Citation

Jennifer D, Cowie H. Emot. Behav. Diffic. 2012; 17(3-4): 229-241.

Copyright

(Copyright © 2012, Informa - Taylor and Francis Group)

DOI

10.1080/13632752.2012.704314

PMID

unavailable

Abstract

This study explored 10- and 11-year-old students' (N = 64) moral emotional attributions in relation to other and self in peer-to-peer bullying scenarios in primary school. Data were gathered using one-to-one semi-structured interviews facilitated by the use of a series of pictorial vignettes depicting a hypothetical story of peer bullying. The results demonstrated that worry and to a lesser extent shame were most often attributed to the other as victim character, indifference and pride to the other as bully character, and worry and shame to the other as follower character. Participants mostly attributed worry to self as victim, shame and worry to self as bully, and shame to self as follower. The findings are discussed in relation to the role of peers in addressing school bullying, such as through peer support. There are implications for school-based interventions to address bullying that facilitate self-awareness and empathy in children and young people as a means of addressing such behaviour.