1,197
Views
6
CrossRef citations to date
0
Altmetric
Reviews

Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review

ORCID Icon & ORCID Icon
Pages 1464-1489 | Received 31 Mar 2021, Accepted 25 Sep 2021, Published online: 27 Oct 2021

References

  • Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press.
  • Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E. (2017). The impact of school bullying on students’ academic achievement from teachers point of view. International Education Studies, 10(6), 44–50. https://doi.org/10.5539/ies.v10n6p44
  • Atik, G., & Güneri, O. Y. (2013). Bullying and victimisation: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658–673. https://doi.org/10.1177/0143034313479699
  • Baek, H., Roberts, A. M., Seepersad, R., & Swartz, K. (2019). Examining negative emotions as mediators between exposures to family violence and bullying: A gendered perspective. Journal of School Violence, 18(3), 440–454. https://doi.org/10.1080/15388220.2018.1519441
  • Berger, C., & Dijkstra, J. K. (2013). Competition, envy, or snobbism? How popularity and friendships shape antipathy networks of adolescents. Journal of Research on Adolescence, 23(3), 586–595. https://doi.org/10.1111/jora.12048
  • *Bloomer, F., Hamilton, J., & Potter, M. (2014). Challenges and barriers in primary school education: The experiences of traveller children and young people in Northern Ireland. Education, Citizenship and Social Justice, 9(1), 3–18. https://doi.org/10.1177/1746197913475767
  • *Bower, C. (2019). ‘Um, I was getting bullied at school because I didn’t believe in god’: One family’s experience of autism, school and home education. International Journal of Inclusive Education, 1–14. https://doi.org/10.1080/13603116.2019.1588926
  • Brank, E. M., Hoetger, L. A., & Hazen, K. P. (2012). Bullying. Annual Review of Law and Social Science, 8(1), 213–230. https://doi.org/10.1146/annurev-lawsocsci-102811-173820
  • Bussey, K., Fitzpatrick, S., & Raman, A. (2015). The role of moral disengagement and self-efficacy in cyberbullying. Journal of School Violence, 14(1), 30–46. https://doi.org/10.1080/15388220.2014.954045
  • Caprara, G. V., Gerbino, M., Kanacri, B. P. L., & Vecchio, G. M. (2014). Educare alla prosocialità: Teoria e buone prassi [Educating for prosociality: Theory and good practices]. Pearson Italia.
  • Centre for Reviews and Dissemination. (2009). Systematic reviews (3rd ed.). University of York. https://www.york.ac.uk/media/crd/Systematic_Reviews.pdf
  • Çetin, B., Peker, A., Eroğlu, Y., & Çitemel, N. (2011). Interpersonal cognitive distortions as a predictor of cyber victimisation and bullying: A preliminary report in adolescents. International Online Journal of Educational Sciences, 3(3), 1064–1080.
  • Charalampous, K., Demetriou, C., Tricha, L., Ioannou, M., Georgiou, S., Nikiforou, M., & Stavrinides, P. (2018). The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study. Journal of Adolescence, 64, 109–123. https://doi.org/10.1016/j.adolescence.2018.02.003
  • Chrysanthou, G. M., & Vasilakis, C. (2020). Protecting the mental health of future adults: Disentangling the determinants of adolescent bullying victimisation. Social Science & Medicine, 253, 112942. https://doi.org/10.1016/j.socscimed.2020.112942
  • Claes, L., Luyckx, K., Baetens, I., Van De Ven, M., & Witteman, C. (2015). Bullying and victimisation, depressive mood, and non-suicidal self-injury in adolescents: The moderating role of parental support. Journal of Child and Family Studies, 24(11), 3363–3371. https://doi.org/10.1007/s10826-015-0138-2
  • Collins, K., McAleavy, G., & Adamson, G. (2004). Bullying in schools: A Northern Ireland study. Educational Research, 46(1), 55–72. https://doi.org/10.1080/0013188042000178827
  • *Corcoran, L., Connolly, I., & O’Moore, M. (2012). Cyberbullying in Irish schools: An investigation of personality and self-concept. The Irish Journal of Psychology, 33(4), 153–165. https://doi.org/10.1080/03033910.2012.677995
  • Critical Appraisal Skills Programme. (2019). CASP randomised controlled trials, cohort studies and qualitative studies checklists. Retrieved November 2020, from, https://casp-uk.net/casp-tools-checklists/
  • Cross, D., Shaw, T., Epstein, M., Pearce, N., Barnes, A., Burns, S., Waters, S., Lester, L., & Runions, K. (2018). Impact of the friendly schools whole-school intervention on transition to secondary school and adolescent bullying behaviour. European Journal of Education, 53(4), 495–513. https://doi.org/10.1111/ejed.12307
  • D’Urso, G., Petruccelli, I., Schimmenti, A., & Pace, U. (2017). The role of attachment styles in the development of aggressive behavior among peers: An overview on homophobic bullying with a victim’s report. In A. M. Columbus (Ed.), Advances in psychology research (Vol. 131, pp. 209–226). Nova Science Publishers, Inc.
