This article was downloaded by: [University of Bath]On: 05 October 2014, At: 14:25Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T3JH, UK

Educational ReviewPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/cedr20

Bullying and Bullies in GreekElementary Schools: Pupils'attitudes and teachers'/parents' awarenessAnastasia Houndoumadi & Lena PaterakiPublished online: 02 Jul 2010.

To cite this article: Anastasia Houndoumadi & Lena Pateraki (2001) Bullyingand Bullies in Greek Elementary Schools: Pupils' attitudes and teachers'/parents'awareness, Educational Review, 53:1, 19-26, DOI: 10.1080/00131910120033619

To link to this article: http://dx.doi.org/10.1080/00131910120033619

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all theinformation (the “Content”) contained in the publications on our platform.However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness,or suitability for any purpose of the Content. Any opinions and viewsexpressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of theContent should not be relied upon and should be independently verifiedwith primary sources of information. Taylor and Francis shall not be liablefor any losses, actions, claims, proceedings, demands, costs, expenses,damages, and other liabilities whatsoever or howsoever caused arisingdirectly or indirectly in connection with, in relation to or arising out of theuse of the Content.

This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan,sub-licensing, systematic supply, or distribution in any form to anyone is

expressly forbidden. Terms & Conditions of access and use can be found athttp://www.tandfonline.com/page/terms-and-conditions

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

Educational Review, Vol. 53, No. 1, 2001

Bullying and Bullies in Greek ElementarySchools: pupils’ attitudes andteachers’/parents’ awareness

ANASTASIA HOUNDOUMADI & LENA PATERAKI, Deree College, TheAmerican College of Greece, Aghia Paraskevi, Greece

ABSTRACT Differences in attitudes and feelings toward bullies and bullyingbehaviour were investigated among 1312 pupils between 8 and 12 years of age in thegreater Athens area, Greece, who completed a self-report bullying inventory. Pupils’perceptions of teachers’ and parents’ awareness of bullying were also examined.Fifteen per cent of bullies reported feeling ‘nothing special’ when they witness abullying incident, while fewer bullies than victims reported that ‘it is very un-pleasant’. More boys than girls understood why some pupils bully and reported thatthey like bullies because they are ‘cool’. According to pupils’ reports teachers havetalked signi� cantly less than parents to victims and bullies/victims about bullying.Furthermore, approximately half of the pupils claimed that they do not know whetherteachers are aware of bullying behaviour. It is concluded that teachers, pupils andschool communities need to become sensitised to the phenomenon of bullying.

Introduction

Bullying is a subcategory of aggressive behaviour which can happen in any humangroup. Research on bullying started and has been most extensive in Scandinavia.Olweus (1993), a pioneer in this area of research, de� nes bullying or victimisationas instances ‘when [a student] is exposed, repeatedly and over time, to negativeactions on the part of one or more other students’(p. 9). This de� nition stresses thedirect physical nature of the behaviour (hitting, pushing, etc.) as well as its directverbal nature (teasing, threatening and calling names). Additionally, bullying cansometimes take the form of more indirect behaviours, like social exclusion andrumour spreading. Olweus (1993) proposed that in order to use the term bullyingthere should be an imbalance in strength, where the student who receives thenegative actions is unable to defend him/herself and is helpless against the bully.

In a series of related studies conducted in Norway and Sweden on children aged8–16, Olweus (1978, 1991, 1993, 1994) found that approximately 9% of the pupilsin his samples reported being bullied while 7% claimed that they bullied others ‘nowand then’ or ‘more frequently’.

Since the original studies, investigators in many other countries, including Eng-land, Australia, the USA, Italy, Belgium, Portugal and Greece, have also reportedthat bullying is a major school problem (Perry et al., 1988; Whitney & Smith, 1993;

ISSN 0013–1911 print; 1465–3397 online/01/010019-08 Ó 2001 Educational Review

DOI: 10.1080/0013191012003361 9

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

20 A. Houndoumadi & L. Pateraki

Slee, 1994; Menessini et al., 1997; Tomas de Almeida, 1999; Vettenburg, 1999;Pateraki & Houndoumadi, in press).

