Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-30T20:17:13.045Z Has data issue: false hasContentIssue false
  • English
  • Français

The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders

Published online by Cambridge University Press:  22 April 2015

Leanne Lester  and
David Mander
Leanne Lester*
Affiliation:
Health Promotion Evaluation Unit, University of Western Australia, Perth, Western Australia, Australia
David Mander
Affiliation:
Health Promotion Evaluation Unit, University of Western Australia, Perth, Western Australia, Australia
*
address for correspondence: Associate Professor Leanne Lester, Health Promotion Evaluation Unit, University of Western Australia, M408, 35 Stirling Highway, Crawley WA 6009, Australia. Email: [email protected]
Get access

Abstract

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of 3,462 students. A spike in frequency of bullying perpetration occurred immediately after the transition to secondary school and boarding school, with an increase in bullying perpetration continuing to occur throughout the following 2 years. Those boarding students reporting higher levels of depression, anxiety, and stress symptoms were significantly more at risk of frequent bullying victimisation at the beginning of Grade 8, while boarding students experiencing conduct problems and emotional difficulties were more likely to engage in frequent bullying perpetration. Peer support and feeling safe were found to be factors most likely to decrease frequent bullying victimisation. The sustained nature of bullying behaviour highlights the importance of addressing attitudes towards bullying both prior to and immediately after the commencement of boarding school. It is recommended that boarding schools adopt a targeted and systematic whole school approach to bullying prevention, while promoting positive interactions and relationships with peers.

