Wolke, Dieter, Woods, Sarah and Samara, Muthanna (2010) Who escapes or remains a victim of bullying in primary school? British Journal of Developmental Psychology, 27(4), pp. 835-851. ISSN (print) 0261-510XFull text not available from this archive.
The stability of both direct and relational victimization and factors that contribute to remaining, escaping or becoming a victim of bullying were investigated. 663 children at baseline aged 6-9 (years 2-4) were interviewed about their bullying experiences and parents completed a behaviour and health measure. Children's perception of the degree of social hierarchical structuring and social prominence in their class was determined by peer nominations. 432 children participated in the follow-up either 2 or 4years after baseline aged 10-11 (year 6) and completed a bullying questionnaire. Relational victims and children from classes with a high hierarchical structure were more likely to have dropped out of the study compared to neutral children, and children from classes with a low hierarchical structure. Relative risk analyses indicated a twofold increased risk of remaining a direct victim at follow-up, compared to a child not involved at baseline becoming a victim over the follow-up period. In contrast, relational victimization increased but was not found to be stable. Logistic regression analyses revealed that being a girl, and receiving few positive peer nominations predicted remaining a direct victim. Becoming a relational victim at follow-up was predicted by a strong class hierarchy. The implications for future study of early recognition of likely long term victims and early preventative bullying initiatives are discussed.
|Additional Information:||This work was supported by the Economic and Social Research Council.|
|Faculty, School or Research Centre:||Faculty of Arts and Social Sciences > School of Social Science (until November 2012)|
|Depositing User:||Cheryl Clark|
|Date Deposited:||06 Dec 2012 16:19|
|Last Modified:||13 Oct 2014 10:13|
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