A Comparison of 9th and 10th Grade Boys'and Girls' Bullying Behaviors in Two States

Abstract

This paper compared the bully behaviors of 250 9th and l0th grade boys and girls in four schools in Texas and Nebraska. Nearly one-third of girls and one-fifth of boys observed bullying often. The most common kind of bullying for both boys and girls was hurtful teasing and name-calling. Boys bullied using more physical violence, while girls reported less; however, both boys and girls indicated they were threatened with harm more than 26% of the time when bullied.     

Same- and Cross-Gender Sexual Harassment Victimization in Middle School: A Developmental-Contextual Perspective

Using a developmental-contextual framework, the present study investigated risk factors for same- and cross-gender sexual harassment victimization in 986 middle school students. Participants completed questionnaires in the fall and spring of the same school year so risk factors could be explored longitudinally. Results revealed that gender differences existed for same- and cross-gender forms of harassment. While girls reported more instances of receiving same- and cross-gender unwanted sexual attention, boys were more likely to report being victims of same-gender gender harassment. Important differences in risk factors also existed. Being bullied in the fall and feeling disconnected from school were risk factors for same-gender victimization but not for cross-gender victimization. Romantic relationship status, which was a significant risk factor for both same- and cross-gender victimization, was qualified by significant gender interactions. Results are explained through a developmental-contextual lens and implications for intervention are discussed.     

Students Behaving Badly

Abstract

Students experience many forms of victimization at school, yet few studies address more than one form of victimization. In this study, we explored the incidence of multiple forms of peer victimization, including direct verbal and physical, relational, and sexual harassment victimization among urban middle school students. We examined the overlap and gender differences among victimization experiences. Further, social cognitive theory was used to better understand how victimization experiences influence beliefs about the acceptability of aggression. Youth in 6th through 8th grades (N=111) completed self-report measures assessing peer victimization experiences and normative beliefs about aggression. Results revealed overlap between victimization experiences, suggesting that students commonly experience multiple forms of victimization by peers. Males who were sexually harassed held the strongest beliefs supporting aggression in situations without provocation. Our findings suggest that direct physical/verbal, relational, and sexual harassment victimization are inter-related experiences among youth, and these experiences differ by sex.     

Executive functioning and bullying participant roles: Differences for boys and girls

Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to also consider the underlying cognitive processes associated with different bullying roles such as socially oriented cognitive processes associated with executive functions. The goal of the current study was to examine executive functions associated with types of bullying role behavior (aggression, victimization, defending, assisting, and outsider behavior) and differences between boys and girls within a sample of 689 third- to eighth-grade students (51% male, 49% female). Victimization was significantly and negatively associated with each executive function. Defending was positively associated with emotion regulation for upper elementary school students, but not for middle school students. Outsider behavior was significantly and negatively associated with self-monitoring, flexibility, and initiation.     

Associations Between Caregiver Support, Bullying, and Depressive Symptomatology Among Sexual Minority and Heterosexual Girls: Results from the 2008 Boston Youth Survey

Although sexual minority (SM) youth are at an increased risk for being bullied and experiencing depression, it is unclear how caregiver support is interrelated with those variables. Therefore, we sought to assess: (a) the prevalence of nonphysical bullying, depressive symptomatology, and caregiver support among heterosexual and SM girls, (b) the association between caregiver support and bullying in both groups, and (c) whether sexual orientation moderates the interactive effect of caregiver support and bullying on depressive symptoms. Data come from a survey of students in 22 Boston public high schools; 99 of the 832 girls in the analytic sample were SM. We used chi-square statistics to examine group differences, and multiple regression to estimate the association between the caregiver support, sexual orientation, being bullied, and depressive symptomatology. SM girls reported similar levels of caregiver support as heterosexual girls, but reported higher levels of depressive symptomatology. They were also more likely to report nonphysical bullying. Tests for interactions were not statistically significant, suggesting that bullying, caregiver support, and sexual orientation are independently associated with depressive symptomatology.     

Identification of Bullies and Victims

SUMMARY

Bullying studies frequently rely on student self-report to identify bullies and victims of bullying, but research in the broader field of peer aggression makes greater use of other informants, especially peers, to identify aggressors and victims. This study compared self, peer, and teacher identification of bullies and bully victims in a sample of 416 middle school students. Overall, there was poor correspondence between self-reports and reports made by peers or teachers, but consistently better agreement between peers and teachers, in identifying both bullies and victims of bullying. Peer and teacher identification of bullies were more consistently associated with subsequent school disciplinary infractions than were self-reports. These results raise concern about reliance on student self-reports of bullying and bully victimization.     

