Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countries

Associations between callous-unemotional traits and various types of involvement in school bullying among adolescents in Taiwan

PURPOSE

This study examined associations between callous-unemotional (CU) traits and involvement in school bullying among 613 Taiwanese adolescents.

METHODS

CU traits were determined using the self-reported Chinese versions of the Inventory of Callous and Unemotional Traits (C-ICUT) and the School Bullying Experience Questionnaire (C-SBEQ). The study used logistic regression analysis to assess associations between CU traits and types of involvement in school bullying, with controls for the effect of age, sex, and residential background.

RESULTS

Higher levels of the callous trait were positively associated with greater risk of being a victim of physical bullying and belongings snatch, or a perpetrator of verbal, relational and physical bullying and belongings snatch. Higher levels of the unemotional trait were positively associated with greater risk of being a victim of verbal and relational bullying. The uncaring trait had no significant associations with any type of bullying involvement.

CONCLUSION

The role played by CU traits should, therefore, be examined when developing programs to detect and prevent school bullying.

Association between bullying and pediatric psychiatric hospitalizations

Objectives:

Bullying is a serious public health issue. We sought to demonstrate an association between bullying victimization and hospital admissions for acute psychiatric problems. We described the demographics and types of bullying in a sample of hospitalized patients in Staten Island, NY, and compared bullying victimization scores with psychiatric versus medical admissions.

Methods:

Patients in grades 3–12 were recruited from the Staten Island University Hospital Inpatient Pediatrics unit and emergency department. Patients completed the validated Olweus Bully/Victim Questionnaire (OBQ) was analyzed to formulate a report of bullying in our sample as well as a sub-score measurement of bullying victimization. Pediatric residents simultaneously documented whether the subject was a medical versus an in-patient psychiatry admission. Statistical analysis was performed to look for an association between the victimization sub-score and a psychiatric indication for admission.

Results:

A total of 185 surveys were analyzed. Peak bullying occurred in 7th and 8th grades. Demographics and types of bullying in our sample were described. A strong association between bullying victimization and hospitalization for in-patient psychiatry was demonstrated. Association between bullying victimization and suicidal ideation, psychiatry, and social work consults was also shown. Concern for an association between hospitalization for psychogenic illness and bullying victimization was also raised.

Conclusions:

There is a significant association between bullying victimization and psychiatric hospital admissions. This raises the specter of the serious consequences of bullying as it is the first study to prospectively link hospital admissions to bullying. Studies using a valid measure of psychogenic illness to look for an association with bullying victimization are needed.

Being a good or a just teacher: Which experiences of teachers' behavior can be more predictive of school bullying?

In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers' behavior toward them personally as being just, the less likely they were to report that they bullied others. The students' personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students' personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.

Bullying in School-aged Children in Iceland: A Cross-sectional Study

PURPOSE

We describe the frequency and variations in bullying among a representative national sample of school-age children and examine whether sociodemographic characteristics are associated with bullying.

DESIGN AND METHODS

This study is based on a cross-sectional school-based survey-the Icelandic contribution to the international research network Health Behaviour in School-aged Children (HBSC). The study population included all students in Iceland in grades 6, 8 and 10 (mean ages: 11, 13 and 15years, respectively) (participation rate: 84%; n=11,018). The students completed an anonymous standardized questionnaire administered in the classroom.

RESULTS

The self-reported frequency of being victimized by bullying at least 2-3 times every month was 5.5%. A younger age, speaking a foreign language at home, not living with one's parents, and living in a rural area, were all associated with higher frequencies of being bullied.

CONCLUSIONS

Despite efforts to reduce bullying in school, experiences of being victimized through bullying are still too common among Icelandic school-age children. Stakeholders and school health administrators should consider sociodemographic antecedents when planning interventions to reduce bullying at school.

Sensitivity to Peer Evaluation and Its Genetic and Environmental Determinants: Findings from a Population-Based Twin Study

Adolescents and young adults are highly focused on peer evaluation, but little is known about sources of their differential sensitivity. We examined to what extent sensitivity to peer evaluation is influenced by interacting environmental and genetic factors. A sample of 354 healthy adolescent twin pairs (n = 708) took part in a structured, laboratory task in which they were exposed to peer evaluation. The proportion of the variance in sensitivity to peer evaluation due to genetic and environmental factors was estimated, as was the association with specific a priori environmental risk factors. Differences in sensitivity to peer evaluation between adolescents were explained mainly by non-shared environmental influences. The results on shared environmental influences were not conclusive. No impact of latent genetic factors or gene-environment interactions was found. Adolescents with lower self-rated positions on the social ladder or who reported to have been bullied more severely showed significantly stronger responses to peer evaluation. Not genes, but subjective social status and past experience of being bullied seem to impact sensitivity to peer evaluation. This suggests that altered response to peer evaluation is the outcome of cumulative sensitization to social interactions.

Associations between a history of traumatic brain injuries and conduct disorder during youth in a population sample of Canadian adults

This study describes the association between history of traumatic brain injury (TBI) and childhood symptoms of conduct disorder (CD). Data were based on telephone interviews with 6048 respondents derived from the 2011-2013 cycles of a representative cross-sectional survey of adults aged 18+ years in Ontario, Canada. TBI was defined as loss of consciousness for at least 5min or overnight hospitalization due to injury symptoms. Symptoms of CD before 15 years of age were assessed using five items based on the DSM-IV. Adults who reported a history of TBI reported odds 3 times higher for possible CD before 15 years of age. Odds remained significant even when age, sex, marital status, income, and education were statistically controlled. The nature of this data precludes determining if TBI occurred before or following CD symptoms. Nonetheless, the co-occurrence of a history of TBI with symptoms of CD supports the recommendation that practitioners be vigilant in assessing the history of both CD and TBI when diagnosing and treating one of these conditions. These findings do not exclude the possibility that TBI during childhood or youth may be interfering with brain development and could co-occur with conduct behaviors in both the short and long term.

Systematic Review: Bullying Involvement of Children With and Without Chronic Physical Illness and/or Physical/Sensory Disability-a Meta-Analytic Comparison With Healthy/Nondisabled Peers

Objective

To compare levels of victimization and perpetration associated with bullying among children and adolescents with and without chronic physical illnesses and/or physical or sensory disabilities.

Methods

In total, 107 studies were identified using a systematic search in electronic databases and cross-referencing. A random-effects meta-analysis was computed.

