bullying Flashcards
1
Q
definitions of bullying
A
- social phenomena
- several times on purpose (STOP)
- not an odd fight or quarrel (Sharp & Smith, 1994)
- aggressive, intentional act or beh which repeatedly and deliberately (Whitney et al., 1993)
- harms others (Hazler, 1996)
- against a victim(s) who cannot defend self-selves (Olweus, 1999) - power dynamics
- early definitions clarified that bullying is distinct from general aggression, characterised by particular features: repeated acts, deliberate harm, victim cannot defend themselves
2
Q
double IR
definition of bullying
A
- imbalance of power (victim unable to stop the beh)
- intentional
- repeated over time
- Orpinas & Horne (2006)
3
Q
bullying as a social phenomena
vaillancourt et al. (2003)
A
- issue of power is key
- must be mindful that there are cultural variations to all manifestations of beh
- didn’t use word bully but perpetrator - contextual, can they stop or can victims go to bullying later
4
Q
forms of bullying
A
- direct-physical
- direct-verbal
- indirect-relational
- cyberbullying
5
Q
direct-physical bullying
A
kicking, hitting, pushing, taking belongings…
6
Q
direct-verbal bullying
A
ame-calling, taunting, mocking, making threats
7
Q
indirect-relational bullying
A
excluding people from groups, deliberately ignoring, gossiping, spreading rumours
8
Q
prevalence of forms of bullying
A
- verbal and relational forms occurring more often than physical bullying - Rivers & Soutter (1996) - is there more up to date figures on this?
- verbal bullying twice as common as physical bullying - Craig & Pepler (1997)
- relational bullying is more common among girls - Crick & Nelson (2002)
9
Q
cyberbullying
A
- electronic communication: presents specific dangers, 24hr access, can be faceless & also permanent
- repeated acts of aggression or wilful harm inflicted on others through technological communication such as mobile phones & social networking environments
- Hinduja & Patchin (2012), Slonje & Smith (2008)
- issue of cyberbullying raises questions as to whether the media through which bullying may now occur is changing the nature of bullying
- feel like they can’t be traced
10
Q
longitudinal study of young people in england
DfE (2015)
A
- patterns show a gender difference by type of bullying
- females experience: more overall, more relational bullying, more cyberbullying
- cyberbullying reflects a familiar pattern in the data
11
Q
DfE (2015)
further reading
A
- year 10s interviewed regarding bullying and compared to their prior year answers
- name calling most common (1 in 5), cyberbulling (1 in 10)
- link between truancy and bullying
- characteristics that vary in reporting bullying: gender, ethnicity, sen, religion, location
- type of bullying looked in order of prevalence: name calling, social exclusion, threats of violecnce, cyberbullying, actual violence, robbery
- reporting decreased from year 9 to 10: overall 43% to 36% being bullied
- 9% of truants justify due to bullying
- most common reason cited for being bullied is looks (1 in 4) with big gap between gender, more females
- religion reporting most & least bullying: south west –> london (%)
12
Q
muijs (2017)
further reading
A
- 21% of sample reported being victims
- pupils in primary schools across four large local authorities
13
Q
2 major explanations for bullying
A
- personality - cog deficits and lack of empathy
- ecological systems theory - birch & frederickson (2015)
14
Q
cognitive dimension & bullying
info processing
A
- those doing the bullying are deficient in understanding others’ mental states and deficient in judgement. Hostile attribution bias affects encoding and interpretation
- deficient in judgement key here
- but this might not be the case - purposively causing most harm
- could be a link between how people think and bullying
- those being bullied may become numb to social cues and/or may show a negative social processing style which impedes positive social interactions (Kellij et al.)
- victimisation theory e.g. a child being hit in the back by a football - how is this construed e.g. accident, intentional, personal
15
Q
affective dimension - ToM and bullying
A
- ability to see things from other people’s perspectives - linked to empathy
- ToM develops around age 3 when the real can be separated from the imagined and can be used for prosocial and antisocial beh
- there does appear to be ev of ToM deficits in some cases
- longitudinal twin study assessed 12yos on levels of bullying, & found a relationship with earlier measures of ToM at 5 years
- but some ToM investigations and other trials indicate that bullies may in fact have greater socio-cognitive reasoning skills
16
Q
circk & dodge (1994) social info processing around stim & response
A
- encoding & interpretation
- goal selection, constructing responses, choosing responses & excluding responses
- -ve thinking style affects attributions & leads to repeated victimisation?
