Self-blame tendency of bullied victims in elementary and secondary schools

Chen, Weiru; Chen, Liming

doi:10.1080/03055698.2018.1509772

Cited by 10 publications

(7 citation statements)

References 38 publications

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“…Victims of bullying tend to exaggerate the extent to which they are responsible for their situations, possibly leading to maladaptive outcomes, such as passivity. This is in accordance with previous studies showing significant correlations between (cyber)victimization and self-blame among school students (Arató et al, 2020;Chen & Chen, 2019;Garnefski & Kraaij, 2014;Quintana-Orts et al, 2019;Shelley & Craig, 2010). Victims may criticize or blame themselves for the harassment, in an attempt to understand why it is happening.…”

Section: Cer Strategies According To Sex and Bullying Rolessupporting

confidence: 92%

How Adolescents Cope with Bullying at School: Exploring Differences Between Pure Victim and Bully-Victim Roles

Potard

Kubiszewski

Combes

et al. 2021

Int Journal of Bullying Prevention

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The aim of the present study was to investigate the use of specific coping strategies by bullied adolescents, taking account of the distinction between pure victims and bully-victims, as well as gender-specific patterns. Participants were 967 adolescents aged 11-16 years, who responded to self-report questionnaires on school bullying victimization, cognitive coping, and situational coping. Adolescents in the pure victim, bully-victim and noninvolved groups did not differ in their use of approach coping. However, pure victims and bully-victims used more avoidance coping than noninvolved adolescents. Compared with the latter, pure victims reported greater use of avoidance coping strategies such as internalizing and self-blame, while female pure victims also reported greater use of rumination. Both male and female bully-victims were characterized by higher use of blaming others and self-blame strategies, compared with the noninvolved group.In addition, rumination, catastrophizing, cognitive distancing, and externalizing scores were higher for male bully-victims than for either noninvolved participants or pure bullies. Identifying these differing coping strategies may be useful in developing more effective counselling strategies for the victims of bullying.

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Section: Cer Strategies According To Sex and Bullying Rolessupporting

confidence: 92%

How Adolescents Cope with Bullying at School: Exploring Differences Between Pure Victim and Bully-Victim Roles

Potard

Kubiszewski

Combes

et al. 2021

Int Journal of Bullying Prevention

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“…This was succinctly put by one student who stated that they were bullied, 'Because I am me.' While this statement might indicate self-blame (Chen and Chen 2019;Tholander, Lindberg, and Svensson 2020), it nonetheless alludes to how those who are subjected to bullying might be subjected to it because of their perceived difference and their perceived inability or unwillingness to fit in (Thornberg 2018).…”

Section: Discussionmentioning

confidence: 99%

“…While there have been relatively few studies focussing on students' understandings of their own bullying experiences, these have also suggested that victims of bullying might view themselves as a reason for the bullying (e.g. Wong, Cheng, and Chen 2013;Side and Johnson 2014;Gardella et al 2020), that they sometimes internalise the expressions and views of those doing the bullying and position themselves in similarly negative ways (Thornberg et al 2013), and that they articulate selfblame (Tenenbaum et al 2011;Chen and Chen 2019;Tholander, Lindberg, and Svensson 2020). A recent study of students' perceptions of why they were bullied pointed to the importance of relational dynamics, physical characteristics and non-physical personal characeristics (Gardella et al 2020).…”

Section: Introductionmentioning

confidence: 99%

‘Because I am me': school bullying and the presentation of self in everyday school life

Forsberg

Horton

2020

Journal of Youth Studies

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In this study, we draw on Erving Goffman's work on the presentation of self to explore responses by 12-15-year-old (i.e. 6th-9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on explanations that focus on themselves as individuals. Utilising thematic analysis, we identified six themes: (1) Body, (2) Manner, (3) Social structures, (4) Opinions and interests, (5) Ability, and (6) Relations. Our analysis of the students' responses suggests that they were bullied because they were perceived as different in some sense, and that such understandings of difference are connected to broader social and societal norms. These findings have important implications for understandings of bullying as aggressive acts and suggest that rather than simply focussing on the negative behaviour of individuals, anti-bullying initiatives also need to focus on the social structures that underpin the understandings of difference that facilitate such behaviour.

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“…Another factor that does not seem to have been previously discussed is that victims were occasionally supported by criticising the bullies. This might help victims who are blaming themselves Chen & Chen, 2019;Parris, et al, 2019;Schacter et al, 2015) or focusing on aspects of themselves that might have triggered the bullying. It may also challenge others who blame the victims (Garland et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Bullying victims frequently blame themselves Chen & Chen, 2019;Parris et al, 2019;Schacter, White et al, 2015), which, in the UK, may be associated with later life social anxiety (Boulton, 2013). They sometimes believe that they are targeted for being different (Davis et al, 2015;Thornberg & Delby, 2019), feeding self-blame.…”

Section: Victimsmentioning

confidence: 99%

Bullying discussions in UK female influencers’ YouTube comments

Thelwall

Cash

2021

British Journal of Guidance & Counselling

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Victims of bullying are often reluctant to seek formal support and internalise their emotions, hindering recovery. Some will subsequently encounter discussions of bullying online, giving them an unexpected opportunity to share their feelings or experience vicarious support. In this article we investigate reactions to discussions of offline and online bullying in the comments posted to the YouTube channels of 34 popular UK female lifestyle influencers. We used a thematic analysis of keywords associated with comments mentioning bullying to identify bullying-related themes. The almost universally supportive comments position female YouTube influencer channels as sources of unexpected indirect support for victims that professionals may also recommend. The comments also reveal a previously undiscussed strategy for helping victims: abstraction. Commenters often seemed to depersonalise the issue to support the victim by setting their experience in the wider context of human behaviour. Commenters also supported victims by criticising bullies.

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Self-blame tendency of bullied victims in elementary and secondary schools

Cited by 10 publications

References 38 publications

How Adolescents Cope with Bullying at School: Exploring Differences Between Pure Victim and Bully-Victim Roles

How Adolescents Cope with Bullying at School: Exploring Differences Between Pure Victim and Bully-Victim Roles

‘Because I am me': school bullying and the presentation of self in everyday school life

Bullying discussions in UK female influencers’ YouTube comments

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