Results

Children and adolescents with chronic physical illness or disability were more likely to be victims of bullying in general (odds ratio [OR] = 1.65), particularly physical bullying (OR = 1.47), relational bullying (OR = 1.47), verbal bullying (OR = 1.67), cyberbullying (OR = 1.39), and illness-specific teasing (OR = 5.29). They were also more likely to be bullies in general (OR = 1.28), as well physical (OR = 1.38) and relational bullies (OR = 1.13). The effect sizes varied across different illnesses and disabilities and, in part, by visibility of the disease, school type, and year of assessment.

Conclusions

Although most between-group differences tend to be small, some form of intervention is needed to reduce bullying among children and adolescents with chronic physical illnesses and/or physical or sensory disabilities, and illness-specific weight- and appearance-related teasing in particular.

How Early do Social Determinants of Health Begin to Operate? Results From the Fragile Families and Child Wellbeing Study

PURPOSE

From a life course perspective, important insights about how social determinants of health operate can be gained by analyzing the various forms that social climate can take in different life periods. For children, a critical aspect of social climate is exposure to bullying. Bullying can serve as a proxy for power imbalance and social exclusion analogous to adult social climate of discrimination and racism.

DESIGN AND METHODS

We used the Year 9 follow-up data of the Fragile Families and Child Wellbeing Study (N=3301) that, for the first time included interviews with the children. We drew on a national sample of children and their families, which allowed us to account for broader contextual variables and represented a broad range of geographic areas and schools. Multinomial logistic regression was used to estimate the effects of exposure to bullying on self-rated health among primarily 9- to 10-year-old children while controlling for socio-demographic and diagnosed health-conditions.

RESULTS

Both frequency and forms of bullying were positively associated with lower odds of reporting excellent, very good or good health. The effect of forms of bullying on children's self-rated health fell on a gradient. Subgroup analysis indicated a significant effect on self-rated health for children who experienced peer rejection but not for those who experienced physical aggression.

CONCLUSIONS

The results of the study provide new evidence that the harmful health consequences of power imbalance and discriminatory practices may extend to children in early development. It also accentuates the need to study social determinants of health from both an ecological/contextual and a developmental angle.

PRACTICE IMPLICATIONS

Echoing a plethora of nursing literature on the critical role of psycho-social pediatric care, this study further encourages pediatric nurses to expand their assessment and intervention priorities beyond a familial and developmental perspective, and to consider the evident physical health consequence of a child's overall social climate determinants.

Peer Victimization among Classmates-Associations with Students' Internalizing Problems, Self-Esteem, and Life Satisfaction

Bullying is a major problem in schools and a large number of studies have demonstrated that victims have a high excess risk of poor mental health. It may however also affect those who are not directly victimized by peers. The present study investigates whether peer victimization among classmates is linked to internalizing problems, self-esteem, and life satisfaction at the individual level, when the student’s own victimization has been taken into account. The data were derived from the first wave of the Swedish part of Youth in Europe Study (YES!), including information on 4319 students in grade 8 (14–15 years of age) distributed across 242 classes. Results from multilevel analyses show a significant association between classes with a high proportion of students being victimized and higher levels of internalizing problems, lower self-esteem, and lower life satisfaction at the student level. This association holds when the student’s own victimization has been taken into account. This suggests that peer victimization negatively affects those who are directly exposed, as well as their classmates. We conclude that efficient methods and interventions to reduce bullying in school are likely to benefit not only those who are victimized, but all students.

Stigma and Health-Related Quality of Life in Sexual Minorities

INTRODUCTION

Stigma against sexual minorities is well documented, but its long-term consequences for health-related quality of life (HRQL) are unknown. This study examined stigma-related predictors of sexual orientation disparities in HRQL and their contribution to young adult HRQL disparities.

METHODS

In 2013, participants (N=7,304, aged 18-31 years) reported sexual orientation (completely heterosexual [CH], mostly heterosexual, bisexual, and lesbian/gay). The EQ5D-5L, preference weighted for the U.S. population, was used to assess HRQL (range, -0.109 [worse than dead] to 1 [full health]). In prior waves conducted during adolescence, participants reported past-year bullying victimization (range, 1 [never] to 5 [several times/week]) and subjective social status (SSS) in their school (range, 1 [top] to 10 [bottom]). Analyses conducted in 2016 used longitudinal, multivariable linear and logistic regression to assess the contribution of bullying victimization and SSS in adolescence to sexual orientation disparities in HRQL in young adulthood, controlling for confounders and stratified by gender.

RESULTS

Compared with CHs, both female and male sexual minorities reported more bullying victimization and lower SSS in adolescence and lower HRQL in young adulthood (HRQL score among women: mostly heterosexual, 0.878; bisexual, 0.839; lesbian, 0.848; CH, 0.913; HRQL score among men: mostly heterosexual, 0.877; bisexual, 0.882; gay, 0.890; CH, 0.925; all p-values <0.05). When bullying and SSS were added into multivariable models, orientation group effect estimates were attenuated substantially, suggesting bullying and lower SSS in adolescence partly explained HRQL disparities in young adulthood.

CONCLUSIONS

Stigma-related experiences in adolescence may have lasting adverse effects on sexual minority health in adulthood.

Psychosocial Maladjustment at Student and Classroom Level as Indicators of Peer Victimization

The purpose of this study was to examine the role of aggressive behavior, anxiety, and peer rejection as multilevel indicators of peer victimization. A cross-sectional sample of 1,115 Finnish 9th grade students nested in 76 classrooms (mean age 15 years) were used to conduct multilevel models. All forms of psychosocial maladjustment, as well as student family economy, were found to predict peer victimization within classrooms. In addition, classrooms with more aggressive behavior and a higher proportion of rejected students suffered more peer victimization, beyond compositional effects of aggressive and rejected students being victimized.

Association between the time perspective and type of involvement in bullying among adolescents: A cross-sectional study in Japan

AIM

To examine the association between the types of involvement in bullying and the time perspective among Japanese adolescents.

METHODS

A questionnaire was conducted among Japanese junior high school students at eight public schools that were located in two cities in Shizuoka Prefecture, Japan. Shirai's Experiential Time Perspective Scale was used, which comprises four subscales: goal-directedness, hopefulness, self-fulfillment, and acceptance of the past. An analysis of covariance was applied, with the time-perspective subscales as the objective variable, type of involvement in bullying as a fixed factor, and grade, family structure, and economic status as the covariates.

RESULTS

The analysis sample included 2630 adolescents (valid response rate: 88.6%). The bullying rate of the boys was 10.8% and 4.1% for the girls, for the male victims it was 10.1% and 14.5% for the female victims, and for both the bully and the victim, it was 8.5% and 5.4%, respectively. The students who were not involved in bullying had the highest scores of hopefulness, self-fulfillment, and acceptance of the past. For both sexes, bullying was significantly associated with hopefulness, self-fulfillment, and acceptance of the past. Goal-directedness was not associated with the type of involvement in bullying.

