Social cognition and moral cognition in bullying: What's wrong?

摘要

Two different models have been proposed that describe the bully alternatively as a child lacking in social skills [Crick and Dodge, 19941, or as a cold manipulative individual, who leads gangs to achieve personal goals [Sutton et al., 1999a]. The present study examined the performance of 204 8-11-year-olds in a set of stories that assessed understanding of cognitions and emotions, in relation to their Participant Role in bullying. Moreover, children's understanding of moral emotions and proneness to moral disengagement was assessed. Victims showed some difficulties in the social cognition task, whereas bullies did not. Aggressive children, instead, were found to be more ready to show moral disengagement mechanisms, whereas defenders showed higher levels of moral sensibility. Results are discussed in relation to the two models, and the need for further research into empathy and moral cognition of children involved in bullying episodes is highlighted.