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Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims

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• Dan olweus: award for distinguished contributions to research in public policy.
• Bullying in classrooms: participant roles from a social network perspective.
• Main and moderated effects of moral cognition and status on bullying and defending.
• Identifying children at risk for being bullies in the United States.
• OBJECTIVE
• CONCLUSIONS

Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims. Perren S, Gutzwiller-Helfenfinger E, Malti T, Hymel S. Source University of Zürich, Switzerland. perren@jacobscenter.uzh.ch Abstract This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective. Am Psychol. 2012 Nov;67(8):673-4. doi: 10.1037/a0030036. Dan olweus: award for distinguished contributions to research in public policy. [No authors listed] Abstract Presents a short biography of the winner of the American Psychological Association's Award for Distinguished Contributions to Research in Public Policy. The 2012 winner is Dan Olweus for his rigorous scientific research on bullying among children and youth and his early and tireless attention to its public policy implications. Dan Olweus's research on the nature, prevalence, and consequences of bullying and his work to develop and disseminate an evidence-based prevention program provide a model of excellence in the field. His work has played a vital role in the dramatic changes that have occurred in many countries in recent years-from viewing bullying as a normative and accepted part of life at school to recognizing bullying as a pressing public health issue. Olweus's Award citation and a selected bibliography are also presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved). Aggress Behav. 2012 Nov-Dec;38(6):494-509. doi: 10.1002/ab.21438. Epub 2012 Jul 25. Bullying in classrooms: participant roles from a social network perspective. Huitsing G, Veenstra R. Source University of Groningen, Groningen, Netherlands. g.e.huitsing@rug.nl Abstract The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant-role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and shed new light on defending, suggesting that not only victims are defended. In line with Study 1, Study 2, using data from 494 children in 25 elementary school classes (M age = 10.5), revealed that victims as well as bullies were defended by their ingroup members. The social network perspective can be integrated in antibullying interventions by using it to inform teachers about the positive and negative relations among students, and the group structure of the classroom. Aggress Behav. 2012 Nov-Dec;38(6):456-68. doi: 10.1002/ab.21447. Epub 2012 Aug 16. Main and moderated effects of moral cognition and status on bullying and defending. Caravita SC, Gini G, Pozzoli T. Source Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy. simona.caravita@unicatt.it Abstract This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary-school children and 305 middle-school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Participants completed self-reports assessing the two dimensions of moral cognition and peer nominations for status, bullying, and defending. Both acceptance of moral transgression and moral disengagement were associated to bullying among early adolescents only, whereas in childhood moral disengagement was linked to defending among girls. Social status moderated the associations between morality dimensions andbullying and defending. The moderating effects of status were discussed considering status as a magnifying lens for the relations between individual characteristics and social behavior. The results were also discussed with reference to age and gender differences in the associations. Acad Pediatr. 2012 Nov;12(6):509-22. doi: 10.1016/j.acap.2012.06.013. Epub 2012 Sep 16. Identifying children at risk for being bullies in the United States. Shetgiri R, Lin H, Flores G. Source Division of General Pediatrics, Department of Pediatrics, UT Southwestern Medical Center, Dallas, Tex; Children's Medical Center, Dallas, Tex. Electronic address: rashmi.shetgiri@utsouthwestern.edu. Abstract OBJECTIVE: To identify risk factors associated with the greatest and lowest prevalence of bullying perpetration among U.S. children. METHODS: Using the 2001-2002 Health Behavior in School-Aged Children, a nationally representative survey of U.S. children in 6th-10th grades, bivariate analyses were conducted to identify factors associated with any (once or twice or more), moderate (two to three times/month or more), and frequent (weekly or more) bullying. Stepwise multivariable analyses identified risk factors associated with bullying. Recursive partitioning analysis (RPA) identified risk factors which, in combination, identify students with the highest and lowest bullying prevalence. RESULTS: The prevalence of any bullying in the 13,710 students was 37.3%, moderate bullying was 12.6%, and frequent bullying was 6.6%. Characteristics associated with bullying were similar in the multivariable analyses and RPA clusters. In RPA, the highest prevalence of any bullying(67%) accrued in children with a combination of fighting and weapon-carrying. Students who carry weapons, smoke, and drink alcohol more than 5 to 6 days/week were at greatest risk for moderate bullying (61%). Those who carry weapons, smoke, have more than one alcoholic drink per day, have above-average academic performance, moderate/high family affluence, and feel irritable or bad-tempered daily were at greatest risk for frequentbullying (68%). CONCLUSIONS: Risk clusters for any, moderate, and frequent bullying differ. Children who fight and carry weapons are at greatest risk of anybullying. Weapon-carrying, smoking, and alcohol use are included in the greatest risk clusters for moderate and frequent bullying. Risk-group categories may be useful to providers in identifying children at the greatest risk for bullying and in targeting interventions. J Youth Adolesc. 2012 Nov 2. 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