Peer socialisation: brand-related bullying in the school classroom

Mental health difficulties, coping mechanisms and support systems among school-going adolescents in Ghana: A mixed-methods study

“…Among school-going adolescents, the school environment could potentially contribute to mental health promotion and prevention, or adversely affect the mental health and wellbeing of students [13,16]. Behaviours typical of the school and classroom settings such as bullying, teasing, difficulty adjusting to rules, poor relationship with teachers and peers, academic pressure, examination phobia, unhealthy competitions, peer pressure, peer victimization, peer marginalization and repeated oppression [17][18][19] can put adolescents on edge. The consequence is inappropriate behaviours including rebellion against authority, use of alcohol, tobacco and illicit drugs, and risky sexual behaviours [4,5].…”

Understanding consumption-motivated school bullying: A proposal for an analytical framework, research perspectives, and implications

“…Between 10% and 30% of children and adolescents are assumed to be involved, either as victims or as bullies, depending on how the prevalence is measured (Cook et al, 2010; Whittaker and Kowalski, 2015). The issue affects children in elementary school and adolescents in middle and high school (Catheline, 2018; Cook et al, 2010; Guilheri et al, 2015; Kubiszewski, 2016; Williams and Littlefield, 2018). Although frequently minimized by adults as childish behavior between young people (Bryn, 2011; Catheline, 2018; Fontaine, 2018), SB should not be dismissed as simply anecdotal but recognized as being associated with many significant risks for a victim (school dropout, depressive symptoms, eating disorders, etc.)…”

“…1 Similarly, Elliott and Leonard (2004: 355) refer to appearance as “a big trigger for bullying.” Indeed, clothing and brands are cited as important motives for SB by huge numbers of young people in studies in psychology (Williams and Williams, 2017; Yoo and Johnson, 2007). However, very little research addresses consumption-motivated SB directly (Williams and Williams, 2017), notably in marketing (Williams and Littlefield, 2018).…”

“…The brands that are endorsed, the style of dress, or the consumer culture can create social divisions at school and give rise to negative comments from peers, leading to ridicule and being rejected from the group (Benmoyal Bouzaglo and Guiot, 2013; Elliott and Leonard, 2004; Hémar-Nicolas and Rodhain, 2017; Nairn and Spotswood, 2015; Roper and Shah, 2007; Williams and Littlefield, 2018; Wooten, 2006). When this becomes repetitive, it can turn into a real case of SB (Williams and Littlefield, 2018), resulting in social discredit that leads the victim to devalue himself/herself, thereby affecting his/her identity (Thornberg, 2015; Williams and Williams, 2017). The difficulty that young consumers have in resisting peer pressure (Batat, 2012) places them in a position of vulnerable consumers (Hémar-Nicolas and Rodhain, 2017; Pechmann et al, 2005; Spotswood and Nairn, 2016).…”

“…Three criteria must be met to qualify a situation as bullying: intentionality, that is, the will to harm the other; repetition, which designates repeated attacks over time; and the power imbalance characterized by the domination of the bully over his/her victim, who finds it difficult to defend himself/herself (Olweus, 1993). In line with this definition, the violence associated with consumption in school tends to be committed repeatedly, leading victims to experience long-term oppression (Williams and Littlefield, 2018). Bullies often choose other children who they perceive have a difference that they see as a weakness (Catheline, 2018; Fougeret-Linlaud et al, 2014; Lodge and Frydenberg, 2005).…”