If, When, and Why Adolescent Bullying Is Adaptive
Bibliographic record
Abstract
Abstract Adolescent bullying appears to be a cross-cultural, worldwide phenomenon. A substantial literature has addressed this phenomenon due to the important implications bullying presents for adolescents. The ubiquity of bullying, along with its heritability, suggests the possibility that some bullying may be the result of evolved adaptations. Unfortunately, the bullying literature has failed to formally examine this possibility in depth. The current chapter is an effort to redress this situation as we look at if, when, and why adolescent bullying is adaptive. We find significant evidence for the functionality of modern bullying and the absence of psychopathologies typically associated with maladaptive development, supporting the claim that bullying may be an evolved adaptation. Evidence from hunter-gatherers and historical data further support this claim. We examine the individual differences, contextual factors, and developmental pathways that may lead to bullying being an important, functional, adaptive behavior among adolescents. We end the chapter with a discussion of the implications an adaptive view of bullying has for intervention, research, and adolescents.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".