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

The majority of research currently conducted on children's involvement in bullying appears to favor quantitative studies.

“The majority of research currently conducted on the topic of children’s involvement in bullying appears to favor quantitative studies (Patton et al., 2017; Marengo et al., 2021; Samara et al., 2021).”

• cites Patton et al., 2017 sourceNot checked — no full text of the source
• cites Marengo et al., 2021 sourceNot checked — no full text of the source
• cites Samara et al., 2021 sourceCould not verify

  The Eligibility Criteria section requires quantitative methods and excludes qualitative studies. The 11 studies described in Results §3.2 therefore cannot establish whether most research on children’s involvement in bullying is quantitative; our copy does not report a field-wide comparison. (LLM, conf=0.82)

  Experimental — accuracy not yet measured

In interview data, sadness was the most frequently reported victim emotion, followed by fear, anger, and lack of emotion.

“The interview data showed that sadness was the most frequently reported victim emotions, followed by fear, anger, and lack of emotion.”

Repetition was more easily detected in interview data than in drawing data.

“while repetition was more easily detected in the interview data.”

The presence of a power imbalance between the bully and the victim was the most frequently detected bullying criterion in both interview and drawing data.

“the presence of a power imbalance between the bully and the victim was most frequently detected in both the interview data and the drawing data”

References to all types of bullying were more frequent in interview data than in drawing data.

“although references to all types of bullying were more frequent in interview data.”

All forms of bullying (physical, verbal, and social) could be identified in both interview and drawing data.

“The results showed that all forms of bullying, i.e., physical, verbal, and social bullying, could be identified in interview and drawing data”

In both interview and drawing data, age and female gender were negatively associated with references to physical bullying.

“and negatively associated with references to physical bullying.”

The association between bully/victim status and depiction of physical bullying was not detected in interview data.

“while this association was not detected in interview data.”

Bully/victim children were more likely than uninvolved children to depict physical bullying in drawings.

“bully/victim children were more likely than uninvolved children to depict physical bullying in the drawings”

All forms of bullying (physical, verbal, and social) were more likely to be detected in interview data than in drawing data.

“Overall, all forms of bullying, i.e., physical, verbal, and social bullying, were more likely to be detected in the interview data than in the drawing data.”

The depiction of others in the drawing (teachers and children) is not common in our sample.

“Still, it should be noted that the depiction of others in the drawing (teachers and children) is not common in our sample.”

In drawing data, students who self-reported being victims of physical bullying were more likely to depict scenes of physical bullying than uninvolved students.

“students who self-reported being victims of physical bullying were more likely to depict scenes of physical bullying and less likely to depict verbal bullying in their drawings compared to uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawings, the presence of other children is depicted much less frequently.

“In the drawings, on the other hand, the presence of other children is depicted much less frequently.”

In drawing data, female gender showed a positive correlation with victims expressing sadness.

“Female gender also showed a positive correlation with students’ drawing of social bullying and victims expressing sadness.”

Mentions of bullying criteria (repetition, power imbalance, intentionality) had low prevalence in the data, found only in a minority of students regardless of method.

“It is worth noting that mentions of these bullying criteria had low prevalence in the data, as they were only found in the data of a minority of students, regardless of the method used.”

Children were more likely to exhibit pro-bullying behavior in drawing data compared to interview data.

“In turn, children were more likely to exhibit pro-bullying behavior in the drawing data compared to the interview data.”

In drawing data, students who were involved in physical bullying as bully/victim were more likely than uninvolved students to draw bullying scenes depicting a power imbalance between bullies and victims.

“Students who were involved in physical bullying as bully/victim were more likely than uninvolved students to draw bullying scenes depicting a power imbalance between bullies and victims.”

• AssumptionRests on an assumption: A difference in size between the bully and the victim in a drawing indicates a power imbalance.
• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawing data, students who described themselves as bullies (but not victims) were more likely than uninvolved students to draw scenes in which other children exhibited pro-bully behaviors.

“Students who described themselves as bullies (but not victims) were again more likely than uninvolved students to draw scenes depicting bullying events that were repeated in time, and in which other children exhibited pro-bully behaviors.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, students who reported being victims of physical bullying were more likely than uninvolved students to report the presence of other children supporting the victim.

