Responses to Victimization and Bullying in Early Childhood

• In Event: 2-200 - Bullying During Early Childhood: Multiple Methods and Informants in Three Ethnically and Culturally Diverse Populations

Integrative Statement

Bullying is defined as intentional repeated behavior with the intent to hurt or harm (i.e., aggressive behavior) in which there is a power imbalance between the perpetrator and victim (Gladden et al., 2014). Bullying behavior, like aggression, can be displayed both physically and relationally (i.e., using the relationship as the means of harm; Crick & Grotpeter, 1995). Recent work has established the existence and harmful effects of the different forms of bullying as early as preschool (Ostrov et al., in press); yet understanding what promotes bullying behavior in this young population is unknown. The current study examined whether the way that children respond to their own experience of peer victimization (i.e., the receipt of aggressive behavior) could help us understand what may lead to bullying behavior.

A total of 148 (75 girls) ethnically diverse preschool children (M=47.93 months, SD=7.46) were recruited from the northeastern US. The Early Childhood Observation System (Ostrov & Keating, 2004) was used to systematically observe each child to assess how individuals responded to peer victimization. Specifically, each child was observed for 10-minutes multiple times over the course of the year. Observers recorded when children displayed and received aggressive behavior (both physical and relational forms) as well as how they responded to that behavior. These observations showed acceptable reliability (ICC’s>.70). For the purpose of the current study, participants’ response to experiences of victimization were included. Responses were categorized as approach oriented (i.e., objecting to the behavior, seeking assistance from others), avoidance oriented (i.e., disengaging from the individual, venting emotions), aggressive (i.e., displaying relational, physical, or verbal aggression), or involving teaching intervention. Teachers reliably completed assessments of bullying on each child using the Preschool Bullying Subscales Measure (PBSM; Ostrov et al., 2015; Cronbach’s s > .95) after observations were completed in the Fall (Time 1) and again in the Spring (Time 2).

Hierarchical linear regression analyses were conducted to examine whether specific response styles were associated with increases in bullying over the school year. First, an overall measure of bullying at Time 2 was used as the outcome variable with Time 1 bullying and gender included as covariates and entered at step 1. Responses to victimization (i.e., approach, avoidance, aggression and teacher intervention) were added at step 2. The model was significant [∆F(4,141)=3.89, p<0.05, ∆R2=.07] with both aggressive responses to victimization (β=0.18, p<.01) and teacher intervention (β= 0.16, p=.02) positively associated with increases in bullying behavior. In order to better understand whether different response were more salient for relational versus physical bullying, models were conducted with relational bullying (model 2) and physical bullying (model 3). When examining relational bullying, the model was still significant [∆F(4, 138)=4.14, p<0.05, ∆R2=.08]. Again, both aggressive responses to victimization (β=0.18, p=.01) and teacher intervention (β=0.19, p=.01). For physical bullying, the model was still significant [∆F(4,138)=2.441, p=0.05, ∆R2=.04], but only aggressive responses to victimization was predictive of increases in physical bullying (β=0.14, p=.03). The present study identifies reactionary aggression and teacher intervention as important responses in our understanding of bullying behavior in early childhood.

Authors

• Kimberly E. Kamper-DeMarco, Buffalo State College
  Presenting Author

• Jamie Ostrov, University of Buffalo
  Non-Presenting Author