Bullying Behavior, Emotional Problems and Emotion Regulation Strategies in School Aged Children: a Longitudinal Approach

Abstract

Background: Bullying behaviors have a high prevalence in schools worldwide. The short and long term consequences vary from high levels of delinquency, antisocial behaviors, low school achievement to emotional problems for bullies. For perpetration victims, the negative effects vary from somatic complaints, low school achievement and high school drop-out rates to emotional problems. The mechanisms accounting for the high rates of emotional problems in children involved in bullying behaviors are still to be identified. Methods: By using a longitudinal approach, the present study aims to explore one possible mechanism involved in this relationship for school aged children: the use of dysfunctional cognitive emotion regulation strategies (N=154, age range 11-15 years old). The instruments used: Olweus Bullying Questionnaire, Cognitive Emotion Regulation Strategies, Youth Self Report. The measures were made at a 6 months’ time interval. Findings: By controlling for initial emotional problems, the use of dysfunctional emotion regulation strategies (e.g. catastrophizing) partially mediated the relationship between bullying victimization (T1) and emotional problems (T3). Discussion: Several recommendations for future research, as well intervention strategies are presented. mechanism involved in this relationship for school aged children: the use of dysfunctional cognitive emotion regulation strategies (N=154). Findings: By controlling for initial emotional problems, the use of dysfunctional emotion regulation strategies (e.g. catastrophizing) partially mediated the relationship between bullying victimization (T1) and emotional problems (T3). Discussion: Several recommendations for future research, as well intervention strategies are presented.