Studying aggression in school children: The use of a wireless microphone and micro‐video camera

Abstract

This paper describes a wireless microphone and micro-video camera used successfully by the present authors to study direct, indirect, and relational forms of aggression in schools. Two major advantages of this equipment are identified; first, it avoids some of the potential biases and difficulties associated with the other methods and, second, it allows researchers to record and analyze a large number of significant variables that may otherwise be difficult to assess. The importance of this kind of data is discussed in relation to the development of effective interventions aimed at reducing aggression in schools.

Relational aggression in adolescents: A review of theoretical and empirical research

“…The original studies of indirect aggression by Feshbach (1969) measured social exclusion and rejection when a newcomer was introduced to an established playgroup. More recent studies have used technological aids, such as a wireless microphone and hidden camera, to observe children in school playgrounds and at other break times (Tapper & Boulton, 2002). The first systematic research on a range of categories of indirect aggression, carried out in Finland, used peer estimations or ratings (Lagerspetz et al, 1988).…”

Victim and peer group responses to different forms of aggression among primary school children

“…A wireless microphone and concealed micro-video camera, as described in Tapper and Boulton [2002] were used to record each child's behaviour throughout the morning and lunchtime breaks. The microphone transmitter was placed inside a small bag worn by the target child (see below) around his or her waist whilst the microphone was clipped to his or her clothing.…”

“…The video recorder, camera, and receiver were placed in a rucksack worn by the researcher or placed in a convenient position with the concealed camera facing toward the target child. See Tapper and Boulton [2002] for a more detailed description of the equipment.…”

“…See Tapper and Boulton [2002] for further details together with discussion of issues relating to habituation.…”

“…Microphones were collected at the end of the lunch hour. See Tapper and Boulton [2002] for a more detailed description of the procedures.…”