Observations of Bullying in the Playground and in the Classroom
TL;DR: In this article, the authors employed naturalistic observations to compare bullying and victimization in the playground and in the classroom, and found that there were more opportunities to observe aggression and receive and initiate aggression in the play area than the classroom.
Abstract: The present study employed naturalistic observations to compare bullying and victimization in the playground and in the classroom. The results indicated that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. The frequency of bullying was higher in the playground (4.5 episodes per hour) than in the classroom (2.4 episodes per hour). The nature of bullying reflected the constraints of the context (i.e. direct bullying was more prevalent in the playground and indirect bullying was more prevalent in the classroom). Being at the receiving end of aggression was more likely to occur in the playground as compared to the classroom. Nonaggressive children were more likely to bully in the playground, whereas aggressive children were more likely to bully in the classroom. There was no difference across context in the proportion of episodes of reinforcement with peers present or in the rate of peer and teacher intervention. The results high...
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TL;DR: It is concluded that indirect, relational, and social aggression are much more similar than they are different, and ways in which future research can be facilitated by integrating the three areas under an adaptive framework are suggested.
Abstract: Over the last decade, researchers have found that girls may be just as aggressive as boys when manipulative forms of aggression, such as gossiping and spreading rumors, are included. These forms of aggression are known by 3 different names: indirect aggression, relational aggression, and social aggression. This review examines their commonalities and differences, and concludes that they are essentially the same form of aggression. We show that analogous forms are not found in other species. We offer a functional account: indirect aggression is an alternative strategy to direct aggression, enacted when the costs of direct aggression are high, and whose aim is to socially exclude, or harm the social status of, a victim. In this light, we consider sex differences and developmental trends and the impact of this aggression on victims. We conclude that indirect, relational, and social aggression are much more similar than they are different, and we suggest ways in which future research can be facilitated by integrating the three areas under an adaptive framework.
1,006 citations
Cites background or methods from "Observations of Bullying in the Pla..."
...Nevertheless, some researchers have argued that nonhuman primates show nonverbally mediated forms of indirect aggression, that is, analogous forms of behavior that involve manipulation of their social world. Holmstrom (1992) stated that the power struggles of female primates may be indirect in form....
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...Nevertheless, some researchers have argued that nonhuman primates show nonverbally mediated forms of indirect aggression, that is, analogous forms of behavior that involve manipulation of their social world. Holmstrom (1992) stated that the power struggles of female primates may be indirect in form. However, the first example they cited was the abduction and cannibalism of other animals' offspring in gorillas and chimpanzees. Although this behavior is clearly an overt way of harming the young who were the victims, it was viewed as indirect because it occurred away from the adult males who might intervene. This example is hardly analogous to indirect forms of social manipulation in humans. HolmstrOm's other examples are even less persuasive, involving, for example, socialization practices of the young and refusal of sexual access. Campbell (1999) based her claim that there are analogous indirect forms of aggression in primates on Hrdy's (1981) account of competition between female primates....
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...The National Longitudinal Survey of Children and Youth (NLSCY) involved 22,000 Canadian children about whom information was collected biannually. The large-scale nature of this study precluded any time-consuming measures, and it was the person most knowledgeable about the child (typically the mother) and the teacher who rated the children at each data-collection point. Direct aggression was measured from mothers' ratings from 2 years onwards (e.g., Tremblay et al., 1999). Indirect aggression was measured, using five items from Lagerspetz et al. (1988) from ages 4 to 11 (Vaillancourt, Brendgen, Boivin, & Tremblay, 2003)....
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...McNeilly-Choque, Hart, Robinson, Nelson, and Olsen (1996) explored several methods for studying relational aggression in preschool children and found that peer nominations were more effective in identifying relationally aggressive boys, whereas teacher ratings and observations were more effective with girls....
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TL;DR: Preventive interventions that target school bullying by changing norms about bullying and school context may also impact Internet bullying, given the shared predictors.
894 citations
TL;DR: In this paper, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation.
Abstract: In this article, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students. Methodological challenges are delineated, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation. The impact of school-based anti-bullying programs and the challenges currently facing educators and researchers in this area are discussed. The article concludes with a proposal for a broader, ecologically based model of school bullying based on the emerging literature.
669 citations
TL;DR: In this article, the authors examined terminology, background, developmental aspects and myths about bullying, and four bullying interventions were summarized and reviewed, and the main findings indicate everyone must shoulder the responsibility of putting an end to bullying behaviour.
Abstract: Bullying is a problem which is receiving increasing attention worldwide. Researchers in several countries have already devised and implemented bullying intervention/prevention programs on a nation-wide basis. Data from large-scale trials of comprehensive, school-wide programs indicate that when used as a long-term ongoing solution rather than a 'quick fix' in crisis situations, bullying behaviour can be reduced significantly. This article examines terminology, background, developmental aspects and myths about bullying. Psychosocial characteristics of and implications for bullies and victims are discussed. Four bullying interventions are summarized and reviewed, and the main findings indicate everyone must shoulder the responsibility of putting an end to bullying behaviour.
621 citations
TL;DR: In this article, the authors synthesize the existing evaluation research on whole-school programs to determine the overall effectiveness of this approach and find that the majority of programs evaluated to date have yielded nonsignificant outcomes on measures of self-re- ported victimization and bullying, and only a small number have yielded positive outcomes.
