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The present study examined the perceptions of the frequency and importance of social support for students classified as bullies, victims, bully-victims, and comparison students (nonbully/nonvictim). The sample included 499 sixth-through eighth-grade students from a predominantly Hispanic urban middle school. Students completed an anonymous survey that included 18 questions on both the receipt and provision of bullying behavior and were categorized into four groups (bully, victim, bully/victim, and comparison). Perceptions of both the frequency and importance of social support from parents, teachers, classmates, close friends, and the school were assessed via the Child and Adolescent Social Support Scale—Revised (CASSS-R; Malecki, Demaray, (b) investigate differences in the frequency and importance ratings of perceived social support by bully status (bully, victim, bully/victim, and comparison); and (c) investigate what sources of support were most related to victim, bully, bully/victim, and comparison students' scores. Significant differences were found among the four groups on both the frequency and importance of total social support and support from the various sources. Results and implications are discussed.
Demaray et al. (Mon,) studied this question.