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Zhou Y, Li J, Li J, Wang Y, Li X. Latent profiles of bullying perpetration and victimization: Gender differences and family variables. CHILD ABUSE & NEGLECT 2024; 149:106682. [PMID: 38325164 DOI: 10.1016/j.chiabu.2024.106682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 01/23/2024] [Accepted: 01/29/2024] [Indexed: 02/09/2024]
Abstract
BACKGROUND School bullying is a prevalent issue that threatens the psychological and social well-being of adolescents. However, little research has investigated how gender and family variables were related to bullying-involvement patterns among adolescents with siblings. OBJECTIVE This study explored gender differences in the profiles of bullying involvement and the relationship between sibling, parental variables, and these profiles among Chinese adolescents. PARTICIPANTS AND SETTING Participants (N = 1,060; 46.0 % boys; Mage = 15.53) were recruited from junior and senior high schools in Jiangxi and Guizhou Provinces, China. METHODS Bullying involvement, sibling warmth and conflict, and parental psychological maltreatment and neglect were assessed by self-report questionnaire. Latent profile analysis was used to identify subgroups with distinct bullying involvement patterns, then multiple logistic regressions were performed to investigate the associations between family variables and bullying-involvement subgroups. RESULTS We found gender differences in both the latent profiles of bullying involvement and the associations between profiles and family variables. Only boys were identified severe bully-victims (3.39 %), while only girls were categorized as relational bully-victims (20.18 %). Boys and girls were similarly represented among uninvolved students (70.76 % vs. 66.85 %), moderate bully-victims (15.25 % vs. 6.49 %), and victims (10.59 % vs. 6.49 %). Students with more sibling warmth manifested less likelihood of engaging in bullying-related profiles, with more parental psychological maltreatment, and more parental neglect manifested more likelihood of engaging in bullying-related profiles only among girls. While students with more sibling conflict were related to more bullying-related profiles among boys than girls. CONCLUSIONS The findings emphasize the importance of developing gender-specific bullying intervention strategies that also consider relevant family factors.
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Affiliation(s)
- Yukai Zhou
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Jieqi Li
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Jiamei Li
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Yingqian Wang
- Department of Psychology, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
| | - Xiaoqing Li
- School of Psychology, Shenzhen University, Shenzhen, China.
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Chen J, Bai Y, Ni W. Reasons and promotion strategies of physical activity constraints in obese/overweight children and adolescents. SPORTS MEDICINE AND HEALTH SCIENCE 2024; 6:25-36. [PMID: 38463665 PMCID: PMC10918361 DOI: 10.1016/j.smhs.2023.10.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 10/14/2023] [Accepted: 10/27/2023] [Indexed: 03/12/2024] Open
Abstract
To explore the reasons for low levels of physical activity in obese/overweight children and adolescents and to propose appropriate strategies to promote their physical activity (PA). This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by searching and analyzing the literature of studies related to physical activity in obese/overweight children and adolescents published between January 2003 and January 2023 in Web of Science, Scopus, and PubMed databases. A total of 31 relevant studies were included for analysis, of which 16 were quantitative and 15 qualitative. According to these studies, the PA of obese/overweight children and adolescents is mainly constrained by negative factors: Individual, interpersonal, and environmental. Among these factors, low levels of individual motivation and psychological sensitivity and vulnerability, lack of family support, negative social feedback, insufficient protection from government policies, and inadequate support from the built environment are the main reasons that constrain their PA. The promotion of PA in obese/overweight children and adolescents, who are subject to more constraints at all levels, requires a system of security that involves the government, the community, the school, and the family to address the problems they encounter and enhance the sustainability of engagement in PA.