CONCLUSIONS

The victims of bullying had low time perspectives of hopefulness, self-fulfillment, and acceptance of the past. Providing support that increases hopefulness, self-fulfillment, and acceptance of the past might help to prevent pessimistic decision-making, such as that seen in cases of suicide.

School Bullying in Urban China: Prevalence and Correlation with School Climate

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention.

Survival of the Fittest and the Sexiest: Evolutionary Origins of Adolescent Bullying

The central idea of evolutionary psychology theory (EPT) is that species evolve to carry or exhibit certain traits/behaviors because these characteristics increase their ability to survive and reproduce. Proponents of EPT propose that bullying emerges from evolutionary development, providing an adaptive edge for gaining better sexual opportunities and physical protection, and promoting mental health. This study examines adolescent bullying behaviors via the lens of EPT. Questionnaires were administered to 135 adolescents, ages 13 to 16, from one secondary school in metro Vancouver, British Columbia. Participants were categorized into one of four groups (bullies, victims, bully/victims, or bystanders) according to their involvement in bullying interactions as measured by the Olweus Bully/Victim Questionnaire. Four dependent variables were examined: depression, self-esteem, social status, and social anxiety. Results indicate that bullies had the most positive scores on mental health measures and held the highest social rank in the school environment, with significant differences limited to comparisons between bullies and bully/victims. These results lend support to the hypothesis that youth bullying is derived from evolutionary development. Implications for approaching anti-bullying strategies in schools and directions for future studies are discussed.

"I Didn't Even Know You Cared About That Stuff": Youths' Perceptions of Health Care Provider Roles in Addressing Bullying

INTRODUCTION

Youth bullying is a critical public health problem, with those exposed to bullying at risk for development of serious sequelae lasting into adulthood. The purpose of this study was to explore youths' perceptions regarding the role that advanced practice nurses and physicians play in addressing bullying.

METHODS

A qualitative descriptive approach was used; focus groups were used to generate study data. Twenty-four adolescents participated in focus groups centered on exploring health care providers' roles in addressing bullying.

RESULTS

Three themes emerged through qualitative analysis: (a) Not sure that's part of their job, (b) That's way too personal, and (c) They couldn't help anyway. Participants described a very limited role for health care providers in addressing bullying.

DISCUSSION

Youths recognized a narrow role for health care providers in addressing bullying, characterizing bullying as a school- or-community-related issue rather than one influencing health.

Peer violence perpetration and victimization: Prevalence, associated factors and pathways among 1752 sixth grade boys and girls in schools in Pakistan

BACKGROUND

Child peer violence is a global problem and seriously impacts health and education. There are few research studies available in Pakistan, or South Asia. We describe the prevalence of peer violence, associations, and pathways between socio-economic status, school performance, gender attitudes and violence at home.

METHODS

1752 children were recruited into a cluster randomized controlled trial conducted on 40 fairly homogeneous public schools (20 for girls and 20 for boys), in Hyderabad, Pakistan. This was ranging from 20-65 children per school. All children were interviewed with questionnaires at baseline.

RESULTS

Few children had no experience of peer violence in the previous 4 weeks (21.7% of girls vs.7% of boys). Some were victims (28.6%, of girls vs. 17.9% of boys), some only perpetrated (3.3% of girls vs. 2.5%) but mostly they perpetrated and were victims (46.4%.of girls vs 72.6%. of boys). The girls' multivariable models showed that missing the last school day due to work, witnessing her father fight a man in the last month and having more patriarchal gender attitudes were associated with both experiencing violence and perpetration, while, hunger was associated with perpetration only. For boys, missing two or more days of school in the last month, poorer school performance and more patriarchal attitudes were associated with both victimization and perpetration. Witnessing father fight, was associated with peer violence perpetration for boys. These findings are additionally confirmed with structural models.

DISCUSSION

Peer violence in Pakistan is rooted in poverty and socialization of children, especially at home. A critical question is whether a school-based intervention can empower children to reduce their violence engagement in the context of poverty and social norms supportive of violence. In the political context of Pakistan, reducing all violence is essential and understanding the potential of schools as a platform for intervention is key.

Prospective associations between peer teasing in childhood and young men's obesity

OBJECTIVE

Being teased and otherwise victimised by peers during childhood increases risk for obesity. However, few prospective studies have considered whether risk extends to adulthood. We tested whether being teased in childhood predicted higher body mass index (BMI) and increased odds of obesity in early adulthood in a community sample of American males.

METHOD

Boys (n=206) were classified as victims of peer teasing or non-victims (n=55 and 151, respectively) based on mother, father, and teacher reports at ages 10-12 years. BMI was assessed at ages 24 or 32 years for 203 of the participants. Family income, parent and child depressive symptoms, child antisocial behaviour, and childhood BMI were assessed at ages 10-13 years and served as control variables.

RESULTS

In unadjusted comparisons, childhood victims did not differ significantly from non-victims on BMI (mean [SD]=27.49 [4.53] and 26.97 [4.60], respectively) or rates of obesity (42% and 31%, respectively) in early adulthood. In adjusted models, no group differences emerged for BMI (β [95% confidence interval (CI)]=.02 [-.09 to .13], p=.77) or obesity (odds ratio [95% CI]=1.58 [.67-3.71], p=.30).

CONCLUSIONS

Peer victimization has been associated with immediate and long-term maladjustment outcomes that are in some cases life threatening. However, our null results do not support that peer victimization significantly increases long-term risk for obesity, and findings are consistent with two other long-term prospective studies of this issue.

Bullying Behaviors among Macanese Adolescents-Association with Psychosocial Variables

Bullying is a widespread public health problem among school students. Using a large sample of Macanese school adolescents, the present study examines psychosocial conditions and demographic characteristics in discriminating the following four subgroups of students: victims; bullies; bully-victims; and a comparison group of adolescents. Participants included 2288 adolescents from 13 primary and secondary schools in Macau whose ages ranged from 10 to 20 years. Statistical results revealed significant differences among the groups and indicated that adolescents who are involved in school bullying experience worse psychosocial adjustment. Specifically, among the four subgroups of students, bully-victims reported the strongest feelings of anxiety, depression, and negative affectivity, and expressed the lowest satisfaction with life. Compared with students who were not involved in bullying and victimization, bullies experienced more anxiety and depression and victims had lower levels of satisfaction with life. In addition, boys were more likely to engage in bullying behaviors and younger students had a greater probability of being victimized by their peers at school. Implications for future research and practice on bullying perpetration and the prevention of peer victimization are discussed.