  • D’Urso, G., Symonds, J., & Pace, U. (2020a). Positive youth development and being bullied in early adolescence: A sociocultural analysis of national cohort data. The Journal of Early Adolescence, 41(4), 577-606. https://doi.org/10.1177/0272431620931199
  • D’Urso, G., Symonds, J., & Pace, U. (2020b). The role of psychoticism in the relationship between attachment to parents and homophobic bullying: A study in adolescence. Sexologies, 29(4), e103–e110. https://doi.org/10.1016/j.sexol.2020.08.005
  • D’Urso, G., Symonds, J., & Pace, U. (2020c). Emergent forms of psychopathology and their associations with homophobic bullying in adolescents: An exploratory quantitative study. Sexuality & Culture, 24(5), 1418–1431. https://doi.org/10.1007/s12119-019-09691-7
  • Déttore, D., Antonelli, P., & Ristori, J. (Eds.). (2014). Il bullismo omofobico a scuola. Strategie di analisi e intervento basate sugli stereotipi e i ruoli di genere [Homophobic bullying at school. Analysis and intervention strategies based on stereotypes and gender roles]. Alpes.
  • Di Blasio, P. (2005). Tra rischio e protezione. La valutazione delle competenze paren- tali [Between risk and protection. The evaluation of parental skills]. Unicopli.
  • Dixon-Woods, M., Bonas, S., Booth, A., Jones, D. R., Miller, T., Sutton, A. J., Shaw, R. L., Smith, J. A., & Young, B. (2006). How can systematic reviews incorporate qualitative research? A critical perspective. Qualitative Research, 6(1), 27–44. https://doi.org/10.1177/1468794106058867
  • Dwyer, K. M., Fredstrom, B. K., Rubin, K. H., Booth-laforce, C., Rose-Krasnor, L., & Burgess, K. B. (2010). Attachment, social information processing, and friendship quality of early adolescent girls and boys. Journal of Social and Personal Relationships, 27(1), 91–116. https://doi.org/10.1177/0265407509346420
  • Earl, S. R., Taylor, I. M., Meijen, C., & Passfield, L. (2017). Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement. Learning and Instruction, 49, 32–40. https://doi.org/10.1016/j.learninstruc.2016.12.001
  • Espelage, D. L., Hong, J. S., Merrin, G. J., Davis, J. P., Rose, C. A., & Little, T. D. (2018). A longitudinal examination of homophobic name-calling in middle school: Bullying, traditional masculinity, and sexual harassment as predictors. Psychology of Violence, 8(1), 57–66. https://doi.org/10.1037/vio0000083
  • Espelage, D. L., Low, S., Rao, M. A., Hong, J. S., & Little, T. D. (2014). Family violence, bullying, fighting, and substance use among adolescents: A longitudinal mediational model. Journal of Research on Adolescence, 24(2), 337–349. https://doi.org/10.1111/jora.12060
  • *Foody, M., McGuire, L., Kuldas, S., & O’Higgins Norman, J. (2019). Friendship quality and gender differences in association with cyberbullying involvement and psychological well-being. Frontiers in Psychology, 10, 1723. https://doi.org/10.3389/fpsyg.2019.01723
  • Foody, M., Samara, M., & O’Higgins Norman, J. (2017). Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis. British Journal of Educational Psychology, 87(4), 535–557. https://doi.org/10.1111/bjep.12163
  • Forster, M., Gower, A. L., Gloppen, K., Sieving, R., Oliphant, J., Plowman, S., Gadea, A., & McMorris, B. J. (2020). Associations between dimensions of school engagement and bullying victimization and perpetration among middle school students. School Mental Health, 12(2), 296–307. https://doi.org/10.1007/s12310-019-09350-0
  • *Ging, D., & O’Higgins Norman, J. (2016). Cyberbullying, conflict management or just messing? Teenage girls’ understandings and experiences of gender, friendship, and conflict on Facebook in an Irish second-level school. Feminist Media Studies, 16(5), 805–821. https://doi.org/10.1080/14680777.2015.1137959
