Tracy Vaillancourt

What Can Be Done About School Bullying? Linking Research to Educational Practice

In this article, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students. Methodological challenges are delineated, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation. The impact of school-based anti-bullying programs and the challenges currently facing educators and researchers in this area are discussed. The article concludes with a proposal for a broader, ecologically based model of school bullying based on the emerging literature.

Bullying Is Power: Implications for School-Based Intervention Strategies

ABSTRACT The present investigation examines subtypes of bullies, distinguished on the basis of social power, some of whom fit the traditional characterization of bullies as poorly accepted, psychologically troubled, marginal members of the peer group and others who exhibit a much more positive set of social characteristics and who are afforded high status within the peer group. In a sample of 555 grade 6 to 10 Canadian students, the associations between bullying, power, and social status were examined, as well as variability in bullies across behavioral and non-behavioral characteristics, self-perceptions, and mental health functioning. Peer nominations were used to assess bullying, social status, aggressive behavior, competencies and assets, and self-reports were used to assess social self-perceptions and internalizing difficulties. Results indicated that, although generally viewed by peers as disliked and aggressive, a substantial number of bullies were also seen as both popular and powerful with leadership qualities, competencies and assets. In terms of their own social self-perceptions, bullies reported feeling good about themselves and their peer interactions. When subgroups of bullies were distinguished in terms of varying levels of perceived social power, powerful bullies were perceived by peers to be more popular, better liked and more physically and relationally aggressive than low power bullies. Additionally, powerful bullies were viewed as exhibiting more competencies and assets such as being physically attractive, wearing stylish clothing, and being good athletes. Findings are discussed in terms of the perpetuation of bullying behavior and the implications of the present findings for anti-bullying interventions.

The joint development of physical and indirect aggression: Predictors of continuity and change during childhood

A person-oriented approach was adopted to examine joint developmental trajectories of physical and indirect aggression. Participants were 1183 children aged 2 years at the initial assessment and followed over 6 years. Most children followed either low or declining trajectories of physical aggression (PA), but 14.6% followed high stable trajectories. Approximately two-thirds of participants followed low indirect aggression (IA) trajectories (67.9%), and one-third (32.1%) followed high rising trajectories. The results combining both PA and IA group memberships indicate that most children (62.1%) exhibit desisting levels of PA and low levels of IA. A significant proportion followed a trajectory of moderately desisting PA and rising IA (14.2%), and 13.5% followed high level trajectories of both forms of aggression. Virtually no children were high on one type and low on the other. Multinomial regressions analyses were used to predict joint trajectory group membership from selected child and family variables measured at 2 years. Young motherhood and low income predicted membership in the high PA-high IA trajectory, but only hostile parenting remained significant after family processes variables were entered in the model. Being a boy, young motherhood, and hostile parenting were generally associated with higher levels of PA. Girls were more likely than boys to follow a trajectory of desisting PA and rising IA. The results suggest that some children, mostly girls, reduce their use of PA and tend to increase their use of IA, and that highly physically aggressive children also tend to be highly indirectly aggressive. Early family risk characteristics and hostile parenting interfere with the socialization of aggression.

Comorbidity of internalizing disorders in children with oppositional defiant disorder

Oppositional defiant disorder (ODD) is often comorbid with other psychiatric disorders in childhood. Its association with attention deficit hyperactivity disorder and conduct disorder has been well studied. Recent studies suggest that children with ODD have substantial comorbidity with anxiety and depressive (internalizing) disorders, as well. Identifying the pattern of internalizing comorbidity with ODD in childhood and adolescence and how this varies across age and gender may help to identify mechanisms of such comorbidity. This systematic review presents evidence on the association of internalizing disorders with ODD across childhood and adolescence. Data from cross-sectional and longitudinal studies in clinic, community and epidemiologic samples are considered separately. Findings suggest that while internalizing comorbidity with ODD is present at all ages, the degree of comorbidity may vary over time in particular groups of children. Girls and boys appear to have different patterns of ODD comorbidity with either anxiety or depression, as well as ages of onset of ODD, however more large studies are required. Children with ODD in early life require further study as they may be a subgroup at increased risk for anxiety and affective disorders. This could have important implications for the treatment of these ODD children and the prevention of sequential comorbidity.

Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: Developmental cascades

Developmental cascade models linking childhood peer victimization, internalizing and externalizing problems, and academic functioning were examined in a sample of 695 children assessed in Grade 3 (academic only) and Grades 5, 6, 7, and 8. Results revealed several complex patterns of associations in which poorer functioning in one domain influenced poorer outcomes in other areas. For example, a symptom driven pathway was consistently found with internalizing problems predicting future peer victimization. Support for an academic incompetence model was also found— lower GPA in Grade 5, 6, and 7 was associated with more externalizing issues in the following year, and poor writing performance in Grade 3 predicted lower grades in Grade 5, which in turn predicted more externalizing problems in Grade 6. Results highlight the need to examine bidirectional influences and multifarious transactions that exist between peer victimization, mental health, and academic functioning over time.