Comparing Middle School Teachers' and Students' Views on Bullying and Anti-Bullying Interventions

Abstract

This study compares middle school students' and teachers' perceptions regarding the effectiveness of intervention and prevention strategies commonly used by children, teachers, and nonteaching staff to address bullying among students as identified in the research literature. Both quantitative and qualitative methods were used. The results indicate that teachers are more likely to perceive bullying intervention and prevention strategies as effective than are students, and to perceive teachers as offering assistance to student victims. Both teachers and students appear to believe that teachers need to teach students assertiveness techniques to confront perpetrators. However, both students and teachers generally did not see as helpful some of the common educational techniques utilized by most bullying prevention programs, including role-playing and literature.     

Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms

ABSTRACT

This study investigated the gender-specific effects of social achievement goals – i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals – on bullying perpetration in a sample of 788 adolescents (53.3% girls), taking into account the mediating role of sense of belonging and non-inclusive group norms. Two-group structural equation modeling results indicated that social demonstration approach goals positively predicted bullying perpetration for both genders. For girls, higher social development goals and for boys, higher social avoidance goals decreased bullying perpetration. Gender-specific effects of belonging and non-inclusive group norms on bullying perpetration occurred. For boys, non-inclusive group norms mediated the relation between all social achievement goals and bullying perpetration. Implications for future research and (gender-sensitive) bullying interventions are discussed.     

Violence in school: An investigation of physical,psychological, and sexual victimization reported by Italian adolescents

In Italy, numerous studies have been carried out regarding the phenomenon of bullying; however, studies on single incidences of sexual, physical, and psychological victimization at school remain scant. Therefore the aim of this study is to examine the phenomenon of scholastic violence with a broader perspective, as well as all the possible perpetrators including adults. The sample consisted of 277 adolescents (64% female), ranging from grade 6th to 13th (mean age = 13.29, SD = 2.19). Sixty-four percent of the participants were middle school students, the remaining were high school students. Results show that the most commonly reported type of victimization is psychological violence (incidence= 77%), followed by physical (incidence= 52%), and sexual victimization (incidence= 24%). These forms of violence are mainly inflicted by peers. The research confirmed the validity of the tool and its applicability in the Italian context for screening violent behavior at school.     

Liked by Peers or Liked by Teachers: Differential Patterns of Bullying over Time

ABSTRACT

We examined the tendency for high status children to bully their classmates. Children liked by peers only (LPO), liked by teachers only (LTO), liked by both (Both), liked by neither (Neither), and children with average peer and teacher liking (Average) were compared on self-, teacher-, and peer-reported bullying. Participants were 676 fourth-grade children (50.7% girls). Children in the Neither group evinced the highest level of bullying, which increased significantly from fall to spring. We found little evidence that children in the Both group differed from other groups or that their bullying increased over time. Self-reported physical bullying increased for boys in the LPO and Average groups and for girls in the LTO and Neither groups. Gender-specific findings have implications for researchers and practitioners.     

Student Willingness to Seek Help for Threats of Violence in Middle School

Abstract

This study examined factors that influence a student's willingness to seek help for a threat of violence. The sample consisted of 542 middle school students who completed an anonymous survey that asked students how likely they would be to seek help in response to being bullied or threatened. The survey also included measures of type of bullying, attitudes toward aggressive behavior, and perceptions of teacher tolerance for bullying. Stepwise multiple regression analyses indicated that willingness to seek help is lower in higher grade levels and among males. Students who hold aggressive attitudes and perceive the school climate to be tolerant of bullying were less likely to report a willingness to seek help. Implications for improving student willingness to seek help are discussed.     

Evaluation of a Program Designed to Reduce Relational Aggression in Middle School Girls

Abstract

Physical and verbal aggression is an increasing problem inboth middle and high schools across the United States. While physical forms of aggression are targeted in traditional “bullying” programs, relational aggression (RA), or the use of relationships to hurt another, is often not detected or addressed. For girls in the stage of identity formation, RA can impact negatively on self-concept, peer relationships, school performance, and mental and physical health. An innovative program designed specifically to help middle school girls confront and cope with issues related to RA was developed, implemented, and evaluated in two school systems. Attitudes and self-reported behaviors were measured before and after the program. Results show an improvement in relationship skills after participation in the program. Most noticeable improvements were in a girl's stated willingness to become involved when witnessing another girl being hurt and girls benefiting from the mentoring they received from high school juniors and seniors.     

Developing a University-Wide Institutional Response to Sexual Assault and Relationship Violence

SUMMARY

Students may be predisposed to benefit from mandatory service-learning programs based on their gender and upon whether their parents serve as models of helping. The role of each of these variables was examined in a survey of seventh grade students (n = 86) who were required to complete service during the school year. Results demonstrated that girls felt more positively about the specific program and were more likely to intend to help in the future than boys. Students with parental helping models were also more likely to intend to help in the future. Girls with parental models were more likely to have altruistic self-images than girls without parental models whereas the presence of parental helping models had no effect on boys' altruistic self-image. These results are discussed with regard to socialization of prosocial behavior in both boys and girls.     