“Students who reported being victims of physical bullying when responding to the questionnaire were more likely than uninvolved students to report the presence of other children supporting the victim in interview data.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

Victims were more often described as passively responding to bullying than exhibiting defensive behavior in both interviews and drawings.

“In terms of behavior, victims were more often described as passively responding to bullying than exhibiting defensive behavior in both the interviews and the drawings.”

Victims were more likely to be associated with sadness, fear, and anger in interview data than in drawing data.

“victims were more likely to be associated with sadness, fear, and anger in the interview data than in the drawing data”

In drawing data, students who self-reported being a verbal bully/victim were less likely than uninvolved students to show fear of victims.

“In terms of drawing data, students who self-reported being a verbal bully/victim were more likely than uninvolved students to draw scenes depicting physical bullying events and intentional bullying aggression, and less likely to show fear of victims.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, the presence of other children supporting the bully with bullying-promoting behaviors was positively correlated with female gender and age.

“Verbal bullying and the presence of other children supporting the bully with bullying-promoting behaviors were positively correlated with both female gender and age.”

Teachers were more likely to be reported as present and intervening to support the victim in interview data compared to drawing data.

“Regarding the role of teachers, they were more likely to be reported as present and intervening to support the victim in the interview data when compared to the drawing data.”

In drawing data, compared to uninvolved students, students who self-reported being social bullies (but not bully/victims) were more likely to draw children advocating for the bullying.

“Finally, compared to uninvolved students, students who self-reported being social bullies (but not bully/victims) were more likely to draw children advocating for the bullying and less likely to draw children supporting the victim.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawing data, verbal bullying was positively correlated with female gender and age.

“Verbal bullying, on the other hand, was positively correlated with female gender and age.”

There was no difference in the prevalence of intentionality between interview and drawing data.

“we did not find differences in the prevalence of power imbalance and intentionality of bullying behavior between interview and drawing data”

In interview data, age showed a positive correlation with the representation of bullying as involving power imbalance between bully and victim.

“Age also showed a positive correlation with the representation of bullying as involving power imbalance between the bully and the victim”

• AssumptionRests on an assumption: A difference in size between the bully and the victim in a drawing indicates a power imbalance.

In drawing data, students who self-reported being a bully/victim were more likely to depict victims showing fear compared to uninvolved students.

“In turn, students who self-reported being a bully/victim were more likely to draw scenes depicting physical bullying events and more likely to depict victims showing fear compared to uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

Students mentioned the presence of other children more frequently in interview data than in drawing data.

“Students mentioned the presence of other children more frequently in the interview data than in the drawing data.”

Among theoretical bullying criteria, power imbalance between bully and victim was most frequently detected in both interview and drawing data.

“In terms of theoretical criteria for bullying (i.e., repetition, power imbalance, and intentionality), the presence of a power imbalance between the bully and victim was most frequently detected in both the interview data and the drawing data.”

• AssumptionRests on an assumption: A difference in size between the bully and the victim in a drawing indicates a power imbalance.

In drawing data, students who described themselves as bullies (but not victims) were more likely than uninvolved students to draw scenes depicting bullying events that were repeated in time.

“Students who described themselves as bullies (but not victims) were again more likely than uninvolved students to draw scenes depicting bullying events that were repeated in time, and in which other children exhibited pro-bully behaviors.”

• AssumptionRests on an assumption: The presence of multiple bullying scenes representing the same characters in a drawing indicates repetition over time.
• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, verbal bullying was positively correlated with female gender and age.

“Verbal bullying and the presence of other children supporting the bully with bullying-promoting behaviors were positively correlated with both female gender and age.”

The repetition criterion was found with higher prevalence in interview data compared to drawing data.

“while the repetition criterion was found with higher prevalence in the interview data compared to the drawing data.”

• AssumptionRests on an assumption: The presence of multiple bullying scenes representing the same characters in a drawing indicates repetition over time.

In interview data, students who self-rated as verbal bullies were more likely to describe victims as passive than uninvolved students.

“Students who self-rated as verbal bullies were also more likely to describe victims as passive in interview data than uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

Victims were more likely to be associated with a lack of emotions in drawing data than in interview data.

“in turn, victims were more likely to be associated with a lack of emotions in the drawing data than in the interview data.”

In interview data, physical bullying had a low negative correlation with female gender (r = −0.11).

“First, we found that the representation of physical bullying had a low negative correlation with female gender, corresponding to a low positive correlation with male gender.”