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Affiliation(s)
- Jiangxi Chen
- Physical Education College, Jilin University, 130012, Changchun, China
| | - Yinmengke Bai
- Physical Education College, Jilin University, 130012, Changchun, China
| | - Weiguang Ni
- Physical Education College, Jilin University, 130012, Changchun, China
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Bettencourt AF, Clary LK, Ialongo N, Musci RJ. Long-term consequences of bullying involvement in first grade. J Sch Psychol 2023; 97:63-76. [PMID: 36914367 PMCID: PMC10020929 DOI: 10.1016/j.jsp.2023.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 10/06/2022] [Accepted: 01/13/2023] [Indexed: 02/05/2023]
Abstract
Few prospective studies have examined how early bullying experiences impact long-term adjustment and the differential impact of children's co-occurring bullying and peer victimization involvement on adjustment in adulthood. This study addressed these gaps by examining subgroups of first graders involved in bullying and associations with four outcomes in early adulthood, including (a) Major Depression diagnosis, (b) post-high school suicide attempt, (c) on-time high school graduation, and (d) criminal justice involvement. Additionally, middle school standardized reading test scores and suspensions were examined as potential mechanisms through which early bullying involvement is associated with adult outcomes. Participants were 594 children from nine urban elementary schools in the United States who participated in a randomized controlled trial of two school-based universal prevention interventions. Latent profile analyses using peer nominations identified three subgroups: (a) High involvement bully-victims, (b) Moderate involvement bully-victims, and (c) Low/No involvement youth. Compared to the No/Low involvement class, High involvement bully-victims were less likely to graduate high school on time (OR = 0.48, p = .002) and Moderate involvement bully-victims were more likely to be involved in the criminal justice system (OR = 1.37, p = .02). High bully-victims were at greater risk for both not graduating high school on-time and criminal justice system involvement, which were partially explained by 6th grade standardized reading test scores and suspensions. Moderate bully-victims were less likely to graduate high school on time, which was partially explained by 6th grade suspensions. Findings highlight how early bully-victim involvement increases risk for difficulties that affect adult quality of life.
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Affiliation(s)
| | - Laura K Clary
- Johns Hopkins Bloomberg School of Public Health, United States
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Sideridis G, Alghamdi MH. Profiling Experiences of Bullying in the Elementary School: The Role of Gender. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040610. [PMID: 37189859 DOI: 10.3390/children10040610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 03/16/2023] [Accepted: 03/20/2023] [Indexed: 05/17/2023]
Abstract
The purpose of the present study was to profile bullying behaviors in elementary schools in Saudi Arabia. A secondary purpose was to examine differences in bullying behaviors across gender. Participants were 3867 fourth graders who completed surveys during the TIMSS 2019 survey. An 11-item bullying experience scale was utilized with good internal consistency reliability. Data were analyzed using latent class analysis with Mplus 8.9 to identify profiles of bullying experiences. The results indicated the presence of five profiles with levels of low, medium, and high bullying experiences, as well as two profiles with no cyberbullying experiences and medium high and medium low physical and verbal instances of bullying. Gender effects were highly pronounced, with most maladaptive bullying profiles being predominantly male. It is concluded that physical bullying is mainly occupied by males and the levels of cyberbullying are generally low in the elementary school grades. Implications for educational policy can clearly direct the development of support groups and expert counseling for both bullies and victims, staff training for identification and course of action, and the development of standardized school policies when such incidences occur.
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Affiliation(s)
- Georgios Sideridis
- Boston Children's Hospital, Harvard Medical School, Boston, MA 02131, USA
- Department of Primary Education, National and Kapodistrian University of Athens, Navarinou 13A, 10680 Athens, Greece
| | - Mohammed H Alghamdi
- Department of Self Development Skills, King Saud University, P.O. Box 2454, Riyadh 11451, Saudi Arabia
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How do Schools Respond to Biased-Based Bullying? A Qualitative Study of Management and Prevention Strategies in Schools. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09565-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Morgan PL, Woods AD, Wang Y, Farkas G, Oh Y, Hillemeier MM, Mitchell C. Which Children are Frequently Victimized in U.S. Elementary Schools? Population-based Estimates. SCHOOL MENTAL HEALTH 2022; 14:1011-1023. [PMID: 37124239 PMCID: PMC10137960 DOI: 10.1007/s12310-022-09520-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/23/2022] [Indexed: 11/27/2022]
Abstract
We analyzed a population-based cohort of 11,780 U.S. kindergarten children to identify risk and protective factors predictive of frequent verbal, social, reputational, and/or physical bullying victimization during the upper elementary grades. We also stratified the analyses by biological sex. Both girls and boys displaying kindergarten externalizing problem behaviors were at consistently higher risk of frequent victimization during 3rd-5th grade (for the combined sample of boys and girls, verbal odds ratio [OR] = 1.82, social OR = 1.60, reputational OR = 1.85, physical OR = 1.67, total OR = 1.93). Hispanic children relative to non-Hispanic White children and those from higher income families were the most strongly and consistently protected from victimization. Boys were more likely to be physically bullied but less likely to be verbally, socially or reputationally bullied than girls. Other variables including disability, cognitively stimulating parenting, academic achievement, and internalizing behavior problems had statistically significant but less consistent and generally weaker relations with frequent victimization.