Pupil Insights into Bullying,and Coping with Bullying

Abstract

We report a bi-national study of children's perceptions of bullying and coping with bullying in Japan and England. The study focused especially on the children's opinions about coping strategies for different types of bullying, why victims of bullying often do not/cannot tell others about their being bullied, and what bystanders might do and why bystanders might not help the victims. Two hundred and seven pupils aged 13-14 years from one junior high school in Tokyo and one secondary school in London completed a questionnaire. Bullying (ijime) in Japan was seen as relatively more often characterised by larger groups of bullies, mostly in the same grade and “friends” of the victim, compared to bullying in England which was more often by a smaller number of bullies, often from a higher grade, and often not friends of the victim. Children of both countries were found to have a certain idea of coping strategies for different types of bullying. Problem-focused coping skills were considered more useful than emotion-focused coping skills. Most victims were, however, thought not to be able to actually use these coping skills, but too often do nothing and put up with it because of the fear of the bullying getting worse or of having not enough support from others. Pupils seemed to think they should actively intervene to help victims; however, most bystanders were actually thought to try not to be involved because of the fear of getting attacked by the bullies or of becoming the new target of bullying. Some national and gender differences were also examined.     

Bystander Intervention,Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.     

Exposure to School Bullying and Psychological Health in Young Adulthood: A Prospective 10-Year Follow-Up Study

Being bullied at school is strongly related to psychological health complaints at the same time point. Studies have also found long-term associations, but few have combined a prospective design with children’s own reports on bullying, and conducted gender-specific analyses. The present study assesses health consequences in young adulthood of self-reported victimization in adolescence using data from Child-LNU in 2000 and the follow-up in 2010 (including 63% of the original sample, n = 813). At ages 10–18 a clear cross-sectional association was found for both girls and boys. Among girls, exposure to bullying also predicted psychological complaints 10 years later, at ages 20–28 (OR = 2.86). This association was not explained by socioeconomic circumstances, neither in adolescence nor in young adulthood. Instead, it can partly be understood as victimization, among adolescent girls, being associated with negative self-image and psychological health as well as with deficits in social resources more generally.     

The Relationship Between Bullying Victimization and School Avoidance: An Examination of Direct Associations,Protective Influences,and Aggravating Factors

This study examines the impact of bullying victimization on school avoidance by proposing the following hypotheses: (1) Net of other factors, students who have experienced bullying victimization are more likely to engage in school avoidance behaviors; (2) There are protective factors that will decrease this relationship between bullying victimization and avoidance behaviors; and (3) There are aggravating factors that will increase this relationship between bullying victimization and avoidance behaviors. Binary logistic regression models are estimated, using data from the 2011 National Crime Victimization Survey: School Crime Supplement, with a nationally representative sample of 6,547 middle and high school students. Findings provide strong support for the effect of bullying victimization on school avoidance, such that students who have experienced bullying are more likely to avoid places in school. Additionally, results suggest that participation in school activities and fear can influence the relationship between bullying victimization and school avoidance.     

Examining Adolescent Suicidal Behaviors in Relation to Gun Carrying and Bullying

Guided by the interpersonal theory of suicide, this study examines the associations between gun carrying, bullying, and suicidal behaviors among high school students. Arizona Youth Risk Behavior Surveys were completed by 2,677 students in 2011; 9.0% reported suicide attempt in the past year, 5.5% carried a gun in the past 30 days, 8.5% were involved in school bullying, and 3.9% in cyberbullying. After accounting for depressive symptoms and self-harm, multiple linear regression results demonstrate that youth who carried a gun in the past 30 days were 3.98 times more likely to attempt suicide. Bullying was not associated with suicide attempt; however, youth report being 1.55 times more likely to make a suicide plan if they were bullied in school, 1.89 times more likely if cyberbullied, and .48 less likely if a cyberbully/victim. Results support the interpersonal theory of suicide; implications for school policies on gun carrying and bullying are discussed.     

Involving Students in School Violence Prevention

Abstract

Why are some students not willing to tell adults about a possibly violent situation in their school? In this study, 1,100 students in the Mid-South were surveyed on their knowledge of, and willingness to tell about, a possibly violent situation, their involvement in behaviors that are related to school violence, and their school's climate. About 1/3 of students knew of a potentially violent situation, and about 3/4 were willing to tell an adult. However, students who were involved in antecedents to violence and/or who had an unfavorable view of their school were much less likely to tell an adult about such situations. Efforts to prevent school violence should be designed with these factors in mind.     

Bullying and Difference

Abstract

Why are students who have special educational needs at greater risk of bullying than their peers when educated in mainstream settings? This case study of one mainstream secondary school describes the various facets of the peer group dynamics that underpinned social aggression and exclusion towards students who were hearing impaired. These students were subject to the same social pressures as their mainstream peers but in addition were at risk of stigmatisation. As a result of their deafness they were treated as second class citizens (discredited). This in turn could lead to denigration and actual bullying, as well as social exclusion/marginalisation.