Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

who are victimized themselves), and nonbully/nonvictims or bystanders (e.g., children who are
not directly involved) (Conners-Burrow et al., 2009; Olweus, 2001a). Children who are
identified as members of these four classifications exhibit general but distinct differences.
Bully (Also known as Proactive Aggressors)
Children identified as bullies demonstrate aggressive behavior that is dominant and
deliberate (also termed proactive) (K. A. Dodge, Lochman, Harnish, Bates, & Petitit, 1997;
Schwartz et al., 2002; Unnever, 2005). The aggression displayed by bullies reflects a controlled
behavior that is oriented toward achieving instrumental outcomes (Crick & Dodge, 1996).
Bullies are rarely targeted by peers (Olweus, 1978). Bullies who are proactive are not
characterized by impulsive and emotionally-charged behavior of aggressive victims, but rather,
use aggression as an efficacious strategy for achieving social goals and instrumental objectives
(Perry, Perry, & Kennedy, 1992). Unlike children who are victimized, bullies are typically
accepted by peers (Demaray & Malecki, 2003; T. Nansel et al., 2001a). Cross-national data show
that bullies report having positive relationships with classmates similar to children who are not
involved in bullying (T. Nansel, W., Overpeck, Saluja, & Ruan, 2004).
Victim
In this study, the term “victim” refers to children who are the targets of bully behaviors.
Children who are victimized by peers exhibit more internalizing behaviors, such as being quiet or
withdrawn, depressed, and anxious (Craig, 1998; Schwartz et al., 1998). Victims are less socially
accepted by their peers than children in the other bully groups and are more isolated than other
children (Veenstra et al., 2005). In particular, victims tend to be rejected by peers (Salmivalli et al.,
1996), have few friends, and are lonely and unhappy at school (T. Nansel et al., 2001a).
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