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
defender
shows anti-bullying beh, comforting the victim, taking sides with them and trying to stop the bullying
26
outsider
stays away not taking sides with anyone, allows bullying to continue by silent approval
27
salmivalli (1999)
## Footnote
further reading
* 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
responses to bullying
* aggressive
* passive unconstructive
* passive constructive
* assertive
29
aggressive response to bullying
escalates the problem
30
passive unconstructive response
ignores the beh but meets the bully's demands
31
passive constructive response to bullying
exiting quickly from a bullying situation and seeking support from peers (may disable a victim)
32
assertive response to bullying
a pupil calmly refuses to comply with demands and fails to reinforce bullying beh (most successful)
33
bystander effect & bullying
* 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
olweus et al. (2020)
* 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
