Do the roles of bully and victim remain stable from school to university? : theoretical considerations
Pörhölä, M. (2016). Do the roles of bully and victim remain stable from school to university? : theoretical considerations. In H. Cowie, & C.-A. Myers (Eds.), Bullying among university students : cross-national perspectives (pp. 35-46). Abingdon: Routledge.
Date
2016Discipline
PuheviestintäCopyright
© 2015 Routledge. This is a final draft version of an article whose final and definitive form has been published by Routledge. Published in this repository with the kind permission of the publisher.
This chapter explores the continuities in bullying from school contexts to university contexts, and
discusses the possible reasons why some people remain in the role of bully or victim over time
and through various social contexts, whereas others find a way to escape these roles. Two
theories – peer community integration theory and positioning theory – are reviewed to examine:
the ways in which engagement in bullying processes at school is associated with the development
of individuals’ peer relationships and their position within the peer group; the impact of bullying
on their perceptions of themselves and others; and how bullying affects the establishment of
future peer relationships through which these individuals integrate into social communities in
later life. The chapter concludes by discussing the impact that supportive peer relationships have
for an individual who has been engaged in bullying. The significance of the social cognitive
processes in which individuals ma
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