Editorial: School bullying and later offending

ArticleinCriminal Behaviour and Mental Health 21(2):77-9 · April 2011with8 Reads
DOI: 10.1002/cbm.807 · Source: PubMed
    • "In the present study, unexpectedly and unlike the findings of previous research (Berne, Frisen, & Kling, 2014), the examined relationships exhibited no gender differences. Findings regarding gender differences in cyber victimization are inconsistent (Farrington, Ttofi, & Losel, 2011; Hinduja & Patchin, 2008; Rivers & Noret, 2010). We can assume the absence of gender differences is due to anonymity and the absence of physical force, technology expertise, and so forth that characterize this type of violence. "
    [Show abstract] [Hide abstract] ABSTRACT: The authors examined cyberbullying victimization in the context of issues of key importance to youth: body esteem, social support, and social self-efficacy. Research has found that traditional peer-bullying victimization is significantly correlated with low body esteem in Western societies, especially pertaining to weight (R. Puhl & J. Luedicke, 2012 ). Studies have also found a relationship among bullying victimization, appearance-related bullying, low body esteem, and psychosocial difficulties among youth (L. E. Park, R. M. Calogero, A.F. Young, & A. Diraddo, 2010 ). However, the emergence of cyberbullying, characterized by its own special features (P. K. Smith et al., 2008 ), has raised a salient need to explore the relationship between cyber victimization and body esteem, no less important with social framework, because both are key components in adolescents' lives that may be associated with cyberbullying victimization. The authors examined these relationships among 204 Israeli adolescents 14-16 years old. The results indicate a noteworthy prevalence (45%) of cyber victims. Cyber victimization is significantly correlated with low body esteem and low social support and social self-efficacy. Low body esteem and low social support predicted the probability of being a cyber victim. The results extend the knowledge about potential personal and social risk factors for cyber victimization during adolescence. Implications for specific intervention programs are discussed.
    Article · Jun 2016
    • "May–June 2015 ● American Psychologist and adult outcomes such as substance use, offending, and job status (Farrington et al., 2011). However, extant studies are limited by only providing evidence for incidental models of bullying perpetration. "
    [Show abstract] [Hide abstract] ABSTRACT: This article reviews current research on the relational processes involved in peer bullying, considering developmental antecedents and long-term consequences. The following themes are highlighted: (a) aggression can be both adaptive and maladaptive, and this distinction has implications for bullies' functioning within peer social ecologies; (b) developmental antecedents and long-term consequences of bullying have not been well-distinguished from the extant research on aggressive behavior; (c) bullying is aggression that operates within relationships of power and abuse. Power asymmetry and repetition elements of traditional bullying definitions have been hard to operationalize, but without these specifications and more dyadic measurement approaches there may be little rationale for a distinct literature on bullying-separate from aggression. Applications of a relational approach to bullying are provided using gender as an example. Implications for future research are drawn from the study of relationships and interpersonal theories of developmental psychopathology. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Full-text · Article · May 2015
    • "In addition, more girls in special education reported being perpetrators (22.6%) than mainstream girls, and we assume that, in reality , percentages for being victimized or bullied are much higher. These results are consistent with previous findings that girls are at higher risk of being cybervictims (Farrington, Ttofi, & Losel, 2011). What might be the reasons that girls in special education classes reported higher rates of involvement in cyberbullying? "
    [Show abstract] [Hide abstract] ABSTRACT: Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams.
    Full-text · Article · Jun 2013
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