Keywords

bullyingboardingsocialemotionalmental wellbeing
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 25 , Issue 2 , December 2015 , pp. 152 - 169
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aikins, J., Bierman, K., & Parker, J. (2005). Navigating the transition to junior high school: The influence of pre-transition friendship and self-system characteristics. Social Development, 14 (1), 42–60. doi:10.1111/j.1467-9507.2005.00290.xCrossRefGoogle Scholar
Almeida, A., Correia, I., & Marinho, S. (2010). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9 (1), 23–36.CrossRefGoogle Scholar
Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children. Educational Psychology, 24 (1), 27–41. doi:10.1080/0144341032000146421CrossRefGoogle Scholar
Baker, O., & Bugay, A. (2011). Mediator and moderator role of loneliness in the relationship between peer victimization and depressive symptoms. Australian Journal of Guidance and Counselling, 21 (2), 175–185. doi:10.1375/ajgc.21.2.175CrossRefGoogle Scholar
Bearman, P., & Moody, J. (2004). Suicide and friendships among American adolescents. American Journal of Public Health, 94 (1), 89–95. doi:10.2105/AJPH.94.1.89CrossRefGoogle ScholarPubMed
Benner, A., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80 (2), 356–376.CrossRefGoogle ScholarPubMed
Beran, T., & Tutty, L. (2002). Children's reports of bullying and safety at school. Canadian Journal of School Psychology, 17 (2), 1–14. doi:10.1177/082957350201700201CrossRefGoogle Scholar
Boivin, M., Hymel, S., & Bukowski, W. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development and Psychopathology, 7, 765–785. doi:10.1017/S0954579400006830CrossRefGoogle Scholar
Bradshaw, C., O’Brennan, L., & Sawyer, A. (2008). Examining variation in attitudes toward aggressive retaliation and perceptions of safety among bullies, victims, and bully/victims. Professional School Counseling, 12, 10–21. doi:10.5330/PSC.n.2010-12.10CrossRefGoogle Scholar
Buchanan, R., & Bowen, G. (2008). In the context of adult support: The influence of peer support on the psychological well-being of middle school students. Child and Adolescent Social Work Journal, 25, 397–407. doi:10.1007/s10560-008-0143-zCrossRefGoogle Scholar
Carlisle, N., & Rofes, E. (2007). School bullying: Do adult survivors perceive long-term effects? Traumatology, 13 (1), 16–26. doi:10.1177/1534765607299911CrossRefGoogle Scholar
Carney, J. (2008). Perceptions of bullying and associated trauma during adolescence. Professional School Counseling, 11 (3), 179(110). doi:10.5330/PSC.n.2010-11.179CrossRefGoogle Scholar
Cassidy, J., & Asher, S. (1992). Loneliness and peer relations in young children. Child Development, 63 (2), 350–365. doi:10.1111/J.1467-8624.1992.tbo1632.xCrossRefGoogle ScholarPubMed
Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian Covert Bullying Prevalence Study. Perth, Australia: Child Health Promotion Research Centre, Edith Cowan University.Google Scholar
Espelage, D., Bosworth, K., & Simon, T. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and Development, 78 (3), 326–333. doi:10.1002/j.1556-6676.2000.tb01914.xCrossRefGoogle Scholar
Fox, C., Elder, T., Gater, J., & Johnson, E. (2010). The association between adolescents’ beliefs in a just world and their attitudes to victims of bullying. British Journal of Educational Psychology, 80, 183–198. doi:10.1348/000709909x479105CrossRefGoogle Scholar
Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adolescents’ bullying and defending behavior? Aggressive Behavior, 33 (5), 467–476. doi:10.1002/ab.20204CrossRefGoogle ScholarPubMed
Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31 (1), 93–105. doi:10.1016/j.adolescence.2007.05.002CrossRefGoogle ScholarPubMed
Gini, G., Pozzoli, T., Borghi, F., & Franzoni, L. (2008). The role of bystanders in students’ perception of bullying and sense of safety. Journal of School Psychology, 46 (6), 617–638. doi:10.1016/j.jsp.2008.02.001CrossRefGoogle ScholarPubMed
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38 (5), 581–586.CrossRefGoogle ScholarPubMed
Hall-Lande, J., Eisenberg, M., Christenson, S., & Neumark-Sztainer, D. (2007). Social isolation, psychological health, and protective factors in adolescence. Adolescence, 42 (166), 265–286.Google ScholarPubMed
Hampel, P., & Petermann, F. (2006). Perceived stress, coping, and adjustment in adolescents. Journal of Adolescent Health, 38 (4), 409–415.CrossRefGoogle ScholarPubMed
Hanewald, R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education, 38 (1), 62–74.CrossRefGoogle Scholar
Hansen, D., Giacoletti, A., & Nangle, D. (1995). Social interactions and adjustment. In Van Hasselt, V.B. & Hersen, M. (Eds.), Handbook of adolescent psychopathology: A guide to diagnosis and treatment (pp. 102–129). New York: MacMillan.Google Scholar
Hawkes, T. (2010). Duty of care: A certificate course in residential care — book one. Sydney, Australia: The King's School.Google Scholar
Hunter, S., Boyle, J., & Warden, D. (2004). Help seeking amongst child and adolescent victims of peer-aggression and bullying: The influence of school-stage, gender, victimisation, appraisal, and emotion. British Journal of Educational Psychology, 74, 375–390. doi:10.1348/0007099041552378CrossRefGoogle ScholarPubMed
Johnson, S. L. (2009). Improving the school environment to reduce school violence: A review of the literature. Journal of School Health, 79 (10), 451–465. doi:10.1111/j.1746-1561.2009.00435.xCrossRefGoogle ScholarPubMed
