereas defending relationships were most often same‐sex. There was significant reciprocity in aggression, indicating that it was more often bidirectional rather than unidirectional. In addition, aggressors clearly defended each other when they shared their targets of aggression, whereas a marginally significant trend appeared for defending between victims who were victimized by the same aggressors. Furthermore, teacher‐rated dominance was positively associated with children's involvement in both aggression and victimization, and teacher‐rated insecurity was associated with less aggression, but not with victimization. These findings suggest that those who are reported as being victimized may retaliate, or be aggressive themselves, and do not display some of the vulnerabilities reported among older groups of victims. The findings are in line with the proposition that young aggressors are less strategic than older children in targeting vulnerable victims. The network approach to peer victimization and defending contributes to understanding the social processes facilitating the development of aggression in early childhood.

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Section: Discussioncontrasting

confidence: 74%

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Huitsing

Monks

2018

Aggressive Behavior

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“…10 Bullying occurs in forced group settings such as classrooms where children are grouped purely by age and many are strangers to each other initially. It is one strategy to obtain social dominance 22 that allows access to social or romantic relationships and material resources (e.g. lunch packages or money).…”

Section: Discussionmentioning

confidence: 99%

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Wolke

Baumann

Strauss

et al. 2015

The Journal of Pediatrics

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Neil. (2015) Bullying of preterm children and emotional problems at school age : crossculturally invariant effects. Journal of Pediatrics . ISSN 0022-3476 (In Press) Permanent WRAP url: http://wrap.warwick.ac.uk/67094 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. Financial Disclosure: The authors have no financial relationships to disclose. Conflict of Interest:The authors declare no conflicts of interest. What's Known on This SubjectPreterm children are at greater risk for cognitive and developmental problems in childhood and emotional problems in adolescence than term-born peers. There is also emerging evidence that they may be more often bullied by peers at school age. What This Study AddsPreterm children are especially vulnerable to being bullied at school and those bullied over a number of years are at highly increased risk of emotional problems in early adolescence.Reducing bullying may alleviate emotional problems in preterm children. and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and pre-existing emotional problems. RESULTS.Preterm children were more often bullied in both cohorts than term comparisons (BLS: RR 1.27, 95% CI 1.07-1.50; EPICure: RR 1.69, 95% CI 1.19-2.41). Both prematurity and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B (95% CI) 0.78 (0.28, 1.27); p<.01; EPICure: 1.55 (0.79, 2.30);p<.001). In the EPICure sample, being born preterm and being bullied just at one time point additionally predicted emotional problems. CONCLUSIONS.Preterm children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems.Health professionals should routin...

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“…The repeated aggression can be either direct (e.g., name calling, beating) or relational with the intent to damage relationships (e.g., spreading rumours) [2]. In line with evolutionary theories, bullying may be a strategic attempt to gain a powerful and dominant position in the peer group [3,4].…”

Section: Introductionmentioning

confidence: 99%

Bully/victims: a longitudinal, population-based cohort study of their mental health

Lereya

Copeland

Zammit

et al. 2015

Eur Child Adolesc Psychiatry

136

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It has been suggested that those who both bully and are victims of bullying (bully/victims) are at the highest risk for adverse mental health outcomes. However, unknown is whether most bully/victims were bullies or victims first and whether being a bully/victim is more detrimental to mental health than being a victim. 4101 children were prospectively studied from birth and structured interviews and questionnaires were used to assess bullying involvement at 10 years (elementary school) and 13 years of age (secondary school). Mental health (anxiety, depression, psychotic experiences) was assessed at 18 years. Most bully/victims at age 13 (n = 233) had already been victims at primary school (pure victims: n = 97, 41.6% or bully/victims: n = 47; 20.2%). Very few of the bully/victims at 13 years had been pure bullies previously (n = 7, 3%). After adjusting for a wide range of confounders, both bully/victims and pure victims, whether stable or not from primary to secondary school, were at increased risk of mental health problems at 18 years of age. In conclusion, children who are bully/victims at secondary school were most likely to have been already bully/victims or victims at primary school. Children who are involved in bullying behaviour as either bully/victims or victims at either primary or secondary school are at increased risk for mental health problems in late adolescence regardless of the stability of victimisation.Clinicians should consider any victimisation as a risk factor for mental health problems.

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Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group

Cited by 184 publications

References 52 publications

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Bully/victims: a longitudinal, population-based cohort study of their mental health

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