Citation

Ball HA, Arseneault L, Taylor A, Maughan B, Caspi A, Moffitt TE. J. Child Psychol. Psychiatry 2008; 49(1): 104-112.

Affiliation

MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, UK.

Copyright

(Copyright © 2008, John Wiley and Sons)

DOI

10.1111/j.1469-7610.2007.01821.x

PMID

18181884

Abstract

Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental influences on these social roles. Method: Mother and teacher reports of victimisation and bullying were collected in a nationally representative cohort of 1,116 families with 10-year-old twins. Model-fitting was used to examine the relative influence of genetics and environments on the liability to be a victim, a bully or a bully-victim. Results: Twelve percent of children were severely bullied as victims, 13% were frequent bullies, and 2.5% were heavily involved as bully-victims. Genetic factors accounted for 73% of the variation in victimisation and 61% of the variation in bullying, with the remainder explained by environmental factors not shared between the twins. The covariation between victim and bully roles (r = .25), which characterises bully-victims, was accounted for by genetic factors only. Some genetic factors influenced both victimisation and bullying, although there were also genetic factors specific to each social role. Conclusions: Children's genetic endowments, as well as their surrounding environments, influence which children become victims, bullies and bully-victims. Future research identifying mediating characteristics that link the genetic and environmental influences to these social roles could provide targets for intervention.

Language: en