Bullying starts at home (Patterson,

Bullying starts at home (Patterson, 1982, 1986). Children learn to be aggressive towards
others, especially those who are less powerful than them, by watching the daily
interactions of their family members. Parents who are stressed because of financial or
other marital/personal problems tend to have poor communication with their children,
to be hostile or distant and to use extreme practices in their attempt to enforce
discipline. Research shows that parenting techniques, particularly harsh and
inconsistent punishment, often lead to child aggression (Loeber & Stouthamer-Loeber,
1986). Victimization is also related to family characteristics.There is evidence suggesting that children who experience victimization problems are more likely than
non-victimized peers to come from families with histories of child abuse, poor
attachment and poorly managed conflict (Perry, Perry, & Kennedy, 1992).
Patterson, Reid, and Dishion (1992) go as far as to claim that members in certain
families directly train children to perform antisocial activities by being non-contingent in
their use of both positive reinforcement for prosocial behaviour and effective
punishment for undesirable conduct. These researchers describe how parents and
siblings actually reinforce negative behaviour by attending, laughing or approving this
behaviour, while ignoring positive behaviour when it is exhibited. Analysing coercive
chains between children, mothers and siblings, Loeber and Tengs (1986) concluded that
aggressive children operate in a social environment that is characterized by frequent
attacks by most family members. Mothers of aggressive children tended not to follow-up
on their intervention when aggression continued; they were inconsistent in their
intervention and less effective in curtailing conflict once it occurred.
Even though there are a few studies that link bullying with personality and
neuropsychological disorders (Coolidge, DenBoer, & Segal, 2004), most researchers
agree that this type of behaviour is mostly related with social variables, and specifically
with the family background of the aggressor. Connolly and O’Moore (2003), for
example, have identified factors such as the father’s absence (physical or psychological),
the presence of a depressive mother and incidents of domestic violence as factors
enhancing bullying behaviour in children. Many researchers mention maternal
behaviour and particularly overprotection as a correlate of victimization (Besag, 1989;
Perren & Hornung, 2005). Victims perceive their family as controlling and their parents
as overprotective (Stevens, De Bourdeaudhuij, & Van Oost, 2002). However, parental
involvement that is not perceived by the child as overprotection is negatively related
with bullying behaviour (Flouri & Buchanan, 2003).
Some authors suggest that the child’s gender is a significant variable in determining
involvement in victimization. Specifically, Finnegan, Hodges, and Perry (1998) suggest
that parenting hinders the development of gender-linked competences and results in
victimization. Their study showed that for boys, victimization was associated with
perceived maternal overprotectiveness, while for girls, the same variable was associated
with perceived maternal rejection. Similarly, Rigby (1993) showed that victimized girls
reported a negative relationship with their mothers, perceiving them as more critical,
bossy and sarcastic. Furthermore, the family encourages less autonomy in victimized
girls than boys (Rican, Klicperova, & Koucka, 1993). In addition, Nigg and Hinshaw
(1998) found that overt antisocial behaviours in boys were associated with maternal
neuroticism.
Other studies have shown that delinquent behaviour is associated with parental
rejection, weak parental supervision and inadequate involvement with the child
(Cernkovich & Giordano, 1987). As Hagan and McCarthy (1997) comment, parents who
pay attention to their children, supervise them closely and expect them to succeed are
instrumental in reducing the aggressive behaviour both within the family and outside.
Regarding parental style (Baumrind, 1991), research shows that permissive parental
behaviour (high responsiveness and low control) best predicts the experience of
victimization by the child, while the authoritarian parental style (low responsiveness
and high control) best predicts bullying behaviour (Baldry & Farrington, 2000;
Kaufmann et al., 2000). In contrast, Bowers, Smith, and Binney (1994) found victimized
children to perceive their parents as overprotective. Children who bully their peers are
more likely to come from families where parents use authoritarian, harsh and punitive

Hasil (Bahasa Indonesia) 1:

