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Counseling Psychology and Psychotherapy

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2075-3470

ISSN (online): 2311-9446

DOI: http://dx.doi.org/10.17759/cpp

License: CC BY-NC 4.0

Started in 1992

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Parent-child relationships as a factor of school bullying

Volikova S.V., Ph.D. in Psychology, Assistant professor at the Clinical psychology and psychotherapy chair, Moscow State University of Psychology and Education, Moscow, Russia, psylab2006@yandex.ru
Kalinkina E.A., Graduate of the Department of Clinical Psychology and Psychotherapy of the Faculty of Consultative and Clinical Psychology, Moscow City University of Psychology and Education, Moscow, Russia, e.kalinkina@list.ru
Abstract
The results present examination of schoolchildren of V—VIII grades from three Moscow schools. Regular or occasional bullying is experienced by more than 13% of participating children. Victims of bullying are more susceptible to verbal aggression from their peers. Appearance, behaviour, nationality, school achievements, — the factors that distinct the victims from their peers, — all may be a reason for bullying. Victims exhibit passive behaviours in bullying situations (try to ignore the situation, don’t tell about it, don’t seek for help, afraid of making the situation worse). Victims exhibit higher levels of depression, anxiety, more suicidal thoughts. The families of victims exhibit more problems in within-family communication, more formal control and critics toward children. Their mothers are less involved in the life of the kids and are less supportive.

Keywords: school bullying, pupils, depression, anxiety, suicidal thoughts, family, parent-child relationship, parental control, parental criticism

Column: Modern childhood: aggression, rejection and autoaggression

DOI: http://dx.doi.org/10.17759/cpp.2015230409

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