Bullying and Stress in Early Adolescence: The Role of Coping and Social Support

• NCJ Number: 227364
• Journal: Journal of Early Adolescence Volume: 29 Issue: 3 Dated: June 2009 Pages: 333-356
• Author(s): Chiaki Konishi; Shelley Hymel
• Date Published: June 2009
• Length: 24 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined the stress-buffering roles of coping and social support in reducing the likelihood of bullying behavior as a response to stress.

Abstract

The study found a significant but modest relationship between stress and bullying behavior. This was true for both major stressful events and daily difficulties. Both boys and girls who reported high levels of stress were more likely to report engaging in bullying behavior; however, as expected, the relationship was modest, which suggests the influence of other factors in the relationship between stress and bullying. Qualified support was found for the amplification of the effect of "distraction" coping on the effects of stress on bullying behavior. Distraction coping involves attempts to engage in an alternative activity in order to avoid thinking about the problem. Children who relied extensively on the use of distraction coping were more likely to engage in bullying behavior when under stress than children who did not rely on distraction coping. This pattern was predominantly evident among girls, but not boys. Further research is needed to determine the generalizability of these findings and to examine why these patterns are evident primarily for girls but not boys. The study found that social support, particularly from family members, was effective in reducing the likelihood that stress, especially major stressful events, would lead to increased bullying behavior. Such support may enhance children's self-esteem or self-worth, thus diminishing their need to dominate and demean their peers through bullying behaviors in an effort to elevate their own sense of importance. Study participants were students in grades five through seven (n=387) from 4 elementary schools in Vancouver, British Columbia (Canada). Self-reports and peer assessment measured bullying behavior. Stressful events, coping strategies, and family and peer support were also measured. 1 table, 2 figures, and 62 references