Citation

Monks CP, Palermiti A, Ortega R, Costabile A. Span. J. Psychol. 2011; 14(1): 133-144.

Affiliation

Department of Psychology and Counselling, University of Greenwich, Avery Hill Campus, Southwood Site, Avery Hill Road, Eltham, London SE9 2UG, UK. c.p.monks@gre.ac.uk

Copyright

(Copyright © 2011, Complutense University of Madrid, Publisher Cambridge University Press)

DOI

unavailable

PMID

21568171

Abstract

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.

Language: en