  • *Gallagher, A. L., Galvin, R., Robinson, K., Murphy, C. A., Conway, P. F., & Perry, A. (2020). The characteristics, life circumstances and self-concept of 13 year olds with and without disabilities in Ireland: A secondary analysis of the Growing Up in Ireland (GUI) study. PloS One, 15(3), e0229599. https://doi.org/10.1371/journal.pone.0229599
  • Grumi, S., Milani, L., & Di Blasio, P. (2017). Risk assessment in a multicultural context: Risk and protective factors in the decision to place children in foster care. Children and Youth Services Review, 77, 69–75. https://doi.org/10.1016/j.childyouth.2017.04.009
  • *Healy, S., Msetfi, R., & Gallagher, S. (2013). ‘Happy and a bit nervous’: The experiences of children with autism in physical education. British Journal of Learning Disabilities, 41(3), 222–228. https://doi.org/10.1111/bld.12053
  • Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322. https://doi.org/10.1016/j.avb.2012.03.003
  • Houlston, C., Smith, P. K., & Jessel, J. (2011). The relationship between use of school‐based peer support initiatives and the social and emotional well‐being of bullied and non‐bullied students. Children & Society, 25(4), 293–305. https://doi.org/10.1111/j.1099-0860.2011.00376.x
  • Innes, A. J., & Steele, B. J. (2018). Gender and everyday violence. In C. E. Gentry, L. J. Shepherd, & L. Sjoberg (Eds.), The Routledge handbook of gender and security (pp. 151–159). Routledge.
  • *James, D., Flynn, A., Lawlor, M., Courtney, P., Murphy, N., & Henry, B. (2011). A friend in deed? Can adolescent girls be taught to understand relational bullying? Child Abuse Review, 20(6), 439–454. https://doi.org/10.1002/car.1120
  • Johnson Listwan, S., Colvin, M., Hanley, D., & Flannery, D. (2010). Victimisation, social support, and psychological well-being: A study of recently released prisoners. Criminal Justice and Behavior, 37(10), 1140–1159. https://doi.org/10.1177/0093854810376338
  • Jungert, T., Piroddi, B., & Thornberg, R. (2016). Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of Adolescence, 53, 75–90. https://doi.org/10.1016/j.adolescence.2016.09.001
  • Kaufman, T. M., Kretschmer, T., Huitsing, G., & Veenstra, R. (2018). Why does a universal anti-bullying program not help all children? Explaining persistent victimization during an intervention. Prevention Science, 19(6), 822–832. https://doi.org/10.1007/s11121-018-0906-5
  • Kim, E., & Glomb, T. M. (2010). Get smarty pants: Cognitive ability, personality, and victimisation. Journal of Applied Psychology, 95(5), 889–901. https://doi.org/10.1037/a0019985
  • Kim, J.-O., Kim, J.-W., Lee, K., Lee, Y.-S., Han, D.-H., Min, K. J., Song, S.-H., Park, G.-N., & Lee, J.-Y. (2015). Factors associated with group bullying and psychopathology in elementary school students using child-welfare facilities. Neuropsychiatric Disease and Treatment, 11, 991–998. https://doi.org/10.2147/NDT.S76105
  • Kwon, S. J., Park, T. W., Park, S. H., Yang, J. C., Chung, Y. C., & Chung, S. K. (2012). Prevalence of school bullying and related psychopathology in children and adolescents. Journal of the Korean Academy of Child and Adolescent Psychiatry, 23(3), 143–153. https://doi.org/10.5765/jkacap.2012.23.3.143
  • Mackie, C. J., Castellanos-Ryan, N., & Conrod, P. J. (2011). Developmental trajectories of psychotic-like experiences across adolescence: Impact of victimisation and substance use. Psychological Medicine, 41(1), 47–58. https://doi.org/10.1017/S0033291710000449
  • Malette, N. (2017). Forms of fighting: A micro-social analysis of bullying and in-school violence. Canadian Journal of Education/Revue Canadienne De L’éducation, 40(1), 1–29.
  • Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12–31. https://doi.org/10.1111/jftr.12255
  • McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
  • McMahon, E. M., Reulbach, U., Keeley, H., Perry, I. J., & Arensman, E. (2012). Reprint of: Bullying victimisation, self harm and associated factors in Irish adolescent boys. Social Science & Medicine, 74(4), 490–497. https://doi.org/10.1016/j.socscimed.2011.12.001
  • *Minton, S. J. (2012). Alterophobic bullying and pro‐conformist aggression in a survey of upper secondary school students in Ireland. Journal of Aggression, Conflict and Peace Research, 4(2), 86–95. https://doi.org/10.1108/17596591211208292
  • *Minton, S. J., O’Mahoney, M., & Conway-Walsh, R. (2013). A ‘whole-school/community development’ approach to preventing and countering bullying: The Erris Anti-Bullying Initiative (2009–2011). Irish Educational Studies, 32(2), 233–249. https://doi.org/10.1080/03323315.2013.784637
  • *Minton, S. J. (2014). Homophobic bullying: Evidence-based suggestions for intervention programmes. Journal of Aggression, Conflict and Peace Research, 6(3), 164–173. https://doi.org/10.1108/JACPR-10-2013-0027
  • Mishna, F., Khoury-Kassabri, M., Schwan, K., Wiener, J., Craig, W., Beran, T., Pepler, D., & Daciuk, J. (2016). The contribution of social support to children and adolescents’ self-perception: The mediating role of bullying victimisation. Children and Youth Services Review, 63, 120–127. https://doi.org/10.1016/j.childyouth.2016.02.013
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Moore, K. E., Gobin, R. L., McCauley, H. L., Kao, C. W., Anthony, S. M., Kubiak, S., Zlotnick, C., & Johnson, J. E. (2018). The relation of borderline personality disorder to aggression, victimisation, and institutional misconduct among prisoners. Comprehensive Psychiatry, 84, 15–21. https://doi.org/10.1016/j.comppsych.2018.03.007
  • Murphy, T. P., Laible, D., & Augustine, M. (2017). The influences of parent and peer attachment on bullying. Journal of Child and Family Studies, 26(5), 1388–1397. https://doi.org/10.1007/s10826-017-0663-2
  • Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70–84. https://doi.org/10.1007/s42380-019-00009-7
  • Pan, Y., Yang, C., Liu, G., Chan, M., Liu, C., & Zhang, D. (2020). Peer victimisation and problem behaviors: The roles of self‐esteem and parental attachment among Chinese adolescents. Child Development, 91(4), e968–e983. https://doi.org/10.1111/cdev.13319
  • Peguero, A. A., & Williams, L. M. (2013). Racial and ethnic stereotypes and bullying victimisation. Youth & Society, 45(4), 545–564. https://doi.org/10.1177/0044118X11424757
  • *Pitsia, V., & Mazzone, A. (2020). The association of individual and contextual variables with bullying victimisation: A cross-national comparison between Ireland and Lithuania. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00514-0
  • Podsiadly, A., & Gamian-Wilk, M. (2017). Personality traits as predictors or outcomes of being exposed to bullying in the workplace. Personality and Individual Differences, 115, 43–49. https://doi.org/10.1016/j.paid.2016.08.001
  • *Purcell, A. (2012). A qualitative study of perceptions of bullying in Irish primary schools. Educational Psychology in Practice, 28(3), 273–285. https://doi.org/10.1080/02667363.2012.684343
  • *Reulbach, U., Ladewig, E. L., Nixon, E., O’Moore, M., Williams, J., & O’Dowd, T. (2013). Weight, body image and bullying in 9‐year‐old children. Journal of Paediatrics and Child Health, 49(4), E288–E293. https://doi.org/10.1111/jpc.12159
  • Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181–214). Cambridge University Press
  • Salmivalli, C., & Peets, K. (2018). Bullying and victimisation. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 302–321). The Guilford Press.
