Frenemy: A New Addition to the Bullying Circle

Abstract

Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants’ roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.

Disclosing or Hiding Bullying Victimization: A Grounded Theory Study From Former Victims’ Point of View

“…Becoming a victim of bullying enforces the reorganization of an individual's social life and relations with others (Tholander, 2019;Wójcik & Flak, 2019). Based on what they are experiencing, individuals develop relational structures that guide their perceptions, attributions, and behavior.…”

“…The costs are high and the effects far-reaching, both for victims and bullies. Victimization is associated with serious adjustment problems, including anxiety, depression, suicidal tendencies, social withdrawal, emotional dysregulation, low self-esteem, loneliness, school avoidance, poor academic results, peer rejection, and lack of friends (DeLara, 2016;Hodges & Perry, 1999;Wójcik & Flak, 2019). The impact of bullying can be felt throughout life, resulting in adult psychological problems, described by Thornberg et al (2013) as lingering internal victimization and after-effects of bullying.…”

“…Yablon (2017) identified differences between teachers and students in the perception of bullying and the identification of perpetrators and showed that the identification of perpetrators of severe violence can be performed via their victims. Furthermore, Wójcik and Flak (2019) showed that the victims' perception of the bullying situation is unique, as they are situated inside the bullying circle but not connected to others within it, which enables them to reflect on the interpersonal relations created around them. From their position of victim, they are able to observe other students' roles and changes in behavioral patterns toward them.…”

Downward Spiral of Bullying: Victimization Timeline From Former Victims’ Perspective

“…Bullying has mainly been studied through surveys measuring prevalence, impact on mental health, and protective factors (Bjereld et al, 2015). However, studies that have explored the victims' own perceptions and interpretation of their victimization path (Bjereld, 2016;Carlisle & Rofes, 2007;DeLara, 2006DeLara, , 2008Tholander, 2019;Tholander et al, 2020;Thornberg et al, 2013;Thornberg, 2015;Wójcik & Flak, 2019) are still scarce. Considering the current body of research on school bullying, there is a need to conduct qualitative studies to gain an understanding of former victims' perspectives and interpretation of their bullying experience.…”

Bullying-Related Tweets: a Qualitative Examination of Perpetrators, Targets, and Helpers

“…The literature states that aside from the dyadic relationship of target and perpetrator, there are other participant roles in the bullying process. These include those that actively or passively reinforce the bullying behavior, those that directly or indirectly help the target, and those who may change their behavior according to the social context (Bellmore et al, 2015 ; Levy & Gumpel, 2018 ; Olweus & Limber, 2010 ; Salmivalli, Karhunen, et al, 1996 ; Salmivalli, Lagerspetz, et al, 1996 ; Salmivalli, 1999 ; Salmivalli, 2010 ; Wójcik & Flak, 2019 ; Xu et al, 2012 ). However, previous examinations of bullying participant roles have largely been limited to self-report surveys or interviews (Lambe et al, 2019 ; Salmivalli, 1999 ; Salmivalli, Karhunen, et al, 1996 ; Salmivalli, Lagerspetz, et al, 1996 ).…”