Abstract: Bullying is a serious problem in schools, and school authorities need effective solutions to resolve this problem. There is growing interest in the whole- school approach to bullying. Whole-school programs have multiple components that operate simultaneously at different levels in the school community. This ar- ticle synthesizes the existing evaluation research on whole-school programs to determine the overall effectiveness of this approach. The majority of programs evaluated to date have yielded nonsignificant outcomes on measures of self-re- ported victimization and bullying, and only a small number have yielded positive outcomes. On the whole, programs in which implementation was systematically monitored tended to be more effective than programs without any monitoring.
581 citations
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TL;DR: Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences, which assumes that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior.
Abstract: A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.
2,889 citations
TL;DR: A survey service developed to assess bullying in schools, anonymous questionnaires were given to over 6,000 pupils in 17 junior/middle and seven secondary schools in the Sheffield LEA as discussed by the authors.
Abstract: Summary As part of a survey service developed to assess bullying in schools, anonymous questionnaires were given to over 6,000 pupils in 17 junior/middle and seven secondary schools in the Sheffield LEA. The results are analysed in terms of frequencies of being bullied, and bullying others; year differences; gender differences; types of bullying; where bullying occurs; whether teachers and parents are informed; and attitudes to bullying. Rates of reported bullying are disturbingly high; they vary with year, gender and school location, partly as a result of opportunities for bullying. With the addition of data from six other schools, it was found that school size, class size and ethnic mix were not linked with bullying. Social disadvantage is linked with bullying to a small extent, and schools with high bullying rates also tend to have pupils who dislike, or are alone at, playtime. Implications for intervention against bullying are briefly discussed.
1,310 citations
TL;DR: Three structural equation models designed to examine antisocial behavior in children were tested and analyzed and it was shown that normal peer relations, academic progress, and self-esteem levels suffer because of noncompliance and coercive exchanges.
Abstract: VioLit summary: OBJECTIVE: This article by Patterson tested and analyzed three structural equation models designed to examine antisocial behavior in children. METHODOLOGY: A quasi-experimental design was used for this study. The author conducted a literature review of material on antisocial behavior. In addition, the research utilized secondary data to test and analyze the study's models. FINDINGS/DISCUSSION: The research rested on three assumptions of antisocial children: aggression scores for children are stable; antisocial behavior covaries with peer rejection, academic problems, and low self-esteem; and parents of antisocial children lack effective family management skills. The author hypothesized that poor family management skills lead to antisocial behavior in children. He argued that this behavior leads to peer rejection, school failure, and rejection by the parents. It was stated that these factors produce low self-esteem. The study further hypothesized that low self-esteem, peer rejection, and school failure put the child at risk for greater problems. To test these hypotheses the study developed performance models and built component constructs. The study presented the findings from the three structural equation models. The first model was the basic training model. It was shown that this model assumes that antisocial behavior is learned and the initial basic training ground is the home. It focused on parents' discipline techniques and parenting skills and their relation to children's antisocial behavior. It was argued that parents who fail to punish coercive behavior start a coercion process. The study presumed that more effective discipline would decrease antisocial behavior. The findings supported this model. The author felt confident that the model was reliable and robust. It was shown that the data provided a fit to the theory-driven model. The second model focused on the relationship between antisocial behavior and disruptions with peers, school, and self-esteem. The study posited that antisocial behavior's coercive and noncompliant core creates these disruptions. It was shown that normal peer relations, academic progress, and self-esteem levels suffer because of noncompliance and coercive exchanges. The author stated that this is a simplistic model as it is simply testing if indeed antisocial behavior is related to low self-esteem, lack of peer acceptance, and academic incompetence. The research reported that the findings supported this model. The third model discussed variables related to disruptions in parenting skills. The study placed these variables into "early onset" and "late starters" categories. The early onset variables included difficult child temperament, families with social disadvantages, and inept training in parenting. For the late starters category the variables included two problems in parents' family management skills. These two disruptors were stressors and parent substance abuse. Stressors included factors such as divorce, unemployment, medical problems, and daily hassles. It showed that parents' ineffective family management skills initiate the process of peer, school, and self-esteem problems for children. The author stated that the findings also supported this model. AUTHOR'S RECOMMENDATIONS: The author noted that the third model was effective for analysis of single-parent families but not for intact families. He recommended that a new, more complex model be developed to fit intact families. The study suggested that the new model include multiple indicators of support or buffering and family problem-solving skills. The researcher noted that these variables are being considered in current studies. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) Male Behavior Male Aggression Male Antisocial Behavior Model Child Antisocial Behavior Child Aggression Child Behavior Child Male Child Problem Behavior Behavior Causes Family Relations Parent Child Relations Parental Rejection Peer Relations Peer Rejection Child Self-Esteem School Achievement School Performance Parenting Skills Aggression Causes 03-05
1,038 citations
998 citations
TL;DR: In this paper, the authors studied social networks and aggressive behavior in school in two cohorts of boys and girls in the 4th and 7th grades (N = 695) and found that aggressive subjects tended to affiliate with aggressive peers.
Abstract: Studied social networks and aggressive behavior in school in 2 cohorts of boys and girls in the 4th and 7th grades (N = 695). Measures of social networks yielded convergent findings. Highly aggressive subjects (both boys and girls) did not differ from matched control subjects in terms of social cluster membership or in being isolated or rejected within the social network. Peer cluster analysis and reciprocal "best friend" selections indicated that aggressive subjects tended to affiliate with aggressive peers. Even though highly aggressive children and adolescents were less popular than control subjects in the social network at large, they were equally often identified as being nuclear members of social clusters. Aggressive subjects did not differ from matched control subjects in the number of times they were named by peers as "best friend," nor did the two groups differ in the probability of having friendship choices reciprocated by peers.
897 citations