Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying
Fiche publication
Date publication
mars 2010
Auteurs
Membres identifiés du Cancéropôle Est :
Dr HOUBRE Barbara, Pr TARQUINIO Cyril
Tous les auteurs :
Houbre B, Tarquinio C, Lanfranchi JB
Lien Pubmed
Résumé
Bullying between students in the school setting is an increasing problem. Bullying can be defined as any form of repeated mental or physical violence carried out by one or several individuals on a person who is not capable of defending himself (Roland and Idsoe, Aggress Behav 27:446-462, 2001). The aim of this paper is to observe the expression of self-concept and adjustment strategies developed by children subject to this kind of violence. Five hundred twenty-four students between the ages of 8 and 12 (m = 9.44) participated in the longitudinal study. Two measurements were made during the same school year at an interval of 6 months. The results show that the student victims of bullying present weaker self-conceptions than the control group. Recourse to avoidance strategies would be dominant among student victims of bullying. Moreover, recourse to "avoidance" type strategies would lead to an increase in the frequency of bullying while recourse to "approach"-type strategies would lead to a reduction in it. Furthermore, it would seem that recourse to avoidance strategies at T1 lowers the student's self-concepts at T2. The opposite effect is observed with the approach strategies. These different results emphasize the necessity to establish prevention programs which allow an intervention simultaneously on the level of the school, the family, and the student.
Référence
Eur J Psychol Educ. 2010 Mar;25(1):105-23