Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

doi:10.1086/648983

Cited by 61 publications

(61 citation statements)

References 43 publications

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“…These "bully victims" have been characterized as hyperactive, impulsive, and as experiencing more peer rejection, more academic difficulties, and more stressful and harsh home environments (see Schwartz, Proctor, & Chien, 2001), but represent only a small portion (1% to 12%) of students (Dulmus et al, 2006;Nansel et al, 2001;Solberg & Olweus, 2003;Spriggs, Iannotti, Nansel, & Haynie, 2007). Over the past four decades, research has also shown that many bullies are socially intelligent (Björkqvist, Österman, & Kaukiainen, 2000;Sutton, Smith, & Swettenham, 1999a, 1999b and enjoy considerable status in the peer group (Vaillancourt et al, 2003), leading to distinctions between socially marginalized and socially integrated bullies (Farmer et al, 2010). Adults may be less able to recognize bullying perpetrated by students who appear to be socially competent, wellfunctioning individuals.…”

Section: Different Types Of Bulliesmentioning

confidence: 99%

Four decades of research on school bullying: An introduction.

Hymel¹,

Swearer²

2015

American Psychologist

489

279

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This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

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Section: Different Types Of Bulliesmentioning

confidence: 99%

Four decades of research on school bullying: An introduction.

Hymel¹,

Swearer²

2015

American Psychologist

489

279

View full text Add to dashboard Cite

show abstract

“…According to a recently published qualitative study, a major theme in students' perceptions of teacher care was fostering emotional well-being, including providing comfort, connecting with students, and helping students feel valued (Jeffrey, Auger, & Pepperell, 2013). In addition, prevention and interventions targeting the whole school class to decrease moral disengagement and bullying are important because bullies tend to have popular sociometric status (e.g., Farmer et al, 2010), which might indicate a widespread collective moral disengagement that normalizes, rationalizes, and justifies bullying (see Thornberg, 2015). Hence, moral disengagement at both individual and class levels has to be counteracted (see .…”

Section: Limitations and Implications For Interventionsmentioning

confidence: 99%

Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children

Thornberg

Pozzoli

Gini

et al. 2015

The Elementary School Journal

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“…A variety of different authors and research has shown interest in studying interpersonal values because of their role in preventing violent behavior (Benson et al, 2006), behavior which is in turn related to certain beliefs and attitudes (Romera, Del Rey, & Ortega, 2011). Thus the values of adolescents with antisocial behavior are directed at anti-social goals and social recognition (López-Romero & Romero, 2010), this last point coinciding with aggressive behavior, which also seeks leadership in their group of peers (Farmer et al, 2010). Garaigordobil et al (2013) found that groups with less risk of showing antisocial behavior had higher levels of kindness.…”

Section: Introductionmentioning

confidence: 99%

Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes

et al. 2015

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The aims of this study are to identify the interpersonal value profiles and analyze whether there are differences with respect to behavior and social attitude in a sample made up of 885 Compulsory Secondary Education (ESO) students (14-17 years), of whom 49.8% (n = 441) were males and 50.2% (n = 444) were females. The results show the identification of three different interpersonal value profiles corresponding to different levels of antisocial and criminal behavior. Thus the ARL-BCB (high recognition and leadership -low conformity and benevolence) group had the most antisocial and criminal behavior, low levels of social sensitivity, conformity and helpfulness-collaboration, and high levels of dominance, aggressiveness-stubbornness and apathy-isolation. Points that need to be worked on in preventive intervention of antisocial and criminal behavior of students by improving their social attitudes are highlighted. Keywords:Interpersonal values, antisocial behavior, social attitudes, criminal behavior. ResumenLos objetivos de este trabajo son identificar los diferentes perfiles de valores interpersonales y analizar si entre ellos, existen diferencias respecto a la conducta y actitud social. Todo ello, en una muestra formada por 885 alumnos de Educación Secundaria (14 a 17 años), de los cuales, el 49.8% (n = 441) son hombres y el 50.2% (n = 444) mujeres. Los resultados muestran la identificación de tres perfiles de valores interpersonales diferentes, correspondiéndose con diferentes niveles de conductas delictivas y antisociales. Así, el grupo con mayor presencia de ambas conductas, antisociales y delictivas, bajos niveles de sensibilidad social, conformidad y ayuda-colaboración, y altos niveles de dominancia, agresividad-terquedad y apatía-retraimiento es el ARL-BCB (alto reconocimiento y liderazgo -baja conformidad y benevolencia-). Finalmente, se ponen de relieve los aspectos a trabajar en la intervención preventiva de las conductas antisociales y delictivas del alumnado a través de la mejora de las actitudes sociales.

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Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

Cited by 61 publications

References 43 publications

Four decades of research on school bullying: An introduction.

Four decades of research on school bullying: An introduction.

Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children

Interpersonal Value Profiles and Analysis to Adolescent Behavior and Social Attitudes // Perfiles de valores interpersonales y análisis de conductas y actitudes sociales de adolescentes

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