Bullying: integrating science and practice – Marieke Buil – April 2022
Schools, teachers & parents rather not talk about or admit bullying is a problem/they have a problem.
What is bullying? What do we and don’t we see as bullying?
Dan Olweus: first person to systematically study bullying.
Definition: a repeated, systematic and deliberate form of aggression (physical, verbal or psychological), either
actual or perceived, involving the abuse of power in relationships. It can be seen as the abuse of power
(distinguishes bullying from a regular argument) through unjustified and repeated acts of aggressive behavior
intended to inflict harm on a weaker individual.
- Occurs in every social setting e.g., kindergarten or elderly
- Recognized globally as a complex and severe problem and researched since the 70’s
- School safety is a fundamental human right
- NL policy: social safety at school act (wet).
There’s always a power imbalance; it’s not just arguing, conflict, fighting or playful teasing (where both parties
are equal).
Diff bullying roles:
1. Bully: initiates bullying vs. Victim: person who is bullied vs. Bully- victim: both victim and bully, can be
the victim in e.g. sport school and the bully at school.
2. Assistant: helps the bully, doesn’t start it but actively helps the bully when they start vs. Defender: they
support the victims and try to stop the bully vs. Outsider: is aware of the bullying, but ignores, walks
away etc.
3. Reinforcer: supports the bully by not actively supporting, but reinforcing by laughing, looking etc.
: roles change in diff contexts and diff times.
In research: distinguish two groups of bully behavior:
1. Overt/ direct/ physical bullying (studied more): kicking, pushing around, destroying property, name-
calling, hitting. More prevalent in boys.
, 2. Covert/ relational/ indirect bullying: gossiping, excluding, manipulating others to bully the victim,
humiliating, ignoring, spreading lies/rumors. Equal among boys and girls.
Consequences of covert bullying are just as negative as with overt bullying, if not worse. Study from 2008 to
2014: covert bullying is done more in schools.
Who are the bullies? And why?
- High desire for social dominance, high need for being visible, influential and admired.
1. Bullying is disliked but many bullies are popular among peers, have a high social status and high
acquired social dominance.
2. Instrumental gains (e.g. money during lunch break) but more importantly social gains: dominating or
controlling the behavior of peers.
3. Bullying behavior increases in uncertain situations where there is no established group hierarchy e.g.
increase in bullying during transition from elementary to middle school/after summer break to establish
a new hierarchy. Teachers do not talk about bullying during this time, however, it is crucial as bullying
increases during these times.
Who are the victims?
1. Kids who stand out by e.g. obesity, early/late pubertal development, diff sexual orientation, low
socioeconomic status or when kids show non-normative/non-appreciated behaviors.
- Study: 1. asked kids whether they were victims of bullying yearly from kindergarten to grade four.
2. Also asked kids about risk taking behavior yearly from kindergarten to grade four and 3. asked the
classroom how appreciated it was to take risks, which differed per classroom (moderator).
Results: risk taking predicted becoming a victim of bullying the next year and vice versa; being a victim
predicted risk taking behavior the next year. However, the increase in risk taking happened only when
risk taking was not appreciated. Decrease in risk taking happened only when risk taking was
appreciated. Thus, victims acted against the norm which resulted in them being victimized more. Why?
They might not know, or retaliate against the norm on purpose, but need more studies on why.
2. Children who react in ways that are rewarding to bully (easy targets): submissive victims or provocative
victims (also bully/victims).
Victimization & internalizing/ externalizing problems:
Internalized problems e.g. depression and anxiety (submissive victims).
Externalized problems e.g. behavioral problems (provocative victims).
Bidirectional relations:
Kids with internalized or externalized problems are more prone to be victimized but also vice versa: victimized
kids are more prone to develop internalized/externalized problems (thus it can become a vicious cycle).
Schools, teachers & parents rather not talk about or admit bullying is a problem/they have a problem.
What is bullying? What do we and don’t we see as bullying?
Dan Olweus: first person to systematically study bullying.
Definition: a repeated, systematic and deliberate form of aggression (physical, verbal or psychological), either
actual or perceived, involving the abuse of power in relationships. It can be seen as the abuse of power
(distinguishes bullying from a regular argument) through unjustified and repeated acts of aggressive behavior
intended to inflict harm on a weaker individual.
- Occurs in every social setting e.g., kindergarten or elderly
- Recognized globally as a complex and severe problem and researched since the 70’s
- School safety is a fundamental human right
- NL policy: social safety at school act (wet).
There’s always a power imbalance; it’s not just arguing, conflict, fighting or playful teasing (where both parties
are equal).
Diff bullying roles:
1. Bully: initiates bullying vs. Victim: person who is bullied vs. Bully- victim: both victim and bully, can be
the victim in e.g. sport school and the bully at school.
2. Assistant: helps the bully, doesn’t start it but actively helps the bully when they start vs. Defender: they
support the victims and try to stop the bully vs. Outsider: is aware of the bullying, but ignores, walks
away etc.
3. Reinforcer: supports the bully by not actively supporting, but reinforcing by laughing, looking etc.
: roles change in diff contexts and diff times.
In research: distinguish two groups of bully behavior:
1. Overt/ direct/ physical bullying (studied more): kicking, pushing around, destroying property, name-
calling, hitting. More prevalent in boys.
, 2. Covert/ relational/ indirect bullying: gossiping, excluding, manipulating others to bully the victim,
humiliating, ignoring, spreading lies/rumors. Equal among boys and girls.
Consequences of covert bullying are just as negative as with overt bullying, if not worse. Study from 2008 to
2014: covert bullying is done more in schools.
Who are the bullies? And why?
- High desire for social dominance, high need for being visible, influential and admired.
1. Bullying is disliked but many bullies are popular among peers, have a high social status and high
acquired social dominance.
2. Instrumental gains (e.g. money during lunch break) but more importantly social gains: dominating or
controlling the behavior of peers.
3. Bullying behavior increases in uncertain situations where there is no established group hierarchy e.g.
increase in bullying during transition from elementary to middle school/after summer break to establish
a new hierarchy. Teachers do not talk about bullying during this time, however, it is crucial as bullying
increases during these times.
Who are the victims?
1. Kids who stand out by e.g. obesity, early/late pubertal development, diff sexual orientation, low
socioeconomic status or when kids show non-normative/non-appreciated behaviors.
- Study: 1. asked kids whether they were victims of bullying yearly from kindergarten to grade four.
2. Also asked kids about risk taking behavior yearly from kindergarten to grade four and 3. asked the
classroom how appreciated it was to take risks, which differed per classroom (moderator).
Results: risk taking predicted becoming a victim of bullying the next year and vice versa; being a victim
predicted risk taking behavior the next year. However, the increase in risk taking happened only when
risk taking was not appreciated. Decrease in risk taking happened only when risk taking was
appreciated. Thus, victims acted against the norm which resulted in them being victimized more. Why?
They might not know, or retaliate against the norm on purpose, but need more studies on why.
2. Children who react in ways that are rewarding to bully (easy targets): submissive victims or provocative
victims (also bully/victims).
Victimization & internalizing/ externalizing problems:
Internalized problems e.g. depression and anxiety (submissive victims).
Externalized problems e.g. behavioral problems (provocative victims).
Bidirectional relations:
Kids with internalized or externalized problems are more prone to be victimized but also vice versa: victimized
kids are more prone to develop internalized/externalized problems (thus it can become a vicious cycle).
