Bullies, Victims, and Bystanders

Understanding Child and Adult Participant Vantage Points

Lisa H. Rosen, Shannon R. Scott, Samuel Y. Kim, Lisa H. Rosen, Shannon R. Scott, Samuel Y. Kim

• Publisher: Palgrave Macmillan
• Year: 2020
• Print ISBN:
  9783030529383
• eBook ISBN:
  9783030529390
• Topic: Bildung
• Subtopic: Bildung Allgemein

This book focuses beyond the bully-victim dyad to highlight how bullying commonly unfolds within a complex system that involves many individuals interacting with one another. As the vast majority of bullying episodes occur in front of a peer audience, this book examines the ways in which bystanders can act to either fuel or deter bullying. Each chapter highlights a particular participant role: bully, assistant, reinforcer, outsider, defender, and victim. Attention is also devoted to the important influence parents and teachers have on the peer ecology and bullying dynamics. By viewing bullying through the eyes of each individual role, the authors provide an in-depth exploration of bullying as a group process with special attention to implications for prevention and intervention. This book refreshes and expands our understanding of bullying as a group process by highlighting classic research while integrating new findings with attention to changing technology and the modernization of our society. It provides a unique resource that will appeal to teachers and educational psychologists in addition to researchers in the areas of psychology, public health, and education.

© The Author(s) 2020

L. H. Rosen et al. (eds.)Bullies, Victims, and Bystandershttps://doi.org/10.1007/978-3-030-52939-0_1

Begin Abstract

1. Bullying Through Different Perspectives: An Introduction to Multiple Vantage Points

Samuel Y. Kim¹ , Lisa H. Rosen¹ , Shannon R. Scott¹ and Briana Paulman¹

(1)

Psychology and Philosophy, Texas Woman’s University, Denton, TX, USA

Samuel Y. Kim (Corresponding author)

Email: [email protected]

Lisa H. Rosen

Email: [email protected]

Shannon R. Scott

Email: [email protected]

Keywords

BullyingVictimizationParticipant rolesPeer groupSocial ecological framework

End Abstract

Demetra and Sophia walk down the hallway of the school talking about their last class. As they pass Mr. Simone’s class, Nash knocks Demetra down for the fourth time that week. Sophia quickly walks down the hallway away from both of them. As Nash kicks her, Demetra curls up in a ball not only to block Nash’s kicks, but also to block the sound of Rafferty cheering Nash on and throwing books at her. She meets the eyes of Ajani who watches and giggles from the crowd. Rachel walks up and sees Demetra on the ground. She yells at everyone to stop and calls Mr. Simone’s name as she helps Demetra up from the ground. Rachel escorts Demetra to Mr. Simone’s classroom and stays with her until Demetra’s parents arrive.

Imagine the above scenario that was adapted from one of the author’s lived experiences with names changed. As can be seen from this vignette, bullying is a complex series of events that can involve and impact more than just a bully and victim. Traditionally, research has focused on the bully-victim dyad, and as such, the focus would be solely on Nash and Demetra. However, as was first articulated in the pioneering work of Salmivalli, Lagerspetz, Björkqvist, Österman, and Kaukialnen (1996) and clearly evident in the above scenario, bullying is largely a group process in which bystanders can help fuel or combat bullying. The students in this scenario take on multiple roles including those that support the bully as evident in the actions of the assistant to the bully (Rafferty) and the reinforcer of the bully (Ajani). However, bystanders can also behave in ways that support the victim as seen in the behavior of the defender (Rachel). Still, peers can behave in ways that do not explicitly assist the bully or victim as in the case of the outsider (Sophia) who distances herself both physically and emotionally. Teachers, such as Mr. Simone, and other significant adults also have the potential to influence bullying dynamics. Each chapter in this book highlights a particular participant role. By viewing bullying through the eyes of each individual role, this book provides an in-depth exploration of bullying as a group process with special attention to implications for prevention and intervention.

Definition and Forms of Bullying

Most people feel that they know bullying when they see it, but it is critical to understand how bullying is defined in the research literature. The most common definition of bullying is based on Dan Olweus’ (1993) seminal work in which he proposed three essential components to bullying: (1) a power imbalance, (2) repetition, and (3) an intention to harm. The first component, imbalance of power, can refer to either the bully having greater physical power (e.g., size, strength) or social power (e.g., popularity, social hierarchy). Second, the behavior must be repetitive; bullying is not considered a singular incident, but rather is behavior that occurs on a continued basis. Finally, the bully acts with an intention to harm his or her victim. Although other definitions have been proposed, the work of Olweus forms the basis of definitions put forth by the American Psychological Association and the National Association of School Psychologists (Hymel & Swearer, 2015). The contributors in this book refer back to this classic definition.

Bullying behaviors can take different forms, which further adds to the complexity of understanding bullying (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014). Even though teachers tend to think of physical bullying (Bauman & Del Rio, 2006), bullying can also take the forms of verbal attacks, relational bullying, and property damage (Hymel & Swearer, 2015; Mynard & Joseph, 2000; Olweus, 2010). More recently, attention has also been aimed at understanding cyberbullying (Hinduja & Patchin, 2009).

Researchers have sought to differentiate these forms of bullying (Gladden et al., 2014; Mynard & Joseph, 2000; Rosen, Scott, & DeOrnellas, 2017). Physical bullying refers to a direct physical attack on an individual such as hitting, pinching, kicking, or biting. Verbal bullying, on the other hand, refers to the use of language to inflict harm on another (e.g., teasing and name-calling). Social bullying can be more nuanced, and although teachers often consider this a less serious form (Bauman & Del Rio, 2006), it can be quite hurtful to victims (Paquette & Underwood, 1999). Social bullying, similar to what has been termed relational or indirect bullying, is intended to harm the victim’s social status or relationships (Underwood, 2003). Common forms of social aggression include social exclusion and gossip (Paquette & Underwood, 1999). Social aggression may become more common and take more complex forms in adolescence as greater importance is devoted to popularity (Pouwels, Lansu, & Cillessen, 2018; Underwood, 2003). Though not as frequently examined, property damage can be considered a form of bullying, which involves destruction or any change to the property that is carried out with the intention of harming someone (Mynard & Joseph, 2000).

Cyberbullying involves aggression through electronic devices (e.g., cell phones and social media; Hinduja & Patchin, 2009), and many contributors to this book identify this as an area for future research on participant roles. Cyberbullying presents a number of conceptual and practical challenges (Volk, Dane, & Marini, 2014). For example, identifying a power imbalance can be difficult as the traditional metric of physical size is not apparent. Those who perpetrate cyberbullying may have greater power in their ability to reach a wide audience quickly. However, perpetrators of cyberbullying can act anonymously, which further makes it difficult to discern power imbalances and can contribute to aggressors feeling more empowered. Importantly, cyberbullying can occur at any time—day or night—and without geographical limitations, which may lead to victims feeling more vulnerable (Hinduja & Patchin, 2009). Further, the potential for cyberbullying to unfold in front of a wide audience can translate into a larger number o...

Table of contents

• Cover
• Front Matter
• 1. Bullying Through Different Perspectives: An Introduction to Multiple Vantage Points
• 2. The Vantage Point of a Bully
• 3. The Vantage Points of Assistants and Reinforcers
• 4. The Outsider Vantage Point
• 5. The Defender Vantage Point
• 6. The Vantage Point of a Victim
• 7. Role of Adults in Prevention and Intervention of Peer Victimization
• 8. Bullying Through the Eyes of the Peer Group: Lessons Learned Through Multiple Vantage Points
• Back Matter