Peer Bullyıng in Preschool Perıod: An Investıgatıon on the Opinions of Preschool Teachers

Abstract

This research aimed to examine the opinions of preschool teachers on peer bullying. This research was conducted using a descriptive qualitative research design, which is one of the qualitative research methods. The study group of the research consists of 35 preschool teachers. A semi-structured interview form prepared by the researchers by reviewing the literature and taking expert opinions was used as a data collection tool in the study. Thematic analysis was used to analyze the data. As a result of the research, the characteristics of the victim and the bully are presented in two sub-themes: individual characteristics (social-emotional skills, etc.) and familial characteristics (parental attitudes, etc.). The types of bullying observed by teachers in their classrooms are grouped under three sub-themes: physical bullying (hitting-biting, etc.), verbal bullying (name-calling, etc.) and relational bullying (threatening, etc.). The results indicate that bullying is most common in uncontrolled environments and times. Additionally, children who witnessed bullying behaviour responded by supporting the victim, supporting the bully, or remaining neutral. The results also suggest that teachers' reactions were either intervention-oriented, protective, or unresponsive.

Keywords

• Peer bullying
• preschool period
• teachers

Okul Öncesi Dönemde Akran Zorbalığı: Okul Öncesi Öğretmenlerinin Görüşleri Üzerine Bir İnceleme

Abstract

Bu araştırma okul öncesi öğretmenlerinin akran zorbalığına yönelik görüşlerini incelemek amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden tanımlayıcı nitel araştırma deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu 35 okul öncesi öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak araştırmacılar tarafından alan yazın taraması yapılarak ve uzman görüşleri alınarak hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde tematik analizden yararlanılmıştır. Araştırma sonucunda mağdurun ve zorbanın özellikleri bireysel özellikler (sosyal-duygusal beceriler vb.) ve ailesel özellikler (ebeveyn tutumları vb.) olmak üzere iki alt tema altında sunulmuştur. Öğretmenlerin sınıflarında gözledikleri zorbalık türleri fiziksel zorbalık (vurma-ısırma, vb.), sözlü zorbalık (lakap takma, vb.) ve ilişkisel zorbalık (tehdit etme, vb.) olmak üzere üç alt tema altında toplanmıştır. Sonuçlar zorbalığın en çok denetimsiz ortamlarda ve zamanlarda görüldüğünü göstermiştir. Zorbalık davranışına şahit olan çocukların mağduru destekleme, zorbayı destekleme, tarafsız veya tepkisiz kalma gibi tepkiler gösterdiği görülmüştür. Öğretmenlerin tepkilerinin ise müdahale etmeye yönelik tepkiler, korumaya yönelik tepkiler ve tepkisiz kalma olduğu belirlenmiştir.

Keywords

• Akran zorbalığı
• okul öncesi dönem
• öğretmen görüşleri

References

1. Atış Akyol, N., Yildiz, C., & Akman, B. (2018). Teachers' views of peer bullying and their coping strategies with bullying. Hacettepe Unıversity Journal Of Education, 33(2), 439-459. https://doi.org/10.16986/HUJE.2017032926
2. Baier, S. (2007). A critical review of literature: understanding bullying behaviors in children. Master's Thesis, University of Wisconsin-Stout. https://minds.wisconsin.edu/bitstream/handle/1793/42571/2008baiers.pdf?sequence=1
3. Beran, T., & Li, Q. (2005). Cyber-harassment: A study of a new method for an old behavior. Journal of Educational Computing Research, 32(3), 265-277.
4. Bonica, C., Arnold, D. H., Fisher, P. H., Zeljo, A., & Yershova, K. (2003). Relational aggression, relational victimization, and language development in preschoolers. Social Development, 12(4), 551-562. https://doi.org/10.1111/1467-9507.00248
5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
6. Braun, V. & Clarke, V. (2012) Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf & K. J. Sher (Eds), APA handbook of research methods in psychology, Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association.
7. Cameron, D. L., & Kovač, V. B. (2016). An examination of parents’ and preschool workers’ perspectives on bullying in preschool. Early Child Development and Care, 186(12), 1961-1971. https://doi.org/10.1080/03004430.2016.1138290
8. Camodeca, M., Caravita, S. C., & Coppola, G. (2015). Bullying in preschool: The associations between participant roles, social competence, and social preference. Aggressive Behavior, 41(4), 310-321. https://doi.org/10.1002/ab.21541

