IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v91y2018icp279-288.html
   My bibliography  Save this article

Double trouble: The developmental process of school bully-victims

Author

Listed:
  • Sung, Yu-Hsien
  • Chen, Li-Ming
  • Yen, Cheng-Fang
  • Valcke, Martin

Abstract

Bully-victims suffer from the negative results of both bullying and victimization experiences. The purpose of this study was to explore the developmental process of bully-victims from the perspectives of both bully-victims and school teachers. For this study, 10 secondary school bully-victims and 21 teachers were invited to participate in individual interviews. Qualitative data were analyzed via the grounded theory. The results indicated that three phases can be identified: the single role, in which most bully-victims are initially victims and few are initially bullies; the dual role, in which bully-victims either continually attack more vulnerable targets or retaliate against their original bullies because of their continued victimization and incitement from family members and/or peers; and reversal and termination of the dual role, in which bully-victims terminate their bullying and/or victimization situation after certain factors emerge, such as empathic arousal, positive interventions from peers and/or adults, and factors relevant to the original bullies. The results of this study suggested that teachers and parents should closely monitor the developmental process of bully-victims to provide them with suitable interventions.

Suggested Citation

  • Sung, Yu-Hsien & Chen, Li-Ming & Yen, Cheng-Fang & Valcke, Martin, 2018. "Double trouble: The developmental process of school bully-victims," Children and Youth Services Review, Elsevier, vol. 91(C), pages 279-288.
    • Handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:279-288
    DOI: 10.1016/j.childyouth.2018.06.025
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740918300471
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.childyouth.2018.06.025?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Şahin, Mustafa, 2012. "An investigation into the efficiency of empathy training program on preventing bullying in primary schools," Children and Youth Services Review, Elsevier, vol. 34(7), pages 1325-1330.
    2. Sekol, Ivana & Farrington, David P., 2010. "The overlap between bullying and victimization in adolescent residential care: Are bully/victims a special category?," Children and Youth Services Review, Elsevier, vol. 32(12), pages 1758-1769, December.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Cirenia Quintana-Orts & Lourdes Rey & María Teresa Chamizo-Nieto & Everett L. Worthington, 2020. "A Serial Mediation Model of the Relationship between Cybervictimization and Cyberaggression: The Role of Stress and Unforgiveness Motivations," IJERPH, MDPI, vol. 17(21), pages 1-13, October.
    2. Daniela Acquadro Maran & Tatiana Begotti, 2022. "Cyberstalking and Previous Offline Victimization in Italian Young Adults: The Role of Coping Strategies," Social Sciences, MDPI, vol. 11(12), pages 1-13, November.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Park, Sora & Na, Eun-Yeong & Kim, Eun-mee, 2014. "The relationship between online activities, netiquette and cyberbullying," Children and Youth Services Review, Elsevier, vol. 42(C), pages 74-81.
    2. Hannah Gaffney & Maria M. Ttofi & David P. Farrington, 2021. "Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.
    3. Jessica Ortega-Barón & Sofía Buelga & Ester Ayllón & Belén Martínez-Ferrer & María-Jesús Cava, 2019. "Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying," IJERPH, MDPI, vol. 16(4), pages 1-13, February.
    4. Ivana Sekol & David P. Farrington & Jane L. Ireland, 2022. "Towards an Integrative Theory of Bullying in Residential Care for Youth," IJERPH, MDPI, vol. 19(9), pages 1-17, April.
    5. Tanrikulu, Ibrahim & Campbell, Marilyn, 2015. "Correlates of traditional bullying and cyberbullying perpetration among Australian students," Children and Youth Services Review, Elsevier, vol. 55(C), pages 138-146.
    6. Zulkarnain* & Ade Rahmawati Siregar & Elvi Andriani Yusuf & Putri Wahyuni, 2019. "Bullying at School and Impact of Empathy Training," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(1), pages 117-120, 01-2019.
    7. Susana León-Jiménez & Beatriz Villarejo-Carballido & Garazi López de Aguileta & Lídia Puigvert, 2020. "Propelling Children’s Empathy and Friendship," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    8. Yul-mai Song & Sunah Kim, 2022. "Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design," IJERPH, MDPI, vol. 19(12), pages 1-13, June.
    9. Sekol, Ivana, 2013. "Peer violence in adolescent residential care: A qualitative examination of contextual and peer factors," Children and Youth Services Review, Elsevier, vol. 35(12), pages 1901-1912.
    10. Oriol, Xavier & Miranda, Rafael & Unanue, Jesus, 2020. "Bullying victimization at school and subjective well-being in early and late Peruvian adolescents in residential care: The contribution of satisfaction with microsystem domains," Children and Youth Services Review, Elsevier, vol. 109(C).
    11. Pinchover, Shulamit & Attar-Schwartz, Shalhevet, 2014. "Institutional social climate and adjustment difficulties of adolescents in residential care: The mediating role of victimization by peers," Children and Youth Services Review, Elsevier, vol. 44(C), pages 393-399.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:279-288. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.