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Olivier E, Morin AJS, Vitaro F, Galand B. Challenging the "'Mean Kid"' Perception: Boys' and Girls' Profiles of Peer Victimization and Aggression from 4th to 10th Grades. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15095-NP15129. [PMID: 33719703 PMCID: PMC9465533 DOI: 10.1177/0886260521997949] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students' perceived involvement in elementary (n = 2,071; Grades 4-6) and secondary school (n = 1,832; Grades 7-10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.
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Affiliation(s)
- Elizabeth Olivier
- Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, Canada
- The first two authors-Elizabeth Olivier and Alexandre J.S. Morin contributed equally to this article and their order was determined at random: Both should thus be considered first authors
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, Canada
- The first two authors-Elizabeth Olivier and Alexandre J.S. Morin contributed equally to this article and their order was determined at random: Both should thus be considered first authors
| | - Frank Vitaro
- Département de Psychoéducation, Université de Montréal, Canada
| | - Benoit Galand
- Psychological Sciences Research Institut, Faculté de psychologie et des sciences de l'éducation, Université catholique de Louvain
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Hong JS, Kim DH, Hunter SC, Cleeland LR, Lee CA, Lee JJ, Kim J. Racial/Ethnic Bullying Subtypes and Alcohol, Tobacco, and Marijuana Use Among US Adolescents. J Racial Ethn Health Disparities 2022; 9:1443-1453. [PMID: 34152586 DOI: 10.1007/s40615-021-01081-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 06/01/2021] [Accepted: 06/02/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND The study examines the rate of alcohol, tobacco, and marijuana use among White, African American, and Latino adolescents and whether racial/ethnic bullying subtypes (victim-only, bullies-only, and bully/victim) are related to alcohol, tobacco, and marijuana use. METHODS We used data from the 2009-2010 Health Behaviour in School-aged Children study (n = 9863) to examine differences in alcohol, tobacco, and marijuana use among White, African American, and Latino adolescents in the USA, and assessed whether racial/ethnic bullying involvement was associated with alcohol, tobacco, and marijuana use among these adolescents. Adolescents were categorized into four groups based on whether they had experienced racial bullying perpetration, victimization, both perpetration, and victimization, or neither perpetration nor victimization. Descriptive statistics were conducted to examine the distributions of the study variables and describe the samples. Spearman's rank-order correlation analyses were used to examine the relationships among the variables. Multinomial logistic regression was conducted to examine alcohol, tobacco, and marijuana use among the racial bully victimization, perpetration, and victimization-perpetration groups compared to the non-involved group by race/ethnicity. RESULTS The White victim-only group was more likely to use alcohol but less likely to use tobacco. The African American victim-only group was more likely to use alcohol, and the bully/victim group was more likely to use marijuana. The Latino victim-only group was more likely to use alcohol, whereas the bully/victim group was more likely to use tobacco. CONCLUSION Our findings have implications for the development and implementation of prevention and intervention programs across different racial/ethnic adolescent groups.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI, 48202, USA.
| | - Dong Ha Kim
- Department of Social Welfare, Chungwoon University, Hongseong-eup, Daehak-gil 25, Hongseong-gun, Chungnam, Chungcheongnam-do, 32244, South Korea.
| | - Simon C Hunter
- School of Health and Life Sciences, Department of Psychology, Glasgow Caledonian University, Glasgow, UK
- Graduate School of Education, The University of Western Australia, Perth, WA, Australia
| | - Leah R Cleeland
- College of Education and Human Services, Department of Social Work, University of Minnesota Duluth, Duluth, MN, USA
| | - Carol A Lee
- School of Social Work, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Jane J Lee
- School of Social Work, University of Washington, Seattle, WA, USA
| | - Jinwon Kim
- Department of Social Welfare, Hyupsung University, Hwaseong-si, South Korea
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Woolweaver AB, Barbour JC, Espelage DL. An Exploratory Analysis of Financial Status and Risk Factor Interactions for Bullying Victimization. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2034475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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10
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Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers? SCHOOL MENTAL HEALTH 2022; 14:709-723. [PMID: 37077431 PMCID: PMC10112531 DOI: 10.1007/s12310-021-09498-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly for urban, minority youth. Teachers and peers frequently disagree about which students are relationally aggressive. Factors associated with peer and teacher discordant and concordant identification of relationally aggressive students were explored including prosocial behavior, perceived popularity, academic competence, and gender. Participants included 178 3rd-5th grade students across 11 urban classrooms. Findings revealed that students were more likely to be rated as relationally aggressive by their peers but not their teacher as scores on peer nominations for prosocial behavior decreased, while teacher-rated academic motivation/participation increased. Female students were more likely to be concordantly identified by peers and teachers as relationally aggressive when ratings for overt aggression increased. These results highlight the utility of obtaining ratings from multiple informants as well as the difficulty in accurately identifying all students who may benefit from interventions targeting relational aggression. Findings also suggest factors that may be related to the potential shortcomings of current measures and provide avenues for additional research to improve detection of relationally aggressive students.
