Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims.

This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective.

Perren S ，Gutzwiller-Helfenfinger E ，Malti T ，Hymel S ... -  《-》

Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms.

Runions KC ，Shaw T ，Bussey K ，Thornberg R ，Salmivalli C ，Cross DS ... -  《-》

Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten.

Perren S ，Alsaker FD 《JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY》

[Cyber-bullying in adolescents: associated psychosocial problems and comparison with school bullying].

The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8 ± 2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of "school only" and "school and cyber" bullying had higher scores for insomnia and perceived social disintegration than victims of "cyber only" bullying or students "non-involved". Higher general aggressiveness scores were observed for "school only" bullies and "school and cyber" bullies than for bullies in "cyber only" bullying or students "non-involved". Regarding antisocial behavior, "school only" bullies, "cyber only" bullies, "school and cyber" bullies had higher scores than students "non-involved". This study highlights the importance of investigating both school and cyber-bullying as many psychosocial problems are linked to these two specific and highly prevalent forms of bullying.

Kubiszewski V ，Fontaine R ，Huré K ，Rusch E ... -  《ENCEPHALE-REVUE DE PSYCHIATRIE CLINIQUE BIOLOGIQUE ET THERAPEUTIQUE》

Adolescents' perception of bullying: who is the victim? Who is the bully? What can be done to stop bullying?

Frisén A ，Jonsson AK ，Persson C 《-》