A Longitudinal Study on Stability and Transitions among Bullying Roles

Autor/inn/en	Zych, Izabela; Ttofi, Maria M.; Llorent, Vicente J.; Farrington, David P.; Ribeaud, Denis; Eisner, Manuel P.
Titel	A Longitudinal Study on Stability and Transitions among Bullying Roles
Quelle	In: Child Development, 91 (2020) 2, S.527-545 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zych, Izabela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13195
Schlagwörter	Bullying; Longitudinal Studies; Victims; Secondary School Students; Role; Developmental Stages; Intervention; Identification; Aggression; Adolescent Development + Suchen Sie Ihr Suchwort? Mobbing; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Victim; Opfer; Sekundarschüler; Rollen; Identifikation; Identifizierung
Abstract	Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01