A meta‐analysis of predictors of bullying and victimisation in adolescence

Abstract

Bullying is common and harms all involved, yet there is no clarity regarding factors that influence bullying and victimisation for adolescent samples. This meta-analysis aims to synthesise the literature and identify reliable risk and protective factors to adolescent bullying and victimisation. A systematic search of the literature using databases; PsycINFO and Scopus, was undertaken to identify relevant publications from 1985 until July 2014. Inclusion criteria included longitudinal data, an adolescent sample and a focus on predictive factors of bullying or victimisation. From 4698 articles identified, 18 were included. Four predictors of victimisation (prior victimisation, conduct problems, social problems and internalising problems) and four predictors of bullying (conduct problems, social problems, school problems and age) were identified. The literature provides little consistency in predictors assessed and replication is needed for clarification, however, social problems and conduct problems are consistent risk factors and a potential focus for future interventions.

Combining whole‐school and targeted programs for the reduction of bullying victimization: A randomized, effectiveness trial

“…The targeted approach to reducing victimization was a novel aspect of this study since only a few, relatively small trials have previously been published (Berry & Hunt, 2009; Da Silva et al, 2016; DeRosier & Marcus, 2005; Elledge et al, 2010; Fox & Boulton, 2003). Empowering targets of bullying to take their own control by teaching them social and assertiveness skills to reduce anxiety and depression makes good theoretical sense based on established risk factors (Hodges & Perry, 1999; Kljakovic & Hunt, 2016; Reijntjes et al, 2010). The fact that this program failed to demonstrate significant effects when applied in the context of a whole‐school approach might suggest that alternate delivery models are needed.…”

“…Empowering targets of bullying to take their own control by teaching them social and assertiveness skills to reduce anxiety and depression makes good theoretical sense based on established risk factors (Hodges & Perry, 1999;Kljakovic & Hunt, 2016;Reijntjes et al, 2010).…”

“…From a different perspective, victimization is also supported by a range of factors that are internal to the individual (Kljakovic & Hunt, 2016). Foremost among these are the emotional and behavioral reactions of victims.…”

The mediating effect of depressive symptoms on the relationship between bullying victimization and non-suicidal self-injury among adolescents: Findings from community and inpatient mental health settings in Ontario, Canada

“…It is important to also point out that this was after adjusting for the effect of age, gender, history of childhood abuse, and mental health diagnoses, all of which are well established predictors of NSSI (Franzke et al, 2015;Smith et al, 2014). Given that the onset of depression typically occurs during the period of adolescence (Kessler et al, 2005;Schwartz et al, 2012) and bullying victimization peaks during the age of middle school (Kljakovic and Hunt, 2016), interventions aimed at reducing NSSI among adolescents should also take into account how bullying exacerbates depressive symptoms and consequently NSSI.…”

It’s Time to Ask the Right Questions: Highlighting Critical Areas to Explore Cyberbullying in Adolescents

“…Kljakovic et al in their recent meta-analysis identify four predictors of victimization (prior victimization, conduct problems, social problems and internalizing problems) and four predictors of bullying (conduct problems, social problems, school problems and age) [28]. Warning signs of cyberbullying include a sudden change in the use of electronic media, agitation or nervousness after receiving a text or being online, being secretive about on-line activities, depressed or irritable mood, isolation, falling grades, unexpected change in sleep or appetite, safety concerns (suicidal ideation, self-injurious behavior), concern raised by close friends, teachers or coaches, etc.…”