The influence of an empathetic adult on the relationship between bullying victimization and fear at school

Abstract

This study examines the influence of an empathetic adult at school on the consequences of bullying victimization. Specifically, this work explores the impact of an empathetic adult on the relationship between bullying victimization, school fear, and avoidance behaviors. These questions are addressed with data made available in the 2011 National Crime Victimization Survey-School Crime Supplement.The current literature suggests that bullying victim's behavior can be shaped by victimization; victims tend to be more fearful and more likely to avoid people, places, and activities if they have been previously victimized. Other research indicates that supportive adults at school are beneficial in the lives of the students; teachers have the potential to help students achieve academic success and make positive life decisions, for example. The current study bridges these two themes through an examination of the potentially mitigating effects the presence of an empathetic adult can have on the fear and adaptive behaviors related to bullying victimization. Results indicate that students exposed to empathetic adults at school experience lower rates of fear and avoidance that may occur after bullying victimization.

Keywords:

• bullying
• victimization
• schools
• fear
• adaptive avoidance
• adult intervention

Notes

^1. It is important to note that the third item in the teacher group of questions is reverse-coded, so this particular item must be recoded to appropriately align with the other eight items.

^2. Interaction terms for the empathetic adult were also explored. None were significant. Additionally, school fear was recoded dichotomously and interaction terms were explored in that context, none of the multiplicative terms were significant.

^3. Additional school environment controls were included in supplemental analysis. These items included measures of student perception of gangs, and the availability of drugs and weapons on campus. When included in the model, the principle findings and patterns of significance associated with the results presented here did not change.

^4. While the present study does not examine bullying perpetration, there are examples of scholars conceptualizing social support as a form of guardianship against victimization (e.g. Popp 2012).

Additional information

Notes on contributors

Tori A. Gutt

Tori A. Gutt is a Master of Arts student in the Department of Criminal Justice and Criminology at Sam Houston State University. Her major research interests include victimization, consequences of bullying, and crime prevention.

Ryan Randa

Ryan Randa is an assistant professor in the College of Criminal Justice at Sam Houston State University. Research interests include fear of crime, victimization, and influences on adaptive behaviors. His recent work in this area has appeared in Journal of Criminal Justice, Youth Violence and Juvenile Justice, and Security Journal.