Over the past few years research on bullying has shifted its focus more to theattitudes, feelings, friendship and popularity of children involved in bully/victimproblems and the long-term effects that victimisation has on children (Randal, 1995;Ladd et al., 1997). Findings based on Italian schoolchildren (Menessini et al., 1997)showed that most children had sympathetic attitudes towards victims, with girlsappearing to become more upset than boys about bullying. More bullies than victimsreported that they are willing to understand those who bully others and are moreinclined to join in bullying children they do not like. Additionally, older childrenaged 11–14 years were found to be more empathic to victims than younger children.

Boulton and Underwood (1992), in their study of 296 primary and secondaryschool pupils in Yorkshire, found that 20.1% of all pupils indicated that they becameupset by bullies victimising others. When bullies were asked to describe how theyfelt when they bullied other children, 34% reported feeling ‘good and happy’, 34.8%‘mad and angry’ and 26% ‘unhappy, bad’.

Borg (1998) asked bullies to indicate the emotional reactions they experiencedafter having victimised others. His results showed that the most common reactionswere ‘feeling sorry’ (49.8%), followed by ‘feeling indifferent’ (40.6%) and ‘feelingsatis� ed’ (20.9%). In the same study victims were asked to indicate their behaviouralreaction when they experienced bullying. The most common reported reactions were‘did nothing’ (31%), ‘asked for parental help’ (29,6%) and ‘told their best friend’(27.4%). Girl victims reported with a greater frequency than did boys that they toldtheir best friend and sought parental help.

Perren and Alsaker (1998), investigating friendship and popularity status of bulliesand victims in kindergarten, found that victims were the least popular and had fewerplaymates, whereas bullies were more popular and had more playmates. Morerecently, Boulton and Smith (1994) found that bullies were more often controversialor rejected among children.

Teachers and parents are not always informed of the victimisation of pupils.Whitney and Smith (1993) reported that about half of the victims do not report theirbeing bullied to adults, with teachers being less likely to be told than parents.

The present study aims to document differences in attitudes and feelings aboutbullies and bullying behaviour among primary school students in Athens, Greece, aswell as the extent of students’ perception of teachers’ and parents’ awareness of thephenomenon.

Our speci� c aims were: (a) to explore attitudes and feelings towards bullies andbullying; (b) to examine whether the above behaviours, attitudes and feelings areaffected by age and gender; (c) to describe teachers’ and parents’ awareness of thebullying phenomenon as reported by the pupils.

Methods

Participants

A total of 1312 pupils (51% females, 49% males) attending Grades 3 (7–8 years old),4 (8–9 years old), 5 (9–10 years old) and 6 (10–11 years old) participated. Thesample was drawn from eight public and one private school. Public schools wererandomly selected from a list of primary schools from the four school districts in the

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

21Bullying in Greece

TABLE I. Frequency of pupils who gave different responses to ‘What do you feel when yousee a pupil being bullied?’

Victim Bully Bully/victim RemainingResponses (n 5 180) (n 5 78) (n 5 60) (n 5 826)

It is very unpleasant 136 (75.6) 41 (52.6) 42 (70.0) 624 (75.5)It is a little unpleasan t 33 (18.3) 25 (32.1) 13 (21.7) 152 (18.4)Nothing special 11 (6.1) 12 (15.4) 5 (8.3) 50 (6.1)

Note: � gures in parenthese s represent percentages .

greater Athens area. These schools represented all socio-economic areas of the city.The sample consisted of 14 sections from Grade 3 and 16 sections from each ofGrades 4–6. Each section had on average 20 pupils, while the total number of pupilsin each school varied from 150 to 400.

Materials and Procedure

A version of the original bullying questionnaire developed by Olweus (1993), latermodi� ed by P.K. Smith (personal communication, April 11, 1997) and adapted to theGreek context and language, was used. It consisted of 34 questions exploring: (a)types and frequency of bullying behaviours; (b) pupils’ reactions to bullying; (c)attitudes about bullying and bullies; and (d) teachers’ and parents’ awareness ofbullying. The present study focuses on the data obtained from the last three sectionsof the questionnaire. The questionnaires were administered in class by two trainedresearch assistants who read aloud the standardised instructions, the de� nition ofbullying and the questions to the pupils. Pupils answered the questions anonymously.Class teachers were not present during these 50 minute sessions.

