Woods, Sarah, Wolke, Dieter, Nowicki, Stephen and Hall, Lynne. (2009) Emotion recognition abilities and empathy of victims of bullying [Copy with proof correction marks]. Child Abuse & Neglect, Vol.33 (No.5). pp. 307-311. ISSN 0145-2134

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Abstract

Bullying behaviour is a common experience for a significant minority of children and adolescents. Bullying is the systematic abuse of power among peers or siblings (Sharp & Smith, 1994, p. 2; Wolke & Samara, 2004), with adverse effects on mental health in a significant number of victims (Stassen Berger, 2007). Physical bullying is characterised by observable, externalised behaviours including being hit or beaten up, physical threats, blackmail, and nasty tricks. In contrast, relational forms of victimisation include more subtle indirect forms of behaviour including friendship withdrawal, untrue rumours, and social exclusion. Crick and colleagues argued that physical and relational behaviours loaded onto separate factors (Crick and Grotpeter, 1995 N.R. Crick and J.K. Grotpeter, Relational aggression, gender, and social-psychological adjustment, Child Development 66 (1995), pp. 710–722. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (769)Crick & Grotpeter, 1995), while some argue that there is some overlap between physical, and relational forms of bullying (e.g., Archer & Coyne, 2005). Therefore, it is increasingly important to consider the possible overlap between physical and relational bullying.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Faculty of Science > Psychology
Library of Congress Subject Headings (LCSH):	Bullying -- England -- Hertfordshire, Bullying in schools, Aggressiveness in children -- Great Britain, Emotions in children, Empathy in children, Human information processing in children
Journal or Publication Title:	Child Abuse & Neglect
Publisher:	Elsevier
ISSN:	0145-2134
Date:	May 2009
Volume:	Vol.33
Number:	No.5
Page Range:	pp. 307-311
Identification Number:	10.1016/j.chiabu.2008.11.002
Status:	Peer Reviewed
Access rights to Published version:	Open Access
Description:	This research was conducted as part of the VICTEC project (IST-2001-33310) (www.victec.org), part-funded by the European Community Framework V Program.
Funder:	Fifth Framework Programme (European Commission) (FP5)
Version or Related Resource:	This is a version, bearing proof correction marks, of the work: Woods, S. et al. (2009). Emotion recognition abilities and empathy of victims of bullying. Child Abuse & Neglect, (forthcoming). A post print version can be found here: http://wrap.warwick.ac.uk/715/
References:	Archer and Coyne, 2005 J. Archer and S.M. Coyne, An integrated review of indirect, relational and social aggress, Personality and Social Psychology Review 9 (2005), pp. 212–230. Arsenio and Lemerise, 2001 W.F. Arsenio and E.A. Lemerise, Varieties of childhood bullying: Values, emotion processes and social competence, Social Development 10 (1) (2001), pp. 59–73. Bryant, 1982 B.K. Bryant, An index of empathy for children and adolescents, Child Development 53 (1) (1982), pp. 413–425. Camodeca et al., 2003 M. Camodeca, F.A. Goossens, C. Schuengel and M.M. Terwogt, Links between social informative processing in middle childhood and involvement in bullying, Aggressive Behavior 29 (2) (2003), pp. 116–127. Crick and Dodge, 1994 N.R. Crick and K.A. Dodge, A review and reformulation of social information-processing mechanisms in children's social adjustment, Psychological Bulletin 115 (1) (1994), pp. 74–101. Crick and Grotpeter, 1995 N.R. Crick and J.K. Grotpeter, Relational aggression, gender, and social-psychological adjustment, Child Development 66 (1995), pp. 710–722. Dautenhahn et al., 2007 K. Dautenhahn, S. Woods and C. Kaouri, Possible connections between bullying behaviour, empathy and imitation. In: K. Dautenhahn and C. Nehaniv, Editors, Models and mechanisms of imitation and social learning in robots, humans and animals: Behavioural social and communicative dimensions, Cambridge University Press, Cambridge (2007), pp. 323–339. Fox and Boulton, 2005 C.L. Fox and M.J. Boulton, The social skills of victims of bullying: Self, peer and teacher perceptions, British Journal of Educational Psychology 75 (2005), pp. 313–328. Jolliffe and Farrington, 2006 D. Jolliffe and D.P. Farrington, Examining the relationship between low empathy and bullying, Aggressive Behavior 32 (2006), pp. 540–550. Nowicki, 2005 S.J. Nowicki, The manual for the Diagnostic Analyses of Nonverbal Accuracy (DANVA) tests, Department of Psychology, Emory University, Atlanta, GA (2005). Nowicki and Duke, 1994 S. Nowicki Jr. and M.P. Duke, Individual differences in nonverbal communication of effect: The diagnostic analysis of nonverbal accuracy scale (DANVA), Journal of Nonverbal Behaviour 18 (1994), pp. 9–35. Sharp and Smith, 1994 In: S. Sharp and P.K. Smith, Editors, Tackling bullying in your school (1st ed.), Routledge, London (1994). Stassen Berger, 2007 K. Stassen Berger, Update on bullying at school: A science forgotten?, Developmental Review 27 (2007), pp. 90–126. Sutton, 2001 J. Sutton, Bullies: Thugs or thinkers?, The Psychologist 14 (10) (2001), pp. 530–534. Sutton et al., 1999 J. Sutton, P.K. Smith and J. Swettenham, Bullying and ‘theory of mind’: A critique of the ‘social skills deficit’ view of anti-social behaviour, Social Development 8 (1) (1999), pp. 117–127. Wolke and Samara, 2004 D. Wolke and M. Samara, Bullied by siblings: Association with peer victimisation and behaviour problems in Israeli lower secondary school children, Journal of Child Psychology and Psychiatry 45 (5) (2004), pp. 1015–1029. Wolke and Stanford, 1999 D. Wolke and K. Stanford, Bullying in school children. In: D. Messer and S. Millar, Editors, Developmental psychology, Arnold Publisher, London (1999), pp. 341–360. Wolke et al., 2000 D. Wolke, S. Woods, L. Bloomfield and L. Karstadt, The association between direct and relational bullying and behaviour problems among primary school children, The Journal of Child Psychology and Psychiatry 41 (8) (2000), pp. 989–1002.
URI:	http://wrap.warwick.ac.uk/id/eprint/703

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