Self-reported bullying and victimisation at school: prevalence, overlap and psychosocial adjustment
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Bergen
Department of Health Promotion and Development, Faculty of Psychology, University of Bergen
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Delvis opptrykk av artikler |
| Beschreibung: | XIV, 165, [133] S. graph. Darst. |
| ISBN: | 9788230816745 |
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| 245 | 1 | 0 | |a Self-reported bullying and victimisation at school |b prevalence, overlap and psychosocial adjustment |c Mona Elin Solberg |
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| adam_text | IMAGE 1
TABLE OF CONTENTS
ACKNOWLEDGEMENTS III
SUMMARY VI
LISTOFPAPERS IX
TABLE OF CONTENTS XI
1. INTRODUCTION: THE PROBLEM OF SCHOOL BULLYING 1.1 MAIN FOCUS.... 1
1.2 OVERVIEW... .. .. .. .. .. .. .. . .. .. .. .. .. .. .. .. .. .. ..
.. . .. .. . .. .. . .. . .. . .. . .. 1
1.3 THE PHENOMENON OFSCHOO1 BULLYING...... 2
1.4. INVO1VEMENT IN SCHOO1
BULLYING...............................................................
3
1.5 BULLYING AT SCHOOL: A SERIOUS PROBLEM. 5
1.5.1 THE PREVA1ENCE OFSCHOO1 BULLYING............... 5
1.5.2 CORRELATES AND CONSEQUENCES OFBULLYING....... 7
1.5.3 THE RESPONSE IN NORWAY....... 9
2. AGGRESSION AND BULLYING: CONCEPTUAL BACKGROUND AND RESEARCH
TRADITIONS 2.1 THE CONCEPT OFAGGRESSION.......................... 13
2.2 THE CONCEPT OFBULLYING... 14
2.2.1 AGGRESSIVE BEHAVIOUR OR INTENTIONAL HARM-DOING...... 16
2.2.2 REPEATED1Y OVER TIME... 16
2.2.3 POWER IMBA1ANCE...... 17
2.3 THE RELATION BETWEEN BULLYING AND AGGRESSION 18
2.4 THE BULLYING LINE AND THE AGGRESSION LINE OFRESEARCH 19
2.4.1 THE BULLYING 1INE............ 20
2.4.2 THE AGGRESSION LINE 22
2.4.3 SUMMING UP....... 24
2.5 THE PRESENT THESIS 25
3. BULLYING AND VICTIMISATION: MEASUREMENTS AND CLASSIFICATION CRITERIA
3.1 HOW HAS BULLYING BEEN MEASURED? 27
3.1.1 SELF-REPORT STUDIES 27
3.1.2 PEER REPORT STUDIES 29
3.1.3 OTHER DATA SOURCES 31
3.1.4 COMBINATION OF DATA SOURCES 32
3.2 THE QUALITY OFBULLYING AND VICTIMISATION MEASURES 32
3.2.1 ASSESSMENTS OF CONSTRUCT VA1IDITY: CORRESPONDENCE BETWEEN DATA
SOURCES 33 3.2.2 ASSESSMENTS OF CONSTRUCT VALIDITY: RELATIONS WITH OTHER
CONSTRUCTS 35 3.2.3 ASSESSMENTS OFCONTENT VA1IDITY 37
3.2.4 THE RE1IABILITY OFBULLYING AND VICTIMISATION MEASURES 38
3.3 CHOICE OF CRITERIA FUER DIFFERENTIATING VICTIMS FROM NON-VICTIMS AND
BULLIES FROM NON-BULLIES 40
3.3.1 SELF-REPORT STUDIES BASED ON SINGLE GLOBAL MEASURES 40
3.3.2 STUDIES BASCD ON SCALES 41
XI
IMAGE 2
4. BULLIES ONLY, VICTIMS ONLY AND BULLY-VICTIMS:
PREV ALENCE, OVERLAP AND PSYCHOSOCIAL ADJUSTMENT 4.1 THE PREVALENCE
OFPUPILS INVOLVED IN SCHOOL BULLYING 43
4.1.1 THE PREVALENCE OFVICTIMS ACROSS GRADES 44
4.1.2 THE PREVALENCE OFBULLIES ACROSS GRADES 45
4.1.3 THE PREVALENCE OFBULLY-VICTIMS 46
