Although research has suggested that youth involved in bullying as victims, perpetrators, or both are at risk for negative outcomes, less work has investigated different patterns in how youth are involved in bullying with consideration for both the role (i.e., victimization and perpetration) as well as type of behaviors experienced (i.e., cyber, verbal, relational, and physical). Using Latent Class Analysis (LCA), the current study investigated patterns of bullying involvement with a sample of 799 middle school students. Results indicated that five classes of bully-involved youth emerged, including a (a) not involved class, (b) traditional bully victim class, (c) verbal bully-victim class, (d) traditional victim-only class, and (e) cyber bully-victim class. Notably, the bully-involved groups demonstrated significantly more internalizing, externalizing, and school related problems than youth not involved in bullying. Implications regarding identification of youth at risk for social and emotional challenges and intervention planning for bully involved youth are discussed.

尽管研究表明青年作为受害者、肇事者或两者兼有欺凌行为，都面临着负面结果的风险，但很少有工作调查青年人如何参与欺凌的不同模式，同时考虑两种角色（即，受害和施暴）作为以及所经历的行为类型（即网络、语言、关系和身体）。目前的研究使用潜在类别分析 (LCA)，调查了 799 名中学生的欺凌行为模式。结果表明，出现了五类欺凌青少年，包括（a）不参与班，（b）传统欺凌受害者班，（c）言语欺凌受害者班，（d）传统受害者班，以及（e ) 网络欺凌受害者类。值得注意的是，欺凌卷入的群体表现出明显更加内化，外化，和学校相关的问题比青少年没有参与欺凌。讨论了识别有社会和情感挑战风险的青少年以及对涉及欺凌的青少年的干预计划的影响。