Bullying, its effects on attitude towards class attendance and the contribution of physical and dentofacial features among adolescents in Northern Nigeria

Background Bullying is a worldwide problem with varying consequences. Victims of school bullying may be targeted for many reasons including their appearance. They may also fear school and have difficulties in concentration. Objective This study aimed to determine the prevalence of bullying amongst adolescents in Kano, Northern Nigeria, the contribution of physical features and the perceived effect of bullying on their academic performance and school attendance. Subjects and methods Eight hundred and thirty-five students aged between 12 years and 17 years from eight randomly selected secondary schools in Kano, Nigeria took part in this study. Data collection was by self-administered questionnaires and analysis was by SPSS version 17. Results The pupils' mean age and standard deviation was 14.79 + 1.53 years. There were more male and private school pupils with 55.1% and 62%, respectively. About 43% of respondents reported being victims of bullying while about 32% had bullied someone else. There was more bullying in public schools than in private schools (p-value = 0.003). However, there was no significant gender difference (p > 0.05). More bullied pupils hated being in or outside the classroom (p < 0.05). Similarly, significantly higher number of bullied pupils played truant than non-bullied (p < 0.001). One-fifth of the victims of bullying felt it had consequences on their academic performance. Bullies frequently targeted general physical and dento-facial appearance. Conclusion The prevalence of bullying was high among the sampled population especially within public schools. This also had a significant negative effect on the students' academic performance.

Subjective health complaints and exposure to peer victimization among disabled and non-disabled adolescents: A population-based study in Sweden

AIMS

To investigate subjective health complaints (SHCs) (psychological and somatic, respectively) among disabled and non-disabled adolescents, focusing on the impact of traditional bullying and cyber harassment, and furthermore to report psychological and somatic SHCs across different types of disability.

METHODS

Data from the public health survey of children and adolescents in Scania, Sweden, 2012 was used. A questionnaire was answered anonymously in school by 9791 students in the 9th grade (response rate 83%), and 7533 of these with valid answers on key questions were included in this study. Associations with daily SHCs were investigated by multi-adjusted logistic regression analyses.

RESULTS

Any disability was reported by 24.1% of boys and 22.0% of girls. Disabled students were more exposed to cyber harassment (boys: 20.0%; girls: 28.2%) than non-disabled peers (boys: 11.8%; girls: 18.1%). Exposure to traditional bullying showed the same pattern but with a lower prevalence. Disabled students had around doubled odds of both daily psychological SHCs and daily somatic SHCs in the fully adjusted models. In general, the odds increased with exposure to cyber harassment or traditional bullying and the highest odds were seen among disabled students exposed to both cyber harassment and traditional bullying. Students with ADHD/ADD had the highest odds of daily psychological SHCs as well as exposure to traditional bullying across six disability types.

CONCLUSIONS

Disabled adolescents report poorer health and are more exposed to both traditional bullying and cyber harassment. This public health issue needs more attention in schools and in society in general.

Associations of Timing of Sexual Orientation Developmental Milestones and Other Sexual Minority Stressors with Internalizing Mental Health Symptoms Among Sexual Minority Young Adults

Sexual minorities (mostly heterosexual, bisexual, lesbian/gay) are more likely than heterosexuals to have adverse mental health, which may be related to minority stress. We used longitudinal data from 1461 sexual minority women and men, aged 22-30 years, from Wave 2010 of the Growing Up Today Study, to examine associations between sexual minority stressors and mental health. We hypothesized that sexual minority stressors (earlier timing of sexual orientation developmental milestones categorized into early adolescence, middle adolescence, late adolescence/young adulthood; greater sexual orientation mobility; more bullying victimization) would be positively associated with mental health outcomes (depressive and anxious symptoms). Linear regression models stratified by gender and sexual orientation were fit via generalized estimating equations and controlled for age and race/ethnicity. Models were fit for each stressor predicting each mental health outcome. Reaching sexual minority milestones in early versus middle adolescence was associated with greater depressive and anxious symptoms among lesbians and gay men. Reaching sexual minority milestones in late adolescence/young adulthood versus middle adolescence was associated with greater depressive symptoms among lesbians, but fewer depressive and anxious symptoms among gay men. Greater sexual orientation mobility was associated with greater depressive symptoms among mostly heterosexual women. More bullying victimization was associated with greater depressive symptoms among bisexual women and with greater anxious symptoms among mostly heterosexual women. Sexual minority stressors are associated with adverse mental health among some sexual minority young adults. More research is needed to understand what may be protecting some subgroups from the mental health effects of sexual minority stressors.

'Talkin' 'Bout My Generation': Using a Mixed-Methods Approach to Explore Changes in Adolescent Well-Being across Several European Countries

The promotion of positive mental health is a becoming priority worldwide. Despite all the efforts invested in preventive and curative work, it is estimated that one in four persons will experience a mental health condition at some point in their lives. Even more worrying is the fact that up to a half of all mental health problems have their onset before the age of 14. Recent statistics (national and international surveys, meta-analyses, international reports) point out to the fact that child and adolescent mental health problems are on the rise. The present study will try to corroborate these results and further explore their meaning, by employing a sequential mixed methods research design (quantitative-qualitative). The quantitative part will analyze time trends using Health Behaviors in School-aged Children data (four survey cycles: 2002, 2006, 2010, 2014) on mental well-being from four European countries (the Czechia, Germany, Italy, and United Kingdom). The qualitative part will rely on focus groups to explore the perspectives of 13- and 15-year-old boys and girls on gender differences and on the changes in adolescent mental well-being over time, as well as measures through which these issues could be addressed. Thematic analysis will be employed to analyze qualitative data. The results of this study could make a major contribution to our understanding of the current trends in adolescent mental well-being, as well as the ways in which existing data could be linked to international and national health policies.

