Listening to children's voices: moral emotional attributions in relation to primary school bullying

Abstract

This study explored 10-and 11-year-old students' (N = 64) moral emotional attributions in relation to other and self in peer-to-peer bullying scenarios in primary school. Data were gathered using one-to-one semi-structured interviews facilitated by the use of a series of pictorial vignettes depicting a hypothetical story of peer bullying. The results demonstrated that worry and to a lesser extent shame were most often attributed to the other as victim character, indifference and pride to the other as bully character, and worry and shame to the other as follower character. Participants mostly attributed worry to self as victim, shame and worry to self as bully, and shame to self as follower. The findings are discussed in relation to the role of peers in addressing school bullying, such as through peer support. There are implications for school-based interventions to address bullying that facilitate self-awareness and empathy in children and young people as a means of addressing such behaviour.

The fighter, the punk and the clown: How to overcome the position of victim of bullying?

“…Few qualitative studies have been conducted in order to reveal children’s point of view on bullying in school (exceptions are e.g. Jennifer and Cowie, 2012; Teräsahjo and Salmiavalli, 2003; Thornberg, 2011; Varjas et al, 2008). As my data consist of memories based on adults’ perspectives on what happened in their childhood, it holds a particular analytical potential because the child’s perspective is mediated through the now-adult’s interpretation and understanding of what happened when they were children.…”

Direct Bullying and Cyberbullying: Experimental Study of Bystanders’ Motivation to Defend Victims and the Role of Anxiety and Identification With the Bully

“…Even though students who are witnesses to bullying find it dangerous and immoral ( Wainryb, 2006 ), observational studies show that bystanders usually choose to reinforce the bully instead of helping or defending the victim ( Craig et al, 2000 ; Lynn Hawkins et al, 2001 ; Salmivalli et al, 2011 ). Jennifer and Cowie (2012) found an explanation to this dilemma via their study: even if bystanders feel shame and worry, and feel sorry for the victim, their concerns about themselves, fear of personal consequences and of becoming the next target keep them out of helping.…”

A Path to Inclusiveness – Peer Support Groups as a Resource for Change

“…Children who are frequently bullied are more likely to use mental health services during childhood (Finpå et al, 2017), adolescence and also in midlife (Evans-Lacko et al, 2016). Bullying interferes with functioning in the peer group (Kaufman et al, 2019), causes shame in the victim, in those who witness the bullying, and in those who actively bully other children (Jennifer & Cowie, 2012). A good psychosocial environment in school is paramount to reduce the burden associated with mental health disorders, especially in young people (Arango et al, 2018).…”