Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10311751 | Children and Youth Services Review | 2005 | 16 Pages |
Abstract
While researchers often debate the use of subjective labels in school bullying research (e.g. “I am bullied⦔) as a methodological issue, responses to such measures should be viewed as a valuable tool for evaluating student constructs of bullying victimization. Accordingly, this study compares demographic and descriptive characteristics and bullying experiences of self-labeled bullying victims to those students who have been victimized but do not label themselves a victim. Among 192 rural elementary and middle school students, 21.9% said that they have been bullied while another 22.9% met victimization criteria but did identify themselves as such. Based on chi-square and MANOVA comparisons, self-labeled victims experience more specific types of bullying, more total bullying behaviors, and more frequent bullying than their non-labeled counterparts. In light of such findings, the authors discuss the implications of labeling and self-identification for both research and bullying prevention.
Related Topics
Health Sciences
Medicine and Dentistry
Perinatology, Pediatrics and Child Health
Authors
Matthew T. Theriot, Catherine N. Dulmus, Karen M. Sowers, Toni K. Johnson,