Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change?

By Laura D. Hanish, Laura Guerra. Merrill-Palmer quarterly, 2004

241 citations recorded by the source corpus.

We evaluated the extent to which aggressive victims show unique developmental pathways that are different from those of passive victims, bullies, and uninvolved children. A total of 1,722 children were followed from 4th grade to 6th grade, and the prevalence and stability of each group were assessed. Aggressive victims became less prevalent and passive victims and bullies became more prevalent with age. Although it was common for aggressive victims and bullies to move from one group to the other across time, there was little overlap with the passive victim group. Stability estimates were higher for the bully and aggressive victim groups than for the passive victim group, and patterns of stability were influenced by peer rejection and exposure to violence.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c126f74c90914988909b053fa8b39ac745bda361

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Citations in the corpus

Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. (2005, background): “This finding is in line with those of univariate studies (Espelage et al., 2004; Hanish & Guerra, 2004; Klicpera & Gasteiger Klicpera, 1996; Pellegrini et al., 1999; Schwartz, 2000).”
The Developmental Trajectories of Peer Victimization in Middle to Late Childhood and the Changing Nature of Their Behavioral Correlates (2010, background): “Aggressive victims have been found to become less prevalent with age, whereas passive victims have become more prevalent with age (Hanish & Guerra, 2004).”
Cyberbullying Prevalence, Stability, and Risk Factors During Adolescence (2013, background): “Consistent with traditional bullying, we hypothesized that involvement in cyberbullying and/or cybervictimization would be stable across time for a small percentage of youth (Hanish & Guerra, 2000, 2004; Pepler, Jiang, Craig, & Connolly, 2008).”
Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “Totura et al. / Bullying and Victimization in School 573 Generally speaking, boys are overrepresented among bullies, with differences between boys and girls less pronounced among victims (Espelage, Mebane, & Adams, 2004; Hanish & Guerra, 2004).”
Social Withdrawal in Childhood (2009, unknown): “And yet, researchers have consistently reported that this group of children and young adolescents is at high risk for peer victimization (e.g., Hanish & Guerra, 2004; Kochenderfer-Ladd 2003).”
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders (2008, background): “For example, it has been demonstrated that students who are victims of repeated bullying are more likely to lack important social skills necessary to get along with peers (Hanish & Guerra, 2004) and less likely to seek help from others (R. S. Newman, 2006).”
Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities (2012, background): “…to have the fewest positive interpersonal characteristics and are most likely to associate with unpopular peers, have the lowest rates of social acceptance, and use ineffectual aggression that is emotionally charged (Farmer, Petrin, Robertson, et al., 2010; Hanish & Guerra, 2004; Schwartz, 2000).”