Aggression, social cognitions, anger and sadness in bullies and victims

Camodeca, Marina; Goossens, F.A.

doi:10.1111/j.1469-7610.2004.00347.x

Cited by 326 publications

(276 citation statements)

References 75 publications

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“…The majority of this contribution is due to social competence, with higher social competence predicting more bullying in the 13-and 15-year-old cohorts. Contrary to recent studies (Andreou, 2004;Camodeca & Goossens, 2005), no significant effects were found for self-efficacy.…”

Section: Descriptive Statisticscontrasting

confidence: 54%

“…Although the concept of power has been central to defining bullying, and bullies have been found to be higher in self-efficacy, at least in aggressive contexts (Andreou, 2004;Camodeca & Goossens, 2005), little is known about the dynamics of the power differential. For example, it is not clear how or why the bully-victim power differential develops, whether the power differential is unique to the bully-victim dyad, or is generalized in bullies' and victims' relationships to other friends, family and teachers.…”

Section: Introductionmentioning

confidence: 99%

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Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Nation

Vieno

Perkins

et al. 2007

Community & Applied Soc Psy

158

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We explore the development of bullying and victimization in school by investigating 11-, 13-and 15-year-olds' sense of interpersonal empowerment with parents, friends and teachers. A national sample of 4386 male and female students from 243 middle and secondary schools in Italy were surveyed. Boys were more likely than girls to be bullies and more likely to have been a bully/victim. Victimization and the likelihood of being both a bully and a victim declined with age. Bullying increased with age among boys whereas for girls it was slightly more prevalent at age 13 than ages 11 or 15. The sense of empowerment students experience with their teachers decreased in the older cohorts. Disempowered relationships with teachers consistently predicted bullying behaviour. Higher social competence was reported by 13-and 15-year-old bullies. Chronically bullied students had lower social competence in all age cohorts. Otherwise, predictors of victimization varied by age: 11-year-old victims felt less empowered by their teachers; 15-year-old victims reported more difficulties in negotiating cooperative relationships with parents. Bullies in all cohorts and younger bully/victims feel less empowered by their teachers. These findings suggest that students who are disempowered by teachers may either compensate by oppressing (bullying) peers or generalize the power differential with peers (become a victim).

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Section: Descriptive Statisticscontrasting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Nation

Vieno

Perkins

et al. 2007

Community & Applied Soc Psy

158

View full text Add to dashboard Cite

show abstract

“…Since then, over 100 studies have documented this phenomenon in aggressive youth and adults from a wide variety of populations, and a meta-analysis (de Castro, Veerman, Koops, Bosch, & Monshouwer, 2002) has revealed a robust phenomenon with a strong mean effect size. In community populations, the finding has been reported among: rejected-aggressive elementary school boys (Guerra & Slaby, 1989;Lochman, 1987;Sancilio, Plumert, & Hartup, 1989;Waas, 1988), and girls (Feldman & Dodge, 1987), European American aggressive children (Dell Fitzgerald & Asher, 1987), African American children (Graham & Hudley, 1994), Latino children (Graham, Hudley, & Williams, 1992), Dutch children (Comodeca & Goossens, 2004), and aggressive junior high school youth (Dodge & Tomlin, 1987).…”

Section: Hostile Attributional Bias and Aggressive Behaviormentioning

confidence: 87%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

584

493

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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“…Moreover, children involved in bullying exhibit differential types of aggression (eg, reactive versus proactive) depending on the situation and whether they are mainly bullies, victims, or bully-victims. 50 Our measures did not capture children's perceptions of peer intentions or ascertain specifics on the circumstances surrounding bullying incidents or whether there were any triggers. Given that we found an association between IPV and parent-reported externalizing and internalizing child behaviors similar to past studies, the systematic measurement of bullying may be problematic, especially in those who come from violent homes.…”

Section: Discussionmentioning

confidence: 99%

Childhood Bullying Involvement and Exposure to Intimate Partner Violence

et al. 2006

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OBJECTIVE-Our objectives with this study were to describe the prevalence of bullying involvement (ie, bullying and victimization) among children from a multigenerational study and to examine the relationship of these childhood behaviors and exposure to intimate partner violence.METHODS-A community-based cohort of 112 children (aged 6 to 13 years) was asked to selfreport on physical, verbal, and relational types of bullying and victimization experienced in the past year. Parents reported on their child's externalizing and internalizing behaviors during the previous 6 months using items from Achenbach's Child Behavior Checklist. The frequency of parental experiences of intimate partner violence perpetration and victimization at 2 time points during the preceding 5 years was measured using Conflict Tactics Scale items. The association of intimate partner violence and parent-reported child behavioral problems was examined, followed by exposure to intimate partner violence and child-reported bullying or victimization. Parental risk factors (eg, race/ethnicity, education, problem drinking) that predispose to intimate partner violence were controlled for using propensity score statistical modeling.RESULTS-Eighty-two (73.2%) children reported being victimized by peers, and 38 (33.9%) children reported bullying behaviors in the past year. More reports came from girls than from boys (55% for victimization and 61% for bullying). Almost all (97%) child bullies were also victims themselves. Intimate partner violence was reported by parent respondents in 53 (50.5%) households at any or both of the 2 time points. Exposure to intimate partner violence was not associated with child-reported relational bullying behaviors or victimization by peers, However, intimate partner violence-exposed children were at increased risk for problematic levels of externalizing behavior/ physical aggression and internalizing behaviors.CONCLUSIONS-In our sample, children who were 6 to 13 years of age reported a substantial amount of bullying and victimization; a large majority were bully-victims and female. Regression analyses did not show that children who were exposed to intimate partner violence were more likely to engage in relational bullying. However, children who are exposed to intimate partner violence have a higher likelihood of internalizing behaviors and physical aggression. Bullying behaviors can emerge as early as elementary school age and usually peak during middle school. A large US study found that 11% of children in grades 6 to 10 bullied others "sometimes," with an additional 9% bullying more frequently. 3 Former victims were more likely to have poorer self-esteem and experience depression at age 23; likewise, 70% of bullies who were identified in seventh and ninth grades were involved in criminal activity by age 24, 7 yet little is known about risk factors that may predispose a child toward frequent bullying or victimization. Bullies tend to experience inconsistent authoritarian parenting styles and exhibit impulsive tend...

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Aggression, social cognitions, anger and sadness in bullies and victims

Abstract: Bullies and victims seem to be similar in reactive aggression, SIP, and in the expression of anger, but the motivations which lead to their behavior may be different, as well as the final outcomes of their acts.

Cited by 326 publications

References 75 publications

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Childhood Bullying Involvement and Exposure to Intimate Partner Violence

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