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HOW PUPILS COPE WITH BULLYING: A LONGITUDINAL STUDY OF SUCCESSFUL AND UNSUCCESSFUL OUTCOMES

HOW PUPILS COPE WITH BULLYING: A LONGITUDINAL STUDY OF SUCCESSFUL AND UNSUCCESSFUL OUTCOMES. Lorenzo Talamelli 1 , Peter K Smith 1 , Helen Cowie 2 , Paul Naylor 2 and Preeti Chauhan 1 1 Goldsmiths College, University of London, and 2 University of Surrey Roehampton.

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HOW PUPILS COPE WITH BULLYING: A LONGITUDINAL STUDY OF SUCCESSFUL AND UNSUCCESSFUL OUTCOMES

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  1. HOW PUPILS COPE WITH BULLYING: • A LONGITUDINAL STUDY OF SUCCESSFUL AND UNSUCCESSFUL OUTCOMES Lorenzo Talamelli1, Peter K Smith1, Helen Cowie2, Paul Naylor2 and Preeti Chauhan1 1Goldsmiths College, University of London, and 2University of Surrey Roehampton

  2. Bullying and social exclusion is widespread during childhood and adolescence Some 10-20% of pupils report being the victims of bullying at school at some time during the last 3 to 6 months Victims of bullying feel socially anxious, depressed, lonely and lacking in self-esteem (Hawker & Boulton, 2000) Self-reported victim rates decrease with age, but there are some persistent victims who may be bullied for years

  3. Coping strategies used by victims vary in effectiveness Fighting back Walking away Kochenderfer & Ladd (1997) - longitudinal study of 5 to 6 year olds in U.S. kindergarten Victimization Telling a teacher Having a friend's help

  4. Coping strategies used by victims vary in effectiveness Salmivalli, Karhunen & Lagerspetz (1996) - 12-13 year old Finnish pupils Nonchalance More constructive Counter-aggression Helplessness

  5. Coping strategies used by victims vary in effectiveness Protective factors Hodges et al. 1999 Boulton et al. 1999 Friends (quality and number) Peer acceptance

  6. Victims often do not seek help Smith and Shu (2000)found that around 30% of bullied pupils remained silent about their experience In schools where there was a formalised system of peer support, the percentage of bullied pupils who said that they did not report the bullying was only 14% (Naylor et al., in press)

  7. Sample • Earlier survey: Naylor & Cowie (51 UK schools with an established Peer Support System) • 35 school agreed to participate • 264 former victims of bullying (now in Yr 9 and Yr 11) • 264 former non-victims of the same schools were matched by age and gender (and, where possible, ethnicity) • Final sample of 413 pupils (204 former V, 209 former NV)

  8. Measures • Structured interview (face to face, 20-25 minutes) • Strengths and Difficulties Questionnaire (Goodman, 1997) students’ and teachers’ versions • Attendance (first 104 sessions) • Pupil’s liking of school, number and quality of friendships • Definition of bullying and description of a witnessed incident • Description of a personal experience of victimization occurred over the last 2 years • Knowledge and perceived effectiveness of the Peer Support System in the school • General opinions about bullying (reasons, advice to give, possible actions if witnessed)

  9. Measures • Structured interview (face to face, 20-25 minutes) • Strengths and Difficulties Questionnaire (Goodman, 1997) students and teachers versions • Attendance (first 104 sessions) • Emotional problems • Conduct problems • Hyperactivity • Peer problems • Prosocial behaviour

  10. Victim status groups

  11. Content Analysis Types of Bullying • Direct verbal abuse (128) • Physical bullying (66) • General (non-specific) bullying (41) • Indirect bullying (14) • Imbalance of power (11) • Taking belongings (10) • Social exclusion (8) • Don’t know/can’t remember (5)

  12. Content Analysis Coping strategies • Talk to someone (115) • Ignore it (73) • Stick up for yourself (67) • Avoid, stay away from the bully (42) • More/different friends (37) • Fight back (14) • Different behaviour/attitude (6) • Conditional (10)

  13. Content Analysis Reasons for victimisation • VICTIM-RELATED (81) • Victim characteristics (43) • Victim behaviour (26) • Victim loneliness (12) • RELATIONSHIP BETWEEN BULLY AND VICTIM (37) • BULLY-RELATED (39) • Bully emotional gains (19) • Bully social gains (5) • Bully physical gains (3)

  14. RESULTS Comparison of three groups

  15. RESULTS Comparison of three groups Significant interaction: Female V-Vs score less

  16. RESULTS Significant interaction: V-V Girls differ from the other two groups NV-NV Boys differ from the other two Comparison of three groups Strengths and Difficulties Questionnaire NV-NV V-NV V-V sign. • EMOTIONAL PROBLEMS (self) 2.48 2.95 4.40 p<.0001 (teacher) 1.30 1.87 2.52 p<.001 • CONDUCT PROBLEMS (self) 1.89 1.92 2.24 X (teacher) 0.90 1.35 1.66 p<.02 • HYPERACTIVITY (self) 3.66 3.86 4.34 X (teacher)2.48 2.99 3.80 p<.01 • PEER PROBLEMS (self) 1.41 1.97 2.74 p<.0001 (teacher) 1.30 1.78 2.73 p<.0001 • PROSOCIAL BEHAVIOUR(self) 7.20 7.37 7.66 X (teacher) 7.12 6.63 6.48 X

  17. RESULTS Comparison of two groups V-NV & V-V Types of Bullying: No significant differences by victim status Coping strategies: More V-NV reported talking to someone about it (p<.01) and getting more/different friends (p<.05) Reasons for victimisation: Victim-related reasons (especially characteristics and behaviour) much more frequent than bully-related reasons. NV-NV & V-NV Hypothetical coping strategies: NV-NV more likely to report that they would talk to someone (78.9% vs. 68.4%). p<.05 V-NV more likely to report they would ignore it (19.1% vs. 10.5%) and stick up for themselves (27.2% vs. 17.0%). p<.05

  18. To summarize... enjoyment of school, attendance, friendship, SDQ V-V V-NV NV-NV • Like less other pupils and breaktime • Miss school more often • Have fewer friends at school • Have poor quality of friendship • Score more on Peer Problems and Emotional Problems (self and teacher rated SDQ) • Score more on Conduct Problems and Hyperactivity (teacher rated SDQ) • and one third admit to have bullied others

  19. To summarize... enjoyment of school, attendance, friendship, SDQ V-NV NV-NV • Like less other pupils and breaktime • Miss school more often • Have fewer friends at school • Have poor quality of friendship • Score more on Peer Problems and Emotional Problems (self and teacher rated SDQ) • Score more on Conduct Problems and Hyperactivity (teacher rated SDQ) • and one third admit to have bullied others

  20. To summarize... Coping strategies, Reasons V-V V-NV • Less likely to talk to someone • Don’t try to have more/different friends • More often try to ignore it • Often blame themselves for being bullied More likely to talk to s.o. Try to have more/different friends V-NV • Recommend to talk to s.o. • Don’t recommend to ignore it or stick up for themselves • Often suggest conditional coping strategies

  21. Ways to help... • Encouragement to tell(with effective response by the person told) • Training in assertiveness skills(not ignoring, or blaming oneself) • Training in friendship skills(including peer support schemes)

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