School violence in the eyes of the beholders: an integrative aggression-victimization perspective

Five experiments explored, within the framework of functional measurement, the importance assigned by 3rd and 4th graders (n = 117) to expectations of potential perpetrators from their potential victims. Each participant was requested to imagine potential incidents of school violence where four familiar classmates were presented as protagonists (i.e., perpetrator and victim). An orderly manipulation of the combination of the level (high or low) of aggressiveness and susceptibility to victimization in each protagonist was made. The participants were informed whether or not the victim was about to deliver tangible rewards, display signs of suffering, or retaliate (2*2*2 = 8 conditions). For each potential incident, the participant estimated the likelihood that an attack will take place. The following order of importance was found: Reward > Retaliation > Suffering. Victim's aggressiveness was slightly effective. From an applied perspective, most notable is the tendency to lower the likelihood of violence when the educator knows about the incidents.