Young men's suicidal behavior, depression, crime, and substance use risks linked to childhood teasing

The consequences in adulthood of bullying, teasing, and other peer victimization experiences in childhood rarely have been considered in prospective studies. Studies of peer victimization are mixed regarding whether negative outcomes are explained by pre-existing child vulnerabilities. Furthermore, replication of prior studies with broader definitions and other methods and demographic groups is needed. Based on mother, father, and teacher reports at ages 10-12 years, we classified American boys (n=206) from higher delinquency neighborhoods as perpetrators of teasing, victims, perpetrator-victims, or uninvolved (n=26, 35, 29, and 116, respectively). Family income, parent and child depressive symptoms, and child antisocial behavior served as controls. Boys were assessed to age 34 years for suicide-attempt history (including death) and adult (ages 20-32 years) suicidal ideation, depressive symptoms, alcohol use, patterned tobacco and illicit drug use, and arrest. Relative to uninvolved boys, means or odds were higher for: suicide attempt among perpetrator-victims; all three groups for depressive symptoms and clinically significant symptoms; arrest for perpetrators and perpetrator-victims; number of arrests and violent arrest among perpetrator-victims; and patterned tobacco use among perpetrators and perpetrator-victims. With childhood vulnerabilities controlled, however, odds remained higher only for suicide attempt among perpetrator-victims, and criminal arrest and patterned tobacco use among perpetrators. Overall, childhood involvement in teasing predicted serious adverse outcomes in adulthood, in some cases beyond childhood risks. Programs that prevent peer victimization and identify already involved individuals for additional services may have positive impacts on the diverse public health problems of suicide, crime, depression, and tobacco use.

Does psychological functioning mediate the relationship between bullying involvement and weight loss preoccupation in adolescents? A two-stage cross-sectional study

Background

Adolescent bullying is associated with a range of adversities for those who are bullied i.e., victims and bully-victims (e.g., those who bully others and get victimised), including reduced psychological functioning and eating disorder symptoms. Bullies are generally well-adjusted psychologically, but previous research suggests that bullies may also engage in problematic diet behaviours. This study investigates a) whether adolescents involved in bullying (bullies, victims, bully-victims) are at increased risk of weight loss preoccupation, b) whether psychological functioning mediates this relationship and c) whether sex is a key moderator.

Method

A two-stage design was used. In stage 1, adolescents (n = 2782) from five UK secondary schools were screened for bullying involvement using self and peer reports. In stage 2, a sample of bullies, victims, bully-victims and uninvolved adolescents (n = 767) completed a battery of assessments. The measures included the eating behaviours component of the Child and Adolescent Psychiatric Assessment, which was reduced to one factor (weight loss preoccupation) and used as the outcome variable. Measures of self-esteem, body-esteem and emotional problems were reduced to a latent (mediator) variable of psychological functioning. Multi-group analysis examined the effects of sex and all models were adjusted for covariates (BMI, pubertal stage, age, parental education and ethnicity).

Results

Bullies, victims and bully-victims were at increased risk of weight loss preoccupation compared to adolescents uninvolved in bullying. The mechanism by which bullying involvement related to increased weight loss preoccupation varied by bullying role: in bullies the effect was direct, in victims the effect was indirect (via reduced psychological functioning) and in bully-victims the effect was both direct and indirect. Sex significantly moderated the relationship in bullies: weight loss preoccupation was only statistically significant in bullies who were boys.

Conclusion

Bullying involvement during adolescence is associated with weight loss preoccupation. Bullies are likely driven by a desire to increase attractiveness and social status; whereas weight loss preoccupation in bullied adolescents may have maladaptive influences on diet and exercise behaviours due to its association with reduced psychological functioning. Future research should consider peer victimisation as a potential modifiable risk factor for reduced psychological functioning and weight loss preoccupation, which if targeted, may help to prevent maladaptive diet and exercise behaviours.

Electronic supplementary material

The online version of this article (doi:10.1186/s12966-017-0491-1) contains supplementary material, which is available to authorized users.

Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis

AIM

To identify health and psychosocial problems associated with bullying victimization and conduct a meta-analysis summarizing the causal evidence.

METHODS

A systematic review was conducted using PubMed, EMBASE, ERIC and PsycINFO electronic databases up to 28 February 2015. The study included published longitudinal and cross-sectional articles that examined health and psychosocial consequences of bullying victimization. All meta-analyses were based on quality-effects models. Evidence for causality was assessed using Bradford Hill criteria and the grading system developed by the World Cancer Research Fund.

RESULTS

Out of 317 articles assessed for eligibility, 165 satisfied the predetermined inclusion criteria for meta-analysis. Statistically significant associations were observed between bullying victimization and a wide range of adverse health and psychosocial problems. The evidence was strongest for causal associations between bullying victimization and mental health problems such as depression, anxiety, poor general health and suicidal ideation and behaviours. Probable causal associations existed between bullying victimization and tobacco and illicit drug use.

CONCLUSION

Strong evidence exists for a causal relationship between bullying victimization, mental health problems and substance use. Evidence also exists for associations between bullying victimization and other adverse health and psychosocial problems, however, there is insufficient evidence to conclude causality. The strong evidence that bullying victimization is causative of mental illness highlights the need for schools to implement effective interventions to address bullying behaviours.

Injuries, Violence, and Bullying Among Middle School Students in Oman

OBJECTIVES

Injuries account for a substantial proportion of the burden of disease in adolescents globally. This paper describes injury rates and associated exposures, and risk behaviors in Oman's 2010 Global School-based Student Health Survey (GSHS).

METHODS

This study used complex samples analysis to examine nationally-representative data from 1 606 students in grades eight, nine, and 10 who participated in the 2010 Oman GSHS.

RESULTS

In total, 34.0% of the students reported having at least one injury in the past year that caused at least one full day abscence from usual activities or required medical treatment. The most common injury type reported was a broken bone or dislocated joint. The most common injury cause was falling. Additionally, 38.4% of the students reported being bullied in the past month, 38.8% reported being physically attacked in the past year, and 47.6% reported being in physical fights. Both injured boys and girls reported experiencing significantly more bullying, fights, and attacks (odds ratio > 2) than their non-injured classmates, even though only 9.6% of injured students reported that their most serious injury in the past year was the result of an assault, and students reporting assaults did not have significantly higher odds of exposure to these types of peer violence. More than half of the bullied students reported that the most frequent type of peer victimization they experienced was being made fun of with sexual jokes, comments, or gestures. Sexual bullying was the most common type of bullying reported by girls and boys.

CONCLUSIONS

Promoting healthier peer relationships may help to reduce injuries in this age group as well as reducing the harmful effects of bullying.

