TY - JOUR
T1 - Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group
AU - Olthof, T.
AU - Goossens, F.A.
AU - Vermande, M.M.
AU - Aleva, E.A.
AU - van der Meulen, M.M.
PY - 2011
Y1 - 2011
N2 - To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants' acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant. Ringleader bullies also expressed a higher desire to be dominant. Among non-bullying children, those who tended to help victims were relatively socially dominant but victims and outsiders were not. Generally, the data supported the claim that bullying is dominance-oriented strategic behavior, which suggests that intervention strategies are more likely to be successful when they take the functional aspects of bullying behavior into account. © 2011 Society for the Study of School Psychology.
AB - To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants' acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant. Ringleader bullies also expressed a higher desire to be dominant. Among non-bullying children, those who tended to help victims were relatively socially dominant but victims and outsiders were not. Generally, the data supported the claim that bullying is dominance-oriented strategic behavior, which suggests that intervention strategies are more likely to be successful when they take the functional aspects of bullying behavior into account. © 2011 Society for the Study of School Psychology.
U2 - 10.1016/j.jsp.2011.03.003
DO - 10.1016/j.jsp.2011.03.003
M3 - Article
SN - 0022-4405
VL - 49
SP - 339
EP - 359
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 3
ER -