Aggressive Attitudes among Victims of Violence at School.

Abstract Same victims of violence at school hold aggressive attitudes which may place them at risk for involvement in high-risk behaviors. Based on a survey of 10,909 7th, 9th, and 11th, grade students, this study compared four groups of students: victims with aggressive attitudes (n=152), victims with nonaggressive attitudes (n=359), nonvictims with aggressive attitudes (n=478), and nonvictims with nonaggressive attitudes (n=2556). Victims with aggressive attitudes were more likely than students in the other three groups to report they had carried weapons, used alcohol, and engaged in physical fights at school. Both victims and nonvictims with aggressive attitudes reported lower academic grades and fewer supportive adults at school than the nonaggressive attitude groups. This study highlights the fact that victims with aggressive attitudes are a vulnerable group of students. Interventions for victims of school violence should be enhanced to address the needs of victims with aggressive attitudes. ********** Violence at school is a prevalent problem. According to a national survey of school principals (National Center for Educational Statistics, 1998), over 200,000 serious fights or physical attacks occurred in public schools during the 1996-97 school year. Serious violent crimes occurred in approximately 12% of middle schools and 13% of high schools. Student surveys (Kann et al., 1995) indicate even higher rates of aggressive behavior. Approximately 16.2% of high school students nationwide reported involvement in a physical fight at school during a 30-day period, and 11.8% reported carrying a weapon on school property (Kann et al., 1995). Research on victims of violence at school suggests that repeated victimization has detrimental effects on a child's emotional and social development (Batsche & Knoff, 1994; Hoover, Oliver, & Thomson, 1993; Olweus, 1993). Victims exhibit higher levels of anxiety and depression, and lower self-esteem than non-victims (eg., Besag, 1989; Gilmartin, 1987; Greenbaum, 1987; Olweus, 1993). Victims of violence at school may develop negative attitudes toward their teachers or have attendance problems (Harris, 1994; National Institute of Education, 1978). They also tend to report less peer and adult support at school and have lower feelings of belongingness to their school (Furlong, Chung, Bates, & Morrison, 1995). Although any child might become a victim of violence simply by being in the wrong place at the wrong time, research by Olweus (1978) suggests that children are more likely to be singled out for victimization if they are physically weak, unattractive, or socially isolated. The most prevalent type of victim, the passive victim, is characterized by a submissive behavioral style and is relatively nonaggressive (Olweus, 1978; Schwartz, Dodge, Pettit, & Bates, 1997). These victims rarely provoke attacks or retaliate against their attackers. Olweus (1978) also identified a small subgroup of victims who exhibit an aggressive style of interaction. These aggressive or provocative victims are often hot-tempered and behave in ways which are considered irritating to others. They tend to fight back ineffectively when attacked and are rated as high in aggression by their peers. Subsequent research has suggested that aggressive victims are a vulnerable group who deserve attention. In a study by Perry, Kusel, and Perry (1988), aggressive victims were found to be the most disliked children in their peer group, with even lower social standing than nonaggressive victims or aggressive nonvictims. This distinction places them at great risk for developing difficulties in interpersonal relationships and later adjustment problems (Kupersmidt, Patterson, & Eickholt, 1989). In a study by Furlong et al. (1995) examining victims of school violence, a subgroup of victims was identified who scored high on a cognitive hostility index. …