Prevalence and Associated Factors of Peer Victimization (Bullying) among Grades 7 and 8 Middle School Students in Kuwait

Background. Peer victimization (bullying) is a universal phenomenon with detrimental effects. The aim of this study is to determine the prevalence and factors of bullying among grades 7 and 8 middle school students in Kuwait. Methods. The study is a cross-sectional study that includes a sample of 989 7th and 8th grade middle school students randomly selected from schools. The Revised Olweus Bully/Victim Questionnaire was used to measure different forms of bullying. After adjusting for confounding, logistic regression identified the significant associated factors related to bullying. Results. Prevalence of bullying was 30.2 with 95% CI 27.4 to 33.2% (3.5% bullies, 18.9% victims, 7.8% bully victims). Children with physical disabilities and one or both non-Kuwaiti parents or children with divorced/widowed parents were more prone to be victims. Most victims and bullies were found to be current smokers. Bullies were mostly in the fail/fair final school grade category, whereas victims performed better. The logistic regression showed that male gender (adjusted odds ration = 1.671, p = 0.004), grade 8 student (adjusted odds ratio = 1.650, p = 0.004), and student with physical disabilities (adjusted odds ratio = 1.675, p = 0.003), were independently associated with bullying behavior. Conclusions. There is a need for a school-wide professional intervention program and improvement in the students' adjustment to school environment to control bullying behavior.

The Meaningful Roles Intervention: An Evolutionary Approach to Reducing Bullying and Increasing Prosocial Behavior

Bullying is a problem that affects adolescents worldwide. Efforts to prevent bullying have been moderately successful at best, or iatrogenic at worst. We offer an explanation for this limited success by employing an evolutionary-psychological perspective to analyze antibullying interventions. We argue that bullying is a goal-directed behavior that is sensitive to benefits as well as costs, and that interventions must address these benefits. This perspective led us to develop a novel antibullying intervention, Meaningful Roles, which offers bullies prosocial alternatives-meaningful roles and responsibilities implemented through a school jobs program and reinforced through peer-to-peer praise notes-that effectively meet the same status goals as bullying behavior. We describe this new intervention and how its theoretical evolutionary roots may be applicable to other intervention programs.

Arab American Adolescents’ Perceived Stress and Bullying Experiences: A Qualitative Study

In 2012, 20% of high school students were bullied in the United States. Bullying is more prevalent among minority populations. Arab American adolescents receive little research attention and are described as the invisible population. This descriptive qualitative study was conducted with 10 Arab American adolescent bullying victims to describe their bullying experiences and related stress. In addition to being bullied because of health problems or social disadvantages, Arab American adolescents reported that they were bullied because of their ethnic/racial background and religious affiliation. Victims described high stress levels and anxiety which compromised their ability to function. They reported feeling sad, angry, overwhelmed, helpless, and hurt when they were bullied. They also lost control over their lives and self-confidence. Family and friends were sources of support but school administrators and teachers were not supportive. Implications for practice and future research were discussed.

Elementary School Nurses’ Perceptions of Student Bullying

The aim of this study was to assess elementary school nurses’ perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not being prepared to handle the problem (25%). Only 14% stated that there were no barriers to dealing with student bullying. School nurses believed that the most effective means to reduce school bullying were consistent discipline and improved supervision. However, these perceptions are not in line with current research, which indicates that the most effective method to reduce bullying is to create a whole-school atmosphere to prevent the problem from occurring.

Conditioned social dominance threat: observation of others' social dominance biases threat learning

Social groups are organized along dominance hierarchies, which determine how we respond to threats posed by dominant and subordinate others. The persuasive impact of these dominance threats on mental and physical well-being has been well described but it is unknown how dominance rank of others bias our experience and learning in the first place. We introduce a model of conditioned social dominance threat in humans, where the presence of a dominant other is paired with an aversive event. Participants first learned about the dominance rank of others by observing their dyadic confrontations. During subsequent fear learning, the dominant and subordinate others were equally predictive of an aversive consequence (mild electric shock) to the participant. In three separate experiments, we show that participants' eye-blink startle responses and amygdala reactivity adaptively tracked dominance of others during observation of confrontation. Importantly, during fear learning dominant vs subordinate others elicited stronger and more persistent learned threat responses as measured by physiological arousal and amygdala activity. Our results characterize the neural basis of learning through observing conflicts between others, and how this affects subsequent learning through direct, personal experiences.

Calidad de vida percibida por los escolares con sobrepeso y obesidad, de sectores populares de Medellín, Colombia

Obesity in children affects physical-and mental health and can develop anxiety, depression, as well as other disorders. The objective was to evaluate the Health-Related Quality of Live (HRQOL) in schoolchildren, according to the nutritional status, and to compare our results with those of the European Union. A cross-sectional study was conducted with 679 schoolchildren, 10-14 years, in a public school of Medellin. The KIDSCREEN -27 questionnaire was used to asses HRQOL. Women, especially with obesity, had a less favorable perception of their physical activity, health, mood and family life, while men perceived less social support from friends; they were mocked by their peers and also felt harassed. Our results are consistent with those found in the European study. The Health-Related Quality of Live in schoolchildren is not homogenous, is affected by age, sex and by the cultural constraints about the construction of the body image. Key words: Bullying, obesity, schoolchildren, overweight, quality of life, social acceptance Health Psychology, Quality of Life La obesidad afecta la salud física y mental de niños/niñas. Se evaluó la calidad de vida relacionada con la salud (CVRS) en escolares, de acuerdo al estado nutricional y se compararon los resultados con los de la Unión Europea. Se realizó un estudio transversal con 679 escolares, 10 a 14 años, de una escuela pública de Medellín, Colombia. Se empleó el KIDSCREEN-27 para medir CVRS. Las mujeres, especialmente con obesidad, tuvieron una percepción menos favorable de la actividad física, salud, estado de ánimo y vida familiar, mientras que los hombres perciben más desfavorablemente el apoyo de amigos y la aceptación social, sintiéndose objeto de burla e intimidación. Los resultados son consistentes con los encontrados en el estudio europeo. La percepción de CVRS de los escolares no es homogénea, está afectada por la edad, el sexo y los condicionantes culturales alrededor de la construcción de la imagen corporal. Palabras claves autores Aceptación social, acoso escolar, calidad de vida, obesidad escolar, sobrepeso, Palabras claves descriptores Calidad de Vida, Psicología de la Salud,

Sexual Minority Stressors, Internalizing Symptoms, and Unhealthy Eating Behaviors in Sexual Minority Youth

BACKGROUND

Sexual minorities are more likely than heterosexuals to engage in unhealthy eating behaviors.

PURPOSE

The purpose of this study is to examine sexual minority stressors and internalizing symptoms as predictors of unhealthy eating behaviors among sexual minority youths.

METHODS

We used longitudinal data from 1461 sexual minority youths in the Growing Up Today Study, across ages 14-28 years. We hypothesized that sexual minority stressors would predict unhealthy eating behaviors, in part due to internalizing symptoms. Linear regression models fit via generalized estimating equations were stratified by gender and sexual orientation.

