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    The relationship between bullying roles and children's everyday dyadic interactions

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    Authors
    Murphy, Suzanne
    Faulkner, Dorothy
    Affiliation
    University of Bedfordshire
    Open University
    Issue Date
    2011
    Subjects
    developmental psychology
    bullying
    interaction
    verbal communication
    bullying
    
    Metadata
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    Abstract
    This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as: (1) initiators of bullying (‘bullies’); (2) defenders of those victimised (‘defenders’); and (3) those who generally do not take on a consistent role in relation to bullying (‘non-role’ children). Children were videotaped during the task and the interaction was coded, 34 dyads participated. Defenders used significantly higher levels of supportive communication such as explanation and guidance than bullies. The task performance of dyads consisting of defenders with non-role children was significantly superior to that of dyads comprising bullies plus non-role children. The behaviour of the non-role children was influenced according to whether they were working with a bully, a defender or another non-role child. The study suggests that the roles that children adopt in relation to bullying influence their behaviour in other, non-bullying contexts.
    Citation
    Murphy, S., Faulkner, D. (2011) 'The relationship between bullying roles and children's everyday dyadic interactions', Social Development, 20 (2), pp.272-293.
    Publisher
    Wiley-Blackwell
    Journal
    Social Development
    URI
    http://hdl.handle.net/10547/226915
    DOI
    10.1111/j.1467-9507.2010.00597.x
    Additional Links
    http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9507.2010.00597.x/abstract
    Type
    Article
    Language
    en
    ae974a485f413a2113503eed53cd6c53
    10.1111/j.1467-9507.2010.00597.x
    Scopus Count
    Collections
    IHR Institute for Health Research

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