Empathic Tendency in the Peer Bullying Groups

Year 2011, Volume: 12 Issue: 2, 23 - 43, 01.04.2011

Diğdem M Siyez Alim Kaya

Abstract

The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group

Keywords

Bullying, empathic tendency, secondary school students, discriminant analysis

Akran Zorbalığı Gruplarında Empatik Eğilim

Abstract

Bu araştırmanın amacı ilköğretim ikinci kademe öğrencileri arasında akran zorbalığının incelenmesi ve
empatik eğilimin dört farklı akran zorbalığı grubunda (zorba, kurban, zorba/kurban ve karışmayan) yer alan
öğrencileri zorbalık gruplarına göre hangi doğruluk düzeyinde sınıflandırdığını belirlemektir. Araştırma,
2010-2011 öğretim yılı bahar döneminde İzmir ve Malatya’da orta sosyo-ekonomik düzeyi temsil ettiği
düşünülen dört ayrı ilköğretim okulunda 6.,7. ve 8. sınıfa devam eden 340 öğrenci ile gerçekleştirilmiştir.
Araştırmada veri toplama aracı olarak KA-Sİ Empatik Eğilim Ölçeği (Ergen Formu) ile Akran Zorbalığı
Belirleme Ölçeği (Ergen Formu) kullanılmıştır. Verilerin analizinde frekans dağılımları hesaplanmış ve
diskriminant analiz yapılmıştır. Araştırmanın sonucunda araştırmaya katılan öğrencilerin %3.4’ü zorba,
%26.9’u kurban, %60.8’i zorba/kurban ve %8.6’sı karışmayan olarak sınıflandırılmıştır. Diskriminant analiz
sonucunda da duygusal empati ve bilişsel empatinin akran zorbalığı gruplarını (zorba, kurban, zorba/kurban,
karışmayan) ayırmada kullanılabilecek değişkenler olduğu belirlenmiştir.

Keywords

akran zorbalığı, empatik eğilim, ilköğretim ikinci kademe öğrencileri, diskriminant analiz

