Citation

Garandeau CF, Cillessen AHN. Aggress. Violent Behav. 2006; 11(6): 612-625.

Affiliation

Department of Psychology, Universite Rene Descartes, Paris V, France; Department of Psychology, University of Connecticut, 406 Babbidge Rd., Unit 1020, Storrs, CT, 06269-1020, United States.

Copyright

(Copyright © 2006, Elsevier Publishing)

DOI

10.1016/j.avb.2005.08.005

PMID

unavailable

Abstract

Recent research has emphasized the importance of indirect aggression among children and has challenged the conception that aggressive children lack social-cognitive skills. In schools, victimization against non-provocative targets rarely involves just a dyad, but might not be simply the product of group processes either. This paper suggests that in most cases it results from the encounter between a skillful bully and a group that lacks true cohesiveness, through a process of normative social influence. Groups with low quality of friendships may be more likely than others to become instruments of aggression as victimization provides them with a common goal and an appearance of cohesion. We hypothesize that, in some cases, the manipulation of a healthy-functioning group is also possible but requires use of particularly subtle devices, and thus a higher level of social intelligence by the bully. We also suggest that in such a situation the aggressive act is not just indirect, but invisible and the influence exerted on the group might be informational and not normative. Implications for the characteristics of the victim and suggestions for future research are discussed.

Language: en