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ERIC Number: EJ1085742
Record Type: Journal
Publication Date: 2014-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-2073-7629
Coping with Verbal and Social Bullying in Middle School
Donoghue, Christopher; Almeida, Angela; Brandwein, David; Rocha, Gabriela; Callahan, Ian
International Journal of Emotional Education, v6 n2 p40-53 Nov 2014
Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.
Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/cres/ijee
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A