Social cognition and moral cognition in bullying: What's ... - DPSS

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Menesini et al., 1999; Menesini et al., 2003). Regarding this aspect, as suggested by a reviewer, it could be interesting to collect information about the relations between bullying, familial socialization and moral climate at home and at school. In contrast, defenders’ high moral sensibility and empathic reactivity, already found in other studies (Menesini et al., 2003; Gini & Carli, 2003), may be one of the basic motivations for prosocial behavior, frequently shown by these children towards their victimized mates. These motivations are very important and must be taken into account during the implementation of intervention programs in schools (Cowie, 2000; Cowie, Naylor, Talamelli, Chauhan, & Smith, 2002). However, the fact that the ability to help other peers requires several interpersonal competencies, that young children do not necessarily possess, needs to be considered. In conclusion, the results presented in this paper have several potential implications for future research. On the one hand, our results draw attention to the importance of studying the role of social cognitive competencies in the complex circle of behaviors, attitudes and expectations upon which school bullying phenomenon is based. On the other hand, the relevance of adopting a more fine-grained classification of roles in the study of bullying behavior was confirmed. A possible limitation in the interpretation of our results was the fact that we did not consider the bully-victim group, that is those children who frequently assume both kinds of role, acting as a bully and being victimized as well (e.g., Boulton & Smith, 1994; Olweus, 1993). Several authors stressed the relevance of this group of pupils, also called aggressive-victims (Perry et al., 1988; Schwartz, 2000), in the study of aggressive problems. Moreover, these children have been consistently described as lacking social- 26
emotional abilities, having psychosocial impairments and a wide range of other problems (e.g., Besag, 1989). A methodological difficulty in the study of these pupils is that it is not always simple to clearly identify bully-victims as a distinct group. Despite this complication, future research in this field will necessarily need to study the social- cognitive and moral characteristics of this particular group of children, and to compare their level of cognitive and emotional understanding with that of “pure” bullies and victims. References Almeida, A., del Barrio, C., Marques, M., Gutierrez, H., & van der Meulen, K. (2001). Scan-bullying: A script-cartoon narrative to assess cognitions, emotions and coping strategies in bullying situations. In M Martinez. (Ed.), Prevention and control of aggression and the impact on its victims (pp. 161 – 168). New York: Kluwer Academic/Plenum Pub. Arsenio, W. F. (1988). Children's conceptions of the situational affective consequences of sociomoral events. Child Development, 58, 1611-1622. Arsenio, W. F., & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, emotion processes and social competence. Social Development, 10, 59-73. Atlas, R. S., & Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92, 86-97. Bacchini, D., Amodeo, A. L., Ciardi, A., Valerio, P., & Vitelli, R. (1998). La relazione vittima-prepotente: stabilità del fenomeno e ricorso a meccanismi di disimpegno 27
Page 1 and 2: Social cognition and moral cognitio
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Page 5 and 6: mind task). The relevance of these
Page 7 and 8: eal conduct, which may not necessar
Page 9 and 10: Quite recently, the “traditional
Page 11 and 12: emotion as an expression of what is
Page 13 and 14: divided into six scales, which refe
Page 15 and 16: emotions (happiness, sadness, anger
Page 17 and 18: especially for younger children. Th
Page 19 and 20: in which the reference to mental st
Page 21 and 22: level of moral disengagement than b
Page 23 and 24: not suggest a direct application of
Page 25: that is their thoughts, beliefs and
Page 29 and 30: Boulton, M., & Smith, P. K. (1994).
Page 31 and 32: Gini, G., Albiero, P., & Benelli, B
Page 33 and 34: Kaukiainen, A., Björkqvist, K., Ö
Page 35 and 36: Sharp, S., & Smith, P. K. (1994). T
Page 37 and 38: Table I. Distribution of Participan
Page 39 and 40: Table III. Participant Roles and me
Page 41: Figure 1. Participant Roles and Mor

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