Identi� cation Criteria

Those pupils who reported that they were the targets of any form of bullyingbehaviour ‘once’ or ‘several times a week’ were considered victims. Bullies werethose pupils who admitted to engaging in at least one form of bullying behaviour‘once’ or ‘several times a week’. Pupils who reported being both targets andperpetrators of bullying were considered bullies/victims.

Results

Attitudes/Feelings about Bullying Behaviour

Considering the act of bullying, we obtained responses covering pupils’ reactionswhen they see others being bullied. Victims as well as children who were self-identi� ed as neither bullies nor bullies/victims reported only to a very limited extent(6.1%) that they feel ‘nothing special’ when they see a child being bullied, asopposed to 15.4% of bullies who reported the same reaction [x 2 (d.f. 1) 5 5.76,p 5 0.02] (see Table I). As expected, fewer bullies (52.6%) than victims (75.6%)reported that ‘it is very unpleasant’ when they see a child being bullied [x 2 (d.f.1) 5 13.35, p 5 0.000].

Furthermore, most pupils (68.8%) reported that bullying behaviour ‘bothers them’,

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

22 A. Houndoumadi & L. Pateraki

TABLE II. Frequency of pupils who gave different responses to ‘What do you think of those who bullyothers?’

Victim Bully Bully/victim RemainingResponses (n 5 146) (n 5 64) (n 5 55) (n 5 646)

I like them because they are cool 5 (3.4) 15 (23.4) 13 (23.6) 22 (3.4)I am afraid of them 22 (15.1) 10 (15.6) 6 (10.9) 31 (4.8)I don’t keep company with them, 86 (58.9) 21 (32.8) 25 (45.5) 416 (64.4)I don’t like what they doI have not thought about it 33 (22.6) 18 (28.1) 11 (20.0) 177 (27.4)

Note: � gures in parentheses represent percentages .

a view expressed by signi� cantly more victims than bullies [x 2 (d.f. 1) 5 8.52,p 5 0.003]. As expected, more bullies (32.9%) than victims (12.0%) admitted to‘understanding’ bullying behaviour [x 2 (d.f. 1) 5 15.45, p 5 0.000). In addition, moreboys than girls understood why some pupils bully [17.5 versus 8.2%, x 2 (d.f.1) 5 15.28, p 5 0.000].

Regarding attitudes towards bullies themselves, even though the majority of pupilsreported that they did not want to associate with bullies (60.1%), approximately aquarter of victims and pupils who were not self-identi� ed as either victims orperpetrators of bullying behaviours claimed that they had not thought about it.Additionally, there was a substantial percentage of bullies (23.4%) and bullies/vic-tims (23.6%) who reported that they ‘like them [bullies] because they are cool’ (seeTable II). Signi� cantly more males reported that they ‘like bullies because they arecool’ [x 2 (d.f. 1) 5 26.1, p 5 0.000].

Finally, we questioned bullies and bullies/victims about their feelings following abullying episode. Thirty one per cent of the reactions reported by the bullies were‘they deserved it’ while 38.9% were ‘I felt pity’. Bullies/victims reported with anequal frequency (27.7%) that when they bullied others they ‘felt pity’, ‘felt bad’ andfelt that the victims ‘deserved it’.

Examining sex differences yielded certain trends that will be reported descrip-tively only, as the numbers were small and no statistical tests were computed. Boys,whether bullies or bullies/victims, reported with higher frequency than girls thatvictims ‘deserved it’ (34.5 versus 14.28%). At the same time they expressed morefrequently than did girls that they ‘worried about being told off by teachers orparents’ (28.3 versus 9.52%). No differences were observed in the reported reactionsamong pupils of different grades.

