Emotion recognition abilities and empathy of victims of bullying

Woods, Sarah; Wolke, Dieter; Nowicki, Stephen; Hall, Lynne

doi:10.1016/j.chiabu.2008.11.002

Cited by 78 publications

(88 citation statements)

References 13 publications

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“…Finally, repeated experience of victimization may equip an individual with a range of cognitive biases rendering him/her susceptible to the self-defeating ideations characteristic of depression (Mezulis et al 2004). Victims (Woods et al 2009) and those exhibiting symptoms of depression (Beck 2008;Evans et al 2005) have been shown to have numerous biases in cognitive processing, e.g., deeper encoding of negative information in memory or interpretation of ambiguous material as negative (Dearing and Gotlib 2009;Hertel and Brozovich 2010). Thus being victimized, in particular if chronic or severe, may work itself into the brain altering neuro-circuitry and social cognition (Gini 2006;Sutton et al 1999;Teicher et al 2010) and stress response (Ouellet-Morin et al 2011).…”

Section: Discussionmentioning

confidence: 99%

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Zwierzynska

Wolke

Lereya

2012

J Abnorm Child Psychol

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226

169

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Traumatic childhood experiences have been found to predict later internalizing problems. This prospective longitudinal study investigated whether repeated and intentional harm doing by peers (peer victimization) in childhood predicts internalizing symptoms in early adolescence. 3692 children from the Avon Longitudinal Study of Parents and Children (ALSPAC), as well as their mothers and teachers, reported on bullying in childhood (7-10 years) and internalizing problems in early adolescence (11-14 years). Controlling for prior psychopathology, family adversity, gender and IQ, being a victim of bullying was associated with higher overall scores, as well as increased odds of scoring in the severe range (>90 th percentile) for emotional and depression symptoms. Victims were also more likely to show persistent depression symptoms over a 2-year period. These associations were found independent of whether mothers, teachers or the children reported on bullying. It is concluded that peer victimization in childhood is a precursor of both short-lived and persistent internalizing symptoms, underlining the importance of environmental factors such as peer relationships in the etiology of internalizing problems.

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Section: Discussionmentioning

confidence: 99%

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Zwierzynska

Wolke

Lereya

2012

J Abnorm Child Psychol

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226

169

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“…Moreover, chronic victimisation may introduce a range of cognitive biases. Children who are bullied have been shown to have numerous biases in cognitive processing, e.g., deeper encoding of negative information in memory or interpretation of ambiguous material as negative [6]. These cognitive biases may render an individual susceptible to the self-defeating ideations of depression [56] as well as having an increased negative attitudes and beliefs about themselves [24].…”

Section: Discussionmentioning

confidence: 99%

“…Bullies have been described as strong, healthy children [5]; competent in emotion recognition [6] and effective in manipulating others [7]. Bullies may come from disturbed families, and are often deviant in their behaviour [8] but they are often strong and healthy children [5,9] who do not show emotional or physical problems [5,10].…”

Section: Introductionmentioning

confidence: 99%

Bully/victims: a longitudinal, population-based cohort study of their mental health

Lereya

Copeland

Zammit

et al. 2015

Eur Child Adolesc Psychiatry

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127

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It has been suggested that those who both bully and are victims of bullying (bully/victims) are at the highest risk for adverse mental health outcomes. However, unknown is whether most bully/victims were bullies or victims first and whether being a bully/victim is more detrimental to mental health than being a victim. 4101 children were prospectively studied from birth and structured interviews and questionnaires were used to assess bullying involvement at 10 years (elementary school) and 13 years of age (secondary school). Mental health (anxiety, depression, psychotic experiences) was assessed at 18 years. Most bully/victims at age 13 (n = 233) had already been victims at primary school (pure victims: n = 97, 41.6% or bully/victims: n = 47; 20.2%). Very few of the bully/victims at 13 years had been pure bullies previously (n = 7, 3%). After adjusting for a wide range of confounders, both bully/victims and pure victims, whether stable or not from primary to secondary school, were at increased risk of mental health problems at 18 years of age. In conclusion, children who are bully/victims at secondary school were most likely to have been already bully/victims or victims at primary school. Children who are involved in bullying behaviour as either bully/victims or victims at either primary or secondary school are at increased risk for mental health problems in late adolescence regardless of the stability of victimisation.Clinicians should consider any victimisation as a risk factor for mental health problems.

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“…In contrast, other researchers have shown that children exposed to bullying are successful in understanding the emotions of others (25). In relation to the bullies, children who are exposed to bullying, as well as those that belong to the group of prosocial children, have a greater concern for others (29).…”

Section: The Relationship Between Empathy and ¨Bullying Roles¨mentioning

confidence: 65%

“…It should be noted that these results apply only to the direct forms of bullying. In indirect forms of bullying and relational bullying, the negative correlation was confirmed only for the affective component of empathy (25). With this type of violence, understanding of emotions does not lead to the reduction of violence, but the same level of emotional experience as the victim reduces the level of violence.…”

Section: The Relationship Between Empathy and Bullyingmentioning

confidence: 91%

The effect of empathy on involving in bullying behavior

Dodaj

Sesar²,

Barišić

et al. 2013

Paediatr Today

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The aim of this review was to provide an overview of research into the relationship between empathy and bullying. Therefore the review indicated a number of researches that show different effects of empathy on bullying, regarding the type of bullying, roles in bullying behavior, as well as gender. From a review of research it may be concluded that empathy significantly contributes to a reduction in various forms of violence. Most research indicates the importance of the affective component of empathy compared to the cognitive component. The results of research into the relationship of empathy and its role in bullying behavior were less consistent. For this reason, the review highlighted methodological difficulties in the study of bullying and empathy. Conclusion -In conclusion it could be said that most studies show a negative correlation between empathy and various types of violence. Furthermore, it is evident that different components of empathy have differing degrees of influence in direct and indirect forms of violent behavior.

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Emotion recognition abilities and empathy of victims of bullying

Cited by 78 publications

References 13 publications

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Bully/victims: a longitudinal, population-based cohort study of their mental health

The effect of empathy on involving in bullying behavior

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