Social bullying was the least likely form of bullying to be detected in both interview and drawing data.

“Interestingly, social bullying was the least likely to be detected in both survey methods.”

In drawing data, significant correlations between bullying characteristics and age and gender were either small or negligible (r < 0.10).

“Significant correlations emerged, but these were either small or negligible in size (r < 0.10).”

Victims were more often described as defensive in interview data than in drawing data.

“We note, however, that victims were more often described as defensive in the interview data than in the drawing data.”

There was no difference in the prevalence of power imbalance between interview and drawing data.

“we did not find differences in the prevalence of power imbalance and intentionality of bullying behavior between interview and drawing data”

• AssumptionRests on an assumption: A difference in size between the bully and the victim in a drawing indicates a power imbalance.

In drawing data, students who self-reported being a verbal bully/victim were more likely than uninvolved students to draw scenes depicting physical bullying events.

“In terms of drawing data, students who self-reported being a verbal bully/victim were more likely than uninvolved students to draw scenes depicting physical bullying events and intentional bullying aggression, and less likely to show fear of victims.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, age showed a small negative correlation with the presence of teachers showing supportive behaviors toward the victim during bullying events.

“as well with the presence of teachers showing supportive behaviors toward the victim during bullying events.”

There were no differences between interview and drawing data in the representation of the victim as passive.

“There were no differences between interview and drawing data in the representation of the victim as passive.”

In interview data, students classified as verbal bullies or bullies/victims were more likely to describe social bullying events than uninvolved students.

“Students who were classified as verbal bullies or bullies/victims were more likely to describe social bullying events in interview data than uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawing data, students who self-reported being victims of physical bullying were less likely to depict verbal bullying than uninvolved students.

“students who self-reported being victims of physical bullying were more likely to depict scenes of physical bullying and less likely to depict verbal bullying in their drawings compared to uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawing data, physical bullying had a small negative correlation with female gender (r = −0.20).

“First, we found that physical bullying had a small negative correlation with female gender, which corresponded to a small positive correlation with male gender.”

Other children were more likely to be supportive or passive of the victim in interview data than in drawing data.

“Other children were more likely to be supportive or passive of the victim in the interview data than in the drawing data.”

In interview data, students who self-reported being a social bully were more likely to describe a power imbalance between the bully and his or her victims than uninvolved students.

“Students who self-reported being a social bully were more likely to describe a power imbalance between the bully and his or her victims during the interview than uninvolved students.”

• AssumptionRests on an assumption: A difference in size between the bully and the victim in a drawing indicates a power imbalance.
• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In drawing data, students who self-reported being a verbal bully/victim were more likely than uninvolved students to draw scenes depicting intentional bullying aggression.

“In terms of drawing data, students who self-reported being a verbal bully/victim were more likely than uninvolved students to draw scenes depicting physical bullying events and intentional bullying aggression, and less likely to show fear of victims.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, students who reported being involved in physical bullying were more likely than uninvolved students to describe victims as passive.

“Students who reported being involved in physical bullying were more likely than uninvolved students to describe victims as passive in interview data.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interview data, age showed a small negative correlation with the mere presence of teachers when bullying took place.

“Finally, age showed a small negative correlation with the mere presence of teachers when bullying took place”

In drawing data, female gender showed a positive correlation with students' drawing of social bullying.

“Female gender also showed a positive correlation with students’ drawing of social bullying and victims expressing sadness.”

In drawing data, students who self-reported being a bully/victim were more likely to draw scenes depicting physical bullying events compared to uninvolved students.

“In turn, students who self-reported being a bully/victim were more likely to draw scenes depicting physical bullying events and more likely to depict victims showing fear compared to uninvolved students.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

In interviews, children tended to mention more often the presence of others besides the victim-bullies dyad, mentioning the presence of other children and teachers.

“In the interviews, children tended to mention more often the presence of others besides the victim-bullies dyad, mentioning the presence of other children and teachers.”

In drawing data, students who were either victims or bullies were more likely than uninvolved students to draw teachers as present during bullying events.

“Finally, students who were either victims or bullies were more likely than uninvolved students to draw teachers as present during bullying events.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

Children tend to describe the victim as showing negative emotions, albeit with significant differences by data collection method.

“In particular, children tend to describe the victim as showing negative emotions, albeit significant differences in terms of the method of data collection emerged.”

