Attentional Biases to Bullies and Bystanders and Youth’s Coping With Peer Victimization

Dados Bibliográficos

ID11670766
AutoresLeanna McConnell (Auburn University, AL, USA), Wendy Troop-Gordon (0000-0003-4744-9385, Auburn University, AL, USA, autor correspondente)
Ano2020
Volume41
Fascículo1
Páginas97-127
Data de publicação2020-06-15
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Journal of Early Adolescence (JOURNAL)
Identificadores do periódicoISSN: 0272-4316 • E-ISSN: 1552-5449
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431620931206
OpenAlexW3035462292
IdiomaEN
Citações recebidas3
Referências citadas59

Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; M age = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing against a victim in front of a reinforcer and a defender. Coping was assessed using self-reports, and peer victimization was assessed through peer-, teacher-, and parent-reports. At high levels of peer victimization, attention to the bully was associated with less seeking of adult support and greater retaliation. Contrary to predictions, at high levels of victimization, attention to defenders was associated with an internalizing coping profile for boys and a retaliatory profile for girls. Thus, attentional biases may contribute to poor coping responses among victimized youth, underscoring the need to study how attention to cues is translated into actionable coping strategies

Coping (psychology · Developmental psychology · Peer group · Peer victimization · Poison control · Premise · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Clinical Psychology · Human Factors and Ergonomics · Psychology · Social Psychology