Bullying and Self-injury
What have we found so far?
Emma Brown and the Youth Wellbeing Study
How common is bullying?
Percentage of people who have experienced bullying in school in the last 12 months
50
Nonvictim (61%)
45
40
Percentage
35
Occasional Victim (27%)
30
25
Frequent Victim (12%)
20
15
10
5
0
Haven't been bullied
Not in last 2 months
Once or twice
About once a week
Bullying frequency
Several times a week
Most days
How common is bullying?
Sex differences in experiences of bullying in school in the last 12 months
50
Male
Female
Percentage
40
30
20
10
0
Haven't been bullied
Not in last 2 months
Once or twice
About once a week
Bullying frequency
Several times a week
Most days
What types of bullying?
Percentage of people who have experienced different forms of bullying behaviour at
school in the last 12 months
30
25
Percentage
20
15
10
5
0
Physical
Relational
Verbal
Forms of bullying
Cyber
What types of bullying?
Sex differences in experiences of different forms of bullying at school in the last 12
months
30
Male
Female
Percentage
25
20
15
10
5
0
Physical
Relational
Verbal
Forms of bullying
Cyber
How bad is the bullying?
Severity of bullying experiences at school in the last 12 months
45
40
35
Percentage
30
25
20
15
10
5
0
Not bad
A little bad
Pretty bad
Severity
Really bad
Terrible
Why were they bullied?
Perceived reasons for being bullied
75
65
Percentage
55
45
35
25
15
5
-5
Ethnic group or
culture
Religion
Size or body shape
Because I'm
gay/people
thought I was gay
Smaller than
others
Reasons
Work hard in
school
Another reason
Don't know
Why were they bullied?
Sex differences in perceived reasons for bullying
Male
Female
40
35
Percentage
30
25
20
15
10
5
0
Religion
Because I'm
Smaller than others
gay/people thought
I was gay
Perceived reasons
Bullying groups and wellbeing outcomes
Bullying groups based on frequency of victimisation and bullying others
MODERATE BULLY-VICTIMS
11%
Moderate victimization,
moderate perpetration
SERIOUS VICTIMS
6%
High victimization, low perpetration
LOW-MODERATE VICTIMS
23%
Low/moderate victimization,
low perpetration
NEITHER
41%
Low victimization,
Low perpetration
BULLIES ONLY
19%
Low/moderate perpetration
Bullying groups and wellbeing outcomes
Self-injury and bullying groups
Suicidal ideation and bullying groups
0.6
7
0.5
6
5
SBQ score
DSHI score
0.4
0.3
4
3
0.2
2
0.1
1
0
Serious victims Low-moderate
victims
Bullies only
Bullying groups
Neither
Moderate
Bully-Victims
0
Serious Victims
Low-moderate
victims
Bullies only
Bullying group
Neither
Moderate bullyvictims
Bullying groups and wellbeing outcomes
Depression and Bullying groups
Anxiety and Bullying groups
1.2
1
1
0.8
DASS Anxiety
DASS Depression
0.8
0.6
0.6
0.4
0.4
0.2
0.2
0
0
Serious victims Low-Moderate
Victims
Bullies only
Bullying groups
Neither
Moderate
Bully-victims
Serious victims
Low-Moderate
victims
Bullies only
Bullying groups
Neither
Moderate Bullyvictims
Bullying groups and wellbeing outcomes
Resiliency and bullying groups
4
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
Resilience
ERICA score
Emotion regulation and bullying groups
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
Bullying groups
Bullying groups
3.9
Attachment to peers and Bullying groups
Self-esteem and bullying groups
3.8
RSE score
3.7
IPPA Peers
3.6
3.5
3.4
3.3
3.2
3.5
3
2.5
2
1.5
1
0.5
0
3.1
3
2.9
Bullying groups
Bullying groups
Bullying and School
• Serious victims
•
•
•
•
•
•
•
School less important
Disliked school
Did not feel like a part of their school
Felt less safe at school
More likely to ignore bullying of other students
Felt that other students ignored bullying
Felt that teachers did not take action against bullying
Successful Bullying Program Characteristics
Social-ecological perspective
model of bullying prevention
programs. Hazler, R.J & Carney,
J.V. In Handbook of School
Violence & School Safety –
International Research & Practice
(2nd ed). Edited by Mayer, M.J &
Furlong, M.J.
Experiential Avoidance Model (EAM)
The Experiential Avoidance Model. Reproduced from ‚ Solving the puzzle of deliberate self-harm: The experiential avoidance model,‛ by A.L.
Chapman et al., 2006, Behaviour Research and Therapy, 44, p. 373.