4.2 THE ASSOCIATION BETWEEN BULLYING AND VICTIMISATION 48
4.3 THE PSYCHOSOCIAL ADJ USTMENT OF PUPILS INVOLVED IN SCHOOL BULLYING
51
4.3.1 ADJUSTMENT PROBLEMS IN CHILDHOOD AND EARLY ADOLESCENCE: TERMS AND
CLASSIFICATIONS 51
4.3.2 BULLIES 52
4.3.3 VICTIMS .. 53
4.3.4 PROVOCATIVE VICTIMS, BULLY-VICTIMS AND AGGRESSIVE VICTIMS 54
4.3.5 THE RELATIVE DEVIANCE OF GROUPS INVOLVED IN BULLYING .. 56
4.3.6 ADJUSTMENT PROBLEMS IN DIFFERENT GRADES OR AGE
LEVELS........................ 60
5. AIMS AND RESEARCH QUESTIONS 5.1 WHAT IS THE QUALITY OF THE TWO GLOBAL
MEASURES IN THE REVISED OLWEUS BULLYNICTIM QUESTIONNAIRE? (QL) 61
5.2 WHICH CUT-OFF POINT ON THE GLOBAL MEASURES SHOULD BE CHOSEN FOR
PREVALENCE ESTIMATIONS OF VICTIMS AND BULLIES AT SCHOOL? (Q2) 62
5.3 WHAT IS THE PREVALENCE OF GROUPS INVOLVED IN SCHOOL BULLYING USING
THE TWO GLOBAL MEASURE? (Q3) .. 63
5.4 WHAT IS THE RELATIONSHIP BETWEEN THE TWO GLOBAL MEASURES? ARE
BULLIES AND VICTIMS THE SAME PUPILS? (Q4) 64
5.5 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND BULLY-VICTIMS
DEVIATE FROM NON- INVOLVED PUPILS? WHICH GROUP IS MOST DEVIANT OR
DISTURBED? (Q5) 65 5.6 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND
BULLY-VICTIMS DIFFER AMONG THEMSELVES? DO THEY HAVE DIFFERENT ADJUSTMENT
PROFILES? (Q6) 66
6. MATERIALS AND METHODS 6.1 DESIGN, SAMPIE AND SAMPLING PROCEDURE 67
6.1.1 THE NEW BERGEN PROJECT AGAINST BULLYING 67
6.1.2 THE NEW NATIONAL INITIATIVE AGAINST BULLYING 68
6.2 PROCEDURE 70
6.3 MEASURES OFBEING BULLIED BY PEERS AND BULLYING
PEERS............................. 71
6.3.1 AGLOBAI MEASURE OFBEING BULLIED BY PEERS 71
6.3.2 A SPECIFIC MEASURE OFBEING BULLIED 72
6.3.3 DURATION OFBEING BULLIED 73
6.3.4 AGLOBAI MEASURE OFBULLYING PEERS.............. 73
6.3.5 A SPECIFIC MEASURE OFBULLYING PEERS 74
6.3.6 A COMBINED MEASURE OFBEING BULLIED/BULLYING OTHER PUPILS .. 74
6.4 DEMOGRAPHIE VARIABLES: GRADE LEVEL AND GENDER 75
6.5 MEASURES OFPSYCHOSOCIAL ADJUSTMENT 75
6.5.1 EXTEMALISING PROBLEMS................. 76
6.5.2 OTHER/MIXED PROBLEMS 79
6.5.3 INTEMALISING PROBLEMS...... 79
6.6 MISSING DATA . 80
XLI
IMAGE 3
6.7 STATISTICAL ANALYSES 82
6.7.1 MULTI-LEVEL REGRESSION ANALYSES 82
6.7.2 TESTS OFSIGNIFICANCE 85
6.8 ETHICAL CONSIDERATIONS 85
7. RESULTS 7.1 PAPER I: PREVALENCE ESTIMATION WITH THE OLWEUS
BULLYNICTIM QUESTIONNAIRE 87
7.1.1 WHAT IS THE QUALITY OF THE TWO GLOBAL MEASURES IN THE REVISED
OLWEUS BULLYNICTIM QUESTIONNAIRE? (QI) 87
7.1.2 WHICH CUT-OFF POINT ON THE GLOBAL MEASURES SHOULD BE CHOSEN FOR
PREVALENCE ESTIMATIONS OF VICTIMS AND BULLIES AT SCHOOL? (Q2) 88
7.1.3 WHAT IS THE PREVALENCE OF GROUPS INVOLVED IN SCHOOL BULLYING USING
THE TWO GLOBAL MEASURE? (Q3) 89
7.2 PAPER 2: BULLIES AND VICTIMS AT SCHOOL: ARE THEY THE SAME PUPILS? .
89
7.2.1 WHAT IS THE PREVALENCE OF GROUPS INVOLVED IN SCHOOL BULLYING USING
THE TWO GLOBAL MEASURE? (Q3) 90