In interview data, the significant correlations between bullying characteristics and age and gender were all either small or negligible (r < 0.10).

“The significant correlations that emerged were all either small or negligible (r < 0.10).”

In interview data, sadness was the most frequently reported victim emotion, followed by fear, anger, and a lack of emotions.

“Regarding the emotions shown by victims, the interview data shows that sadness was the most frequently reported emotion, followed by fear, anger, and a lack of emotions.”

The criteria of power imbalance, repetition, and intentionality are poorly captured in both the drawing and the interview in our sample.

“In general, however, we must point out that the criteria of power imbalance, repetition, and intentionality are poorly captured in both the drawing and the interview in our sample.”

In drawing data, compared to uninvolved students, students who self-reported being social bullies (but not bully/victims) were less likely to draw children supporting the victim.

“Finally, compared to uninvolved students, students who self-reported being social bullies (but not bully/victims) were more likely to draw children advocating for the bullying and less likely to draw children supporting the victim.”

• AssumptionRests on an assumption: Self-reported involvement in bullying roles accurately classifies students as uninvolved, victim, bully, or bully/victim.

Only in drawings, a negative correlation emerged between physical bullying and age.

“In both the drawings and the interviews, the depiction of verbal bullying increased with age, while only in the drawings a negative correlation emerged between physical bullying and age.”

Children who self-reported being physically bullied were more likely to report the presence of other children supporting the victim in the interviews.

“Children who self-reported being physically bullied were more likely to report the presence of other children supporting the victim in the interviews, while they reported the presence of the teacher in the drawings more than those who were not involved in bullying.”

In interviews, older children tend to show more pro-bullying behaviors.

“Finally, regarding age, the data collected in the interviews show us that older children tend to report less often the presence of the teacher in the bullying scene and to show more pro-bullying behaviors.”

When drawing, children tend to portray others as people who are likely to adopt a pro-bullying behavior.

“In contrast, when drawing children tend to portray others as people who are likely to adopt a pro-bullying behavior.”

In our interviews, females are more likely to report pro-bullying behavior in their definition of bullying.

“Instead, the interviews in our survey show that females are more likely to report pro-bullying behavior in their definition of bullying.”

Our data found an association between experiences of bullying and several characteristics of the representation of bullying in drawings and in the interview, in addition to gender and age.

“Overall, in addition to gender and age, our data found an association between experiences of bullying and several characteristics of the representation of bullying in drawings and in the interview.”

Female gender is positively associated with verbal victimization in both interviews and drawings.

“Regarding gender, female gender seems to be positively associated with verbal victimization and negatively associated with physical victimization in both interviews and drawings.”

Those who reported physical or verbal bullying tended to describe the victim as passive during the attack more often than those who had not been bullies.

“Those who reported physical or verbal bullying tended to describe the victim as passive during the attack more often than those who had not been bullies, while those who had committed social bullying tended to describe a greater power imbalance in interviews.”

In both drawings and interviews, the depiction of verbal bullying increased with age.

“In both the drawings and the interviews, the depiction of verbal bullying increased with age, while only in the drawings a negative correlation emerged between physical bullying and age.”

Children who self-reported being physically bullied reported the presence of the teacher in the drawings more than those who were not involved in bullying.

“Children who self-reported being physically bullied were more likely to report the presence of other children supporting the victim in the interviews, while they reported the presence of the teacher in the drawings more than those who were not involved in bullying.”

Bully/victim students tended to express less fear in their drawings, especially in the case of physical and verbal bullying.

“In addition, bully/victim students tended to express less fear in their drawings, especially in the case of physical and verbal bullying.”

Bully/victim students did not differ with respect to whether or not the teacher supports the victim when bullying takes place.

“However, they did not differ with respect to whether or not the teacher supports the victim when bullying takes place.”

Bully/victim students tended to depict more frequently power imbalance in their drawings compared to individuals not involved in bullying, in the case of physical bullying.

“Bully/victim students tended to depict more frequently power imbalance (in the case of physical bullying) and intentionality (in the case of verbal bullying) in their drawings compared to individuals who were not involved in bullying.”

In interviews, older children tend to report less often the presence of the teacher in the bullying scene.

“Finally, regarding age, the data collected in the interviews show us that older children tend to report less often the presence of the teacher in the bullying scene and to show more pro-bullying behaviors.”