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Hong JS, Valido A, Espelage DL, Lee SJ, deLara EW, Lee JM. Adolescent bullying victimization and psychosomatic symptoms: Can relationship quality with fathers buffer this association? J Affect Disord 2021; 295:1387-1397. [PMID: 34620489 DOI: 10.1016/j.jad.2021.09.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/07/2020] [Revised: 07/21/2021] [Accepted: 09/12/2021] [Indexed: 10/20/2022]
Abstract
The present study explored racial/ethnic and sex differences in fathers' awareness and perceived ease of communication with fathers and how they are related to adolescent bullying victimization and psychosomatic symptoms. Data were drawn from the 2009 to 2010 Health Behavior in School-Aged Children study in the United States. The sample consists of 5,121 White, 1,497 African American, and 1,850 Hispanic adolescents in grades 5 to 10. For all three racial and ethnic groups, bullying victimization was positively associated with psychosomatic symptoms. A higher level of the child's perception of their father's awareness was found to be positively associated with lower levels of bullying victimization for White and Hispanic adolescents. African American, White, and Hispanic adolescents who perceived their fathers as easy to communicate with had a lower risk of bullying victimization. The child's perception of their father's awareness buffered the positive association between bullying victimization and psychosomatic symptoms for Hispanic adolescents. A higher child's perception of their father's awareness was related to lower bullying victimization for adolescents of both sexes. The child's perception of their father's awareness and their perceived ease of communication with their father were found to be associated with a decreased risk of psychosomatic symptoms for both sexes. Overall, the results support the importance of relationship quality with fathers as a protective factor against bullying victimization.
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Affiliation(s)
- Jun Sung Hong
- Wayne State University, School of Social Work, Detroit, MI USA.
| | - Alberto Valido
- University of North Carolina at Chapel Hill, School of Education, Chapel Hill, NC USA
| | - Dorothy L Espelage
- University of North Carolina at Chapel Hill, School of Education, Chapel Hill, NC USA
| | - Shawna J Lee
- University of Michigan, School of Social Work, Ann Arbor, MI USA
| | - Ellen W deLara
- Syracuse University, Falk School of Social Work, Syracuse, NY USA
| | - Jeoung Min Lee
- Wichita State University, School of Social Work, Wichita, KS USA
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Bettencourt AF, Musci RJ, Masyn KE, Farrell AD. Latent classes of aggression and peer victimization: Measurement invariance and differential item functioning across sex, race-ethnicity, cohort, and study site. Child Dev 2021; 93:e117-e134. [PMID: 34676893 PMCID: PMC9297936 DOI: 10.1111/cdev.13691] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Peer victimization is common and linked to maladjustment. Prior research has typically identified four peer victimization subgroups: aggressors, victims, aggressive‐victims, and uninvolved. However, findings related to sex and racial‐ethnic differences in subgroup membership have been mixed. Using data collected in September of 2002 and 2003, this study conducted confirmatory latent class analysis of a racially‐ethnically diverse sample of 5415 sixth graders (49% boys; 50.6% Black; 20.9% Hispanic) representing two cohorts from 37 schools in four U.S. communities to replicate the four subgroups and evaluate measurement invariance of latent class indicators across cohort, sex, race‐ethnicity, and study site. Results replicated the four‐class solution and illustrated that sociodemographic differences in subgroup membership were less evident after accounting for differential item functioning.
