Perceived Victimization by School Bullies: New Research and Future Direction

Abstract

This investigation was designed to replicate recent studies of bullying victims and to extend those findings to younger students. Results tended to replicate earlier studies except that a greater number of young students classified themselves as victims and seemed to experience more trauma.Bullying refers to the physical or psychological abuse of an individual by one or a group of students. Attacks tend to be relatively mild, long-term, and unprovoked Olweus, 1978). Harassment is typically directed toward weaker members of the group rather than toward individuals able to defend themselves (Smith, 1991).Because many behaviors classified as bullying are not illegal, bullying c,m be perceived as a relatively minor irritant in the lives of students. The cumulative effect of peer abuse most likely, however, inhibits self-esteem in young victims leading to adult maladjustment (Gilmartin, 1987;Olweus, 1978;. Bullies also tend to experience adjustment problems as adults, including higher rates of child abuse and other types of criminal behavior (Olweus, 1978). Olweus (1991) reported better adult adjustment among former victims than among bullies.Prior to the 1990s, little was known about bullying in the United States. Opinion pieces and research on more overt forms of aggression were readily available, as were numerous European studies (cf. Olweus, 1978). The basic parameters of bullying in the United States, however, had not been investigated until a series of studies was undertaken designed to assess the extent of bullying, to examine student perceptions about victimization by bullies, and to evaluate attitudes and ideology supportive of such attacks (Hazler, Hoover, & Oliver, 1991;Hoover et al., 1992; Oliver, Hoover, & Hazler, in press).Students looking back on their school careers felt that late elementary and middle John H.

Development of the multidimensional peer-victimization scale

“…It is now generally accepted that peer-victimization is a relatively common and frequent experience among children and adolescents [e.g., Garcia and Perez, 1989;Hoover et al, 1993;Lagerspetz et al, 1988;Olweus, 1985;Rigby and Slee, 1991;Slee, 1995;Smith, 1991;Whitney and Smith, 1993]. However, although it is accepted that peervictimization encompasses a number of distinct behaviors, there seems to be little agreement about how best to categorize these behaviors.…”

A Cross-National Perspective on Bullying

“…A review of the research suggests a lack of consensus on the prevalence of bullying in the US. Figures vary widely dependent upon the definition used, methodology, and the applicable time frame (between 5 and 90% of students reporting they were victims of bullying; see Griffin and Gross 2004); although, some studies have suggested that the US has the highest reported prevalence for bullying in the world (e.g., Berthold and Hoover 2000;Hoover et al 1993). Additionally, bullying tends to be subsumed under broader issues of school violence or aggression in the American literature and little attention is directed toward collecting sound data regarding the specific characteristics of bullying in America.…”

Assessment of Bullying: A Review of Methods and Instruments

“…Research has identified bullying as being ongoing, unsolicited, and frequently not physically injurious (Hoover, Oliver, & Thomson, 1993;Olweus, 1993). Essentially, bullying is the process of establishing and maintaining social dominance through overt aggression and doing so in ways that victims are unable to deflect because of their lack of skills, their inability to effectively integrate with peers, or their inability to develop subgroups of peers (C. M. J.…”