9. Camodeca, M., & Coppola, G. (2016). Bullying, empathic concern, and internalization of rules among preschool children: The role of emotion understanding. International Journal of Behavioral Development, 40(5), 459-465. https://doi.org/10.1177/0165025415607086
10. Camodeca, M., & Coppola, G. (2019). Participant roles in preschool bullying: The impact of emotion regulation, social preference, and quality of the teacher–child relationship. Social Development, 28(1), 3-21. https://doi.org/10.1111/sode.12320
11. Chen, J. K., Wang, S. C., Chen, Y. W., & Huang, T. H. (2021). Family climate, social relationships with peers and teachers at school, and school bullying victimization among third grade students in elementary schools in Taiwan. School Mental Health, 13(3), 452-461. https://doi.org/10.1007/s12310-020-09404-8
12. Çarkıt, E., & Bacanlı, F. (2020). Okullarda akran zorbalığı: Öğretmen görüşlerine göre nitel bir çalışma. OPUS International Journal of Society Researches, 15(24), 2545-2583. https://doi.org/10.26466/opus.644848 DeOrnellas, K., Spurgin, A. (2017). Teachers’ perspectives on bullying. In Rosen, L., DeOrnellas, K. & Scott, S. (Eds) Bullying in school. Palgrave Macmillan, https://doi.org/10.1057/978-1-137-59298-9_3
13. Doğan, S., & Keleş, O. (2022). Nedenleri sonuçları ve çözüm önerileri bağlamında akran zorbalığı: Bir olgubilim çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 59, 1-32. https://doi.org/10.9779.pauefd.1053832
14. Eray, Ş., Gür, N., Makinecioğlu, I., Sığırlı, D., & Vural, A.P. (2020). Akran zorbalığı ile aile duygu dışa vurumu ve psikopatoloji arasındaki ilişki. Anadolu Psikiyatri Dergisi, 21(1), 77-86.
15. Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18, 136-150. https://doi.org/10.1007/s10826-008-9214-1
16. Farina, E., & Belacchi, C. (2022). Being visible or being liked? Social status and emotional skills in bullying among young children. European Journal of Developmental Psychology, 19(2), 267-282. https://doi.org/10.1080/17405629.2021.1903864
17. Farrington, D., & Baldry, A. (2010). Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research, 2(1), 4-16. https://doi.org/10.5042/jacpr.2010.0001
18. Fernández-Alfaraz, M. L., Nieto-Sobrino, M., Antón-Sancho, Á., & Vergara, D. (2023). Perception of bullying in early childhood education in Spain: pre-school teachers vs. psychologists. European Journal of Investigation in Health, Psychology and Education, 13(3), 655-670. https://doi.org/10.3390/ejihpe13030050 Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649. https://doi.org/10.1002/pits.20404
19. Garandeau, C. F., Vermande, M. M., Reijntjes, A. H., & Aarts, E. (2022). Classroom bullying norms and peer status: Effects on victim-oriented and bully-oriented defending. International Journal of Behavioral Development, 46(5), 401-410. https://doi.org/10.1177/0165025419894722
20. García-Fernández, C. M., Moreno-Moya, M., Ortega-Ruiz, R., & Romera, E. M. (2022). Adolescent involvement in cybergossip: Influence on social adjustment, bullying and cyberbullying. The Spanish Journal of Psychology, 25, e6, 1-12. https://doi.org/10.1017/SJP.2022.3
21. Genç, G. (2007). Genel liselerde akran zorbalığı ve yönetimi. (Tez No. 226994) [Doktora tezi, İnönü Üniversitesi-Malatya]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
22. González Contreras, A. I., Pérez-Jorge, D., Rodríguez-Jiménez, M. D. C., & Bernadette-Lupson, K. (2021). Peer bullying in students aged 11 to 13 with and without special educational needs in Extremadura (Spain). Education 3-13, 49(8), 945-956. https://doi.org/10.1080/03004279.2020.1817965
23. Goryl, O., Neilsen-Hewett, C., & Sweller, N. (2013). Teacher education, teaching experience and bullying policies: Links with early childhood teachers' perceptions and attitudes to bullying. Australasian Journal of Early Childhood, 38(2), 32-40. https://doi.org/10.1177/183693911303800205