Parents’ and Teachers’ Awareness of Bullying Behaviour

As can be observed in Figure 1, unlike teachers parents seem to be more aware andhave talked to their children about being victimised [x 2 (d.f. 1) 5 24.6, p 5 0.000].This holds for both victims, where 36.2% of teachers versus 62% of parents hadtalked to the children, and bullies/victims, where 45.5% of teachers versus 68.1% ofparents had talked to the children.

Similarly, teachers seem to have talked less than parents to bullies/victims aboutbullying others (48.6 versus 65.9%). The opposite pattern is observed for bullies,where teachers reported having talked with them about their bullying in more cases

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

23Bullying in Greece

TABLE III. Frequency of pupils who gave different responses to ‘What did you feel whenyou bullied others?’

Bullies Bully/victim TotalResponses (n 5 54) (n 5 47) (n 5 101)

I felt great 5 (9.3) 10 (21.3) 15 (14.8)It was fun 13 (24.1) 8 (17) 21 (20.8)I felt he/she/they deserved it 17 (31.5) 13 (27.7) 30 (29.7)I felt nothing 5 (9.3) 2 (4.25) 7 (6.9)I was worried about being told off by 13 (24.1) 12 (25.5) 25 (24.7)teachers or parentsI was scared they would get me back 7 (13.1) 8 (17) 15 (14.8)I felt bad 14 (25.9) 13 (27.7) 27 (26.7)I felt pity for him/her 21 (38.9) 13 (27.7) 34 (33.7)

Note: � gures in parenthese s represent percentages .

than had parents (36.7 versus 24%). Interestingly, bullies were the group of pupilswho reported that both parents and teachers were least likely to talk to them.

Responding to another question inquiring about teachers’ awareness of bullyingbehaviour, about half of all the pupils (51.1%) reported that they ‘do not know howfrequently teachers realise that pupils are being bullied’.

Younger and older pupils did not differ with respect to the frequency at which theyreported that either parents or teachers talked to them about bullying or victimisation.The sex of the pupils, however, made a difference with respect to the likelihood ofparents talking to them. More girls than boys (71.3 versus 44.5%), whether victimsor bullies/victims, reported that parents had talked to them about their being bullied[x 2 (d.f. 1) 5 14.1, p 5 0.000].

Finally, when asked to indicate to whom they reported their victimisation, itshould be noted that a quarter of pupils who were victimised reported that they didnot tell anyone (see Table IV). The victims’ most frequent selection (42.4%) is‘parents’, as opposed to bullies/victims, where a minority of 19.6% reported toparents. More girls (victims and bullies/victims) than boys reported their victimis-ation to parents [46.7 versus 29.1%, x 2 (d.f. 1) 5 6.92, p 5 0.008).

An age difference was observed, in that pupils from the lower grades claimed toreport incidents of being bullied with a greater frequency to class teachers than didpupils of higher grades [14.5 versus 5.1%, x 2 (d.f. 1) 5 4.39, p 5 0.036], while pupilsin the older grades preferred to report it to their parents (44.9 versus 32.1%).

Discussion

As expected, the results indicate that victims and bullies disagreed about theirattitudes and feelings regarding bullying and bullies. Victims reported that bullyingwas very unpleasant and that it bothered them and most did not want to associatewith bullies. Surprisingly a quarter, nevertheless, claimed that they had not thoughtabout how they viewed those who bullied other pupils. As this was expressed withthe same frequency by students who were not self-identi� ed as either victims orperpetrators of bullying behaviours, it may indicate that the phenomenon has not yetattracted appropriate attention by pupils.

Even though a high proportion of all pupils gave the ‘socially desirable’ responses

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

24 A. Houndoumadi & L. Pateraki

FIG. 1. Pupils’ responses to the question ‘Have your teachers and parents talked to you about being bulliedor bullying others?’.

that bullying behaviours bothered them and that they did not like to associate withbullies, bullies understandably did not share the above attitudes to the same extent.Only half of the bullies reported that it was very unpleasant to watch others beingbullied, while one third reported that they understood why children were bullied.Furthermore, fewer bullies in our sample than in Boulton and Underwood’s (1992)reported positive feelings, while a similar percentage reported feeling bad followinga bullying episode.

