Gerbert J. T. Haselager

Stability in Bullying and Victimization and its Association with Social Adjustment in Childhood and Adolescence

This study examined the concurrent and longitudinal associations between stability in bullying and victimization, and social adjustment in childhood and adolescence. Participants were 189 girls and 328 boys who were studied in primary school and in secondary school. The mean age of the participants was 11.1 years in primary school and 14.1 years in secondary school. The measures consisted of peer reported social and personal characteristics. Children who bullied in childhood and adolescence were less liked and more disliked in childhood, and more aggressive and disruptive both in childhood and adolescence, than children who bullied only in childhood or adolescence. Children who bullied or who were victimized only in childhood did not differ largely in adolescence from the children that were never bullies or victims. Children who were victimized in adolescence closely resembled those who were victimized in childhood and adolescence in terms of being liked or disliked, being nominated as a friend, and shyness. The study stresses the need to distinguish between stable and transient bullies and victims.

Mutual Antipathies and Their Significance in Middle Childhood and Adolescence

Mutual antipathies (when two children or adolescents dislike one another) were studied among 2,348 school-age children and 2,768 adolescents to determine incidence, gender and age differences, and implications for social adjustment. The children were more frequently involved than were the adolescents in same-sex antipathies but not mixed-sex ones. Boys were involved more frequently than were girls in same-sex antipathies, but involvement in mixed-sex antipathies was comparable for the two genders. With peer rejection scores used as a covariate, same-sex antipathies were associated with antisocial behavior and social withdrawal among children and adolescents of both genders and, in addition, to emotionality and lack of friendship support among adolescents. Mixed-sex antipathies were related to social adjustment depending on gender: these antipathies were related to antisocial and bullying behavior in boys but not girls; and to nonaggressiveness, victimization, lesser cooperation, shyness, and depression in girls but not boys. Mutual antipathies thus appear to be concomitants of adaptational risk in both childhood and adolescence.

Empathy and Involvement in Bullying in Children and Adolescents: A Systematic Review

Based on the premise that bullies are deficient in empathy or even lack it completely, bullying prevention and intervention programs often include empathy training. These programs are not always as effective as they aim to be, which may be caused by a failure to acknowledge the multidimensional nature of empathy as well as its complex association with involvement in bullying. To provide a clear overview of the research on the association between empathy and involvement in bullying, this article systematically reviews 40 studies on the association of cognitive empathy (24 studies) and affective empathy (38 studies) with four categories of involvement in bullying: bullying, victimization, defending, and bystanding. The results showed that bullying was negatively associated with cognitive and—in particular—affective empathy. Victimization was negatively associated with cognitive empathy but not with affective empathy. Defending was consistently positively associated with both types of empathy. Contradictory findings were observed in bystanding, with studies reporting both negative and positive associations with cognitive empathy, and studies reporting negative and no associations with affective empathy. Together, the findings stress the importance of the distinction between cognitive and affective empathy in involvement in bullying and suggest different intervention strategies for the four types of involvement in bullying.

Heterogeneity among Peer-Rejected Boys across Middle Childhood: Developmental Pathways of Social Behavior.

The purpose of this longitudinal study was to identify subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior across the elementary school years. Peer, teacher, and parent reports and behavior observations yielded composite scores for aggression and prosocial behavior at 3 measurement waves. A cluster analysis with these composites on 87 initially rejected boys identified 4 subgroups with different developmental pathways of prosocial behavior and aggression that were associated with different patterns of sociometric acceptance and rejection over time and with social emotional adjustment in the last measurement wave. Changes in acceptance and rejection tend to precede changes in aggression and prosocial behavior. Cluster differences on social emotional adjustment indicators converged into I moderately discriminating factor, Social Maladaptation in Peer-Oriented Behavior.

Best friends' preference and popularity: Associations with aggression and prosocial behavior

This study examined how children’s aggression and prosocial behavior are related to the preference and popularity of their best friends. Participants were 1,953 fourth-graders (52.2% boys). Measures included peer nominations of friendship, peer status, overt and relational aggression, and prosocial behavior. A total of 334 reciprocal same-sex best friend dyads were identified. The Actor-Partner Interdependence Model (Kashy & Kenny, 1999) showed that best friends’ peer status significantly predicted children’s behavior. For boys, best friends’ preference was negatively associated with overt aggression, while best friends’ popularity was positively associated with overt aggression. For girls, best friends’ popularity was positively related to both relational aggression and prosocial behavior. The model also revealed high similarity between friends in both preference and popularity. This study highlighted the distinction between two dimensions of peer status in the study of friendship and peer influence in middle childhood. It also demonstrated how individual, dyad, and group characteristics can be integrated in the study of children’s social relationships.

