The association between bullyng behavior, arousal level, coping strategies and pshyhological adjustment

Abstract

Objective -To examine the relationship between bullying and difficulties in psychological adjustment among elementary school students due to their role in bullying behavior, arousal level and strategies of coping with bullying behavior. Methods -The study was conducted on a convenience sample of 478 primary school children (232 girls and 246 boys), 11 to 15 years of age. A School Relationship Questionnaire (SRQ) was used to assess direct, verbal and relational forms of bullying. To determine the coping strategies we used the Self -Report Coping Measure (SRCM). The arousal level was assessed by The Arousal Predisposition Scale (APS), while Youth Self-Report (YSR) was used for assessing current psychological adjustment. Results -The present study identified 29% of children involved in bullying; 14% of children were categorized as victims, 7% as bullies and 8% as bully/victims. There was statistically significant combined effect of the role of victims and bully/victims, levels of arousal and coping strategies with bullying (internalizing, externalizing, and distancing) on difficulties in psychological adjustment. Conclusion -Based on the results of this study, we can conclude that bullying as psychosocial stress is an important risk factor for psychological problems in childhood. At the same time, coping strategies are important determinants of successful adaptation.

Multidimensional Bullying Victimization Scale: Development and validation

“…Particularly in regards to internalizing symptoms, bully/victims report higher levels of mental health challenges (Menesini, Modena, & Tani, 2009), specifically anxiety, depression, and thought problems (Sesar et al, 2013), than bullies or victims. Additionally, bully/victims demonstrate the poorest psychosocial functioning of all groups, with increased peer rejection , poorer relationships with classmates, and increased loneliness (Nansel et al, 2001).…”

“…Additionally, relational bullying is comprised of verbal assaults or teasing, spreading rumors, social rejection, and exclusion (Underwood, 2003). Gender differences in prevalence rates of bullying are generally small, with boys typically experiencing more direct or physical bullying and girls experiencing more indirect or relational bullying (Sesar, Simic, & Sesar, 2013). With increased attention on cultural sensitivity and the vast expansion of computer and Internet use among youth, today's bullying has become more multifaceted.…”

“…However, youth who are bully/victims experience significantly greater levels of externalizing behavior than bullies and victims alone (Benedict et al, 2015;Menesini, Modena, & Tani, 2009). Bully/victims often exhibit higher levels of anger, aggression, and delinquent behavior (e.g., rule-breaking and substance use; Menesini et al, 2009) than bullies, victims, or non-involved peers (Sesar et al, 2013). They are also at higher risk for fighting and smoking than bullies or victims (Nansel et al, 2001).…”

Bullying Victimization in Primary School: A Cross-Sectional Study in One Municipality in Belgrade

“…Victims of bullying tend to avoid going to school, exhibit higher levels of anxiety and lower self-esteem, have troubles concentrating and sleeping and have lower academic achievements compared to children who are not involved in bullying (8)(9)(10). Magnetic Resonance Imaging (MRI) showed that children aged 10 years who had fre-quently been bullied have specific morphological changes in the cerebral cortex compared to children who had never been bullied (11).…”

Overview of the special issue on child maltreatment and bullying: Different perspectives

“…Finally, Sesar et al (16) report findings from a study of 478 school children, aged 11 to 15 years, from three schools in Bosnia and Herzegovina. Besides descriptive statistics on various types of aggression, coping strategies, adjustment and internalising and externalising behaviors, they also introduce arousal level into their analyses, and examine predictive relationships among these variables.…”