Personal characteristics of bullying victims in residential care for youth

Journal article


Sekol, Ivana and Farrington, David 2016. Personal characteristics of bullying victims in residential care for youth. Journal of Aggression, Conflict and Peace Research. 8 (2), pp. 99-113. https://doi.org/10.1108/jacpr-11-2015-0198
AuthorsSekol, Ivana and Farrington, David
Abstract

This research examined some personal characteristics of victims of bullying in residential care for youth. The paper aims to discuss these issues. The results demonstrated that male and female victims lacked self-esteem, presented with neurotic personality traits and were likely to believe that bullying was just part of life in residential care. Female victims also presented with lower levels of agreeableness and conscientiousness, while male victims were young and had a history of victimisation during their previous placement, in school and at the beginning of their current placements.Victims in care might benefit from programmes addressing their low self-esteem, high neuroticism and attitudes approving of bullying. Male residential groups should not accommodate young boys together with older boys. New residents who have a history of victimisation during their previous placement and in school should be supervised more intensively but in a manner that does not increase their perception of being victimised.The present study is the first work that examines individual characteristics of bullying victims in care institutions for young people. As such, the study offers some insights on how to protect residential care bullying victims.

Keywordsbullying; residential care; youth
Year2016
JournalJournal of Aggression, Conflict and Peace Research
Journal citation8 (2), pp. 99-113
PublisherEmerald
ISSN17596599
Digital Object Identifier (DOI)https://doi.org/10.1108/jacpr-11-2015-0198
Web address (URL)http://hdl.handle.net/10545/624173
hdl:10545/624173
Publication dates11 Apr 2016
Publication process dates
Deposited03 Oct 2019, 14:46
Accepted24 Nov 2015
ContributorsFaculty of Education, University of Osijek, Croatia and University of Cambridge
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