17
Q
ecological perspectives to bullying
A
- familial modelling
- peer culture
- social dominance theory
- peer group/peer culture
- bystander effect
18
Q
familial modelling on bullying
A
- beh is shaped through social modelling & reinforcement (Bandura, 1977)
- high conflict within the home: we learn from our environment: parenting styles - aggression and emotional hostility, condoning ‘fighting back’ and absence of limit setting on aggressive beh (Olweus, 1994)
- authoritarian parenting (excessive control, abusive parting practices, poor comm) correlating with bullying (Saleg et al., 2021)
- just looking at what is happening at home would act as an attribution bias
19
Q
peer culture on bullying
A
- homophily - choices of identifying with chosen group which nests a self-concept (e.g. of race, sex and sexual affiliation), or induced (e.g. those feeling lonely or bullied): saraf et al. (2021)
- attraction theory - bullies can be popular
- dominance theory - certain groups of higher status, social stratification seen around entrance to secondary school (year 7)
20
Q
social dominance theory on bullying
A
- notion that bullying is a social phenomenon, which is impacted by individual and group social processes
- social goals of individuals
- social competence and perceptions
- group beh
- social environment
- salmivalli (2010)
- dominance displays - social stratification and friendship groupings
21
Q
peer group/peer culture and bullying
A
- peers were involved in 85% of playground bullying
- 54% of peers’ time spent reinforcing bullying by passively watching
- 21% of peers’ time was spent actively supporting bullies
- 25% of peers’ time was spent intervening on behalf of victims and 75% of these peer interventions were successful in stopping bullying
- O’Connell et al. (1990)
22
Q
roles in bullying
A
- bully/perpetrator
- assistant
- reinforcer
- defender
- outsider
- victim
salmivalli (1996, 1999)
23
Q
assistant
A
joins in and assists the person doing the bullying
24
Q
reinforcer
A
doesn’t actively attack the victim but provides positive feed back to the person bulling (bystander)
25
Q
defender
A
shows anti-bullying beh, comforting the victim, taking sides with them and trying to stop the bullying
26
Q
outsider
A
stays away not taking sides with anyone, allows bullying to continue by silent approval
27
Q
salmivalli (1999)
further reading
A
- practical implications of the participant role approach to bullying in schools
- this view looks at bullying as a group phenomenon which is largely enabled and maintained by members of a school class taking on different participant roles
- ‘peer group power’ should be utilised in putting an end to bullying
- interventions targeting peer group:
- peers take action against bullying
- informally in spontaneous everyday interactions
- could also act in a former helper role - peer counsellor (could shift counselling from victim to work with students in other participant roles)
28
Q
responses to bullying
A
- aggressive
- passive unconstructive
- passive constructive
- assertive
29
Q
aggressive response to bullying
A
escalates the problem
30
Q
passive unconstructive response
A
ignores the beh but meets the bully’s demands
31
Q
passive constructive response to bullying
A
exiting quickly from a bullying situation and seeking support from peers (may disable a victim)
32
Q
assertive response to bullying
A
a pupil calmly refuses to comply with demands and fails to reinforce bullying beh (most successful)
33
Q
bystander effect & bullying
A
- person who does not actively become involved in a situation where someone else requires help (Clarkson, 1996)
- as the number of bystanders increases the likelihood that someone will intervene to stop the situation decreases. This is known as the diffusion of responsibility (Latane & Darley, 1970)
- ‘the invisible engine in the cycle of bullying’ (Twemlow, 2001)
- bullying frequently occurs in the presence of peers but the actions of those peers more often encourage the bullying than stop it (Craig & Pepler, 1997)
- an audience provides positive reinforcement (Olweus, 1991) - increases in arousal may encourage others children to become involved
34
Q
olweus et al. (2020)
A
- olweus bullying prevention program
- measures at school level - staff discussion groups, effective supervision during recess and lunch
- class level - class rules against bullying, meeting with parents of class
- ind level - serious talks with bullies and victims, development of ind intervention plans
