Thinking patterns, victimisation and bullying among adolescents in a South Australian metropolitan secondary school

16Citations
Citations of this article
43Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

Responding to staff concerns about anti-social behaviour among students (n = 311, 50.5% boys, age range 13-16 years) at a low socio-economic Adelaide metropolitan school, we investigated victimisation and bullying and associated patterns of thinking. Two instruments were administered: the How I Think Questionnaire, which measures self-serving cognitive distortions; and the Bullying Experiences Questionnaire, which requires students to rate victimisation and bullying. The study revealed that: levels of distorted thinking were high; the most frequent forms of victimisation and bullying were verbal, indirect and physical; there were low levels of more extreme forms of victimisation and bullying; and there were higher levels of cognitive distortions among bullies and bully-victims. The research confirms the role of distorted thinking in the enactment of anti-social and bullying behaviours and provides a contemporary update of the types of victimisation/bullying in an Australian secondary school in 2011. Implications for interventions using social-cognitive approaches are addressed. © 2012 Taylor & Francis.

Cite

CITATION STYLE

APA

Owens, L., Skrzypiec, G., & Wadham, B. (2014). Thinking patterns, victimisation and bullying among adolescents in a South Australian metropolitan secondary school. International Journal of Adolescence and Youth, 19(2), 190–202. https://doi.org/10.1080/02673843.2012.719828

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free