Double trouble: The developmental process of school bully-victims

Yu-Hsien Sung, Li-Ming Chen, Cheng-Fang Yen and Martin Valcke

Children and Youth Services Review, 2018, vol. 91, issue C, 279-288

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.

Keywords: Bully-victim; Developmental process; Coping strategy; School bullying (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:91:y:2018:i:c:p:279-288

DOI: 10.1016/j.childyouth.2018.06.025

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