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Bullying among students and its consequences on health

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Abstract

Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe, 2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1 showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study 2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition, there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual.

Résumé

Les agressions entre élèves en milieu scolaire constituent un problème grandissant. Le bullying peut être défini comme toutes formes de violences physiques ou mentales répétées, effectuées par un individu sur une personne qui n’est pas capable de se défendre elle-même (Roland & Idsoe, 2001). Trois études révèlent partiellement les tenants et les aboutissants de cette violence. Qu ’ils soient victimes ou agresseurs, les différents protagonistes en subissent les conséquences. L’étude I montre que les élèves simultanément victimes et agresseurs ont l’expression du concept de soi la plus faible, et ce, dans différents domaines. On constate également que les victimes manifestent des concepts de soi inférieurs aux agresseurs, qui eux-mêmes, obtiennent des scores inférieurs à ceux du groupe contrôle. L’étude 2, conformément à nos attentes, montre que les victimes/agresseurs rapportent les atteintes psychosomatiques les plus élevées. En outre nous pouvons observer un lien positif entre la manifestation de troubles du comportement et l’apparition de troubles psychosomatiques. L’étude 3, principalement exploratoire, s’intéresse à l’impact traumatique du bullying et à l’émergence de conduites additives. Ainsi, les enfants affirmant avoir vécu une (ou des) agression(s) les ayant particulièrement marquée(s) manifestent un niveau élevé de stress post-traumatique. Cependant, nous ne trouvons pas de lien entre ce dernier et le type d’agression subie (physique, verbal ou relationnel). En outre, un rapport de dépendance apparaît entre le stress post traumatique et la consommation de toxiques. Les résultats de ces études suggèrent de tenir compte des différents protagonistes du bullying dans toute leur complexité afin de définir avec précisions les directions à emprunter dans le cadre d’une prise en charge.

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  1. Laboratory of Psychology, University of Metz UFR SHA, Ile du Saulcy, 57000, Metz, France

    Barbara Houbre

  2. Department of Psychology, University of Metz, UFR SHA, Ile du Saulcy, 57000, Metz, France

    Cyril Tarquinio

  3. University of Metz, 68 rue Sainte Elisabeth, 57 100, Thionville, France

    Isabelle Thuillier

  4. Centre Educatif et de Formation Professionnelle Charles Thilmont (CEFP), 45 route de Metzvisse, 57310, Guénange, France

    Emmanuelle Hergott

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  1. Barbara Houbre
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Correspondence to Barbara Houbre.

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Houbre, B., Tarquinio, C., Thuillier, I. et al. Bullying among students and its consequences on health. Eur J Psychol Educ 21, 183–208 (2006). https://doi.org/10.1007/BF03173576

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