The results also indicate that, in line with earlier � ndings (Menessini et al., 1997),girls appear to become more upset than boys about bullying, while fewer girlsunderstand why some pupils bully or like bullies because ‘they are cool’. Theobserved sex difference is consistent with other � ndings reporting that females aremore affectively empathic than males (Eisenberg & Lennon, 1983, Eisenberg et al.,1991). Studies with both children and adults indicated that females tend to be moreemotionally responsive to another’s emotional state.

Age did not emerge as a differentiating factor in terms of attitudes and feelingsexamined in the present study.

Seen from the perspective of pupils, primary school teachers seem to be largelyunaware of the extent of bullying behaviour in their schools. It was found thatteachers had talked substantially less than parents to victims and bullies/victimsabout their being bullied. In the light of the above it is not surprising that themajority of pupils consistently reported that they ‘do not know how frequentlyteachers realise that pupils are being bullied’.

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

25Bullying in Greece

TABLE IV. Frequency of pupils who gave different responses to ‘Whom did you tell that you werebullied in school?’

Victims Bully/victim TotalResponses (n 5 158) (n 5 51) (n 5 209)

I did not tell anyone although I was bullied 41 (25.9) 11 (21.6) 52 (24.9)The class teacher 54 (34.2) 17 (33.3) 71 (34.0)Another teacher 20 (12.6) 5 (9.8) 25 (12.0)The free hour superviso r 22 (13.9) 8 (15.7) 30 (14.3)The physical education teacher 9 (5.7) 7 (13.7) 16 (7.6)The school principal 23 (14.6) 8 (15.7) 31 (14.8)My parents 67 (42.4) 10 (19.6) 77 (36.8)My brother(s)/sister(s) 30 (19.0) 5 (9.8) 35 (16.7)My friends 47 (29.7) 10 (19.6) 57 (27.3)Someone else 6 (3.8) 3 (5.9) 9 (4.3)

Note: � gures in parentheses represent percentages .

At the same time the differential realisation of parents and teachers of bullyingbehaviour has to be considered along with the � nding that more victims tend toprefer reporting victimisation to their parents. This � nding is in agreementwith Genta et al. (1996), who also reported that pupils preferred reporting theirvictimisation to their parents than to their teachers, to a similar extent as found inour sample. The substantial number of victims identi� ed in our study as not havingreported their victimisation is similar to the number of victims in Borg’s (1998)sample, who reported having ‘done nothing’. The fact that relatively few of thevictimised pupils reported seeking the help of the teacher suggests that most of themdid not feel comfortable telling about their experience. It is possible that they mayfear being labelled ‘victims’, ‘cowards’ or ‘inadequate’ and thus risk furtherbullying and/or they may feel that nothing can be done about it. These feelings ofhelplessness may eventually affect school attendance, academic achievement andparticipation in group school activities, as reported in earlier research done withelementary school pupils and kindergarten children (Slee, 1994; Kochenderfer &Ladd, 1994).

A future study could shed further light on most of the tendencies highlighted bythe present study, by focusing on a smaller sample of students who could be assessedin more depth using a variety of instruments, including interviews. In a smallersample teachers and parents could also be interviewed, adding an important dimen-sion to the data. Exploratory interviews conducted with each of the class teachers ofthe pupils in our sample revealed that rich data could be obtained in that way.

Additional information could be collected on the characteristics of the pupils whoare involved in bullying and victimisation and the short-term as well as the long-termconsequences of such experiences, so that effective strategies of intervention can bedesigned and implemented.

Finally, we believe that one of the major implications of the present study is thatsystematic initiatives should be taken to raise the students’, teachers’ and generalpublic’s currently limited awareness of the phenomenon of bullying.

Correspondence : A. Houndoumadi, Psychology Area, Deree College, The AmericanCollege of Greece, 6 Gravias Street, GR-153 42 Aghia Paraskevi, Greece.

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4

26 A. Houndoumadi & L. Pateraki

REFERENCES

BORG, M.G. (1998) The emotional reactions of school bullies and their victims, Educational Psychology,18, pp. 433–444.

BOULTOn, M.J. & SMITH, P.K. (1994) Bully/victim problems in middle school children: stability,self-perceive d competence, peer perception, and peer acceptance , British Journal of Developmenta lPsychology , 12, pp. 315–329.