  • Sarkova, M., Bacikova-Sleskova, M., Madarasova Geckova, A., Katreniakova, Z., van den Heuvel, W., & van Dijk, J. P. (2014). Adolescents’ psychological well-being and self-esteem in the context of relationships at school. Educational Research, 56(4), 367–378. https://doi.org/10.1080/00131881.2014.965556
  • *Schubotz, D., & O’Hara, M. (2011). A shared future? Exclusion, stigmatization, and mental health of same-sex-attracted young people in Northern Ireland. Youth & Society, 43(2), 488–508. https://doi.org/10.1177/0044118X10383549
  • Scrantom, K., & McLaughlin, K. (2019). Heroes on the Hill: A qualitative study of the psychosocial benefits of an intercultural arts programme for youth in Northern Ireland. Journal of Community & Applied Social Psychology, 29(4), 297–310. https://doi.org/10.1002/casp.2401
  • *Sentenac, M., Gavin, A., Arnaud, C., Molcho, M., Godeau, E., & Gabhainn, S. N. (2011). Victims of bullying among students with a disability or chronic illness and their peers: A cross-national study between Ireland and France. Journal of Adolescent Health, 48(5), 461–466. https://doi.org/10.1016/j.jadohealth.2010.07.031
  • *Sjursø, I. R., Fandrem, H., O’Higgins Norman, J., & Roland, E. (2019). Teacher authority in long-lasting cases of bullying: A qualitative study from Norway and Ireland. International Journal of Environmental Research and Public Health, 16(7), 1163. https://doi.org/10.3390/ijerph16071163
  • Smith, L. S., & Stover, C. S. (2016). The moderating role of attachment on the relationship between history of trauma and intimate partner violence victimisation. Violence against Women, 22(6), 745–764. https://doi.org/10.1177/1077801215610863
  • Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior, 45, 33–40. https://doi.org/10.1016/j.avb.2018.04.006
  • Stadler, C., Feifel, J., Rohrmann, S., Vermeiren, R., & Poustka, F. (2010). Peer-victimisation and mental health problems in adolescents: Are parental and school support protective? Child Psychiatry and Human Development, 41(4), 371–386. https://doi.org/10.1007/s10578-010-0174-5
  • Stubbs-Richardson, M., Sinclair, H. C., Goldberg, R. M., Ellithorpe, C. N., & Amadi, S. C. (2018). Reaching out versus lashing out: Examining gender differences in experiences with and responses to bullying in high school. American Journal of Criminal Justice, 43(1), 39–66. https://doi.org/10.1007/s12103-017-9408-4
  • Thornberg, R. (2015). School bullying as a collective action: Stigma processes and identity struggling. Children & Society, 29(4), 310–320. https://doi.org/10.1111/chso.12058
  • Troop‐Gordon, W., & Kopp, J. (2011). Teacher–child relationship quality and children’s peer victimisation and aggressive behavior in late childhood. Social Development, 20(3), 536–561. https://doi.org/10.1111/j.1467-9507.2011.00604.x
  • Tummala-Narra, P., Houston-Kolnik, J., Sathasivam-Rueckert, N., & Greeson, M. (2017). An examination of attitudes toward gender and sexual violence among Asian Indians in the United States. Asian American Journal of Psychology, 8(2), 156–166. https://doi.org/10.1037/aap0000078
  • Van Breda, A. D. (2018). A critical review of resilience theory and its relevance for social work. Social Work, 54(1), 1–18.
  • Van Der Watt, R. (2014). Attachment, parenting styles and bullying during pubertal years. Journal of Child and Adolescent Mental Health, 26(3), 251–261. https://doi.org/10.2989/17280583.2014.947966
  • Vassallo, S., Edwards, B., Renda, J., & Olsson, C. A. (2014). Bullying in early adolescence and antisocial behavior and depression six years later: What are the protective factors? Journal of School Violence, 13(1), 100–124. https://doi.org/10.1080/15388220.2013.840643
  • Volk, A. A., Schiralli, K., Xia, X., Zhao, J., & Dane, A. V. (2018). Adolescent bullying and personality: A cross-cultural approach. Personality and Individual Differences, 125, 126–132. https://doi.org/10.1016/j.paid.2018.01.012
  • Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., Cunningham, C. E., Haltigan, J. D., & Hymel, S. (2014). School climate, peer victimisation, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 29(3), 360. https://doi.org/10.1037/spq0000084
  • *Warwick, D., & Purdy, N. (2019). Cartoons as visual representations of the development of primary school children’s understanding of bullying behaviours. Pastoral Care in Education, 37(3), 257–275. https://doi.org/10.1080/02643944.2019.1625430
  • Yates, T. M., Tyrell, F. A., & Masten, A. S. (2015). Resilience theory and the practice of positive psychology from individuals to societies. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 773–788). John Wiley & Sons, Inc.
  • Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4–19. https://doi.org/10.1016/j.avb.2018.06.008
  • Zych, I., Ortega-Ruiz, R., & Llorent, V. J. (2017). Nature and dynamics of peer violence in Polish upper secondary schools. Social Psychology of Education, 20(2), 427–443. https://doi.org/10.1007/s11218-017-9378-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.