7.2.2 WHAT IS THE RELATIONSHIP BETWEEN THE TWO GLOBAL MEASURES? ARE
BULLIES AND VICTIMS THE SAME PUPILS? (Q4) . 91
7.3 PAPER 3: BULLIES, VICTIMS AND BULLY-VICTIMS AT SCHOOL: HOW DEVIANT
ARE THEY AND HOW DIFFERENT? .. 91
7.3.1 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND BULLY- VICTIMS
DEVIATE FROM NON- INVOLVED PUPILS? WHICH GROUP IS MOST DEVIANT OR
DISTURBED?
(Q5)........................................................................
92
7.3.2 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND BULLY-VICTIMS
DIFFER AMONG THEMSELVES? DO THEY HAVE DIFFERENT ADJUSTMENT PROFILES?
(Q6) 93
8. DISCUSSION 8.1 WHAT IS THE QUALITY OFTHE TWO GLOBAL MEASURES?
(QL).................................... 95
8.1.1 OVERVIEW 95
8.1.2 THE GLOBAL VARIABLES DEMONSTRATED EXPECTED ASSOCIATIONS WITH
CONCEPTUALLY RELATED VARIABLES. .. .. .. .. ... . .. ..... ... .. ...
... .. . .. . .. . .. .... . .. . .. .... 95
8.1.3 THE GLOBAL VARIABLES DEMONSTRATED EXPECTED ASSOCIATIONS WITH
CONCEPTUALLY UNRELATED
VARIABLES.................................................... 96
8.1.4 WHAT IS THE CONTENT VALIDITY OFTHE GLOBAL MEASURES?.... 97
8.1.5 THE SCHOOL-IEVEL CORRELATIONS BETWEEN GLOBAL AND SPECIFIC
PREVALENCE ESTIMATES WERE STRONG 102
8.1.6 ARE THERE RESULTS IN PAPERS 2 AND 3 WHICH CAN SHED LIGHT ON THE
QUALITY OFTHE TWO GLOBAL MEASURES? 102
8.2 WHICH CUT-OFF POINT ON THE GLOBAL MEASURES SHOULD BE CHOSEN FOR
PREVALENCE ESTIMATIONS OFVICTIMS AND BULLIES AT SCHOOL?
(Q2).......................... 103
8.2.1 OVERVIEW 103
8.2.2 2 OR 3 TIMES A MONTH SEEMED THE MOST REASONABLE CUT-OFF
POINT............. 104
8.2.3 DECISION MIES 105
8.3 WHAT IS THE PREVALENCE OF GROUPS INVOLVED IN SCHOOL BULLYING USING
THE TWO GLOBAL MEASURE? (Q3).................... 106
8.3.1 OVERVIEW 106
8.3.2 THE PREVALENCE OF BULLY- VICTIMS DECLINED WITH HIGHER
GRADES.................. 106
8.3.3 THE OVERALL PREVALENCE OFBULLY-VICTIMS WAS LOW AND COMPRISED
MAINLY BOYS 108
XIII
IMAGE 4
8.3.4 THE RELATIVE SIZE OFTHE BULLY-VICTIM GROUP WAS DEPENDENT ON
GRADE LEVEL 110
8.3.5 THE PREVALENCE OFVICTIMS ONLY DECLINED ACROSS GRADES 110
8.3.6 THE PREVALENCE OFBULLIES ONLY WAS MAINLY STABLE IN LOWER GRADES,
BUT INCREASED MARKEDLY IN HIGHER
GRADES............................................ III
8.4 WHAT IS THE RELATIONSHIP BETWEEN THE TWO GLOBAL MEASURES? ARE
BULLIES AND VICTIMS THE SAME PUPILS?
(Q4)........................................................... I 12
8.4.1 OVERVIEW 112
8.4.2 THE CORRELATIONS BETWEEN VICTIMISATION AND BULLYING WERE GENERALLY
LOW AND DECLINED ACROSS
GRADES..................................................... 112
8.4.3 THE PERCENTAGE OF VICTIMS WHO WERE ALSO BULLIES WAS VERY LOW 113
8.4.4 TBE PERCENTAGE OFBULLIES WHO WERE ALSO VICTIMS WAS DEPENDENT ON
GRADE
LEVEL.......................................................................
