title: Bullying in Schools: A Social Identity Perspective
Creators: name: Duffy, Amanda
Publisher: name: Griffith University
Year: 2005
Subjects: subject: Bullying in schools
subject: Problem behaviour in schools
subject: Social identity theory
subject: Self-categorisation theory

description: Numerous studies have shown that bullying is a significant problem in schools. However, until recently, little attention has been given to the social context in which bullying occurs. Although research exploring the peer group's role in bullying has now begun to emerge, studies in the area have lacked a theoretical basis. Consequently, the current research explored whether the application of social identity theory (SIT; Tajfel &amp; Turner, 1979) and self-categorisation theory (SCT; Turner, Hogg, Oakes, Reicher, &amp; Wetherell, 1987) can help to explain the role the peer group plays in the problem of childhood bullying. The first study in this program of research focussed on the development of two questionnaires, one assessing bullying and the other problem behaviours. Items for these questionnaires were generated via focus groups and a review of relevant literature, before being piloted on 43 children (aged 9 to 13 years). Two full-scale administrations of the questionnaires then occurred. Three hundred and nineteen students (aged 9 to 13 years) and 19 teachers participated in the first administration, with a further 351 students (aged 8 to 14 years) and 17 teachers participating in the second. During each administration, peer-, self-, and teacher-reports were collected. This process resulted in the development of the four-factor Bullying Questionnaire (BQ) and the three-factor Problem Behaviour Questionnaire (PBQ). Results indicated these scales were both reliable and valid. The BQ and PBQ were subsequently used in the second study, which explored whether a social identity perspective could assist in explaining bullying within naturally formed friendship groups. Specifically, the relevance of the concepts of within-group similarity, group norms, group identification, and intra-group position (i.e., the relative prototypicality of group members) was explored. Results revealed that within-group similarities in bullying behaviour were apparent. Further, children involved in bullying were likely to engage in other problem behaviours, with intra-group homogeneity in such behaviours also being evident. Greater involvement in bullying was also reported when 1) group norms endorsed such behaviour and 2) children were prototypical, rather than peripheral, members of bullying groups. In contrast, group identification and the interaction of group identification and intra-group position did not contribute significantly to the prediction of bullying. The final study utilised an experimental simulation to further explore the relevance of SIT and SCT to bullying. Three hundred and fifty-six participants (aged 8 to 14 years) were randomly assigned to teams for a drawing competition. They were then provided with information regarding their team's norms (bullying versus helping), their level of identification with the team (high versus low), and their position within the team (prototypical versus peripheral). Subsequently, several situations involving the in- and out-group were described and the children were asked to rate the likelihood that they would become involved in bullying of the out-group. As in Study 2, initial analyses revealed that group norms and intra-group position were associated with bullying behaviour, but group identification was not. However, supplementary analyses did provide some indication that identification might also play a role in determining bullying behaviour. Overall, these results supported the application of SIT and SCT to the problem of childhood bullying. The findings of the current research have important implications for the way in which bullying is conceptualised, as well as for the development of anti-bullying programs.