La Greca, A., & Harrison, H. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child & Adolescent Psychology, 34 (1), 49–61. doi:10.1207/s15374424jccp3401_5CrossRefGoogle ScholarPubMed
Ladd, G., Kochenderfer, B., & Coleman, C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67 (3), 1103–1118. doi:10.2307/1131882CrossRefGoogle ScholarPubMed
Lester, L., Cross, D., Dooley, J., & Shaw, T. (2012). Developmental trajectories of adolescent victimization: Predictors and outcomes. Social Influence, 1–24. doi:10.1080/15534510.2012.734526Google Scholar
Lester, L., Mander, D., & Cross, D. (2014). Bullying behaviour following students’ transition to a secondary boarding school context. In Taylor, M., Pooley, J.A., & Merrick, J. (Eds.), Adolescence: Places and spaces (pp. 35–46). Hauppauge NY: Nova Science Publishers.Google Scholar
Lovibond, S., & Lovibond, P. (1995). Manual for the Depression Anxiety Stress Scales. Sydney, Australia: Psychology Foundation.Google Scholar
Mander, D.J. (2012). The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia. Retrieved from http://ro.ecu.edu.au/theses/521Google Scholar
Mander, D., Lester, L., & Cross, D. (2014). Social, emotional well-being and mental health implications for adolescents transitioning to secondary boarding school. In Taylor, M., Pooley, J.A. & Merrick, J. (Eds.), Adolescence: Places and spaces (pp. 22–34). Hauppauge, NY: Nova Science Publishers.Google Scholar
Marston, J. (2008). Perceptions of students and parents involved in primary to secondary school tranistion programs. Brisbane, Australia: Australian Association for Research in Education.Google Scholar
Meland, E., Rydning, J., Lobben, S., Breidablik, H., & Ekeland, T. (2010). Emotional, self-conceptual, and relational characteristics of bullies and the bullied. Scandinavian Journal of Public Health, 38.CrossRefGoogle ScholarPubMed
Menesini, E., Codecasa, E., Benelli, B., & Cowie, H. (2003). Enhancing children's responsibility to take action against bullying: Evaluation of a befriending intervention in Italian middle schools. Aggressive Behavior, 29, 1–14.CrossRefGoogle Scholar
Nickerson, A.B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46 (6), 687–703. doi:10.1016/j.jsp.2008.06.002CrossRefGoogle ScholarPubMed
O’Brennan, L., & Furlong, M. (2010). Relations between students’ perceptions of school connectedness and peer victimization. Journal of School Violence, 9 (4), 375–391. doi:10.1080/15388220.2010.509009CrossRefGoogle Scholar
Olweus, D. (1996). The Revised Olweus Bully/Victim Questionnaire. Bergen, Norway: Mimeo, Research Center for Health Promotion (HEMIL), University of Bergen.Google Scholar
Pearce, N., Cross, D., Monks, H., Waters, S., & Falconer, S. (2011). Current evidence of best practice in whole-school bullying intervention and its potential to inform cyberbullying interventions. Australian Journal of Guidance and Counselling, 21 (01), 1–21.CrossRefGoogle Scholar
Pellegrini, A. (2002). Bullying, victimisation, and sexual harassment during the transition to middle school. Educational Psychologist, 37 (3), 151–163. doi:10.1207/S15326985EP3703_2CrossRefGoogle Scholar
Pellegrini, A., & Bartini, M. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37 (3), 699–725. doi:10.3102/00028312037003699CrossRefGoogle Scholar
Pellegrini, A., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91 (2), 216–224. doi:10.1037/0022-0663.91.2.216CrossRefGoogle Scholar
Poyhonen, V., & Salmivalli, C. (2008). New directions in research and practice addressing bullying: Focus on defending behavior. In Pepler, D. & Craig, W. (Eds.), Understanding and addressing bullying: An international perspective (PREVNet publication series, vol. 1, pp. 26–43). Bloomington, IN: AuthorHouse.Google Scholar
Poynting, S., & Donaldson, M. (2005). Snakes and leaders hegemonic masculinity in ruling-class boys’ boarding schools. Men and Masculinities, 7 (4), 325–346.CrossRefGoogle Scholar
Resnick, M., Bearman, P., Blum, R., Bauman, K., Harris, K., Jones, J., . . . Udry, J. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association, 278 (10), 823–832.CrossRefGoogle ScholarPubMed
Rigby, K. (2003). Consequences of bullying in schools. Canadian Journal of School Psychiatry, 48 (9), 583–590.CrossRefGoogle ScholarPubMed
Rigby, K., & Slee, P. (1991). Bullying among Australian school children: Reported behavior and attitudes toward victims. Journal of Social Psychology, 131 (5), 615–627.CrossRefGoogle ScholarPubMed
Rigby, K., & Slee, P. (1998). The Peer Relations Questionnaire. Point Lonsdale, Australia: The Professional Reading Guide for Educational Administrators.Google Scholar
Riglin, L., Frederickson, N., Shelton, K.H., & Rice, F. (2013). A longitudinal study of psychological functioning and academic attainment at the transition to secondary school. Journal of Adolescence, 36, 507–517. doi:10.1016/j.adolescence.2013.03.00CrossRefGoogle ScholarPubMed
Riittakerttu, K., Fröjd, S., & Marttunen, M. (2010). Involvement in bullying and depression in a 2-year follow-up in middle adolescence. European Child and Adolescent Psychiatry, 19 (1), 45–55. doi:10.1007/s00787-009-0039-2Google Scholar
Schaverien, J. (2004). Boarding school: The trauma of the ‘privileged’ child. Journal of Analytical Psychology, 49 (5), 683–705.CrossRefGoogle ScholarPubMed
Ybarra, M., & Mitchell, K. (2004). Youth engaging in online harassment: Associations with caregiver-child relationships, Internet use, and personal characteristics. Journal of Adolescence, 27 (3), 319–336. doi:10.1016/j.adolescence.2004.03.007CrossRefGoogle ScholarPubMed