CAUSES OF BULLYING, DIFFERENT REASONS FOR BULLYING AND CHARACTERISTICS - IDENTITY OF THE VICTIMS ACCORDING TO THE BULLIES (HIGH SCHOOL STUDENTS)

Vasiliki Giannouli, Georgios Vrakas, George Pavlidis, Sarris Dimitrios

Abstract


The research presents the results from the completion of a questionnaire exclusively by the participants of the study who have been perpetrators of acts of bullying. The results showed that the bullies to a small extent acknowledged that they became bullies because they felt powerful, because they like to dominate/oppress others, because they wanted recognition of their authority from their classmates, because they were afraid of becoming victims and because they had had previously been victims of bullying (in all cases the average value is equal to 2.0). Also, the results showed that the most important reason that pushed the bullies to bully was some particular characteristic of the victim (Mean=3.0, SD=1.0) and to a lesser extent identity -ethnicity, race, sexual orientation- (Mean=2.0, SD=1.0, Mean=2.0, SD=1.0, Mean=2.0, SD=1.0) respectively. According to the perpetrators, they bullied more often boys (Mean=3.0, SD=2.0), and students of their school (Mean=3.0, SD=2.0). Finally, it emerged that the most frequent form of bullying was derogatory comments (Mean=3.0, SD=2.0) followed by physical violence (Mean=2.0, SD=1.0).

 

Article visualizations:

Hit counter


Keywords


learning difficulties, ADHD, victimization

Full Text:

PDF

References


Asimopoulos, 2008: 102 ff. According to Rigby, 2002: 251, students 8-12 years old and 13-18 stated respectively: 80 and 93% breaks, 65% and 81% in the classroom, 49 and 56% on the way home, 19 and 37% from home to school.

Bushman, B. J., & Baumeister, R. F. (1998). Threatened egotism, narcissism, self-esteem, and direct and displaced aggression: Does self-love or self-hate lead to violence? Journal of Personality and Social Psychology, 75(1), 219–229. https://doi.org/10.1037/0022-3514.75.1.219

Giannouli, V. & Pavlidis, G. Th. and Garner, P. (2013). Spelling Errors Accurate Differentiate Greek Children Mild LD from their Normal Controls. Support for Learning: The British Journal of Learning Support (accepted for publication)

Giannouli, V., Pavlidis, G. Th., & Price, G. (2014). Using errors to differentiate pupils with moderate learning difficulties from their normal peers. Support for Learning: The British Journal of Learning Support (accepted for publication).

Herbert, M. (1998). Clinical Child Psychology. Social Learning, Development and Behaviour, 2nd edn. Chichester: Wiley (414 pp).

Ivarsson, T., Broberg, A., Arvidsson, T., & Gillberg, C. (2005). Bullying in adolescence: psychiatric problems in victims and bullies as measured by the youth self-report (YSR) and the depression self-rating scale (DSRS). Nordic Journal of Psychiatry, 59(5), 365-73.

Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27(2), 102-110.

Liu, J. (2004). Childhood externalizing behavior: Theory and implications. Journal of Child and Adolescent Psychiatric Nursing, 17(3), 93-103.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.

Olweus,D. (2013). School bullying: development and some important challenges, Annual Review of Clinical Psychology, 9:751–780.

O’Moore, Μ. (2000). Critical Issues for Teacher Training to Counter Bullying and Victimisation in Ireland. Aggressive Behavior, 26(1), 99-111.

Pavlidis, G. Th. (2016). "Bullying: where, how to whom (dyslexic), by whom, why it occurs and how to reduce it." Keynote speech at the Panhellenic Scientific Conference – 'Bullying-School Bullying: Psychosocial, Educational Consequences & Dealing with Them', University of Macedonia, 5-6 March.

Pavlidis, G. Th. (2011). The accurate diagnosis of dyslexia by erratic eye movements (ophthalmokinesis) by non-verbal tasks, Journal of Eye Movement Research, 4(3).

Pavlidis, G. Th. (2014). Prognosis & diagnosis of dyslexia & ADHD internationally: from the controversial subjectivity to the biological objectivity. Journal of the SEN Society, (accepted for publication).

Roediger, H. L. III, Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 1–36). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00001-6

Smith, P. K. & Sharp, S. (Eds.) (1994). School bullying: Insights and perspectives. London: Routledge.

Suckling, A. & Temple, C. (2001). Bullying: A whole approach. London: Jessica Kingsley Publishers.

Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35(1), 3–25. https://doi.org/10.1080/0013188930350101

Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41(8), 989–1002. https://doi.org/10.1111/1469-7610.00687




DOI: http://dx.doi.org/10.46827/ejsss.v8i3.1386

Copyright (c) 2022 Vasiliki Giannouli, Georgios Vrakas, George Pavlidis, Sarris Dimitrios

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


 

Hit counter