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The relationship between bullying roles and children's everyday dyadic interactions

  • Suzanne Murphy
    ,
  • Dorothy Faulkner
Research Output:
Contribution to journal
Article
 Peer-review

Abstract

This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as: (1) initiators of bullying (‘bullies’); (2) defenders of those victimised (‘defenders’); and (3) those who generally do not take on a consistent role in relation to bullying (‘non-role’ children). Children were videotaped during the task and the interaction was coded, 34 dyads participated. Defenders used significantly higher levels of supportive communication such as explanation and guidance than bullies. The task performance of dyads consisting of defenders with non-role children was significantly superior to that of dyads comprising bullies plus non-role children. The behaviour of the non-role children was influenced according to whether they were working with a bully, a defender or another non-role child. The study suggests that the roles that children adopt in relation to bullying influence their behaviour in other, non-bullying contexts.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 272-293

Journal (Volume, Issue Number)

Social Development (Volume 20, Issue 2)

Publication milestones

  • Published - 01/01/2011

Publication status

Published - 01/01/2011

ISSN

0961-205X

Publication IDs

  • handle.net: 10547/226915
  • Scopus: 79954570074

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