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Affiliation(s)
- Amie F Bettencourt
- Johns Hopkins University Department of Psychiatry and Behavioral Sciences, Baltimore, Maryland, USA.,Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Rashelle J Musci
- Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Katherine E Masyn
- Georgia State University School of Public Health, Atlanta, Georgia, USA
| | - Albert D Farrell
- Virginia Commonwealth University Department of Psychology, Richmond, Virginia, USA
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Yoon D, Shipe SL, Park J, Yoon M. Bullying patterns and their associations with child maltreatment and adolescent psychosocial problems. CHILDREN AND YOUTH SERVICES REVIEW 2021; 129:106178. [PMID: 35291554 PMCID: PMC8920483 DOI: 10.1016/j.childyouth.2021.106178] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION This study aimed 1) to identify underlying heterogeneous patterns of bully-victim; 2) to examine whether the different types of child maltreatment predict the patterns of bully-victim; and 3) to investigate the association between patterns of bully-victim and adolescent psychosocial problems (depression, trouble at school, and substance use). METHODS This study included a sample of 1139 (48.7% girls, 53.4% Black) drawn from the Fragile Families and Child Wellbeing Study. Children's self-reported bullying victimization at age 9 was used using the Panel Study of Income Dynamics Child Development Supplement III. Teacher's reported bullying perpetration at age 9 was used using Social Skills Rating System. Child maltreatment types were assessed at age 5 using the Parent-Child Conflict Tactics Scale Coding. At age 15, adolescent depression was measured using modified Center for Epidemiologic Studies Depression Scale; trouble at school was measured using modified Add Health In-School Questionnaire; and self-reported substance use was used. RESULTS Latent class analysis produced four classes: bully-victim (19.8%), victim (16.3%), no bully-victim (38.9%), and bully (24.9%). Individuals who have been neglected are more likely to be in the victim class compared to all other classes. Physical abuse to be at heightened risk of involvement in the bully-victim, compared to victim class. Additionally, individuals in the victim group are greater risk for depression, problems at school, and alcohol, as compared to those in the other classes. CONCLUSIONS This study augments the knowledge base on bully/victim, child maltreatment, and behavioral health outcomes and elucidates several suggestions for research and policy.
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Affiliation(s)
- Dalhee Yoon
- Department of Social Work, Binghamton University-State University of New York, USA
- Corresponding author at: Department of Social Work, Binghamton University-State University of New York, P.O. Box 6000, Binghamton, NY 13902-6000, USA. (D. Yoon)
| | - Stacey L. Shipe
- Department of Social Work, Binghamton University-State University of New York, USA
- Child Maltreatment Solutions Network, Pennsylvania State University, USA
| | - Jiho Park
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, USA
| | - Miyoung Yoon
- School of Social Work, University of Michigan, USA
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Lee J, Cheung HS, Chee G, Chai VE. The Moderating Roles of Empathy and Attachment on the Association Between Latent Class Typologies of Bullying Involvement and Depressive and Anxiety Symptoms in Singapore. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09411-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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15
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Identifying Protective Factors in the Association Between Peer Victimization and Internalizing Symptoms of African American Adolescents in Four Chicago’s Southside Neighborhoods. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09433-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Hong JS, Chen JK, Wang SC, Lee JM, Algood CL, Voisin DR. What Types of Delinquent Activities are Bullies, Victims, and Bully/Victims in Urban Neighborhoods Most Likely Involved in? J Pediatr Nurs 2021; 59:55-62. [PMID: 33465568 DOI: 10.1016/j.pedn.2020.12.019] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 12/29/2020] [Accepted: 12/29/2020] [Indexed: 11/25/2022]
Abstract
PURPOSE The current study explores which types of delinquent activities bullies, victims, and bully/victims are most at risk of from a sample of urban African American adolescents. DESIGN AND METHODS The research design was cross-sectional, which includes a sample of low-income African American adolescents in Chicago's Southside. The study participants included 523 adolescents. Descriptive statistics, latent class analysis, and logistic regression analysis were conducted. RESULTS Bullies, victims, and bully/victims are all at a heightened risk of theft, threatening behavior, and assaultive behavior. Irrespective of bullying status, delinquency is a serious problem for urban adolescents who are bullies, victims, or bully/victims. CONCLUSIONS Investigating the types of delinquent activities bullies, victims, and bully/victims are most likely to be involved in is important. IMPLICATIONS FOR PRACTICE Evidence-based treatment plans require assessment tools that are tailored for urban African American adolescents. Nurses are advised to consider interventions that promote resilience.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, United States of America.
