Teens who bite back more likely to be bullied: study

A University of Melbourne study has found that the risk of peer victimisation is 1.4 - 2.6 times greater among young people who behave in reactively aggressive ways.

The study, involving almost 400 student bullying victims aged 10-13 years from several Melbourne metropolitan schools, found that young people low in self-restraint (for example unable to manage behavioural responses in social situations) were an easy target for teasing due to their inclination to react ‘hot-headedly’ to provocation.

The study, led by Dr Jodie Lodge from the Educational Psychology Unit of the Faculty of Education, found that low self-restraint in boys and girls was also accompanied by poorer social functioning and adaptation. __“Students with low self-restraint tended to suffer from low self-esteem, functioned poorer at school, and had mastered fewer problem solving skills,” said Dr Lodge.

The findings, which were published this month in a volume of research with members of the International Stress and Anxiety Research Society, support the view that young people low in self-restraint tend to process information in social situations differently.

“Particularly problematic for these young people, is that their pattern of reacting perpetuates itself and young people get caught in a vicious circle,” said Dr Lodge.

According to the researchers young people who are low in self-restraint tend to behave in a reactively aggressive manner when they think they are being threatened or provoked. The perceived threat and feelings of anger lead to the aggressive behaviour. The aggressive reaction can also be out of proportion to the threat.

Dr Lodge said these people are at a relatively higher risk for psychosocial problems later in life. Limited social skills combined with problems of emotional regulation also bring a higher risk of suicidal behaviour.

Associate Professor Erica Frydenberg, coordinator of the Educational Psychology Unit, said the study is significant for schools and teachers.

“Bullying is a major concern - we want to understand what is going on in schools and why and how we can change it. But most importantly, we need to be able to apply our knowledge in the community,” she says._

The conference at which the findings will be presented is called ‘Theory into Practice’ and recognises how new research initiatives enhance school psychology.

“This conferences is vital in providing a platform for practitioners, academics and students to engage so that current practice and current learning is aligned,“ said Associate Professor Frydenberg.

“Psychology research takes theory, tests it and, as in this conference, relates it to practitioners – a tangible example of the concept of knowledge transfer that we are always talking about. The impact of research like this on a victim of bullying, on their teacher, their parents and the broader school community is truly significant.”

Dr Lodge echoed this sentiment. “As practitioners, we can take these findings and implement new and different ways of approaching young people with low self-restraint. Specific and distinct forms of intervention are needed to produce the most optimal results.”

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