24. Griffiths, L. J., Wolke, D., Page, A. S., & Horwood, J. P. (2006). Obesity and bullying: Different effects for boys and girls. Archives of Disease in Childhood, 91(2), 121-125. https://doi.org/10.1136%2Fadc.2005.072314
25. Gültekin-Akduman, G. (2012). Okul öncesi dönemde akran zorbalığının incelenmesi. Journal of Society & Social Work, 23(1), 121-138.
26. Horne, A. M., Orpinas, P., Newman-Carlson, D., & Bartolomucci, C. L. (2004). Elementary school bully busters program: Understanding why children bully and what to do about it. In Dorothy L. Espelage & Susan M. Swearer (Eds), Bullying in American Schools: A social-ecological perspective on prevention and intervention (pp. 297-326.). Lawrence Erlbaum Associates,
27. Horwood, J., Waylen, A., Herrick, D., Williams, C., & Wolke, D. (2005). Common visual defects and peer victimization in children. Investigative Ophthalmology & Visual Science, 46(4), 1177-1181. https://doi.org/10.1167/iovs.04-0597
28. Huang, F. L., Lewis, C., Cohen, D. R., Prewett, S., & Herman, K. (2018). Bullying involvement, teacher–student relationships, and psychosocial outcomes. School Psychology Quarterly, 33(2), 223-234. https://dx.doi.org/10.1037/spq0000249
29. Huang, H., Liu, Y., & Chen, Y. (2018). Preservice preschool teachers' responses to bullying scenarios: The roles of years of study and empathy. Frontiers in Psychology, 9, 175, 1-13. https://doi.org/10.3389/fpsyg.2018.00175
30. Huitsing, G., & Monks, C. P. (2018). Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood. Aggressive Behavior, 44(4), 394-405. https://doi.org/10.1002/ab.21760 Iraklis, G. (2020). Early childhood educators’ experiences of bullying episodes: A qualitative approach. European Early Childhood Education Research Journal, 28(6), 774-788. https://doi.org/10.1080/1350293X.2020.1836581
31. Jarvis, J. (2002). Exclusion by inclusion? Issues for deaf pupils and their mainstream teachers. Education 3-13, 30(2), 47–51. https://doi.org/10.1080/03004270285200231
32. Karanikola, M. N., Lyberg, A., Holm, A. L., & Severinsson, E. (2018). The association between deliberate self-harm and school bullying victimization and the mediating effect of depressive symptoms and self-stigma: A systematic review. BioMed Research İnternational 2018, 1-36. https://doi.org/10.1155 /2018/4745791
33. Kendall, L., & Taylor, E. (2016). ‘We can't make him fit into the system’: Parental reflections on the reasons why home education is the only option for their child who has special educational needs. Education 3-13, 44(3), 297-310. https://doi.org/10.1080/03004279.2014.974647
34. Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care, 182(3-4), 383-400.
35. Kochenderfer‐Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children's peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72(1), 134-151. https://doi.org/10.1111/1467-8624.00270
36. Kovač, V. B., & Cameron, D. L. (2021). Are we talking about the same thing? A Survey of preschool workers’ attitudes and beliefs about bullying. Child Care in Practice, 1-15. https://doi.org/10.1080/13575279.2021.1951167
37. Levent, A. F., & Aksoy, G. (2019). Okullarda yaşanan akran zorbalığının nedenlerine ve müdahale yöntemlerine ilişkin okul yöneticileri ve öğretmen görüşleri. Asos Yayınevi, 62-99.
38. Li, B., Hu, T., & Tang, W. (2022). The effects of peer bullying and poverty on suicidality in Chinese left behind adolescents: The mediating role of psychotic‐like experiences. Early Intervention in Psychiatry, 16(11), 1217-1229. https://doi.org/10.1111/eip.13271
39. Lorber, R., Felton, D. K., & Reid, J. B. (1984). A social learning approach to the reduction of coercive processes in child abusive families: A molecular analysis. Advances in Behaviour Research and Therapy, 6(1), 29-45.
40. Ma, X. (2001). Bullying and being bullied: To what extent are bullies also victims? American Educational Research Journal, 38(2), 351-370. https://doi.org/10.3102/00028312038002351
41. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks: Sage.
42. Monks, C., Ortega Ruiz, R., & Torrado Val, E. (2002). Unjustified aggression in preschool. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 28(6), 458-476. https://doi.org/10.1002/ab.10032