RESULTS

Significant positive and inverse associations between stressors and eating behaviors were detected among females and males, with more significant associations among females. Associations were attenuated by up to 71 % for females and 12 % for males when internalizing symptoms were added to the models.

CONCLUSIONS

Sexual minority stressors predicted unhealthy eating behaviors overall and more so for some sexual orientation and gender groups; associations were partially explained by internalizing symptoms. The conceptual model appears to best describe the experiences of bisexual females. Findings have clinical implications for adolescent health.

Primary school students' mental health in Uganda and its association with school violence, connectedness, and school characteristics: a cross-sectional study

BACKGROUND

Few studies have explored risk factors for poor mental health in Ugandan primary schools. This study investigated whether individual- and contextual-level school-related factors including violence from school staff and other students, connectedness to school and peers, as well as school size and urban/rural location, were associated with mental health difficulties in Ugandan children. We also examined whether associations between violence exposure at school and mental health were mediated by connectedness as well as whether associations were different for boys and girls.

METHODS

The analytic sample consisted of 3,565 students from 42 primary schools participating in the Good Schools Study. Data were collected through individual interviews conducted in June and July 2012. Mental health was measured using the Strengths and Difficulties Questionnaire. Multilevel logistic regression was applied to investigate factors associated with mental health difficulties.

RESULTS

Experiences of violence from school staff and other students in the past week were strongly associated with mental health difficulties (OR = 1.58, 95 % CI 1.31 to 1.90 and 1.81, 1.47 to 2.23, respectively). Children with a low school connectedness had 1.43 times (1.11 to 1.83) the odds of mental health difficulties compared to those with a high school connectedness. The OR comparing children never feeling close to other students at their school with those always feeling close was 1.86 (1.18 to 2.93). The effect of violence on mental health was not mediated through the connectedness variables. School size was not related to mental health difficulties, but attending an urban school increased the odds of mental health difficulties after accounting for other factors. We did not find evidence that the effect of one or more of the exposures on the outcome differed between boys and girls.

CONCLUSIONS

These findings suggest that violence in school and low connectedness to school and peers are independently associated with mental health difficulties and interventions should address both concurrently. Extra support may be needed for students in urban schools.

TRIAL REGISTRATION

Clinicaltrials.gov NCT01678846 . Registered 24 August 2012.

Psychiatric, Psychological, and Social Determinants of Health in the Nurses' Health Study Cohorts

OBJECTIVES

To review the contribution of the Nurses' Health Studies (NHS) on factors that influence mental and physical health.

METHODS

Narrative review of all published articles using data from the NHS, the NHS II, and the Growing Up Today Study focusing on mental health conditions (e.g., depression, posttraumatic stress disorder, anxiety) and psychosocial resources and stressors (e.g., job strain, interpersonal violence, social relationships, sexual orientation) between 1990 and 2016.

RESULTS

Studies have considered a broad array of determinants (e.g., genes, biomarkers, air pollution) and consequent behavioral and disease-related outcomes (e.g., body weight, smoking, cardiometabolic diseases, cancer, autism). Findings suggest anxiety, posttraumatic stress disorder, childhood violence, caregiver burden, and job insecurity may increase the risk of coronary heart disease and diabetes, whereas findings with cancer are mixed. This work directly affects public health actions, as demonstrated by recent inclusion of a gender expression measure in state surveys.

CONCLUSIONS

The NHS cohorts have produced novel and influential research on the interplay of psychological and social factors with health. Psychological and social variables are important contributors to the maintenance or decline of physical and mental health.

A Positive Youth Development Model for Students Considered At-Risk

Children considered ‘at-risk’ for school failure and other adverse life outcomes have received increasing attention in multiple countries across the world. The research literature is replete with studies that emphasize specific detrimental factors that may make a child’s life more difficult upon entering adulthood. The traditional, negative perspective of first identifying deficits and pathology before offering aid contrasts sharply with resiliency research and the emerging positive youth development (PYD) model. The developmental assets framework is under the rubric of PYD and offers a strength-based approach to child development, prevention and intervention. This article reviews and integrates data which demonstrate how asset-building is beneficial to students considered at-risk. School psychologists are well-positioned to collaborate with teachers and other educators to play vital roles in implementing this proactive PYD model to help all students.

Middle School Students’ Preferences for Anti-Bullying Interventions

In this study, 285 middle school students in the United States were surveyed to obtain their preferences regarding anti-bullying intervention strategies. Participants rated their preferences for 15 common anti-bullying intervention strategies involving teachers, students, and non-teaching staff. The strategies were generated based on a review of the literature. Overall, students rated seven of the 15 strategies as being ‘sometimes’ or ‘almost always’ helpful. Participants tended to prefer intervention strategies in which teachers effectively managed their classrooms, thereby deterring bullying, as well as providing direct assistance to students. The results were also suggestive of students desiring teachers to be proactive in helping them solve bully-victim conflicts. Students tended not to prefer strategies that involved non-teaching staff.

Responding to Bullying

Children who are bullied are often told to `solve the problems themselves'; however, when bullying is repeated over time, it becomes increasingly difficult for victimized children to stop the torment because of their relative lack of power. We examine the ways in which children respond to bullying and their evaluations of the effectiveness of various strategies in reducing their bullying problems. One thousand eight hundred and fifty-two Canadian children and youth, ranging in age from 4- to 19-years-old (mean 12.6, SD 2.4) responded to a web-based questionnaire. Few respondents indicated that they were motivated by public education campaigns or information about bullying. Participants indicated they were motivated to do something to stop bullying by their own need to exert control and be assertive and by their emotional reactions to bullying. A significant group of youth responded that they did nothing to stop bullying. Finally, the longer the bullying had been ongoing, the less effective students perceived their own strategies. The results highlight the importance of adults supporting students. Similarly, it is important to provide children and youth with strategies that are effective, as they are most likely to implement strategies that are only going to increase the victimization over time.

Nonfatal injury incidence and risk factors among middle school students from four Polynesian countries: The Cook Islands, Niue, Samoa, and Tonga

INTRODUCTION

The burden of injuries in Pacific Island countries is understudied despite the known challenges associated with many residents having limited access to advanced medical and surgical care when they sustain a serious injury. This paper examines nonfatal injuries among early adolescent schoolchildren (those primarily ages 13-15 years) from four Polynesian countries.

METHODS

Self-reported data from the 5507 middle school students who were randomly sampled for participation in the nationwide Global School-based Student Health Surveys (GSHS) in the Cook Islands (in the year 2009), Niue (2010), Samoa (2011), and Tonga (2010) were analysed with various statistical methods including regression models. Injuries were defined by the GSHS questionnaire as serious if they resulted in a full day of missed school or other usual activities or required medical treatment.

