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Vulnerability to bullying: teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties, and prosocial behaviour in primary school children

Vulnerability to bullying: teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties, and prosocial behaviour in primary school children
Vulnerability to bullying: teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties, and prosocial behaviour in primary school children
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.
0144-3410
553-556
Johson, Helen R.
c4da0238-17ec-4dd4-9c43-c8c15a327683
Thompson, Margaret J.J.
bfe8522c-b252-4771-8036-744e93357c67
Wilkinson, Suzanne
a6ea4883-cce2-4ec1-b445-1580109a2f49
Walsh, Louise
d456e27a-0977-4404-a826-65ac4bc25624
Balding, Jonathon
13934514-6285-40c4-974b-2d81e11b2901
Wright, Victoria
cf370ce0-3c20-4181-b8ad-4389b90e0b47
Johson, Helen R.
c4da0238-17ec-4dd4-9c43-c8c15a327683
Thompson, Margaret J.J.
bfe8522c-b252-4771-8036-744e93357c67
Wilkinson, Suzanne
a6ea4883-cce2-4ec1-b445-1580109a2f49
Walsh, Louise
d456e27a-0977-4404-a826-65ac4bc25624
Balding, Jonathon
13934514-6285-40c4-974b-2d81e11b2901
Wright, Victoria
cf370ce0-3c20-4181-b8ad-4389b90e0b47

Johson, Helen R., Thompson, Margaret J.J., Wilkinson, Suzanne, Walsh, Louise, Balding, Jonathon and Wright, Victoria (2002) Vulnerability to bullying: teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties, and prosocial behaviour in primary school children. Educational Psychology, 22 (5), 553-556. (doi:10.1080/0144341022000023626).

Record type: Article

Abstract

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.

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Published date: December 2002

Identifiers

Local EPrints ID: 58833
URI: http://eprints.soton.ac.uk/id/eprint/58833
ISSN: 0144-3410
PURE UUID: 20eb23a5-5d10-4004-8a89-d19f25501704

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Date deposited: 18 Aug 2008
Last modified: 13 Mar 2019 20:31

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