Editorial
The importance of risk factors for bullying perpetration and victimization
A importância dos fatores de risco para a prática de bullying e vitimização
David P. Farrington
Cambridge University, Psychological Criminology, Cambridge, United Kingdom
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"LATM" => true ] "gratuito" => true "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "pt" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2255553619301946?idApp=UINPBA000049" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0021755719301822?idApp=UINPBA000049" "url" => "/00217557/0000009600000006/v1_202011070642/S0021755719301822/v1_202011070642/en/main.assets" ] ] "en" => array:13 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Editorial</span>" "titulo" => "The importance of risk factors for bullying perpetration and victimization" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "667" "paginaFinal" => "669" ] ] "autores" => array:1 [ 0 => array:3 [ "autoresLista" => "David P. Farrington" "autores" => array:1 [ 0 => array:3 [ "nombre" => "David P." "apellidos" => "Farrington" "email" => array:1 [ 0 => "dpf1@cam.ac.uk" ] ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "Cambridge University, Psychological Criminology, Cambridge, United Kingdom" "identificador" => "aff0005" ] ] ] ] "titulosAlternativos" => array:1 [ "pt" => array:1 [ "titulo" => "A importância dos fatores de risco para a prática de <span class="elsevierStyleItalic">bullying</span> e vitimização" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0005" class="elsevierStylePara elsevierViewall">It is a great pleasure for me to welcome this very interesting article by Silva et al.<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">1</span></a> It is especially important in identifying key risk factors for bullying perpetration and victimization in Brazil. It shows that the most important risk factors for victimization include being female, being bisexual or homosexual, having low self-esteem, and using downers or tranquillizers. The most important risk factors for perpetration include being male, having poor school performance, consuming alcohol, being a transgressor, and having a favorable attitude to peer violence. The identification of risk factors should be very useful in developing risk assessment instruments and in targeting risk-focused interventions.</p><p id="par0010" class="elsevierStylePara elsevierViewall">School bullying is defined as behavior that is intended to harm, that is repetitive, and that involves an imbalance of (social or physical) power between the bully and the victim.<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a> The main types of school bullying include being called nasty names, being excluded by peers, spreading unpleasant rumors, being hit or kicked, and having belongings stolen.<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a> Boys are generally more involved in direct bullying such as hitting or kicking, while girls may be more involved in indirect or relational bullying such as spreading rumors or excluding other students.<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">In recent years, cyberbullying has also become a great problem. Cyberbullying is defined as bullying perpetrated by electronic means, such as mobile phones, social media, or the internet.<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">4</span></a> One difference from school bullying is that the perpetrator can be anonymous in cyberbullying. The main types of cyberbullying are online aggression or harassment, denigration, impersonation, exclusion, and posting unwanted embarrassing or sexual images (especially to girls). There is considerable overlap between school bullying and cyberbullying. Students who are victims in school tend also to be victims of cyberbullying, and <span class="elsevierStyleItalic">vice versa</span>.<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">5</span></a> However, I will only focus on school bullying in this article.</p><p id="par0020" class="elsevierStylePara elsevierViewall">Surprisingly, the Brazilian study reports that the prevalence of victimization was much less than the prevalence of perpetration. Of course, prevalence depends a great deal on the definition of bullying, on the way it is measured, and on the time period enquired about.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> Large-scale surveys have reported that the prevalence of both perpetration and victimization in the previous month is about one-third of students.<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">7</span></a> Also, surprisingly, the Brazilian article reports a very low prevalence of combined perpetrator-victims (2%). For comparison, in a study in Nicaragua, perpetration was reported by 6%, victimization was reported by 25%, and an additional 19% were combined perpetrator-victims.<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">8</span></a> Perpetrator-victims are often quite common in research on school bullying.<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">9</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">School bullying is associated with many undesirable effects on perpetrators and victims. For example, Baldry et al. found that perpetrator-victims reported more symptoms of post-traumatic stress than did other students.