References

• Albiero, P.& Lo Coco, A. (2001). Designing a method to assess empathy in Italian children. In A. Bohart & D. Stipek (Eds.), Constructive and Destructive behavior. Implications for family, school & society (pp. 205–223). Washington, DC: American Psychological Association.
• Ando, M., Asakura, T. & Simons-Morton, B. (2005). Psychosocial influences on physical, verbal, and indirect bullying among Japanese early adolescents, Journal of Early Adolescence, 25, 268-297.
• Austin, S. & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds, British Journal of Educational Psychology, 66, 447-456.
• Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools, School Psychology Review, 23, 165-174.
• Bulgurcu, S. (2011). İstanbul ilinde bir ilköğretim okulunda 6–8. sınıflarda akran zorbalığı sıklığının araştırılması. Yayınlanmamış Yüksek Lisans Tezi, İstanbul Üniversitesi Sağlık Bilimleri Enstitüsü, Aile Sağlılığı ABD, İstanbul.
• Boulton, M.J. & Underwood, K. (1992). Bully/victim problems among middle school children, British Journal of Educational Psychology, 62, 73-87.
• Bond, L., Carlin, J. B., Thomas, L., Kerryn, R. & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers, British Medical Journal, 323, 480-484.
• Byrne, B. J. (1994). Bullies and victims in school settings with reference to some Dublin schools, Irish Journal of Psychology, 15, 574-586.
• Cangül, O. (2006). Diskriminant analiz ve bir uygulama deseni. Yayınlanmamış Yüksek Lisans Tezi Uludağ üniversitesi Sosyal bilimler Enstitisü, Bursa.
• Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and
• aggression in elementary school children, Personality and Individual Differences, 24, 123-30.
• Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.
• Dautenhahn, K., Woods, S. (2003). “Possible connetcions between bullying behaviour, empathy and imitation.” Paper presented at the Proceedings of Second International Symposium on Imitation in Animals and Artifacts, Wales. Retrieved on 13 february 2012, at URL: http://homepages.feis.herts.ac.uk/~comqkd/dautenhahnwoods.pdf
• Davis, M.H. (1994). Empathy: A Social Psychological Approach. USA: C. Brown Communications, Inc.
• Endresen, I.M. & Olweus, D. (2001). Self-reported empathy in Norwegian adolescents: Sex differences, age trends, and relationship to bullying. In A. Bohart & D. Stipek (Eds.), Constructive & destructive behavior: Implications for family, school, & society (pp. 147–165.), Washington, DC: American Psychological Association,
• Evans, I. M., Heriot, S. A. & Friedman, A. G. (2002). A behavioural pattern of irritability, hostility and inhibited empathy in children, Clinical Child Psychology and Psychiatry, 7, 211-224.
• Fekkes, M., Pijpers, F.I. & Verloove-Vanhorick, S.P. (2005). Bullying: Who does what,when, and where? Involvement of children, teachers and parents in bullying behavior, Health Education Research, 20, 81-91.
• Feshbach, N. (1978). Studies in empathic behavior in children. In B. Maher (Ed). Progress in experimental personality research (pp 1–47), Vol 8. New York: Academic Press,.
• Garaigordobil, M. (2009). A comparative analysis of empathy in childhood and adolescence: gender diffeences and associated socio-emotional variables, International Journal of Psychology and Psychological Therapy, 9, 217-235.
• Gini, G., Albiero, P., Benelli, B. & Altoe, G. (2007). Does empathy predict adolescents’ bullying and defending behavior? Aggressive Behavior, 33, 464-476.
• Gökler, R. (2007). İlköğretim öğrencilerinde akran zorbalığının bazı değişkenler açısından incelenmesi. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Greimel, E. & Kodama, M. (2011). Bullying from a cross-cultural prespective: A comparasion between Austria and Japan. Retrieved on 10 January 2012, at URL: http://ir.lib.hiroshima-u.ac.jp/metadb/up/kiyo/AA1244667X/JEducSci_4_29.pdf
• Joliffe, D. & Farrington, D.V. (2006). Examining the relationship between low empathy and bullying, Aggressive Behavior, 32, 540-550.
• Haynie, D.L., Nansel, T., Eitel, P., Crump, A.D., Saylor, K., Yu, K. & Simons-Morton, B. (2001). Bullies, victims and bully/victims: Distinct groups of at-risk youth, The Journal of Early Adolescence, 21, 29-49.
• Kansas Safe School Resource Center (2012). Exploring the Nature and Prevention of Bullying. Retrieved on 10 January 2012, at URL: http://www.ksde.org/Default.aspx?tabid=3913
• Kaya, A. & Siyez, D.M. (2010). KA-Sİ çocuk ve ergenler için empatik eğilim ölçeği: Geliştirilmesi geçerlik ve güvenirlik çalışması, Eğitim ve Bilim, 35, 110-125.
• Kaufman, P., Chen, X., Chandler, S. P., Chapman, K. A., Rand, C. D. & Ringel, M. R. (1998). Indicators of school crime and safety (NCES 98-251/NCJ- 172215).Washington, DC: Government Printing Office, U.S. Departments of Education of Education and Justice.
• Kaukiainen, A., Bjorkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Forsblom,S. & Ahlbom, A. (1999). The relationships between social intelligence, empathy,and three types of aggression. Aggressive Behaviour, 25,81–89.
• Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S-L., Moilanen, I., Piha, J., Puura, K. & Tamminen, T. (1998). Bullying and psychiatric symptoms among elementary school-age children, Child Abuse Neglect, 22, 705– 717.
• Lovett, B. J. & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27, 1-13.
• Mehrabian, A. (1997). Relations among personality scales of aggression, violence, and empathy: Validational evidence bearing on the Risk of Eruptive Violence Scale, Aggressive Behavior, 23, 433–445.
• Olweus, D. (1993). Bullying at school: Understanding children’s worlds. Oxford, MA: Blackwell Publishing.
• Olweus, D. (1997). Bully/victim problems at school: Knowledge base and an effective intervention program, The Irish Journal of Psychology, 18, 170-190.
• Özkan, Y., & Gökçearslan-Çiftçi, E. (2009). The effect of empathy level on peer bullying in schools, Humanity & Social Sciences Journal, 4, 31-38.
• Pekel-Uludağlı, N. & Uçançok, Z. (2005). Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/kurban davranış türleri, Türk Psikoloji Dergisi, 20, 77-92.
• Pekel, N. (2004). Akran zorbalığı grupları arasında sosyometrik statü, yalnızlık ve akademik başarı durumlarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Pişkin, M. & Ayas, T. (2007). “Akran Zorbalığı Belirleme Ölçeği ergen formunun geliştirilmesi.” IX. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, İzmir.
• Pişkin, M. (2010). Examination of peer bullying among primary and middle school children in Ankara, Education & Science, 35, 175-189.
• Pişkin, M. & Ayas, T. (2011). Akran Zorbalığı Ölçeği: Çocuk formu, Akademik Bakış Dergisi, 23, 1-12.
• Randall, P. (1997). Pre-school routes to bullying. In D.Tattum & G.Herbert (Eds.), Bullying: Home, school and community (pp. 5–16). London: David Fulton.
• Salmon, G., James, A., & Smith, D. M. (1998). Bullying in schools: Self reported anxiety, depression, and self esteem in secondary school children, British Medical Journal, 317, 924-925.
• Slee, P.T. (1994). Situational and interpersonal correlates of anxiety associated with peer victimization, Child Psychiatry and Human Development, 25, 97-107.
• Sutton, J., Smith, P.K. & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation, British Journal of Developmental Psycholgy, 17, 435–450.
• Sutton, J. (2001). Bullies: Thugs of thinkers? The Psychologist, 14, 530-534.
• Şirvanlı-Özen, D. (2006). Ergenlerde Akran zorbalığına maruz kalmanın yaş, çocuk yetiştirme stilleri ve benlik imgesi ile ilişkisi, Türk Psikoloji Dergisi, 21, 77-94.
• Takış, Ö. (2007). Ortaöğretim kurumları için geliştirilen zorbaca davranışlarla baş edebilme programının etkisinin incelenmesi. Yayınlanmamış Yüksek lisans tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Warden, D. & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies, British Journal of Developmental Psychology, 21, 367-385.
• Wolke, D., Woods, S., Bloomfield, L. & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children, Journal of Child Psychology and Psychiatry, 48, 989-1002.
• Wolke, D., Woods, S., Stanford, K. & Schulz, H. (2001). Bullying and victimization of primary school children in England and Germany: Prevalence and school factors, British Journal of Psychology, 92, 673-696.
• Yurtal, F. & Cenkseven, F. (2007). İlköğretim Okullarında Zorbalığın Yaygınlığı ve Doğası. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 3–13.
• Van Heebereek, E.C.M. (2010). The Relationship between Cognitive and Affective Empathy and Indirect and Direct Aggression in Dutch Adolescents. University of Utrecht. Faculty of Social and Behavioural master thesis.