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Coping and Psychological Distress as a Function of the Bully Victim Dichotomy in Older Children

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Abstract

While it has been well established that bullying and being bullied have negative psychological consequences for children, the more recent literature has suggested a more complex relationship based on social cognition. A debate has arisen as to whether bullies have deficits or strengths in social cognition. In a study of 236 children (112 males and 124 females) aged between 12 and 15 years the current research explored three main aspects of social cognition, problem-solving style, perceived control and optimism in both bullies and victims. The findings suggest that the debate may hinge on whether the bullies are also victims. In this study bullies had higher scores on problem-solving control while bully victims had the lowest scores. These variations corresponded to differences in psychological distress suggesting that bullies may have developed more effective coping strategies with the reverse being true for bully victims

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  1. Psychology Department, Hawthorn Building, De Montfort University, The Gateway, Leicester, LE 9BH, UK

    Tony Cassidy & Laura Taylor

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  1. Tony Cassidy
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  2. Laura Taylor
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Correspondence to Tony Cassidy.

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Cassidy, T., Taylor, L. Coping and Psychological Distress as a Function of the Bully Victim Dichotomy in Older Children. Soc Psychol Educ 8, 249–262 (2005). https://doi.org/10.1007/s11218-005-3021-y

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  • DOI: https://doi.org/10.1007/s11218-005-3021-y

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