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![Page 1: SRCD Biennial Meeting April 2003: The stability of victimisation behaviour University of Hertfordshire, U.K. VICTEC: Virtual ict with empathic Characters.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649e215503460f94b0d2c9/html5/thumbnails/1.jpg)
SRCD Biennial Meeting April 2003: The stability of
victimisation behaviour
University of
Hertfordshire, U.K.
VICTEC: Virtual ict
with empathic Characters
Sarah Woods, Dieter Wolke and Muthanna Samara
University of Bristol, U.K.
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Background
• Well documented evidence that social, cognitive, behavioural and family factors are concurrently related to bullying behaviour (e.g. Wolke et al., 2001).
• Few studies have considered the stability of victim roles and have instead focused on the stability of bully roles.
• Paucity of evidence concerning the risk factors associated with remaining, escaping or becoming involved in victimisation.
![Page 3: SRCD Biennial Meeting April 2003: The stability of victimisation behaviour University of Hertfordshire, U.K. VICTEC: Virtual ict with empathic Characters.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649e215503460f94b0d2c9/html5/thumbnails/3.jpg)
Background
• Studies have tended to focus on secondary school samples rather than primary school.
• Little is known about the stability of relational victimisation in comparison to direct victimisation.
• Reliance on peer nominations (by class) does not allow for comparison of bullying frequency across schools.
![Page 4: SRCD Biennial Meeting April 2003: The stability of victimisation behaviour University of Hertfordshire, U.K. VICTEC: Virtual ict with empathic Characters.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649e215503460f94b0d2c9/html5/thumbnails/4.jpg)
Research Questions
1) What is the stability of direct and relational victimisation behaviour among primary school children in the U.K. over 2-4 years?
2) What combination of factors predicts:
a) Remaining involved in victimisation?
b) Escaping victimisation?
c) Becoming involved in victimisation?
for both direct and relational victimisation.
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Study Design
• Longitudinal Investigation involving 17 primary schools in Hertfordshire & London, U.K.
• Baseline Assessment: Carried out 1996-1998 with children aged 6-9 (years 2 & 4)
• Follow-up Assessment: Carried out when children were aged 10-11 (year 6) 2 or 4 years after the baseline assessment.
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Sample DataN: 666 potential children from 17
schools
N: 634 Assessed at baseline
N: 432 Longitudinally
Assessed
N: 202 original drop-out (3% non consent, 12% absent, 85% moved
school
Time 1
Time 2
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Instruments: Baseline & follow-up
• Standard Individual Bullying Interview or Q’aire (Olweus, 1991):
TYPE– Direct Bullying (e.g. hit/beaten).
– Relational Bullying (e.g. exclusion by friends).
FREQUENCY– Never bullied: rarely/hardly ever bullied
– frequently bullied: about once week/few times a week.
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Instruments: BaselineBehaviour Problems
• Strengths & Difficulties Q’aire (Goodman, 1997)
1.Emotional Symptoms
Total Difficulties 2.Hyperactivity
SDQ score 3.Conduct Problems
4.Peer Problems
5.Prosocial Behaviour
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Instruments: BaselineHEALTH
• Health Questionnaire (Wolke et al. 2001):
2 sections:
7 items about physical health problems (PHP) e.g. headache, tummy ache, sickness
7 items about emotional health problems (EHP) e.g. bed wetting, nightmares
7- point scale (0-6 or more times over past 6 mths)
5 – point scale (never to most days over past 6 mths)
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Instruments: Baseline
• Other variables measured:- Special Educational Needs (SEN)- No. friends/best friends- No. rejected children- Information about siblings- Child’s home situation (biological parents,
single parent, etc).
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Bullying Classifications
• Children were classified for direct (physical & verbal) bullying and relational bullying as:
- ‘pure’ bully
- ‘pure’ victim
- Bully/victim
- Neutral
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RESULTS
• Drop-out analysis and relational bullying.
• Stability of direct and relational victimisation.
• Risk factors predicting remaining,escaping or becoming involved in victimisation.
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Relational Bullying status and drop-out rate
43.3
34.7
10.4
4.91.5 1.6
44.8
58.8
0
10
20
30
40
50
60
Per
cen
tag
e
victim bully/victim bully neutral
drop-out non drop-out
P < .01
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Other factors associated with drop-out rates
• Children who had fewer friends within their class.
• Drop-outs rejected fewer children than those who remained in the study.
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Risk Analysis
Yes (a + b) Yes (a + c)
No (c + d)No (b + d)
a
b c
d
Risk factor Outcome
Primary outcome
Risk factor Present Absent Total
Present a b a + b
Absent c d c + d
Total a + c b + d n
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Relative risk and stability of victimisation
• Children classified as direct victims at baseline had a two fold increased risk of remaining a direct victim at follow-up compared to non-victims at baseline becoming victims at follow-up.