43. Monks, C. P., Smith, P. K., & Kucaba, K. (2021). Peer victimisation in early childhood; observations of participant roles and sex differences. International journal of environmental research and public health, 18(2), 415, 1-12. https://doi.org/10.3390/ijerph18020415
44. Monks, C. P., Smith, P. K., & Swettenham, J. (2003). Aggressors, victims, and defenders in preschool: Peer, self-, and teacher reports. Merrill-Palmer Quarterly, 49(4), 453-469.
45. Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 31(6), 571-588. https://doi.org/10.1002/ab.20099
46. Moyano, N., Ayllón, E., Antoñanzas, J. L., & Cano, J. (2019). Children’s social integration and low perception of negative relationships as protectors against bullying and cyberbullying. Frontiers in Psychology, 10, 643. 1-9. https://doi.org/10.3389/fpsyg.2019.00643
47. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094-2100. https://doi:10.1001/jama.285.16.2094
48. Nikolaou, E., & Markogiannakis, G. (2017). Greek preschool teachers’ perceptions about the effective strategies for bullying prevention in preschool age. International Journal of Criminology and Sociology, 6, 172-177. https://doi.org/10.1006/jado.1999.0238
49. O'Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22(4), 437-452. https://doi.org/10.1006/jado.1999.0238
50. Olweus, D. (1993). Bullying at school. What we know and what we can do. Oxford: Blackwell.
51. Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology, 116(1), 19-36. https://doi.org/10.1016/j.jecp.2012.12.009
52. Özdemir, E. S., & Özyürek, A. (2023). Okul öncesi çocuklarda zorba kurban davranışları ve sosyal beceriler arasındaki ilişkinin incelenmesi. Sosyal Politika Çalışmaları Dergisi, 23(58), 157-177. https://doi.org/10.21560/spcd.vi.1076782
53. Pasin, S. (2017). Okul öncesi 3-6 yaş arası görülen akran zorbalığı konusunda öğretmen görüşlerinin incelenmesi. (Tez No. 462056) [Yüksek lisans tezi, Toros Üniversitesi-Mersin]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
54. Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S.B. Demir, Çev. Ed.). Ankara: Pegem Akademi
55. Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully‐victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 45-57. https://doi.org/10.1111/j.1469-7610.2005.01445.x
56. Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental psychology, 24(6), 807-814. https://doi.org/10.1037/0012-1649.24.6.807
57. Polat, F. ve Sohbet, R. (2019). Ortaöğretim öğrencilerinde akran çatışmasına bakış. Kahramanmaraş Sütçü İmam Üniversitesi Tıp Fakültesi Dergisi, 15(2), 41- 51. https://doi.org/10.17517/ksutfd.608921
58. Psalti, A. (2017). Greek in-service and preservice teachers’ views about bullying in early childhood settings. Journal of School Violence, 16(4), 386-398. https://doi.org/10.1080/15388220.2016.1159573
59. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. European Early Childhood Education Research Journal, 23(4), 461-475. https://doi.org/10.1080/1350293X.2015.1087150
60. Rose, C. A., Richman, D. M., Fettig, K., Hayner, A., Slavin, C., & Preast, J. L. (2016). Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander. Developmental Neurorehabilitation, 19(4), 246-254. https://doi.org/10.3109/17518423.2014.979955
61. Roseth, C. J., & Pellegrini, A. D. (2010). Methods for assessing bullying and victimization in schools and other settings: Some empirical comparisons and recommendations. In Eric M. Vernberg & Bridget Biggs (Eds), Preventing and treating bullying and victimization, (pp.161-186). New York: Oxford University Press.
62. Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. https://doi.org/10.1016/j.avb.2009.08.007
63. Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
64. Sandelowski, M. (2010). What's in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77-84. https://doi.org/10.1002/nur.20362