| | - Ji-Kang Chen
- Department of Social Work, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Shu-Chen Wang
- National Academy for Educational Research, Research Center for Education Systems and Policy, Taiwan
| | - Jeoung Min Lee
- School of Social Work, Wichita State University, Wichita, KS, United States of America
| | - Carl L Algood
- School of Social Work, University of Maryland, Baltimore, MD, United States of America; Walter Reed National Military Medical Center, Bethesda, MD, United States of America
| | - Dexter R Voisin
- Factor-Inwentash Faculty of Social Work, University of Toronto, Ontario, Canada
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Kennedy RS. Bully-Victims: An Analysis of Subtypes and Risk Characteristics. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:5401-5421. [PMID: 30311539 DOI: 10.1177/0886260517741213] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Bully-victims are often found to be the most high-risk group involved in bullying, yet limited prior research has explored differences among bully-victims. This study aims to fill that gap by exploring within-group differences of youth involved in both bullying perpetration and victimization. In a nationally representative sample of 165 youth ages 5 to 17, four bully-victim types were created using cutoff points based on the amount of perpetration and victimization reported: high bully-victims (n = 38), aggression predominant bully-victims (n = 67), victimization predominant bully-victims (n = 23), and moderate bully-victims (n = 37). Analyses revealed distinct differences among the groups, particularly relating to traumatic symptoms, types of bullying involvement, and nonvictimization adversity. The findings confirm that there is heterogeneity among bully-victims. The most substantial difference was found between the high group and the moderate group, with the high group significantly more likely to report depression (p < .05) and anxiety symptoms (p < .05), and more than two times more likely to experience past-year adversity than the moderate group. The findings from this study indicate that youth involved in high amounts of both perpetration and victimization are considerably more at risk of traumatic symptoms and nonvictimization adversity than youth involved in fewer bullying behaviors. These findings can be used to inform both research and practice, particularly in regard to targeted evidence-based interventions that meet the unique needs of each type.
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Swan LET, Mennicke A, Magnuson A, MacConnie L. Social Risk Factors for Interpersonal Violence Victimization among College Students: Findings from a Mixed-Gender Sample. JOURNAL OF AGGRESSION, MALTREATMENT & TRAUMA 2021; 30:605-624. [DOI: https:/doi.org/10.1080/10926771.2020.1832170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 06/19/2020] [Accepted: 09/10/2020] [Indexed: 06/22/2023]
Affiliation(s)
- Laura E. T. Swan
- School of Social Work, Virginia Commonwealth University, Richmond, VA, USA
| | - Annelise Mennicke
- School of Social Work, The University of North Carolina, Charlotte, NC, USA
| | - Amy Magnuson
- University Health Services, Florida State University, Tallahassee, FL, USA
| | - Lindsey MacConnie
- School of Social Work, The University of North Carolina, Charlotte, NC, USA
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Lee JM, Hong JS, Resko SM, Gonzalez-Prendes AA, Voisin DR. Pathways from bullying victimization to suicidal thoughts among urban African American adolescents: Implications for nurse practitioners. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2021; 34:153-163. [PMID: 33904207 DOI: 10.1111/jcap.12321] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Revised: 02/16/2021] [Accepted: 02/21/2021] [Indexed: 11/26/2022]
Abstract
PURPOSE Children and adolescents who are victimized by their peers are at an elevated risk of suicidal thoughts and behaviors. Bullying and suicide are major public health concerns; however, studies have not fully addressed the link between peer victimization and suicidal behavior among urban African American youth. The current study proposed and explored the pathways from peer victimization to suicidal thoughts via internalizing behaviors (i.e., low self-esteem, depression, and hopelessness). DESIGN AND METHODS The sample consisted of 638 African American adolescents (aged 12-22) from low-income communities in Chicago's Southside. A path model using the structural equation model was employed, controlling for biological sex, age, and government assistance. RESULTS The study found that victims of bullying are likely to develop low self-esteem and depression, and depression can contribute to feelings of hopelessness, thereby increasing suicidal risks. CONCLUSIONS Understanding the pathways from bullying victimization to suicidal thoughts is beneficial for nurse practitioners who assess and provide services and treatment to adolescents. PRACTICE IMPLICATIONS Because of limited resources in urban schools, anti-bullying programs need to be cost-effective.