• No long-term risk for children classified as relational victims at baseline to remain a relational victim at follow-up.
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Relative risk & stability of direct victimisation
VictimN: 97
Not victimN: 335
VictimN: 104
Not victimN: 328
N: 37 (38.1%)
N: 60 (61.9%)
N: 67 (20.0%)
N: 268 (80.0%)
Baseline Time 1 Follow-up Time 2
RR = 1.91; 95% CI 1.37 – 2.66, chi-square = 13.52, p < 0.001
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Factors predicting remaining vs escaping direct victimisation
95% CI for AOR
Adjusted Odds Ratio
(AOR)Lower Upper
Few friends (1-4)
33.33 1.23 111.11
Gender (female)
28.87 2.41 346.41
Physical Hlth probs (=> 1
prob) 11.27 1.20 105.93
Model chi-square = 30.83; df = 11; p < 0.001, N: 52
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Factors predicting remaining vs escaping relational victimisation
95% CI for AOR
Adjusted Odds Ratio
(AOR)Lower Upper
Male sibling (at least 1)
11.11 1.18 100.00
Rejected children (>2)
8.20 0.99 68.23
Having friends (5-7)
7.46 1.02 50.00
Model chi-square = 16.61; df = 6; p < 0.011, N: 44
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Factors predicting becoming involved in victimisation or remaining a non-victim
95% CI for AOR
Adjusted Odds Ratio (AOR)
Lower Upper
Direct victimisation (N: 200) (chi-square = 8.31; df = 2; p < 0.02)
Sibling mix (only brothers)
3.66 1.35 9.89
Relational victimisation (N: 234) (chi-square = 7.34; df = 2, p < 0.02)
Emotional hlth probs (=> 1
prob)2.01 1.09 3.71
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Summary of findings: Drop-outs
• Relational Drop-outs:
- Have fewer friends.
- Are more frequently relational victims or bully/victims
- Reject many children.
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Summary: Stability of direct vs relational victimisation
• Direct victimisation is a stable behaviour among primary school children over 2 yrs. In contrast relational victimisation is not:
- Relational bullying becomes more prominent over time.
- Falling out with friends is frequent at primary school.
- The most affected victims had left the school (selective drop-out).
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Summary: Risk Factors
• Health problems served as a risk factor for prolonged victimisation:- More days absent from school.- Appear weaker to peers and easy target.
• Friendships are a protective factor: - Allow children to develop adaptive & successful
coping mechanisms.
• Being female:- Females may not have other female or male peers to
help protect against direct victimisation.
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Conclusions• Direct victimisation is a stable phenomenon
already among primary school children.
• Relational victimisation is a less stable behaviour among primary school children.
• A lack of friendships, physical and emotional health problems and being female all serve as risk factors for remaining involved or becoming involved in victimisation.
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Future Directions
• Important implications for early recognition of victimisation among primary school children.
• Befriending or peer network schemes.
• Early intervention strategies that allow learning and adaptive coping.
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A New Intervention: Victec
Victec (Virtual ict with Empathic Characters) is a European funded project which aims to develop a new and innovative approach to aid the reduction of bullying problems in schools through the use of synthetic characters and drama in a virtual learning environment.
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Scenarios for VICTEC
• Our role is to help design scenarios for the VLE about bullying, victimisation and friendship for children aged 8-12 years old.
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Victimisation Scenarios
• Work has commenced towards developing scenarios comprised of several episodes to depict bullying behaviour.
• There will be a maximum of 3 – 4 characters per episode (e.g. bully, victim and bystander).
• The environment to be modelled will focus on the school context.
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Real vs Cartoon schools
REAL
CARTOON
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Victimisation Scenarios
• The scenario will begin with an introduction to the main character (e.g. victim).
• A tour of the school and classroom will then be given highlighting some of the schooling history and the other characters.
• The first victimisation event will then occur. The victim will ask the user what he/she should do?
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Victimisation Scenarios
• Several subsequent episodes will follow depicting similar incidents of direct victimisation but maybe in different locations.
• Users will be given the opportunity to try out different coping responses after each episode.
• Justification questions are to be used throughout the VL interaction (e.g. Why did you choose to tell the teacher?)
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Victimisation Scenarios
• Theory of Mind (ToM) questions are to be asked at some point during the VL interaction to determine whether there are individual differences between b, v, b/v.
• Possible endings for the scenarios might be to give the child a summary story that has been generated during the VL interaction.