# How do we identify potential perpetrators of indirect bullying and how do we help them? A review of the characteristics that are associated with perpetration and can be targeted through prevention and intervention

## TL;DR

This paper reviews traits linked to indirect bullying in older children and suggests targeted strategies for prevention and intervention.

## Contribution

The paper identifies intrapersonal factors for indirect bullying and proposes targeted prevention strategies beyond general programs.

## Key findings

- Antibullying interventions are modestly effective only for students in grades 7 or below.
- Relational and social aggression is more common in middle school and above.
- Cognitive and psychosocial factors can predict indirect bullying behaviors.

## Abstract

Identifying those who are likely to become perpetrators of bullying may help direct prevention strategies to those who are most at risk of engaging in peer victimization. Meta-analyses have suggested that antibullying interventions are modestly effective only for students in grades 7 or below. Such interventions are typically Tier I programs of a multi-tiered system of support provided to all students. Some research has examined the cognitive and psychosocial predictors of a type of bullying, relational and social aggression, most often used by those in middle school or above, with limited ability of various cognitive profiles to predict perpetration behaviors. Therefore, this article explores which intrapersonal factors, both cognitive and psychosocial, signify increased susceptibility to perpetrating relational and social aggression from middle childhood through adolescence, as a means of developing targeted preventive strategies for this population. A review of existing interventions for indirect bullying is provided, and recommendations are made for additional strategies for addressing these behaviors through Tier II and III efforts.