Source: (2006) Journal of Social Issues. 62(2): 371-392.
The adverse effects of school bullying and victimization have been well documented;
yet, there has been little theoretical development in understanding these
heterogeneous behavior patterns. This study integrates three theories that support
the practice of restorative justice in responding to school bullying: Scheff’s theory
of unacknowledged shame,Braithwaite’s reintegrative shaming theory; and Tyler’s
procedural justice theory. Specifically, the aim is to test the constructs of shame
management (shame acknowledgment and shame displacement) and group value
(pride, respect, and emotional group value) in explaining differences across four
bullying status groups: nonbully/nonvictim, victim, bully, bully/victim. The results
reveal different, but predictable, patterns of social and emotional disconnection
from school across these groups. The importance of being emotionally intelligent
when addressing bullying behaviors is discussed. (author’s abstract)
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