NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1420381
Record Type: Journal
Publication Date: 2022-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2523-3653
EISSN: EISSN-2523-3661
How Adolescents Cope with Bullying at School: Exploring Differences between Pure Victim and Bully-Victim Roles
Catherine Potard; Violaine Kubiszewski; Céline Combes; Audrey Henry; Régis Pochon; Arnaud Roy
International Journal of Bullying Prevention, v4 n2 p144-159 2022
The aim of the present study was to investigate the use of specific coping strategies by bullied adolescents, taking account of the distinction between pure victims and bully-victims, as well as gender-specific patterns. Participants were 967 adolescents aged 11-16 years, who responded to self-report questionnaires on school bullying victimization, cognitive coping, and situational coping. Adolescents in the pure victim, bully-victim, and noninvolved groups did not differ in their use of approach coping. However, pure victims and bully-victims used more avoidance coping than noninvolved adolescents. Compared with the latter, pure victims reported greater use of avoidance coping strategies such as internalizing and self-blame, while female pure victims also reported greater use of rumination. Both male and female bully-victims were characterized by higher use of blaming others and self-blame strategies, compared with the noninvolved group. In addition, rumination, catastrophizing, cognitive distancing, and externalizing scores were higher for male bully-victims than for either noninvolved participants or pure bullies. Identifying these differing coping strategies may be useful in developing more effective counselling strategies for the victims of bullying.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A