Bullying and Victimization During Early Adolescence

TLDR

The study examined how peer dynamics relate to bullying behavior in early adolescents. The study surveyed 422 middle‑school students (grades 6–8) in a small Midwestern town using a 40‑minute questionnaire that collected demographic data, self‑ and peer‑reported bullying and victimization, and other psychosocial measures. Male and older students reported more bullying, about 14.5 % were frequent bullies, five bully/victim subtypes emerged, bullies had similar friendship numbers but were more popular especially among 6th‑grade males, 75 % of bullies befriended other bullies, 20 % of victims were clinically depressed or anxious, and bullying may serve to gain power and status.

Abstract

SUMMARY This study examined the association between peer dynamics and bullying behavior among early adolescents. Participants (N= 422) included middle school students in grades 6 through 8 from a small midwestern town. Students completed a 40-minute survey that included demographic questions, self-report and peer-report measures of bullying and victimization as well as measures of other psychosocial variables. Male adolescents self-reported more bullying and were nominated as bullies more often than female adolescents, and older students self-reported more bullying behavior than younger students. Approximately 14.5% of the sample met the criteria for bullying frequently. Cluster analysis yielded five distinct groups of bully/victim subtypes. Bullies had the same number of friends as students who did not bully their peers, and the relation between popularity and bullying behavior was the strongest for 6th grade male adolescents. With respect to peer affiliation and bullying, 75% of bullies nominated fellow bullies as friends, suggesting that bullies hang out with other bullies. Twenty-percent of victims scored within the clinical range on a standard depression and anxiety measure. This study provides initial support for the notion that bullying or teasing might be a strategy for obtaining power and status within the middle school.