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

Abstract

Despite extensive research on the causes of bullying and how it can be stopped, little is known about how some children overcome or avoid a position as victim of bullying. Based on analyses of three 'extreme cases' in which peer victimization has been stopped or prevented, the article attempts to describe how and why some children succeed in overcoming their position of victim of bullying. The analyses indicate that it is possible to exceed or avert the victim position, but the strategies applied are different and the issue of dignity emerges as important in the victims' struggle for acceptance.

Verbal school bullying and life satisfaction among Brazilian adolescents: Profiles of the aggressor and the victim

“…Previous studies about victimization have shown that victims of bullying have personality traits that expose them to humiliating situations for years [2,8]. Situations of victimization generate internal aggression in the adolescent [5,8,12]. Studies have shown that in certain situations, the victims believe that they deserve the humiliation that they are exposed to while being bullied [2,5].…”

“…These data reflect a high level of violence among the victims. Previous studies about victimization have shown that victims of bullying have personality traits that expose them to humiliating situations for years [2,8]. Situations of victimization generate internal aggression in the adolescent [5,8,12].…”

“…The low esteem causes them to attack others [5]. Low self-satisfaction can lead to defensive psychological attitudes in relation to their own frustration and consequent internal aggression [5][6][7][8].…”

“…The acceptance of an adolescent by his or her peers is influenced by factors such as physical characteristics and socioeconomic status. When these characteristics do not correspond to the expectations of the group, the individual may be rejected and bullied [5][6][7][8]. Verbal school bullying episodes can be motivated by physical characteristics [5][6][7][8], such as obesity or excessive thinness [3,9].…”

You Say Bully, I Say Bullied: School Culture and Definitions of Bullying in Two Elementary Schools

“…Although Mishna et al (2008) state that their interview study "privileges the 'lived experience' of study participants" (p. 549) there are important differences between one's experiences and one's statements about those experiences (Jerolmack & Khan, 2014). This lack of information about the social contexts in which these behaviors occur has also been cause for criticism of bullying research more broadly (Barboza et al, 2009;Faris & Felmlee, 2011;Viala, 2015). Researchers have also neglected the roles that teachers and other adults play in contributing to these social contexts (Espelage & Swearer, 2003;Garpelin, 2004).…”