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Personal characteristics of bullying victims in residential care for youth
- Authors:
- SEKOL Ivana, FARRINGTON David P.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 8(2), 2016, pp.99-113.
- Publisher:
- Emerald
Purpose: This research examined some personal characteristics of victims of bullying in residential care for youth. The paper aims to discuss these issues. Design/methodology/approach: A total of 601 young people aged 11-21 from 22 residential facilities in Croatia completed an anonymous self-reported bullying questionnaire, the Big Five Personality Inventory, the Basic Empathy Scale and the Rosenberg Self-esteem Scale. Findings: The results demonstrated that male and female victims lacked self-esteem, presented with neurotic personality traits and were likely to believe that bullying was just part of life in residential care. Female victims also presented with lower levels of agreeableness and conscientiousness, while male victims were young and had a history of victimisation during their previous placement, in school and at the beginning of their current placements. Practical implications: Victims in care might benefit from programmes addressing their low self-esteem, high neuroticism and attitudes approving of bullying. Male residential groups should not accommodate young boys together with older boys. New residents who have a history of victimisation during their previous placement and in school should be supervised more intensively but in a manner that does not increase their perception of being victimised. (Edited publisher abstract)
Characteristics of bullies and victims among incarcerated male young offenders
- Authors:
- CONNELL Anne, FARRINGTON David P., IRELAND Jane L.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 8(2), 2016, pp.114-123.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to investigate the characteristics of bullies and victims in Canadian institutions for young offenders. The second aim is to investigate to what extent it is possible to develop risk scores that can predict who will become a bully or a victim. Design/methodology/approach: In total, 185 male young offenders aged 16-19 in nine Ontario facilities were individually interviewed about their bullying and victimisation, and two standardised inventories were completed. Findings: Compared with non-bullies, bullies had spent longer in their present facility, had been bullies in a previous facility, had more previous custodial sentences, had been suspended or expelled at school, and expressed aggressive attitudes. Compared with non-victims, victims were socially isolated in custody, had failed a grade in school, had been committed to a psychiatric hospital, had been victims in a previous facility, had fewer previous custodial sentences, and were less likely to express aggressive attitudes. Practical implications: Risk/needs assessment instruments should be developed to identify likely bullies and victims and guide interventions to prevent bullying in young offender institutions. (Edited publisher abstract)
First-generation immigrants feel socially excluded and have greater pro-violence attitudes than the native population in England and Wales
- Authors:
- BUI Laura, FARRINGTON David P.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 8(1), 2016, pp.46-60.
- Publisher:
- Emerald
Purpose: Studies examining immigrant generational status and violence have supported differences in the prevalence of violence between these groups. The purpose of this paper is to measure relevant risk factors for violence to focus on whether negative perceptions may contribute to understanding the between-generations differences in violence. Based on the literature, it is theorised that pro-violence attitudes would be related to and be higher in second-generation immigrants than first-generation immigrants, and that negative perceptions would mediate the relationship between pro-violence attitudes and violence. Design/methodology/approach: Data to answer the study’s key questions were taken from the 2010-2011 UK citizenship survey, where only the main sample was analysed. Findings: The findings reveal that first-generation immigrants have a higher prevalence of pro-violence attitudes than the native population. Originality/value: This suggests that there is an intergenerational transmission in violent attitudes, and this is a risk factor for actual violence in second-generation immigrants. (Publisher abstract)
Individual risk factors for school bullying
- Authors:
- FARRINGTON David P., BALDRY Anna Costanza
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 2(1), January 2010, pp.4-16.
- Publisher:
- Emerald
Drawing on a review of research on bullying and on the Cambridge Study in Delinquent Development (a prospective longitudinal survey of 411 males followed up from age 8 to age 48), this article examines individual risk factors for bullies. It discusses gender and age, aggressiveness, school achievement, personality and impulsiveness, empathy, self-esteem and depression, unpopularity, physical and biological features, and childhood predictors of bullying. It also reports on individual, family and socio-economic predictors and correlates of bullying. It finds that the most important individual risk factors are hyperactivity-impulsiveness and low empathy. The authors conclude that more cognitive behavioural skills training programmes that target impulsiveness and empathy are needed.
What works in preventing bullying: effective elements of anti-bullying programmes
- Authors:
- TTOFI Maria M., FARRINGTON David P.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 1(1), April 2009, pp.13-24,.
- Publisher:
- Emerald
A systematic review and meta-analysis was conducted to assess the effectiveness of anti-bullying programmes in schools. A review of the literature from 1983 to the end of April 2008 revealed a total of 593 reports that were concerned with bullying prevention, 59 of these (describing evaluations of 30 different programmes) were eligible for inclusion in this review because they described a high-quality evaluation. The number of reports concerned with anti-bullying programmes was found to have increased markedly over time. The authors coded the elements of the intervention in the programmes and key features of the evaluation and related these to the effects of the intervention. The meta-analysis revealed that school-based anti-bullying programmes are effective in reducing bullying and victimisation (being bullied), which were reduced by about 20-23% in experimental schools, compared with control schools. The most important programme components that were associated with a decrease in bullying were parent training, improved playground supervision, disciplinary methods, school conferences, videos, information for parents, work with peers, classroom rules and classroom management. Implications for policy making and future research are discussed.