<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">10</span></a> It is sometimes difficult to determine whether particular risk factors, such as low self-esteem, are causes or consequences. However, a systematic review of prospective longitudinal studies by Ttofi et al. showed that victims of school bullying tended to be depressed up to 36 years later, even after controlling for several childhood risk factors.<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">11</span></a> Another systematic review of prospective longitudinal studies showed that perpetrators of school bullying tended to be offenders up to 11 years later, even after controlling for several childhood risk factors.<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">12</span></a> Still another similar review discovered that perpetrators tended to be drug users up to 15 years later.<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">13</span></a> This is the most convincing kind of evidence about the consequences of perpetration and victimization.</p><p id="par0030" class="elsevierStylePara elsevierViewall">Widely recognized risk factors for perpetration include antisocial peer influence, low empathy, antisocial attitudes or moral principles, and externalizing problems such as aggression and defiance.<a class="elsevierStyleCrossRefs" href="#bib0135"><span class="elsevierStyleSup">7,14</span></a> Widely recognized risk factors for victimization include low self-esteem, low social competence, low status with peers (unpopular, with few friends), and internalizing problems such as being withdrawn, anxious, or depressed.<a class="elsevierStyleCrossRefs" href="#bib0135"><span class="elsevierStyleSup">7,14</span></a></p><p id="par0035" class="elsevierStylePara elsevierViewall">Bullying perpetration at ages 14 and 18 was investigated in a major longitudinal study of 411 London boys, in which information was obtained from peers, parents, teachers, and records, as well as from the boys themselves.<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a> The most important risk factors for bullying included individual factors such as low intelligence, low school attainment, and high daring or risk-taking, family factors such as having a convicted parent and poor parental supervision, peer factors such as having delinquent peers and not having few friends, and socio-economic factors such as low family income, large family size, and poor housing. In many ways, risk factors for bullying perpetration are similar to risk factors for delinquency.<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">15</span></a></p><p id="par0040" class="elsevierStylePara elsevierViewall">Widely recognized protective factors against perpetration include a positive school climate, a good home environment, high social competence, prosocial peer influence, good academic performance, and high empathy.<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">16</span></a> Widely recognized protective factors against victimization include high social competence, high self-esteem, high academic achievement, high peer status or popularity, prosocial peer influence, a positive school climate, and good family relationships.<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">16</span></a> Ttofi et al. carried out a systematic review of prospective longitudinal studies to investigate protective factors that interrupted the continuity from victimization to later internalizing problems, and from perpetration to later externalizing problems.<a class="elsevierStyleCrossRef" href="#bib0185"><span class="elsevierStyleSup">17</span></a> The most important protective factors included good social skills, good school performance, prosocial friends, social support, coming from an unbroken family, and high parental attachment.</p><p id="par0045" class="elsevierStylePara elsevierViewall">Returning to the Brazilian research, I was very happy that the authors chose to analyze dichotomous variables and to report odds ratios. This makes their results very easy to understand and communicate to researchers and policy-makers, which is very important. It is not difficult to understand the statement that the odds of being victimized are 2.4 times greater for students with low self-esteem. I am concerned when researchers score bullying scales (such as from “never” to “several times a week”) from 0 to 4 and analyze these numbers as though they were normally distributed equal-interval scales like height and weight. These mean scores are not very meaningful. Also, the distributions of these types of bullying variables are often highly skewed, with the standard deviation often exceeding the mean, making confidence intervals meaningless because the lower confidence interval is a negative number.</p><p id="par0050" class="elsevierStylePara elsevierViewall">The good news is that many interventions, based on knowledge about risk and protective factors, successfully prevent and reduce school bullying. Gaffney et al. reviewed 100 evaluations of school bullying prevention programs and found that, overall, they reduced victimization by about 15–16%.