An examination of variation in social cognitions in bullying for different participant roles: a retrospective of adults

Bullying involves behavior that is intended to harm, is repetitive, and characterized by an imbalance of power. Recent research has shifted from a narrower focus on dyadic bully-victim interactions to a broader socio-ecological perspective. There is increasing attention given to a range of roles associated with bullying such as bully, assistant, reinforcer, victim, defender, and outsider. Further, there is increasing recognition that roles can be dynamic, that is, a person may fulfil a range of roles depending upon social context. Nevertheless, research has tended to focus on the relatively stable cognitive styles of individuals who tend to play a specific role, rather than exploring how social cognitions may change depending upon the role assumed. It could be, therefore, that role-congruent social cognitions may contribute to the explanation of bullying behavior over and above individual difference variables such as personality traits. Further, it is challenging to address individual difference variables with practical intervention strategies. The current research, therefore, sought to examine cognitions specific to each role, irrespective of whether this role represented an individual¿s habitual behavior.<br><br>The current research is comprised of four studies. The aim of the first study (Chapter 4) was to develop a measure of the social cognitions experienced by individuals when involved in different bullying roles. Item development was guided by broad themes identified in the literature. This yielded an initial measure of social cognitions in bullying (SCBM) suggesting four cognitive dimensions: personal guilt, diffusion of responsibility, perceived influence, and responsibility to intervene. Study 2 (Chapter 5) employed this measure to establish profiles of bullying-related cognitions for each of the six identified roles. The clear variation in cognitive patterns between roles confirmed the viability of this research direction.<br><br>Study 3 (Chapter 6) further developed the SCBM yielding the revised SCBM-R. Additional items were generated representing emergent themes, allowing a more nuanced measurement of cognitions according to six dimensions: personal guilt, diffusion of responsibility, perceived influence, social endorsement, personal culpability, and personal volition. Study 4 (Chapter 7) sought to integrate the present program of research which explored role-congruent cognitions with extant perspectives emphasizing individual differences. To accomplish this, the study investigated the extent to which each specific role predicted social cognitions over and above pertinent personality characteristics, specifically psychopathy, Machiavellianism, and narcissism. Social cognitive profiles for each role could still be discerned after taking these personality variables into account. As cognitions shared by those adopting a particular role are socially constructed, they provide germane intervention targets. This research provides evidence for the use of social cognitive profiles associated with particular participant roles as a basis for a new approach to bullying research, ultimately leading to practical and effective interventions.