Definitions of bullying: Age differences in understanding of the term, and the role of experience.
Abstract
We report two studies that examine age differences in pupils' and parents' definitions of the term bullying , and possible reasons for these including the role of specific experiences. Study 1 compared definitions of bullying given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17 different cartoon scenarios and were asked if each constituted an episode of bullying or not. Multidimensional scaling indicated that the groups differed in their definition of bullying . 4‐ to 6‐year‐olds and 8‐year‐olds used 1 dimension, a distinction between aggressive and non‐aggressive acts, when differentiating cartoons; 14‐year‐olds and adults gave a 2‐dimensional solution, also distinguishing between physical and non‐physical (social/relational or verbal) acts. Study 2 further investigated definitions of bullying given by 99 children aged 4 to 6 years, and the role of experience. Just over half had some understanding of the term, but tended to be less concerned about power differences and repetition of actions. No significant differences in definitions were found between boys and girls, or between children in involved (aggressor, victim or defender) or not involved (bystander) roles; however, aggressors were more likely than other children to say that 11 of the 13 aggressive behaviours were not bullying. These findings are discussed in relation to age related changes in experiences of bullying and cognitive development. Implication…
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Repetition, intent, and lack of provocation are not central to students' definitions of bullying.
“it appears that repetition, intent, and lack of provocation are not central to definitions of bullying by students (Madsen, 1996; Guerin and Hennessy, 2002; Monks and Smith, 2006; Naylor et al., 2006)”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Monks and Smith, 2006
Young children tend to differentiate only between non-aggressive and aggressive acts, viewing the latter as bullying even when they do not involve bullying behavior.
“young children tend to differentiate only between non-aggressive and aggressive acts, viewing the latter as bullying even when they do not involve bullying behavior (e.g., children of equal power fighting over a misunderstanding)”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Monks and Smith, 2006
Adolescents and adults have a more complex understanding of bullying, successfully distinguishing between direct and indirect forms of physical, relational/social, and verbal bullying behaviors.
“in turn adolescents and adults have a more complex understanding of bullying, successfully distinguishing between direct and indirect forms of physical, relational/social, and verbal bullying behaviors”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Monks and Smith, 2006
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References 42 · Cited by 325
- Authors
- Monks, C. P., & Smith, P. K.
- Affiliations
- Kingston University London (GB)
- University of London (GB)
- Corresponding author
- Monks, Claire P.
- Venue
- British Journal of Developmental Psychology
- Publisher
- Wiley
- Published
- 2006-11
- Volume
- 24
- Issue
- 4
- Pages
- 801-821
- ISSN
- 0261-510X (ISSN-L)
- 2044-835X
- OpenAlex
- W2075815712
- Cited by
- 325
- References
- 42
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 14 · 2023: 20 · 2022: 18 · 2021: 31 · 2020: 21 · 2019: 24 · 2018: 15 · 2017: 13 · 2016: 30 · 2015: 29 · 2014: 18 · 2013: 15 · 2012: 15
- FWCI
- 6.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Developmental Psychology (publishedVersion)
- Research Repository (Kingston University London) (submittedVersion)
- Funders
- European Commission
- Economic and Social Research Council
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- bullying, definition of bullying, age differences, cognitive development, aggressors, victims, bystanders, power differences, verbal and physical aggression
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