Citation

Ireland JL, Ireland CA. Leg. Crim. Psychol. 2003; 8(2): 159-173.

Copyright

(Copyright © 2003, British Psychological Society, Publisher John Wiley and Sons)

DOI

10.1348/135532503322362942

PMID

unavailable

Abstract

Purpose. The main aim of the present study was to explore how offenders define bullying and how this relates to school-based definitions, with a subsidiary aim of exploring age differences.Methods. The sample was selected from two separate prisons in the UK housing male offenders (one adult prison and one housing both young and juvenile offenders) and consisted of 322 offenders (127 adults, 95 young offenders and 100 juveniles). Offenders were asked to complete a questionnaire designed to assess their perceptions of bullying, including an assessment of what types of behaviours made up bullying based on the Direct and Indirect Prisoner Behaviour Checklist (DIPC©: Ireland, 1999).Results. Differences were found between school-based definitions and those applied by offenders. In particular, offenders reported that a single act of aggression could be considered bullying and that there was not always an imbalance of power between the bully and the victim. Victims were often seen to provoke bullies. Bullies were not always respected by their peers and one-quarter of offenders felt that the term 'bullying' was a 'childish' one. Offenders reported a range of discrete aggressive behaviours, both direct and indirect in nature, which could be considered to be bullying. Indirect behaviours were reported as bullying less frequently than direct behaviours.Conclusions. The study demonstrated how school-based definitions of bullying do not readily apply to offenders and the findings are discussed in relation to the specific population and environment under study.

Language: en