What, me ashamed? Shame management and school bullying

Eliza Ahmed, Valerie Braithwaite

    Research output: Contribution to journalArticle


    This study focuses on the prediction of self-initiated bullying from family, school, personality, and shame management variables. Reintegrative shaming theory provided a theoretical framework for data gathered from students (n = 1,401) and their parents (n = 978). To test the importance of shame management in relation to bullying, the MOSS-SASD instrument (Management Of Shame State-Shame Acknowledgment and Shame Displacement) was developed. Bullying was related to a child's unacknowledged shame and its displacement to other-directed blame and anger. The results of path analysis indicated that shame management partially mediated the effects of family, school, and personality variables on bullying. The implications of these findings for creating a safer school environment are discussed.
    Original languageEnglish
    Pages (from-to)269-294
    JournalJournal of Research in Crime and Delinquency
    Issue number3
    Publication statusPublished - 2004


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