114
8.4.5 THE DOUBLE POSITION OF BULLY- VICTIMS: HOW DOES IT COME ABOUT? 115
8.5 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND BULLY-VICTIMS
DEVIATC FROM NON- INVOLVED PUPILS? WHICH GROUP IS MOST DEVIANT OR
DISTURBED? (Q5).. 116 8.5.1 OVERVIEW 116
8.5.2 BULLIES ONLY AND BULLY- VICTIMS WERE EQUALLY DEVIANT 117
8.5.3 VICTIMS ONLY WERE SIMILAR TWO NON-INVOLVED PUPILS IN MOST
ADJUSTMENT AREAS EXCEPT FOR INTERNALISING PROBLEMS... .. .. .. .. .. ..
... .. .. .. .. .. .. .. ... .. .. .. .. ... 119
8.5.4 THE BULLY-VICTIM GROUP WAS MORE DEVIANT IN PRIMARY GRADES THAN IN
SECONDARY GRADES IN SOME ADJUSTMENT AREAS 120
8.5.5 TBE PATTERN OF DEVIATIONS FROM THE NON-INVOLVED GROUP WAS
GENERALLY QUITE SIMILAR FOR THE TWO GENDERS 122
8.6 TO WHAT EXTENT DO BULLIES ONLY, VICTIMS ONLY AND BULLY-VICTIMS
DIFFER AMONG THEMSELVES? DO THEY HAVE DIFFERENT ADJUSTMENT PROFILES?
(Q6)................. 123 8.6.1 THE TWO GROUPS THAT DIFFERED MOST WERE
BULLIES ONLY AND VICTIMS ONLY 123 8.6.2 BULLY-VICTIMS AND BULLIES ONLY
HAD DIFFERENT ADJUSTMENT PROFILES.......... 125 8.7 HOW IMPORTANT IS
GRADE LEVEL AND GENDER? 127
8.7.1 GRADE LEVEL. .. . .. . .. . .. .. .. .. . .. .. .. .. .. .. .. ..
. .. .. .. .. .. .. .. .. .. .. .. 127
8.7.2 GENDER 127
8.8 STRENGTHS AND LIMITATIONS 129
9. CONCLUSIONS AND IMPLICA TIONS 9.1 CONCLUSIONS 131
9.2 PRACTICAL IMPLICATIONS 134
9.3 SUGGESTIONS FOR FUTURE RESEARCH.. .. .. .. .. .. .. . .. .. .. .. ..
.. .. .. .. .. .. 135
REFERENCES 139
PAPERS 1-3
XIV
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| spelling | Solberg, Mona Elin Verfasser aut Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment Mona Elin Solberg Bergen Department of Health Promotion and Development, Faculty of Psychology, University of Bergen 2010 XIV, 165, [133] S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Delvis opptrykk av artikler Zugl.: Bergen, Univ., Diss., 2010 Gewalt (DE-588)4020832-1 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Prävention (DE-588)4076308-0 gnd rswk-swf Norwegen (DE-588)4042640-3 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Norwegen (DE-588)4042640-3 g Schule (DE-588)4053474-1 s Gewalt (DE-588)4020832-1 s Prävention (DE-588)4076308-0 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025486903&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Solberg, Mona Elin Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment Gewalt (DE-588)4020832-1 gnd Schule (DE-588)4053474-1 gnd Prävention (DE-588)4076308-0 gnd |
| subject_GND | (DE-588)4020832-1 (DE-588)4053474-1 (DE-588)4076308-0 (DE-588)4042640-3 (DE-588)4113937-9 |
| title | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment |
| title_auth | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment |
| title_exact_search | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment |
| title_full | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment Mona Elin Solberg |
| title_fullStr | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment Mona Elin Solberg |
| title_full_unstemmed | Self-reported bullying and victimisation at school prevalence, overlap and psychosocial adjustment Mona Elin Solberg |
| title_short | Self-reported bullying and victimisation at school |
| title_sort | self reported bullying and victimisation at school prevalence overlap and psychosocial adjustment |
| title_sub | prevalence, overlap and psychosocial adjustment |
| topic | Gewalt (DE-588)4020832-1 gnd Schule (DE-588)4053474-1 gnd Prävention (DE-588)4076308-0 gnd |
| topic_facet | Gewalt Schule Prävention Norwegen Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025486903&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT solbergmonaelin selfreportedbullyingandvictimisationatschoolprevalenceoverlapandpsychosocialadjustment |