This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wilson, C. Articles by Bell, J. Search for Related Content Social Bookmarking                         What's this?

Conflict Resolution Tactics and Bullying

The Influence of Social Learning

University of Adelaide

Lisa Parry

University of Adelaide

Ted Nettelbeck

University of Adelaide

Jodie Bell

University of Adelaide

Teachers' reports were used to define school children, ages 10 and 11 years, as bullies (n = 47), passive victims (n = 37), aggressive victims (n = 29), and controls (n = 220). Teachers' ratings of children's styles of interactions with peers were consistent with these assignments, confirming significantly different kinds of conflict resolution strategies between the four groups. Compared to controls or passive victims, bullies and aggressive victims were judged to display higher levels of aggression. In contrast, controls scored above bullies or aggressive victims for prosocial behaviors. These results were partially confirmed by children's reports about their own behaviors. Attempts to establish whether bullying and victimization could be linked to social learning of conflict resolution tactics from parents, television, or peers suggested that peers had a role in sustaining aggressive behaviors.

Youth Violence and Juvenile Justice, Vol. 1, No. 1, 64-78 (2003)
DOI: 10.1177/1541204002238364


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?