Abstract
A significant proportion of children are bullied or bully others in schools. The problem of bullying can lead to severe immediate and long-term negative consequences for all involved in the situation. Intervention studies have shown that levels of bullying can be reduced, but not eradicated from schools. This may be because bullying behaviour has its origins in parenting as well as in the school environment. Little work has yet been done directly in this area. However, several studies in Europe, Australia and the US have now linked violent behaviour and harsh discipline in parents with bullying behaviour, and overprotectiveness in parents with victimization. Complexities are also emerging regarding the roles of bullying behaviour, including bully/victims whose parenting may be particularly dysfunctional; in differences between boys and girls; and in the different developmental pathways to bullying, and victimization. These issues are discussed in the light of recent developments in attachment theory. Relevant research is reviewed, emerging themes suggested and implications for practitioners are outlined.
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