Social identity, peer group rejection, and young children's reactive, displaced, and proactive aggression

Nesdale, Drew; Duffy, Aoife

doi:10.1111/j.2044-835x.2010.02012.x

Cited by 20 publications

(14 citation statements)

References 51 publications

(85 reference statements)

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“…These results corroborate our hypotheses 1 and 2 and are in line with the claims of the social identity development theory (Nesdale, 2007) and the social categorization theory (Turner et al, 1987). Although prior research has investigated bullying in intergroup contexts, the existing literature primarily focuses on intergroup bullying among social networks and friends (Nesdale & Duffy, 2011;Nesdale et al, 2008), neglecting the role of ethnicity. To the best of our knowledge, this is the first study to experimentally test group processes of bullying at school considering the role of ethnicity.…”

Section: Discussionmentioning

confidence: 99%

“…Surprisingly, the existing research has primarily probed intergroup bullying among social networks and friends (Nesdale & Duffy, 2011;Nesdale et al, 2008). To the best of our knowledge, how peers view ingroup and outgroup bullies or victims in terms of their race/ethnicity (same versus different ethnicity), remains at large under-explored.…”

Section: Bullying As An Intergroup Phenomenonmentioning

confidence: 99%

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The effects of ethnic group membership on bullying at school: when do observers dehumanize bullies?

Fousiani

Michaelides

Dimitropoulou

2018

The Journal of Social Psychology

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The purpose of this experiment was to test how ethnic group membership of both the bullies and the victims influence the way that observers attribute human characteristics to bullies. Ethnic group membership was manipulated in terms of bullies' and victims' ethnicity (ingroup-majority group versus outgroup-minority group). Furthermore, we examined the mediating role of empathic concern towards the victim and perspective taking of the bully in the relation between ethnic group membership of bullies and victims and attributions of humanness to the bullies. We hypothesized that observers would attribute lower human characteristics to outgroup bullies when bullies inflict harm on an ingroup victim. Moreover, we expected that perspective taking of the bully and empathic concern towards the victim would mediate this relation. Analysis of data from a sample of 293 Greek-Cypriot adolescents fully corroborated our hypotheses. The findings are discussed in terms of the discrimination-based nature of bullying at school.

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Section: Discussionmentioning

confidence: 99%

Section: Bullying As An Intergroup Phenomenonmentioning

confidence: 99%

The effects of ethnic group membership on bullying at school: when do observers dehumanize bullies?

Fousiani

Michaelides

Dimitropoulou

2018

The Journal of Social Psychology

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“…Most studies using peer assessment, attributional approach or social exclusion have been descriptive of children aged 8 or older, as younger children’s assessments of their classmates have been considered little reliable (Nesdale and Duffy, 2011). In contrast, we think that, instead of asking the reasons why one thinks that others are rejected or oneself is rejected, which is the information collected by the aforementioned techniques, it is more suitable to ask the rejecters themselves the reasons why they dislike some peers.…”

Section: Introductionmentioning

confidence: 99%

Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters

et al. 2017

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Objective: The aim of this research was to obtain the views of young children regarding their reasons for rejecting a peer.Method: To achieve this goal, we conducted a qualitative study in the context of theory building research using an analysis methodology based on Grounded Theory. The collected information was extracted through semi-structured individual interviews from a sample of 853 children aged 6 from 13 urban public schools in Spain.Results: The children provided 3,009 rejection nominations and 2,934 reasons for disliking the rejected peers. Seven reason categories emerged from the analysis. Four categories refer to behaviors of the rejected children that have a cost for individual peers or peer group such as: direct aggression, disturbance of wellbeing, problematic social and school behaviors and dominance behaviors. A further two categories refer to the identities arising from the preferences and choices of rejected and rejecter children and their peers: personal identity expressed through preferences and disliking, and social identity expressed through outgroup prejudices. The “no-behavior or no-choice” reasons were covered by one category, unfamiliarity. In addition, three context categories were found indicating the participants (interpersonal–group), the impact (low–high), and the subjectivity (subjective–objective) of the reason.Conclusion: This study provides researchers and practitioners with a comprehensive taxonomy of reasons for rejection that contributes to enrich the theoretical knowledge and improve interventions for preventing and reducing peer rejection.

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“…71 Peer group rejection has been shown to result in reactive aggression toward others. 72 Several studies have demonstrated that peer rejection is associated with aggression. 73,74 Peer group association is a powerful context that shapes children's behavior both positively and negatively.…”

Section: Bullying: Definitions Presentations and Epidemiologymentioning

confidence: 99%

Assessment and Management of Bullied Children in the Emergency Department

Waseem¹,

Ryan²,

Foster³

et al. 2013

Pediatric Emergency Care

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Bullying is an important public health issue in the United States. Up to 30% of children report exposure to such victimization. Not only does it hurt bully victim, but it also negatively impacts the bully, other children, parents, school staff, and health care providers. Because bullying often presents with accompanying serious emotional and behavioral symptoms, there has been an increase in psychiatric referrals to emergency departments. Emergency physicians may be the first responders in the health care system for bullying episodes. Victims of bullying may present with nonspecific symptoms and be reluctant to disclose being victimized, contributing to the underdiagnosis and underreporting of bully victimization. Emergency physicians therefore need to have heightened awareness of physical and psychosocial symptoms related to bullying. They should rapidly screen for bullying, assess for injuries and acute psychiatric issues that require immediate attention, and provide appropriate referrals such as psychiatry and social services. This review defines bullying, examines its presentations and epidemiology, and provides recommendations for the assessment and evaluation of victims of bullying in the emergency department.

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Social identity, peer group rejection, and young children's reactive, displaced, and proactive aggression

Cited by 20 publications

References 51 publications

The effects of ethnic group membership on bullying at school: when do observers dehumanize bullies?

The effects of ethnic group membership on bullying at school: when do observers dehumanize bullies?

Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters

Assessment and Management of Bullied Children in the Emergency Department

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