For social bullying, bully/victim students tended to represent fearful emotions of the victim more than non-bullies.

“Different results were found for social bullying. Here, bully/victim students tended to represent fearful emotions of the victim more than non-bullies.”

Those who had committed social bullying tended to describe a greater power imbalance in interviews.

“Those who reported physical or verbal bullying tended to describe the victim as passive during the attack more often than those who had not been bullies, while those who had committed social bullying tended to describe a greater power imbalance in interviews.”

Bully/victim students were more likely to report the presence of the teacher in their drawings compared to those who were not involved in bullying.

“Finally, bully/victim students were more likely to report the presence of the teacher in their drawings compared to those who were not involved in bullying.”

Bully/victim students tended to depict more frequently intentionality in their drawings compared to individuals not involved in bullying, in the case of verbal bullying.

“Bully/victim students tended to depict more frequently power imbalance (in the case of physical bullying) and intentionality (in the case of verbal bullying) in their drawings compared to individuals who were not involved in bullying.”

Bully/victim students were the group that more frequently depicted physical violence in their drawing, regardless of the form of bullying they had experienced.

“Regardless of the form of bullying they have experienced, bully/victims were the group that more frequently depicted physical violence in their drawing.”

Female gender is negatively associated with physical victimization in both interviews and drawings.

“Regarding gender, female gender seems to be positively associated with verbal victimization and negatively associated with physical victimization in both interviews and drawings.”

Perpetrators of social bullying emphasize bullying-supportive behaviors to a greater extent.

“Similarly, perpetrators of social bullying emphasize bullying-supportive behaviors to a greater extent, while they are less likely to identify support for the victim.”

Perpetrators of social bullying are less likely to identify support for the victim.

“Similarly, perpetrators of social bullying emphasize bullying-supportive behaviors to a greater extent, while they are less likely to identify support for the victim.”

Drawing data tend to show stronger connections with children's current personal experiences of bullying than interview data.

“while drawing data tend to show stronger connections with children’s current personal experiences of bullying.”

Compared with drawings, interviews tend to provide a more comprehensive view of children's own representation of bullying.

“our study shows that, compared with drawings, interviews tend to provide a more comprehensive view of children’s own representation of bullying”

Quantitative research forces the child to answer questions designed and suggested by researchers.

“quantitative research forces the child to answer questions designed and suggested by researchers”

• cites Bosacki et al., 2006 sourceNot checked — no full text of the source

Quantitative self-report questionnaire studies have the limitation of not revealing the subjective experiences of the children involved.

“However, they have the limitation of not revealing the subjective experiences of the children involved.”

Andreou and Bonoti (2010) found a weak correlation between self-report and bullying design.

“Andreou and Bonoti (2010) examined the correlation between self-report and bullying design and found a weak correlation.”

• cites Andreou and Bonoti (2010) sourceNot checked — no full text of the source

Only two studies have attempted to examine possible correlates between self-reported bullying involvement and drawing in primary school children.

“we are aware of only two studies that have attempted to examine possible correlates in primary school children (Andreou and Bonoti, 2010; Slee and Skrzypiec, 2015).”

• cites Andreou and Bonoti, 2010 sourceNot checked — no full text of the source
• cites Slee and Skrzypiec, 2015 sourceNot checked — no full text of the source

The APRI is a psychometrically validated instrument that can be used to assess involvement in bullying behaviors as bullies and victims among school-aged children.

“The APRI is a psychometrically validated instrument that can be used to assess involvement in bullying behaviors as bullies and victims among school-aged children”

• cites Marsh et al. 2011 sourceNot checked — no full text of the source

There is limited evidence of comparisons between different qualitative approaches such as drawing and interviewing to understand whether both instruments can be considered informative and whether they converge or diverge in the information they provide about the child's experience.

“Furthermore, there is limited evidence of comparisons between different qualitative approaches such as drawing and interviewing to understand whether both instruments can be considered informative and whether they converge or diverge in terms of the information they provide about the child’s experience.”

The APRI has shown adequate functioning among children attending primary school.

“although initially designed for use in adolescent samples, the APRI has also shown adequate functioning among children attending primary school (Finger et al., 2008).”

• cites Finger et al., 2008 sourceNot checked — no full text of the source

Drawings can complement some information that is less clearly elaborated in interviews, such as negative emotions of the victim and behaviors conducive to bullying.