Child physical and sexual abuse in a community sample of young adults: Results from the Ontario Child Health Study

OBJECTIVES Exposure to child maltreatment is associated with physical, emotional, and social impairment, yet in Canada there is a paucity of community-based information about the extent of this problem and its determinants. We examined the prevalence of child physical and sexual abuse and the associations of child abuse with early contextual, family, and individual factors using a community-based sample in Ontario. METHODS The Ontario Child Health Study is a province-wide health survey of children aged 4 through 16 years. Conducted in 1983, a second wave was undertaken in 1987 and a third in 2000-2001. The third wave (N=1,928) included questions about exposure to physical and sexual abuse in childhood. RESULTS Males reported significantly more child physical abuse (33.7%), but not severe physical abuse (21.5%), than females (28.2% and 18.3%, respectively). Females reported significantly more child sexual abuse (22.1%) than males (8.3%). Growing up in an urban area, young maternal age at the time of the first childs birth, and living in poverty, predicted child physical abuse (and the severe category), and sexual abuse. Childhood psychiatric disorder was associated with child physical abuse (and the severe category), while parental adversity was associated with child sexual abuse and severe physical abuse. Siblings of those who experienced either physical abuse or sexual abuse in childhood were at increased risk for the same abuse exposure; the risk was highest for physical abuse. CONCLUSIONS These findings highlight important similarities and differences in risk factors for physical and sexual abuse in childhood. Such information is useful in considering approaches to prevention and early detection of child maltreatment. Clinicians who identify physical abuse or sexual abuse in children should be alert to the need to assess whether siblings have experienced similar exposures. This has important implications for assessment of other children in the home at the time of identification with the overall goal of reducing further occurrence of abuse.

Validating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder.

This study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 287 preschool-aged children with autism spectrum disorder (ASD). A confirmatory factor analysis was used to examine six competing structural models. Spearman’s rank order correlations were calculated to examine the associations between factor scores and variables of interest. The 3- and 5-factor models were selected as preferable on the basis of fit statistics and parsimony. For both models, the strongest correlations were with problem behavior scores on the Child Behavior Checklist and repetitive behavior scores on the ADI-R. Developmental index standard scores were not correlated with factors in either model. The results confirm the utility of the RBS-R as a measure of repetitive behaviors in young children with ASD.

Do human females use indirect aggression as an intrasexual competition strategy

Indirect aggression includes behaviours such as criticizing a competitors appearance, spreading rumours about a persons sexual behaviour and social exclusion. Human females have a particular proclivity for using indirect aggression, which is typically directed at other females, especially attractive and sexually available females, in the context of intrasexual competition for mates. Indirect aggression is an effective intrasexual competition strategy. It is associated with a diminished willingness to compete on the part of victims and with greater dating and sexual behaviour among those who perpetrate the aggression.

Optimizing Population Screening of Bullying in School-Aged Children

A two-part screening procedure was used to assess school-age childrens experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the second part, students were asked about their experiences with specific types of bullying: physical, verbal, social, and cyber. For each form of bullying, students were provided with several examples of what constituted such behavior. Results indicated that the general screener has good specificity but poor sensitivity, suggesting that the general screening questions were good at classifying noninvolved students but performed less well when identifying true cases of bullying. Accordingly, reports from the World Health Organization, UNICEF, and the United Nations may underestimate the prevalence of bullying among school-aged children world-wide.

Places to Avoid: Population-Based Study of Student Reports of Unsafe and High Bullying Areas at School

Students’ perceptions of school safety and experiences with bullying were examined in a large Canadian cohort of 5,493 girls and 5,659 boys in Grades 4 to 12. Results indicate notable differences in when and where students felt safe based on their own perceptions of safety and their own experiences with bullying, particularly across elementary and secondary schools. For elementary students, especially those involved in bullying, the playground/school yard and outside recess/break time were particularly hazardous, whereas for secondary students involved in bullying, the hallways, school lunchroom/cafeteria, and outside recess/break were considered especially dangerous. The commonality across student-identified unsafe areas is that they tend to not be well supervised by school personnel. Accordingly, the present results underscore the need to increase adult supervision in areas in which an overwhelming majority of students report feeling unsafe. Une analyse de la perception des élèves vis-à-vis de la sécurité à l’école et des expériences en rapport avec l’intimidation a été effectuée dans une cohorte d’étudiants canadiens de la 4e à la 12e année, qui comporte 5493 filles et 5659 garçons. Les résultats ont montré des différences remarquables en ce qui a trait aux lieux et aux moments où les étudiants se sentent en sécurité. Ces derniers se basent sur leurs propres perceptions de la sécurité ainsi que sur leurs expériences en rapport avec l’intimidation, principalement à travers les écoles élémentaires et secondaires. Selon les élèves qui fréquentent les niveaux élémentaires (en particulier ceux qui sont impliqués dans l’intimidation), la cour de récréation et les périodes de pause à l’extérieur du bâtiment scolaire sont particulièrement risquées. Les élèves impliqués dans l’intimidation et qui fréquentent les niveaux secondaires, quant à eux, considèrent que les couloirs, la salle de déjeuner/cafétéria à l’école et les périodes de pause à l’extérieur du bâtiment scolaire, sont dangereux. Le point commun entre tous les secteurs décrits par les élèves comme peu sécuritaires, est le manque de supervision par le personnel de l’école. En conséquence, les résultats actuels soulignent la nécessité d’augmenter la surveillance adulte dans les secteurs où une la grande majorité des élèves éprouvent le sentiment d’insécurité.