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The confounding and problematic nexus of defined and perceived bullying

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  • Skrzypiec, Grace
  • Wyra, Mirella
  • Lawson, Michael J.

Abstract

To assess the prevalence of bullying and identify victims in need of support, it is important that researchers, administrators, policy makers and people involved in bullying, all have the same conceptual understanding of bullying. It is not uncommon for individuals to perceive that they have been bullied when, according to the operational definition, they have not technically been bullied. Categorised according to the alignment of perceived and technical bullying, five peer aggression groups were examined for differences in the level of harm experienced. The importance of elements in the definition of bullying for perceived and technical bullying was also investigated.

Suggested Citation

  • Skrzypiec, Grace & Wyra, Mirella & Lawson, Michael J., 2023. "The confounding and problematic nexus of defined and perceived bullying," Children and Youth Services Review, Elsevier, vol. 155(C).
    • Handle: RePEc:eee:cysrev:v:155:y:2023:i:c:s0190740923003717
    DOI: 10.1016/j.childyouth.2023.107175
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    References listed on IDEAS

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    1. Sawyer, Jami-Leigh & Mishna, Faye & Pepler, Debra & Wiener, Judith, 2011. "The missing voice: Parents' perspectives of bullying," Children and Youth Services Review, Elsevier, vol. 33(10), pages 1795-1803, October.
    2. Rupp, Shannon & Elliott, Stephen N. & Gresham, Frank M., 2018. "Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments," Children and Youth Services Review, Elsevier, vol. 93(C), pages 458-466.
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