“However, it seems that drawings can complement some information that is less clearly elaborated in interviews (e.g., negative emotions of the victim and behaviors conducive to bullying).”

The victim's emotions are central to the child's representation of bullying.

“The data also show that the victim’s emotions are central to the child’s representation of bullying.”

Interview data appear to be a more informative qualitative survey tool than drawings when there is an interest in studying the representation of bullying among children.

“Overall, then, interview data appear to be a more informative qualitative survey tool than drawings when there is an interest in studying the representation of bullying among children.”

Physically aggressive behaviors decrease with age in favor of verbal or indirect aggressive behaviors.

“Overall, these associations appear to be consistent with the developmental trajectory of peer victimization, whereby physically aggressive behaviors decrease with age in favor of verbal or indirect aggressive behaviors, likely as a result of the development of more sophisticated language and relationship tools (Longobard et al., 2019).”

• cites Longobard et al., 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The study relied solely on child self-report to capture bullying involvement.

“In addition, we relied solely on child self-report to capture bullying involvement.”

Interviews are more informative than drawings regarding indirect forms of victimization.

“This finding is reflected in our analyses and is particularly highlighted by the interviews, which are therefore more informative regarding this form of victimization.”

Females are more involved in indirect forms of bullying than males.

“In addition, females are more involved in indirect forms of bullying than males (Mazzone et al., 2018).”

• cites Mazzone et al., 2018 sourceNot checked — no full text of the source

Bully/victims tend to report less empathy.

“Bully/victims tend to report more behavioral disturbances and aggressive behavior than bullies or victims or individuals not involved in bullying (Unnever, 2005), and the literature seems to indicate that these individuals tend to report less empathy (Zych et al., 2019) and fewer social and emotional skills (Habashy Hussein, 2013; Zych et al., 2019).”

• cites Zych et al., 2019 sourceNot checked — no full text of the source

Bully/victims tend to report more behavioral disturbances and aggressive behavior than bullies or victims or individuals not involved in bullying.

“Bully/victims tend to report more behavioral disturbances and aggressive behavior than bullies or victims or individuals not involved in bullying (Unnever, 2005), and the literature seems to indicate that these individuals tend to report less empathy (Zych et al., 2019) and fewer social and emotional skills (Habashy Hussein, 2013; Zych et al., 2019).”

• cites Unnever, 2005 sourceNot checked — no full text of the source

The sample recruited, although large, cannot be claimed to be representative of the Italian child population.

“Although we recruited a large sample, it cannot be claimed to be representative of the Italian child population.”

Interviews can facilitate the description of bullying, as our data show, by overcoming the limitations of drawing.

“In this way, interviews can facilitate the description of bullying, as our data show, by overcoming the limitations of drawing.”

It is likely that children who are victims of bullying, with less empathy and poorer social skills, tend to reflect victims' emotional expressions less well.

“Thus, it is likely that children who are victims of bullying, with less empathy and poorer social skills, tend to reflect victims’ emotional expressions less well.”

The cross-sectional approach prevents expressing results in terms of linear causality.

“Finally, the cross-sectional approach prevents us from expressing ourselves in terms of linear causality.”

The data seem to reflect the tendency of the bully to select victims by choosing them from among those who are weaker, less popular, and whose ability to defend themselves is seen as limited.

“Overall, the data seem to reflect the tendency of the bully to select his victims by choosing them from among those who are weaker, less popular, and whose ability to defend themselves is seen as limited.”

Bully/victims tend to report fewer social and emotional skills.

“Bully/victims tend to report more behavioral disturbances and aggressive behavior than bullies or victims or individuals not involved in bullying (Unnever, 2005), and the literature seems to indicate that these individuals tend to report less empathy (Zych et al., 2019) and fewer social and emotional skills (Habashy Hussein, 2013; Zych et al., 2019).”

• cites Habashy Hussein, 2013 sourceNot checked — no full text of the source
• cites Zych et al., 2019 sourceNot checked — no full text of the source

It is possible that involvement in bullying, depending on the role and type of bullying behavior, may influence elementary school children's representation of bullying.

“It is possible, therefore, that involvement in bullying, depending on the role and type of bullying behavior, may influence elementary school children’s representation of bullying.”

The interviews partially reflect the bullying experience from the perspective of the bully.

“In this sense, the interviews partially reflect the bullying experience from the perspective of the bully.”