The Reciprocal Relationship between Bullying Victims and Perpetrators and its Associated Symptoms at School

By Daniel Tello Silva, Florencia Casanova, Patricia Fuentes and Carla Tapia.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: May 20, 2014 $US5.00

Bullying among students at school is defined as the negative physical or verbal actions that take place, repeatedly over time, between perpetrators and victims. Its associated symptoms include solitude, absenteeism risk, and fear of school. The purpose of the current study is to explore the relationship between bullying victims and perpetrators and its related symptoms at school. The scale used in the survey was based on an official bullying scale distributed by the Ministry of Education in Chile. The modification included the distinction between perpetrators and victims, considering cyber, verbal, and physical bullying, and the bullying symptoms of students. The resultant sub-scales exhibited good reliability (alpha between 0,705 and 0,774). A sample of 253 school students participated in the study. Results show a significant reciprocal correlation between perpetrators and victims in physical and verbal bullying, both related to its connected symptoms. Results on consequences differentiate among gender (p < 0,001) and age (p = 0,024), but do not take into consideration school grades or the socioeconomic status of the schools. These findings emphasize the need to extend one-way models of bullying used in schools to more dynamic approaches that consider consequences for both perpetrators and victims, and to improve the related prevention programs.

Keywords: School Bullying, Bullying Symptoms, Perpetrator Attributes

International Journal of Learner Diversity and Identities, Volume 20, Issue 3, May 2014, pp.91-103. Article: Print (Spiral Bound). Published online: May 20, 2014 (Article: Electronic (PDF File; 568.005KB)).

Dr. Daniel Tello Silva

Assistant Professor, Faculty of Education and Humanities, Department of Educational Sciences., University of Bio-Bio, Chillan, 8th. Region, Chile

I work in the Department of Educational Sciences of the University of Bio-Bio as an Assistant Professor dedicated to the research in social aspects of Education. I obtained a Doctor of Educational Sciences degree at the Catholic University of Chile (May 2010) and a Master of Arts Degree at the Fachhochschule University of Applied Science Bielefeld in Germany (March 2011). Both research works are related to social issues od Education, specially for low-income students. The MA research was financed by the Heinrich Boell Stiftung in Germany. The focuses of the researchs are school climate, school violence, social skills and learning at socialization processes. I have also participated in several research projects in Chile financed by the government (Fondecyt, Fonide, Dicyt) to investigate the social climate at schools, the victimization at schools and their relationship with knowledge.

Florencia Casanova

Oregon, Oregon, USA

Patricia Fuentes

University of Bio-Bio, Chile

Carla Tapia

University of Bio-Bio, Chile