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
