Bully/victim Profiles’ differential risk for worsening peer acceptance: The role of friendship

Abstract

Study aims were to: (1) evaluate the association between bully/victim profiles, derived via latent profile analysis (LPA), and changes in peer acceptance from the fall to spring of 7th grade, and (2) investigate the likelihood of friendlessness, and the protective function of mutual friendship, among identified profiles. Participants were 2,587 7th graders; peer nomination and rating-scale data were collected in the fall and spring. Four profiles, including bullies, victims, bully-victims, and uninvolved adolescents, were identified at each time point. Findings showed that for victims, more so than for bullies and uninvolved profiles, acceptance scores worsened over time. Results further revealed that bully-victim and victim profiles included a greater proportion of friendless youth relative to the bully profile, which, in turn, contained a greater proportion of friendless adolescents than the uninvolved profile. Findings also provided evidence for the buffering role of friendship among all bully/victim profiles and among bully-victims especially.

Mental health disorders, participation, and bullying in children with cerebral palsy

“…The importance of friendships on lessening the burden of mental health disorders includes an additional provision on the protective effects on being bullied. 18 Children and adolescents who have higher perceived support of friends have a lower propensity to bully or be bullied. 29 In the current study, children with CP had a higher rate of bully victimization compared to controls, with a prevalence in over half (55%) of the CP group.…”

Associação entre bullying escolar e o país de origem: um estudo transcultural

“…Embora muitos estudos negligenciem esses participantes, sabe-se que vítimas-agressoras são menos competentes socialmente e apresentam características que dificultam o estabelecimento de boas amizades, como apoio emocional e equilíbrio nas interações recíprocas, fazendo com que elas também sejam menos procuradas e aceitas pelos colegas (Kochel et al, 2015). Sabendo-se que esse é o grupo no qual se encontram maiores fatores de risco, os quais tem um efeito não apenas aditivo, mas multiplicativo (Spence e Matos, 2000), intervenções focadas em vítimas-agressoras devem ser priorizadas (Kochel et al, 2015). Esses dados apontam que o contexto escolar, em seu funcionamento, acaba por reproduzir o sistema social individualista e competitivo vigente na cultura atual.…”

“…Entre esses papéis de participação, podem-se citar o agressor e a vítima (Tsang, Hui e Law, 2011), sendo que muitas vezes esses papéis acabam entrelaçados, situação na qual um mesmo indivíduo pode assumir duas ou mais posturas, como no caso das vítimas-agressoras (Kochel et al, 2015). Além dessas atuações, tem-se também o espectador, que pode ser tanto defensor quanto reforçador desse tipo de violência (Zych et al, 2017).…”

Bullying, social skills, peer acceptance, and friendship among students in school transition

“…On the other hand, having a victim as a friend may harm the social acceptance of bystanders. Additionally, bystanders may become the target of bullying themselves and that is why students tend to avoid victims (Kochel, Ladd, Bagwell, & Yabko, 2015). Bully-victims, in turn, may have even fewer friends and be more frequently rejected by peers, because in addition to their problems related to poor social skills, they also present poor emotional regulation.…”

“…Peers may accept bullies when they use violence to raise their social status, which requires higher levels of social skills (Kochel et al, 2015). Some bullies however, may present under-developed social skills, which imply difficulties in dealing with interpersonal challenges using non-violent strategies.…”