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Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies

Published online by Cambridge University Press:  23 February 2012

Elijah Nathan ,
Stephen Houghton ,
Carol Tan  and
Annemaree Carroll
Elijah Nathan
Affiliation:
The University of Western Australia, Australia.
Stephen Houghton*
Affiliation:
The University of Western Australia, Australia. stephen.houghton@uwa.edu.au
Carol Tan
Affiliation:
National Institute of Education, Nanyang Technological University, Singapore.
Annemaree Carroll
Affiliation:
The University of Queensland, Australia.
*
*Address for Correspondence: Professor Stephen Houghton, Centre for Child and Adolescent Related Disorders, The University of Western Australia, Crawley, Perth, WA 6009, Australia.
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Abstract

Aim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.

Keywords

bullyingchildrenreputationssocial identity
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 21 , Issue 1 , January 2011 , pp. 33 - 48
Copyright
Copyright © Cambridge University Press 2011

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