65. Scheffel, D. L. S., Jeremias, F., Fragelli, C. M. B., dos Santos-Pinto, L. A. M., Hebling, J., & de Oliveira Jr, O. B. (2014). Esthetic dental anomalies as motive for bullying in schoolchildren. European Journal of Dentistry, 8(01), 124-128. https://doi.org/10.4103/1305-7456.126266
66. Shin, H. (2022). The role of perceived bullying norms in friendship dynamics: An examination of friendship selection and influence on bullying and victimization. International Journal of Behavioral Development, 46(5), 432-442. https://doi.org/10.1177/0165025419868533
67. Small, P., Neilsen-Hewett, C. M., & Sweller, N. (2013). Individual and contextual factors shaping teachers' attitudes and responses to bullying among young children: Is education important? Asia-Pacific Journal of Research in Early Childhood Education, 7(3), 69-101.
68. Söderström, Å., & Löfdahl Hultman, A. (2017). Preschool work against bullying and degrading treatment: experiences from an action learning project. Early Years, 37(3), 300-312. https://doi.org/10.1080/09575146.2016.1194374
69. Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. Guilford Press.
70. Swit, C. S. (2018). Early childhood educators' and parents' perceptions of bullying in preschool. New Zealand Journal of Psychology, 47(3), 19-27.
71. Tanrikulu, I. (2018). Cyberbullying prevention and intervention programs in schools: A systematic review. School Psychology International, 39(1), 74-91. https://doi.org/10.1177/0143034317745721
72. Tanrikulu, I. (2020). Teacher reports on early childhood bullying: how often, who, what, when and where. Early Child Development and Care, 190(4), 489-501. https://doi.org/10.1080/03004430.2018.1479404
73. Ten Bokkel, I. M., Roorda, D. L., Maes, M., Verschueren, K., & Colpin, H. (2023). The role of affective teacher–student relationships in bullying and peer victimization: A multilevel meta-analysis. School Psychology Review, 52(2), 110-129. https://doi.org/10.1080/2372966X.2022.2029218
74. Tepetaş, G. Ş., Akgun, E., & Altun, S. A. (2010). Identifying preschool teachers’ opinion about peer bullying. Procedia-Social and Behavioral Sciences, 2(2), 1675-1679. https://doi.org/10.1016/j.sbspro.2010.03.964
75. Tutkun, C., & Dinçer, Ç. (2020). Sosyal beceri geliştirme sistemi-derecelendirme ölçeği (3-5 yaş okul öncesi versiyonu) aile formu: Geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 185-208.https://doi.org/10.30964/auebfd.483511
76. Tutkun, C. (2022). The relation between preschoolers' cognitive distraction strategies and problem behaviors: Social skills as a mediator and delay of gratification as a moderator. Journal of Educational Issues, 8(2), 614-636. https://doi.org/10.5296/jei.v8i2.20316
77. Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive Behavior, 45(6), 643-651. https://doi.org/10.1002/ab.21858
78. Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/victim problems among preschool children: A review of current research evidence. Educational Psychology Review, 23, 329-358. https://doi.org/10.1007/s10648-011-9153-z
79. Willis, D.G., Sullivan-Bolyai, S., Knafl, K. & Cohen, Z.M. (2016). Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Western Journal of Nursing Research, 38(9), 1185-1204. https://doi.org/10.1177/0193945916645499
80. Wolke, D., Baumann, N., Strauss, V., Johnson, S., & Marlow, N. (2015). Bullying of preterm children and emotional problems at school age: cross-culturally invariant effects. The Journal of Pediatrics, 166(6), 1417-1422. https://doi.org/10.1016/j.jpeds.2015.02.055
81. Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42(2), 135-155. https://doi.org/10.1016/j.jsp.2003.12.002
82. Yalçıntaş-Sezgin, E. (2018). Okulöncesi öğretmenlerin akran zorbalığı ilişkin algı ve görüşleri: zorbalık davranışları tespitleri, zorbalık davranışları karşısında uyguladıkları stratejiler ve aldıkları önlemler. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (33), 85-104. https://doi.org/10.30794/pausbed.425988
83. Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55(2), 293-300. https://doi.org/10.1016/j.jadohealth.2014.02.009