Responding to peer victimisation in middle childhood: what is a victim to do?
| Published date | 30 September 2010 |
| DOI | https://doi.org/10.5042/jacpr.2010.0533 |
| Pages | 15-24 |
| Date | 30 September 2010 |
| Author | Andrew Terranova,Paul Boxer,Amanda Morris |
| Subject Matter | Health & social care,Sociology |
15Journal of Aggression, Conflict and Peace Research • Volume 2 Issue 4 • October 2010 © Pier Professional Ltd
10.5042/jacpr.2010.0533
Introduction
Bullying involves repeated aggressive
acts directed toward a target who is at a
disadvantage due to an imbalance of power
(Olweus, 2001). Victimisation by bullying
is common (eg. Nansel et al, 2001) and
negatively affects adjustment (Kochenderfer
& Ladd, 1996; Kochenderfer-Ladd & Wardrop,
2001; Kumpulainen et al, 1999). Some young
people experience victimisation for extended
periods of time (Nylund et al, 2007), and
persistent victimisation can be more severe and
deleterious in its impact (Juvonen et al, 2000;
Kochenderfer & Ladd, 1996; Kochenderfer-Ladd
& Wardrop, 2001; Sharp et al, 2000). Thus, there
is a need to identify factors associated with
chronic victimisation.
Transactional theories of development
assert reciprocal effects between children and
their environments (eg. Cicchetti & Lynch,
1993; Lazarus & Folkman, 1984; Sameroff &
Responding to peer
victimisation in middle
childhood: what is a victim
to do?
Andrew M Terranova
Assistant Professor, Department of Psychology, Stephen F Austin State University, USA
Paul Boxer
Assistant Professor, Department of Psychology, Rutgers University, New Jersey, USA
Amanda S Morris
Associate Professor, Department of Human Development & Family Science, Oklahoma State
University, USA
ABS TR AC T
Children’s responses to peer victimisation are thought to influence the duration of
victimisation, yet research has not clearly indicated the best ways for young people to
respond. In the current study, students (n = 403, mean age of nine years, 11 months, 55%
female, 53% Caucasian) reported on their peer victimisation experiences and responses at
the beginning and end of a school year. Teachers also reported on students’ victimisation
experiences. Cross-lagged path analysis indicated a reciprocal association between
externalising responses and victimisation. Victimisation early in the school year also
resulted in increased internalising responses. Findings also suggest that coping responses
are more reliably linked to subsequent victimisation rates in young people who are not yet
experiencing high levels of victimisation.
KEY WORDS
Peer victimisation; coping; bullying; school violence.
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