Task 2: Bullying Flashcards
Bullying & social dominance
- if bullying instrumental behavior -> strategy to gain and maintain a popular/dominant position
- social dominance motives peak at times of reorganization
- unclear if transitions are mainly environmental changes (e.g. larger schools, increased anonymity) or environmental and developmental (e.g. pubertal)
social behavior & peer relationships - victims
more submissive, fewer leadership skills, more withdrawn, less cooperative, less sociable, more isolated, lack of friends
social behavior & peer relationships - bullies
more aggressive, less prosocial, more leadership skills,
- preferred playmates, particularly for other aggressive boys
- often belong to larger social clusters, frequently affiliate with other bullies/bully-victims
social behavior & peer relationships - bully- victims
more aggressive, less cooperative, less sociable, more frequently no playmates
victim subtypes
1) submissive victim
2) provocative victim
submissive victim
- internalizing problems
- anxious, insecure, sensitive, often cry
- lack of confidence in social interactions
- increased risk of being bullied
provocative victim
- emotional response is rewarding for bullies
- resort to aggression
- often emotion regulation/attention problems (ADHD)
self-view and bias of bullies
- often inflated self-view
- hostile attribution bias: perceive ambiguous situations as reflecting hostile peer intent
- > mainativ positive self-view by blaming and aggressing against others
risk factors for becoming victimized
- anything that stands out
- obesity, off-time pubertal maturation, disabilities, LGBTQ+
- marginal social status
- lack of friends
buffer against consequences of being bullied
-> emotional support from a friend
consequences of being a victim
- single incidents already increase daily levels of anxiety
- anxiety disorders
consequences of being a bully
- mainly antisocial personality disorder
- substance abuse, depressive and anxiety disorders
victims: health difficulties
-alerted cortisol levels
-somatic complaints
-
role of ethnic diversity in bullying
- greater diversity: lower sense of vulnerability among elations and blacks, less victimization
- power relations may be more balanced, which reduces bullying
organization of instruction and bullying
- academic tracking: more disruptive behavior in low-ability tracks
- less demanding curriculum + more deviant peers: higher risk of antisocial behavior
- grouping students increases experience of victimization
deviation from classroom norms - bullying
- positive norm: worse outcomes for victims who deviate from norm
- victim from ethnic majority group: self-blame ‘it must be me’
schoolwide interventions
- more monitoring, systematic and consistent response
- focus on bystanders
- teach social skills to help resolve interpersonal conflicts
- attention to relational aggression
schoolwide and targeted interventions
- more monitoring, systematic and consistent response
- focus on bystanders
- teach social skills to help resolve interpersonal conflicts
- attention to relational aggression
-targeted interventions only work with school wide interventions
consequences for bully-victims
-antisocial personality disorder and anxiety disorders
who is at elevated risk for disorders?
- Bullies and victims WITH psychiatric symptoms rather than all bullies or victims per se are those who are at elevated risk of later psychiatric disorders
- Approach: 1) identify bullies, victims, bully-victims, 2) conduct psychiatric screening
Genes & victimization
-73% of variation in victimization due to genes
-heritable characteristics may influence vulnerability:
introverted, social cognitive deficits, emotion regulation, emotional display could mediate genetic influences
Genes & bullies
- 61% accounted for variation
- verbal ability, self-regulation, biases in social cognition, low emotionality, poor emotional regulation may mediate genetic influences
genes victims & bullies
- some genetic factors (modest overlap 14%) influenced both victimization and bullying
- most genetic factors are specific to each role
