Definitions of Bullying: Age Differences in Understanding of the Term, and the Role of Experience

Autor/inn/en	Monks, Claire P.; Smith, Peter K.
Titel	Definitions of Bullying: Age Differences in Understanding of the Term, and the Role of Experience
Quelle	In: British Journal of Developmental Psychology, 24 (2006) 4, S.801-821 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151005X82352
Schlagwörter	Bullying; Definitions; Cartoons; Preschool Children; Age Differences; Multidimensional Scaling; Cognitive Development; Peer Relationship; Experience; Parents; Adolescents; Adults; Aggression; Developmental Psychology; Gender Differences; Victims + Suchen Sie Ihr Suchwort? Mobbing; Begriffsbestimmung; Zeichentrickfilm; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Mehrdimensionale Analysis; Kognitive Entwicklung; Peer-Beziehungen; Erfahrung; Eltern; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Entwicklungspsychologie; Geschlechterkonflikt; Victim; Opfer
Abstract	We report two studies that examine age differences in pupils' and parents' definitions of the term "bullying," and possible reasons for these including the role of specific experiences. Study 1 compared definitions of "bullying" given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17 different cartoon scenarios and were asked if each constituted an episode of bullying or not. Multidimensional scaling indicated that the groups differed in their definition of "bullying." 4- to 6-year-olds and 8-year-olds used 1 dimension, a distinction between aggressive and non-aggressive acts, when differentiating cartoons; 14-year-olds and adults gave a 2-dimensional solution, also distinguishing between physical and non-physical (social/relational or verbal) acts. Study 2 further investigated definitions of bullying given by 99 children aged 4 to 6 years, and the role of experience. Just over half had some understanding of the term, but tended to be less concerned about power differences and repetition of actions. No significant differences in definitions were found between boys and girls, or between children in involved (aggressor, victim or defender) or not involved (bystander) roles; however, aggressors were more likely than other children to say that 11 of the 13 aggressive behaviours were not bullying. These findings are discussed in relation to age related changes in experiences of bullying and cognitive development. Implications for interventions and research are also raised. (As Provided).
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Update	2017/4/10