Personality profiles of children and adolescents with neurofibromatosis type 1

The personality profile of 44 youngsters (24 males, 20 females; mean age 11 years, 3 months) with neurofibromatosis type 1 (NF1) was compared with a group of 220 non‐NF1 control youngsters (matched on age and gender). Personality characteristics of each youngster were rated by both parents, using the California Child Q‐set (CCQ); [Block and Block, 1980]. The scores on eight personality dimensions were compared, i.e., Extraversion, Agreeableness, Conscientiousness, Emotional Stability, Openness, Motor Activity, Irritability, and Dependency. Moreover, personality of NF1 youngsters was related to IQ level, severity of medical problems, the presence or absence of visible cosmetic disfigurements, and de novo versus familial origin of NF1. The personality profile of NF1 youngsters was markedly different from the non‐NF1 youngsters. Compared to the 220 control children, they were equally agreeable, but less conscientious, less emotionally stable, less open for new experience, with less motor activity, and more extravert, more dependent, and more irritable. Personality characteristics were similar for children with maternally or paternally inherited NF1, or for children with a new mutation. There was no association with gender, the severity of medical and cosmetic problems, and IQ.

Dehumanization in children: The link with moral disengagement in bullying and victimization

The current study explored subtle dehumanization-the denial of full humanness-in children, using distinctions of forms (i.e., animalistic vs. mechanistic) and social targets (i.e., friends vs. non-friends). In addition, the link between dehumanization and moral disengagement in bullying and victimization was investigated. Participants were 800 children (7-12 years old) from third to fifth grade classrooms. Subtle animalistic and mechanistic dehumanization toward friends and non-friends were measured with the new Juvenile Dehumanization Measure. Results showed that animalistic dehumanization was more common than mechanistic dehumanization and that non-friends were dehumanized more than friends. The highest levels of dehumanization were found in animalistic form toward non-friends and the lowest levels in mechanistic form toward friends. Both moral disengagement and animalistic dehumanization toward friends were positively associated with bullying. However, moral disengagement was negatively associated with victimization, whereas both animalistic and mechanistic dehumanization toward non-friends were positively associated with victimization. The current findings indicate that children are able to distinguish different forms and targets of dehumanization and that dehumanization plays a distinct role from moral disengagement in bullying and victimization.

“Tell me who your friends are and I’ll tell you who your friends will be”: Consistency and change in social competence in adolescent friendships across school transitions

This study examined selection effects in behavioral similarity between adolescents and their new best friends after a school transition. Participants were 322 adolescents with a best friend in elementary school (Time 1, age 11) and a new best friend three years later in secondary school (Time 2, age 14). Three aspects of participants’ and their two best friends’ social competence were measured (antisocial behavior, prosocial behavior, low sociability). Structural equation modeling was used to predict the competence profiles of the adolescents’ new friends from their own and their previous friends’ social competence. There was evidence for the consistency across friendships in sociability and antisocial behavior. Findings indicate consistency and opportunities for change in friendship patterns across developmental transitions in adolescence.

Longitudinal associations between delinquent behaviour of friends and delinquent behaviour of adolescents: Moderation by adolescent personality traits

In this longitudinal study, we examined whether personality traits (parent–rated Big Five personality traits) render some adolescents more susceptible than others to delinquent behaviour of friends, predicting rank–order changes in adolescents‘ self–reported delinquent behaviour. We examine susceptibility to both perceived (reported by adolescents) and self–reported (reported by friends) delinquent behaviour of friends. Participants in this two–wave study were 285 Dutch adolescents and their best friends. The adolescents (50% girls) were 15.5 years old on average (SD = 0.8 years), and their best friends (N = 176; 58% girls) were 15.1 years old (SD = 1.5 years). Perceived (but not self–reported) delinquency of friends predicted a stronger increase in adolescent delinquency 1 year later, especially among adolescents low or average on conscientiousness. Emotional stability, agreeableness, extraversion and openness did not moderate associations between delinquency of friends and delinquency of adolescents. Our findings show that low conscientiousness serves as a risk factor, increasing vulnerability to perceived delinquent behaviour of friends, while high conscientiousness serves as a protective factor, increasing resilience to perceived delinquent behaviour of friends. Our findings also show that adolescents are susceptible to, and differ in susceptibility to, friends‘ delinquent behaviour as they perceive it—not to delinquent behaviour as reported by friends themselves. Copyright

Low Mutuality of Self- and Other-Descriptions as a Risk Factor for Adolescents’ Competence and Self-Esteem

A central developmental task during adolescence is the formation of a coherent and articulate self-concept. In the view of several theorists, the self-concept can be regarded as a self-theory (cf. Epstein, 1973; 1980). According to Epstein, the self-concept resembles a theory that individuals have constructed about themselves as subjects, i.e., as causal agents, and as objects of their own knowledge. Epstein describes how individuals are directed in their behavior by an implicit theory about reality. This theory has its subsections about the nature of the person him- or herself, the nature of the world, and ideas about the interaction between these two. The main assumption of Epstein’s theory is that people are constantly formulating and testing hypotheses that are derived from this self-theory.