<a class="elsevierStyleCrossRef" href="#bib0190"><span class="elsevierStyleSup">18</span></a> These researchers also reviewed school bullying prevention programs across the world and concluded that they were most effective in reducing victimization in Italy, Spain, and Norway.<a class="elsevierStyleCrossRef" href="#bib0195"><span class="elsevierStyleSup">19</span></a> Unfortunately, the only evaluation in South America (actually in Brazil) that met their inclusion criteria did not yield encouraging results, at least according to the analyses of Gaffney et al.<a class="elsevierStyleCrossRef" href="#bib0200"><span class="elsevierStyleSup">20</span></a> The most effective programs were No Trap! from Italy, Bully-Proofing Your School from the United States, and the Olweus Bullying Prevention Program from Norway. Zych et al. recommended that the Spanish concept of <span class="elsevierStyleItalic">convivencia</span> should be promoted in schools.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a></p><p id="par0055" class="elsevierStylePara elsevierViewall">There is a great need, in Brazil and in other countries, for a longitudinal study of perpetration and victimization in schools from ages 8–10 to ages 16–18. Ideally, there should be yearly assessments of perpetration and victimization and of modifiable risk and protective factors. Ideally, information should be collected from students, peers, teachers, parents, and school records. It would then be possible to document within-individual changes in risk and protective factors that were reliably followed by within-individual changes in perpetration and victimization. Importantly, this project would establish whether changes in specified factors (<span class="elsevierStyleItalic">e.g</span>., self-esteem), preceded, followed, or coincided with changes in perpetration and victimization. In turn, this would greatly advance knowledge about the causes of perpetration and victimization and suggest which factors should be especially targeted in intervention programs.</p><p id="par0060" class="elsevierStylePara elsevierViewall">In conclusion, it is clear that school bullying is a major problem, causing great distress to many students. There is a great need for more widespread investment in research on this topic and in effective intervention programs. I hope that the article by Silva et al. will direct attention to the important problems of bullying and victimization of children and young people, and the need for more investment in school-based intervention programs.</p><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0005">Conflicts of interest</span><p id="par0065" class="elsevierStylePara elsevierViewall">The author declares no conflicts of interest.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:2 [ 0 => array:2 [ "identificador" => "sec0005" "titulo" => "Conflicts of interest" ] 1 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:2 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Farrington DP. The importance of risk factors for bullying perpetration and victimization. J Pediatr (Rio J). 2020;96:667–9.</p>" ] 1 => array:2 [ "etiqueta" => "☆☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0010">See paper by Silva et al. in pages 693–701.</p>" ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0015" "bibliografiaReferencia" => array:20 [ 0 => array:3 [ "identificador" => "bib0105" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:4 [ 0 => "G.R. Silva" 1 => "M.L. Lima" 2 => "A.K. Barreira" 3 => "R.M. 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| Year/Month | Html | Total | |
|---|---|---|---|
| 2024 November | 6 | 7 | 13 |
| 2024 October | 115 | 35 | 150 |
| 2024 September | 109 | 42 | 151 |
| 2024 August | 101 | 63 | 164 |
| 2024 July | 98 | 56 | 154 |
| 2024 June | 132 | 68 | 200 |
| 2024 May | 163 | 22 | 185 |
| 2024 April | 141 | 26 | 167 |
| 2024 March | 162 | 32 | 194 |
| 2024 February | 96 | 45 | 141 |
| 2024 January | 102 | 40 | 142 |
| 2023 December | 84 | 45 | 129 |
| 2023 November | 143 | 46 | 189 |
| 2023 October | 113 | 62 | 175 |
| 2023 September | 86 | 49 | 135 |
| 2023 August | 68 | 21 | 89 |
| 2023 July | 72 | 28 | 100 |
| 2023 June | 97 | 22 | 119 |
| 2023 May | 83 | 29 | 112 |
| 2023 April | 62 | 28 | 90 |
| 2023 March | 87 | 51 | 138 |
| 2023 February | 100 | 33 | 133 |
| 2023 January | 46 | 20 | 66 |
| 2022 December | 85 | 44 | 129 |
| 2022 November | 61 | 51 | 112 |
| 2022 October | 66 | 49 | 115 |
| 2022 September | 51 | 57 | 108 |
| 2022 August | 62 | 39 | 101 |
| 2022 July | 80 | 56 | 136 |
| 2022 June | 55 | 32 | 87 |
| 2022 May | 94 | 43 | 137 |
| 2022 April | 78 | 41 | 119 |
| 2022 March | 70 | 78 | 148 |
| 2022 February | 57 | 47 | 104 |
| 2022 January | 288 | 26 | 314 |
| 2021 December | 42 | 37 | 79 |
| 2021 November | 40 | 37 | 77 |
| 2021 October | 34 | 39 | 73 |
| 2021 September | 37 | 27 | 64 |
| 2021 August | 26 | 17 | 43 |
| 2021 July | 31 | 22 | 53 |
| 2021 June | 23 | 33 | 56 |
| 2021 May | 29 | 19 | 48 |
| 2021 April | 41 | 29 | 70 |
| 2021 March | 24 | 22 | 46 |
| 2021 February | 30 | 18 | 48 |
| 2021 January | 43 | 15 | 58 |
| 2020 December | 41 | 19 | 60 |
| 2020 November | 26 | 18 | 44 |
| 2020 October | 5 | 2 | 7 |
| 2020 September | 13 | 14 | 27 |
| 2020 August | 9 | 4 | 13 |
| 2020 July | 6 | 4 | 10 |
| 2020 June | 5 | 5 | 10 |
| 2020 May | 7 | 8 | 15 |
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