Social Network Approaches to Bullying and Victimization

Abstract

Social network research is the way to examine bullying as a group process. Cross-sectional network studies allow us to examine who bullies whom or who defends whom, as well as the agreement on these dyadic relationships. Longitudinal network studies allow us to particularly examine selection and influence processes. The longitudinal studies with the most power have shown that selection and influence processes play a role for bullies. For victims, selection and influence processes have been found in adolescence (secondary education), but not in childhood (elementary education). Social network dynamics in bullying and victimization can also be linked to research on the impact of social norms or the evaluation of an intervention. Recent studies have also started to examine interdependencies between multiple positive and negative relationships. Most social network research on bullying and victimization has been done in late childhood or early adolescence. A few studies, however, have shown that it is also feasible to examine network-behavior dynamics at younger ages. Further research is necessary on whether and how individuals in a network, relationship patterns, or the entire network structure can be targeted by interventions.

Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding

“…These findings add to the growing body of research finding that peers, in particular friends, contribute to students' defending and bystanding behaviors. Whereas previous research showed that peers generally affect defending and bystanding behaviors, for example, due to perceived peer normative pressure (Pozzoli and Gini, 2010) or peer group norms , consistent with prior network research on defending behavior (Veenstra and Huitsing, 2021) the findings suggest that friends influence one another's defending. Finding an effect of friend influence on bystanding behavior is novel, however, but aligns with network research finding friends also influencing the other bullying roles (i.e., bullying behavior and peer victimization; see Veenstra and Huitsing, 2021).…”

“…By acknowledging that bullying is a group phenomenon and occurs in the presence of peer witnesses, developmental and peer relationships research have put great effort into understanding the role of peers in the bullying process in recent years (Salmivalli, 2010). However, most work has examined defending and bystanding and its antecedents without consideration of peer-network influences, with very few exceptions (Veenstra and Huitsing, 2021). Thus, researchers still know very little about the interpersonal mechanisms and peer group dynamics through which peers shape defending and bystanding behaviors.…”

“…Thus, friends may learn from each other's experiences, and based on their friends' experiences may decide which defending strategies to adopt as they will be effective. Through peer influence friends may encourage defending in each other (Veenstra and Huitsing, 2021), for instance, by promoting positive values and beliefs about defending. Friends may also share with each other how they felt about their defending experiences, for instance, whether helping the victims brought them joy, or concerns for the victims when they could not.…”

The relation between defending, (dis)liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood

“…Additionally, we lack information concerning why students engage in defending behavior. Information about the characteristics of the victims and defenders might provide additional information about why defending relationships between victims and defenders are formed (Veenstra & Huitsing, 2021). This investigation would benefit from taking a broader perspective, by not only asking the victim about their defenders but also asking bullies about their victims and asking defenders which victims they support.…”

Teachers’ Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts

“…Although peernominated measures are highly appreciated and used in social behavior research (van den Berg et al, 2015), they have limitations as well (e.g., Olweus, 2013). Specifically, the peer nominations used in our study can be considered as measures of behavioral reputation rather than the relational network reality (Stassen Berger, 2007;Veenstra and Huitsing, 2021). Behavioral reputations are often quite stable and changing peers' opinions on a student's reputation takes time (Davis and Lease, 2007); hence, it might be more difficult for teachers to affect peer nominations of bullying.…”