BOULTON, M.J. & UNDERWOOD, K. (1992) Bully/victim problems among middle school children, BritishJournal of Educational Psychology, 62, pp. 73–87.

EISENBERG, N. & LENNON, R. (1983) Sex difference s in empathy and related capacities , PsychologicalBulletin, 94, pp. 100–131.

EISENBERG, N., FABES, K. A., SCHALLER, M., MILLER, P., CARLO, G., POULIN, C., SCHIA, C. & SHELL, K.(1991) Personality and socializatio n from correlates of vicarious emotional responding , Journal ofPersonality and Social Psychology, 61, pp. 459–470.

GENTA, M.L., MENESINI, E., FONZI, A., COSTABILE, A. & SMITH, P.K. (1996) Bullies and victims inschools in central and southern Italy, European Journal of Psychology, 11, pp. 97–110.

KOCHENDERFER , B.J. & LADD, G.W. (1996) Peer victimization : cause or consequence of schoolmaladjustment?, Child Development, 67, pp. 1305–1317.

LADD, G.W., KOCHENDERFER , B.J. & COLEMAN, C. (1997) Classroom peer acceptance , friendship, andvictimization : distinct relational systems that contribute uniquely to children’s school adjustment ,Child Development, 68, pp. 1182–1197.

MENESSINI, E., ESLEA, M., SMITH, P., GENTA, M.L., GIANNETTI, E., FONZI, A. & COSTABILE, A. (1997)Cross-nationa l comparison of children’s attitudes towards bully/victim problems in school, AggressiveBehavior , 23, pp. 245–257.

OLWEUS, D. (1978) Aggression in the Schools: bullies and whipping boys (Washington DC, Hemisphere) .OLWEUS, D. (1991) Bully/victim problems among schoolchildren : basic facts and effects of a school

based intervention program, in: D. PEPLER & K. RUBIN (Eds) The Development and Treatment ofChildhood Aggression (Hillsdale, NJ, Erlbaum).

OLWEUS, D. (1993) Bullying at School. What we know and what we can do? (Oxford, Blackwell).OLWEUS, D. (1994) Annotation: Bullying at school: basic facts and effects of a school based intervention

program, Journal of Child Psychology and Psychiatry, 35, pp. 1171–1190.PATERAKI, L. & HOUNDOUMADI, A. (in press) Bullying among primary school children in Athens Greece,

Educational Psychology.PERREN, S. & ALSAKER, F. (1998) Friendship and popularity status of children involved in bully/victim

problems in kindergarten , poster/workshop presented at the 15th Biennial ISSBD Meeting, Berne, July.PERRY, D.G., KUSEL, S.J. & PERRY, L.C. (1988) Victims of peer aggression , Developmenta l Psychology,

24, pp. 807–814.RANDAL, P. (1995) A factor study on the attitudes of children to bullying, Educational Psychology in

Practice, 11, pp. 22–26.SLEE, P.T. (1994) Situational and interpersona l correlates of anxiety associated with peer victimisation ,

Child Psychiatry and Human Development, 25, pp. 97–107.TOMAS DE ALMEIDA, A.M. (1999) Portugal, in: P.K. SMITH, Y. MORITA J.O. JUNGER-TAS., D. OLWEUS,

R. CATALANO & P. SLEE (Eds) The Nature of School Bullying: a cross-nationa l perspectiv e,pp. 174–186 (London, Routledge) .

VETTENBURG, N. (1999) Belgium, in: P.K. SMITH, Y. MORITA, J.O. JUNGER-TAS, D. OLWEUS, R.CATALANO & P. SLEE (Eds) The Nature of School Bullying: a cross-nationa l perspective, pp. 187–204(London, Routledge) .

WHITNEY, I. & SMITH, P.K. (1993) A survey of the nature and extent of bullying in junior/middle andsecondary schools, Educational Research, 35, pp. 3–25.

Dow

nloa

ded

by [

Uni

vers

ity o

f B

ath]

at 1

4:25

05

Oct

ober

201

4