Conflict of interest statement: No conflicts declared.
1469-7610/asset/olbannerleft.gif?v=1&s=7a4e63d6dfd960c8d29d18644901a658094fdbb5)
1469-7610/asset/JCPP_right.gif?v=1&s=7a81eb939a25835e8ca9a0b60298044756a0aeb2)
Genetic and environmental influences on victims, bullies and bully-victims in childhood
Article first published online: 20 DEC 2007
DOI: 10.1111/j.1469-7610.2007.01821.x
Additional Information
How to Cite
Ball, H. A., Arseneault, L., Taylor, A., Maughan, B., Caspi, A. and Moffitt, T. E. (2008), Genetic and environmental influences on victims, bullies and bully-victims in childhood. Journal of Child Psychology and Psychiatry, 49: 104–112. doi: 10.1111/j.1469-7610.2007.01821.x
Publication History
- Issue published online: 20 DEC 2007
- Article first published online: 20 DEC 2007
- Manuscript accepted 29 June 2007
- Abstract
- Article
- References
- Cited By
Keywords:
- Bullying;
- behavioural genetics;
- epidemiology;
- environmental influences;
- peer relationships;
- twins
Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental influences on these social roles.
Method: Mother and teacher reports of victimisation and bullying were collected in a nationally representative cohort of 1,116 families with 10-year-old twins. Model-fitting was used to examine the relative influence of genetics and environments on the liability to be a victim, a bully or a bully-victim.
Results: Twelve percent of children were severely bullied as victims, 13% were frequent bullies, and 2.5% were heavily involved as bully-victims. Genetic factors accounted for 73% of the variation in victimisation and 61% of the variation in bullying, with the remainder explained by environmental factors not shared between the twins. The covariation between victim and bully roles (r = .25), which characterises bully-victims, was accounted for by genetic factors only. Some genetic factors influenced both victimisation and bullying, although there were also genetic factors specific to each social role.
Conclusions: Children's genetic endowments, as well as their surrounding environments, influence which children become victims, bullies and bully-victims. Future research identifying mediating characteristics that link the genetic and environmental influences to these social roles could provide targets for intervention.