Bullying dimulai di rumah (Patterson, 1982, 1986). Anak-anak belajar untuk menjadi agresif terhadaporang lain, terutama mereka yang kurang kuat daripada mereka, dengan menonton harianinteraksi anggota keluarga mereka. Orangtua yang stres karena keuangan ataumasalah perkawinan/pribadi lainnya cenderung memiliki komunikasi yang buruk dengan anak-anak mereka,bermusuhan atau jauh dan menggunakan praktek-praktek yang ekstrim dalam upaya mereka untuk menegakkandisiplin. Penelitian menunjukkan bahwa orangtua teknik, sangat kasar danhukuman yang tidak konsisten, sering menyebabkan anak agresi (Loeber & Stouthamer-Loeber,1986). korban juga terkait dengan karakteristik keluarga. Ada bukti yang menunjukkan bahwa anak-anak yang mengalami masalah korban lebih mungkin daripadarekan-rekan korban bebas datang dari keluarga dengan sejarah pelecehan anak, miskinlampiran dan dikelola dengan buruk konflik (Perry, Perry, & Kennedy, 1992).Patterson, Reid dan Dishion (1992) pergi sejauh untuk mengklaim bahwa anggota tertentuKeluarga langsung melatih anak untuk melakukan kegiatan antisosial dengan menjadi bebas-kontingen dimereka menggunakan penguatan positif kedua untuk prosocial perilaku dan efektifhukuman untuk perilaku yang tidak diinginkan. Para peneliti ini menggambarkan bagaimana orang tua dansaudara memperkuat perilaku negatif dengan menghadiri, tertawa atau menyetujui iniperilaku, sementara mengabaikan perilaku positif ketika itu dipamerkan. Menganalisis koersifchains between children, mothers and siblings, Loeber and Tengs (1986) concluded thataggressive children operate in a social environment that is characterized by frequentattacks by most family members. Mothers of aggressive children tended not to follow-upon their intervention when aggression continued; they were inconsistent in theirintervention and less effective in curtailing conflict once it occurred.Even though there are a few studies that link bullying with personality andneuropsychological disorders (Coolidge, DenBoer, & Segal, 2004), most researchersagree that this type of behaviour is mostly related with social variables, and specificallywith the family background of the aggressor. Connolly and O’Moore (2003), forexample, have identified factors such as the father’s absence (physical or psychological),the presence of a depressive mother and incidents of domestic violence as factorsenhancing bullying behaviour in children. Many researchers mention maternalbehaviour and particularly overprotection as a correlate of victimization (Besag, 1989;Perren & Hornung, 2005). Victims perceive their family as controlling and their parentsas overprotective (Stevens, De Bourdeaudhuij, & Van Oost, 2002). However, parentalinvolvement that is not perceived by the child as overprotection is negatively relatedwith bullying behaviour (Flouri & Buchanan, 2003).Some authors suggest that the child’s gender is a significant variable in determininginvolvement in victimization. Specifically, Finnegan, Hodges, and Perry (1998) suggestthat parenting hinders the development of gender-linked competences and results invictimization. Their study showed that for boys, victimization was associated withperceived maternal overprotectiveness, while for girls, the same variable was associatedwith perceived maternal rejection. Similarly, Rigby (1993) showed that victimized girlsreported a negative relationship with their mothers, perceiving them as more critical,bossy and sarcastic. Furthermore, the family encourages less autonomy in victimizedgirls than boys (Rican, Klicperova, & Koucka, 1993). In addition, Nigg and Hinshaw(1998) found that overt antisocial behaviours in boys were associated with maternalneuroticism.Other studies have shown that delinquent behaviour is associated with parentalrejection, weak parental supervision and inadequate involvement with the child(Cernkovich & Giordano, 1987). As Hagan and McCarthy (1997) comment, parents whopay attention to their children, supervise them closely and expect them to succeed areinstrumental in reducing the aggressive behaviour both within the family and outside.Regarding parental style (Baumrind, 1991), research shows that permissive parentalbehaviour (high responsiveness and low control) best predicts the experience ofvictimization by the child, while the authoritarian parental style (low responsivenessand high control) best predicts bullying behaviour (Baldry & Farrington, 2000;Kaufmann et al., 2000). In contrast, Bowers, Smith, and Binney (1994) found victimizedchildren to perceive their parents as overprotective. Children who bully their peers aremore likely to come from families where parents use authoritarian, harsh and punitive