Who is Likely to Become a Bully, Victim or Both?

Psychologists have shed more light on the signs evidenced by bullies and victims. Surprisingly, both groups of individuals have unique traits but also share similar characteristics. The following signs were uncovered from studies that examined sample sizes ranging from 44 to 26,430, ages 3 to 18 years old and originating from the United States and Europe.
What are the indications of a bully and a victim?
According to the study authored by Clayton R. Cook and several co-authors, from the examined 153 studies of the last 30 years, it was found that boys bully more than girls, those having academic troubles are more likely to become bullies, and both bullies and victims have poor social problem-solving skills. They are both either rejected and isolated by their peers or negatively influenced by them.
“A typical bully has trouble resolving problems with others and also has trouble academically,” said lead author Cook. “He or she usually has negative attitudes and beliefs about others, feels negatively toward him or herself, comes from a family environment characterized by conflict and poor parenting, perceives school as negative and is negatively influenced by peers.”
“A typical victim is likely to be aggressive, lack social skills, think negative thoughts, experience difficulties in solving social problems, come from negative family, school and community environments and be noticeably rejected and isolated by peers,” said Cook.
The difference between younger and older bullies
The authors found that age played a role in how much bullies and victims acted out their aggressions or internalized their feelings. Younger bullies were more defiant, aggressive and disruptive, whereas older bullies were more withdrawn, depressed and anxious. Younger bullies were not as bothered by rejection and being unpopular as were older bullies. Older victims on the other hand suffered from depression and anxiousness more than younger victims.
For this study, researchers used self, peer, teacher and parent reports to measure the extent of bullying, aggression and victimization; externalizing behaviors (defiant, aggressive or disruptive responses); internalizing behaviors (withdrawal, depression, anxious and avoidant responses); social competence; beliefs, feelings and thoughts; academic performance; family and home environment; school environment; community life; peer status and influence.
Cook has stated that this was the first time they have overviewed a research to see what individual and environmental characteristics predict the likelihood of becoming a bully, victim or both. They hope that this knowledge will help them understand better the conditions underlying bullying and the consequences it has on individuals and other people in the same setting. “Ultimately, we want to develop better prevention and intervention strategies to stop the cycle before it begins” he says.
While most programs use strategies that favor removing the bully from the environment, such as enforced anti-bullying rules and peer-reporting of bullying incidents in schools, the more promising interventions target the behaviors and the environments that are putting these young people at risk of becoming bullies and/or victims.
“Intervene with the parents, peers and schools simultaneously,” said Cook. “Behavioral parent training could be used in the home while building good peer relationship and problem-solving skills could be offered in the schools, along with academic help for those having troubling in this area.”