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First published online November 5, 2009

Consequences of Being Bullied: Results From a Longitudinal Assessment of Bullying Victimization in a Multisite Sample of American Students

Finn-Aage Esbensen and Dena C. CarsonView all authors and affiliations
Volume 41, Issue 2
https://doi.org/10.1177/0044118X09351067

Abstract

Bullying victimization is part of the adolescent experience in most societies, yet little is known about its consequences. In this article we utilize a multisite, longitudinal data set to examine the effects of being bullied. We also explore definitional and measurement issues that confound this line of research. While some researchers have relied on a single/generic item to measure bullying, others have focused on behaviorally specific items. In addition, most prior research on bullying has relied on cross-sectional data, thereby restricting researchers’ ability to examine the consequences of prior victimization. Using three waves of data, we create a typology of victimization (nonvictims, intermittent victims, and repeat victims) that allows us to establish correct temporal ordering to examining the effects of victimization on subsequent attitudes. Importantly, we assess the consequences of bullying victimization using both a single-item indicator and a composite measure consisting of behaviorally specific questions.

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1.
1. However, others have suggested that the racial composition of the student body is a more important predictor than is race alone—that is, it appears that students from any ethnic background (including Whites) have an elevated risk of victimization when they are members of the numerical minority in a school. In this article we concentrate on the role of individual characteristics on the prevalence of bully victimization, including demographic characteristics and variables derived from risk factor approaches.
2.
2. One extreme consequence of being bullied has been advanced by the U.S. Secret Service: they have indicated that the profile for school shooters includes having been bullied. Here, however, we urge caution in implying such consequences of being a victim of bullying—as noted earlier, the prevalence of bullying victimization may be as high as 76%. If being bullied is responsible for school shootings, then we would have a lot more shootings; virtually all victims of bullying do not become school shooters.
3.
3. Students attending one of the 15 schools transitioned from middle school to high school, which was in a different school district. This necessitated seeking district approval for the research design. All high schools in the district were underperforming and the district initially declined the opportunity to participate. After considerable effort, the district office agreed but the individual principals did not allow us to survey students during school. This resulted in the loss at Wave 3 of all 197 students from the initial middle school.
4.
4. This loss rate (28%) is well below other comparable panel studies currently being used to examine factors related to adolescent fear of victimization (e.g., Wilcox et al., 2006) and is in line with general recommendations for consent rates needed to ensure low sample bias (Babbie, 1973; Lueptow et al., 1977; Sewell & Hauser, 1975).
5.
5. Although program participation raises the potential for bias, a process evaluation determined that the program was implemented with insufficient fidelity to have any effect. This implementation failure led to discontinuation of the outcome analysis after the Wave 3 data collection. Outcome analyses found no differences between the treatment and comparison groups. Contact authors for more detailed information about the process evaluation.
6.
6. As is the case in most panel studies that report attrition analyses (e.g., Esbensen et al. 1999; Thornberry et al. 1993), we experienced differential attrition, that is, the 569 students excluded from the analysis sample tended to be at higher risk than those students included in the final sample. The analysis sample consisted of a higher percentage of White students and fewer Hispanics and Black students (due largely to the loss of the one school described in Note 3). The analysis sample tended to be more prosocial than the attrition sample (significant differences at Time 1 on 5 of the 11 consequences reported in the analyses) suggesting that the results reported in this article are likely conservative estimates of the consequences of bullying victimization.

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Published In

Volume 41, Issue 2
Pages: 209 - 233
Article first published online: November 5, 2009
Issue published: December 2009

Keywords

  1. bullying victimization
  2. school victimization
  3. bullying definition and measurement

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Authors

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Finn-Aage Esbensen
University of Missouri-St. Louis, [email protected]
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Dena C. Carson
University of Missouri-St. Louis
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