RESULTS

The proportion of students reporting a serious injury in the past year was 43.1% in the Cook Islands, 40.8% in Niue, 73.8% in Samoa, and 49.1% in Tonga. In the Cook Islands and Samoa, boys reported more injuries than girls (p<0.01). The most common types of serious injuries reported were cuts and other skin trauma; broken bones and dislocated joints; and concussions, other head injuries, or difficulty breathing. The most common causes of serious injuries reported were falls; motor vehicle accidents; and attacks, fights, or abuse. For both boys and girls, being bullied in the past month, being physically attacked or in a physical fight in the past year, using alcohol and tobacco, skipping school, and having anxiety or loneliness were associated with a higher likelihood of injuries.

CONCLUSIONS

School-based health education programs targeting prevention of intentional and unintentional injuries may benefit from emphasising Polynesian values and promoting personal mental and physical health, healthy behaviours, and healthy family and community relationships.

Participant Roles in Bullying Among Dutch Adolescents With Autism Spectrum Disorders

This study investigated whether participant roles (i.e., bully, assistant, follower, defender, outsider, victim) identified in bullying among normative groups of adolescents educated in regular education could also be found among adolescents with autism spectrum disorders (ASD) educated in special education classrooms. Relationships between the participant roles and three social status measures (social preference, social impact, and popularity) were also examined. There were 260 Dutch adolescents with ASD, ages 12-18 (M = 13.75, SD = 1.42; 224 boys, 36 girls), and 743 Dutch typically developing (TD) adolescents, ages 11-17 (M = 13.41, SD = 1.24; 380 boys, 363 girls) who filled out questionnaires during classroom testing sessions conducted by the first author and trained (under)graduate students. Participant roles could be distinguished, although role distributions differed across groups and across sexes. There were more outsiders and defenders, and fewer followers among boys with ASD than among TD boys. Among girls with ASD, there were more victims than among TD girls. Students with ASD could more often be assigned multiple roles and were less often uninvolved than TD students. The relationships between participant roles and social status measures also differed across groups and across sexes. Whereas bullying is considered a universal social phenomenon, the existence of participant roles in bullying situations might be considered universal, as well. Apparently, the social difficulties of students with ASD do not seem to prevent them from taking on various participant roles in bullying situations. Additional practical implications are discussed.

Long-term Psychiatric Impact of Peer Victimization in Adults Born at Extremely Low Birth Weight

BACKGROUND

While children born at extremely low birth weight (ELBW; <1000 g) are at elevated risk for peer victimization, no research has examined its effects on mental health in adulthood.

METHODS

ELBW survivors and matched normal birth weight (NBW; >2500 g) controls were part of a prospective, population-based study in Ontario, Canada. Peer victimization before age 16 was self-reported at age 22 to 26 years by using a 10-point measure. Presence of psychiatric disorders was examined at age 22 to 26 years (ELBW n = 142, NBW n = 133) and age 29 to 36 years (ELBW n = 84, NBW n = 90).

RESULTS

After adjustment for confounding variables, for each 1-point increase in the peer victimization score, ELBW survivors had increased odds of current depressive (odds ratio [OR] = 1.67, 95% confidence interval [CI], 1.23-2.28), anxiety (OR = 1.36, 95% CI, 1.05-1.76), avoidant (OR = 1.39, 95% CI, 1.08-1.79), antisocial (OR = 1.92, 95% CI, 1.06-2.87), and attention-deficit/hyperactivity (OR = 1.39, 95% CI, 1.06-1.83) problems at age 22 to 26 years. At age 29 to 36 years, peer victimization score predicted increased odds of current panic disorder (OR = 1.69, 95% CI, 1.01-2.83) and obsessive-compulsive disorder (OR = 3.56, 95% CI, 1.25-10.09). For NBW controls, peer victimization predicted increased odds of antisocial problems at age 22 to 26 years.

CONCLUSIONS

ELBW survivorsand NBW participants are vulnerable to the adverse psychiatric effects of childhood peer victimization in adulthood.

Risk and protective factors associated with being bullied on school property compared with cyberbullied

Background

We identified bullying victimization (bullied on school property versus cyberbullied) by selected demographic, personal characteristic, and behavior variables.

Methods

A cross-sectional analysis was conducted on adolescents (n = 13,583) completing the 2013 Youth Risk Behavior Survey (YRBS) in grades 9 through 12.

Results

Being bullied on school property in the past 12 months was significantly more common in females than males, in earlier school grades, and in Whites and other racial groups compared with Blacks and Hispanics. Being bullied on school property generally decreased with later school grades, but cyberbullying in the past 12 months remained constant. Being bullied on school property or cyberbullied was significantly positively associated with mental health problems, substance use, being overweight, playing video games for 3 or more hours per day, and having asthma. The association was greatest with having mental health problems. Cyberbullying was generally more strongly associated with these conditions and behaviors. Protective behaviors against bullying victimization included eating breakfast every day, being physically active, and playing on sports teams. Those experiencing victimization on school property and cyberbullying were significantly more likely to experience mental health problems compared with just one of these types of bullying or neither.

Conclusions

Cyberbullying victimization is generally more strongly associated with mental health problems, substance use, being overweight, playing video games for 3 or more hours per day, and having asthma than bullying victimization on school property. However, because bullying on school property is more common in grades 9–11, this form of bullying has a greater burden on these conditions and behaviors in these school grades.

Bullying and cyberbullying in Portugal: Validation of a questionnaire and analysis of prevalence

This study aims to validate the Bullying and Cyberbullying Behaviors Questionnaire, to examine the prevalence of bullying and victimization behaviors in Portuguese middle school students, and to analyse the differences in victimization and bullying between genders and across school grades. The questionnaire is composed of 36 items, allowing for the measurement of the prevalence of bullying and cyberbullying, and was completed by 1039 sixth to eighth graders ( M age = 12.02; SD = 1.36) from six public middle schools in the district of Lisbon. The questionnaire presented acceptable psychometrics properties, except for the victims of cyberbullying scale where there is an item that needs to be rewritten. Bullying prevalence (10.1% victims and 6.1% aggressors) is among the lowest internationally. Victimization prevalence was homogeneous between genders, but boys reported aggressive behaviors more frequently. The percentage of victims decreased across school grades. The present questionnaire is adequate for use in the assessment of bullying and cyberbullying with middle school students. Bullying prevention programs should take into account the need to raise teacher awareness of bullying and cyberbullying.