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Affiliation(s)
- Jeoung Min Lee
- School of Social Work, Wichita State University, Wichita, Kansas, USA
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, Michigan, USA
| | - Stella M Resko
- School of Social Work, Wayne State University, Detroit, Michigan, USA
| | | | - Dexter R Voisin
- Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, Ontario, Canada
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20
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Demaray MK, Malecki CK, Ryoo JH, Summers KH. Deconstructing bullying roles: A longitudinal latent profile analysis of bullying participant behaviors for students in grades 4 through 12. J Sch Psychol 2021; 86:32-48. [PMID: 34051916 DOI: 10.1016/j.jsp.2021.02.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 11/12/2020] [Accepted: 02/06/2021] [Indexed: 10/21/2022]
Abstract
Bullying behavior is understood as a complex social phenomenon that includes many, and sometimes overlapping, bullying participant behaviors. The current study utilized latent profile analysis (LPA) at two time points approximately one year apart and examined what bullying participant behavior groups emerged based on students' reported levels of bullying, assisting, victimization, defending, and outsider behavior. Additionally, longitudinal latent profile analyses (LLPA) were utilized to examine potential changes in groups over time. Results suggested four groups found at two timepoints: (a) Uninvolved-Occasional Defending, with defending at a monthly rate and infrequent engagement in other behaviors; (b) Frequent Defending-Occasional Victimization, with monthly victimization and weekly defending behaviors; (c) Frequent Victimization-Occasional Broad Involvement, with weekly levels of victimization and monthly bullying, defending, and outsider behaviors; and (d) Frequent Broad Involvement, with weekly engagement in all of the bully participant behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior). The largest proportion of students (more than half) were in the Uninvolved-Occasional Defending group, which was also the most stable group over time. The smallest group (7%) was Frequent Broad Involvement, which was the least stable group over time, with students in this group typically moving to groups with at least occasional broad involvement of bullying participant behaviors. More male students than female students were in both broad involvement groups (i.e., Frequent Victimization-Occasional Broad Involvement; Frequent Broad Involvement) and more female students than male students, as well as more elementary students than secondary students, were in the Frequent Defending-Occasional Victimization group. The current study suggests that researchers should use caution when categorizing or conceptualizing simple bullying participant roles such as bully or victim, or even "bully-victim," especially if the other bullying participant behaviors are not assessed. Practitioners should develop interventions that capitalize on the high proportions of students engaging in some level of defending and account for the complex social ecology that suggests that students are engaging in complex overlapping patterns of bullying participant behaviors.
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Affiliation(s)
| | | | - Ji Hoon Ryoo
- Department of Pediatrics and Preventive Medicine, Keck School of Medicine, University of Southern California, USA
| | - Kelly H Summers
- Department of Leadership, Educational Psychology, and Foundations, Northern Illinois University, USA
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Lee JY, Lee G, Han JS, Min SY, Chang HL. Violence Victimization Among Adolescents from Culturally or Ethnically Diverse South Korean Families. J Immigr Minor Health 2021; 22:266-273. [PMID: 31858361 DOI: 10.1007/s10903-019-00957-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
This study compared the prevalence of violence victimization requiring hospital treatment among adolescents that are culturally or ethnically diverse and those that are South Korean living in South Korea. This study used a nationally representative data set of 63,376 adolescents obtained from the Korean Youth Risk Behavior Web-based Survey conducted in 2015 by the Korea Centers for Disease Control and Prevention. Hierarchical multivariable logistic regression was conducted to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for violence victimization in each group of culturally diverse adolescents compared to that of adolescents with South Korean parents. The analysis showed that adolescents whose parents are both culturally or ethnically diverse had ORs of 18.64 (95% CI 11.28-30.81) for violent experience. To decrease the violent victimization of culturally diverse adolescents with a culturally or ethnically diverse parent, specific government policies and school strategies are needed.
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Affiliation(s)
- Ju-Young Lee
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, 06591, South Korea
| | - Gyungjoo Lee
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, 06591, South Korea.
| | - Jong-Sook Han
- Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul, 06911, South Korea
| | - So-Young Min
- Department of Social Welfare, Kyonggi University, Gwanggyosan-ro, Yeongtong-gu, Suwonsi, 16227, Gyeonggido, South Korea
| | - Hae-Lim Chang
- Department of Social Welfare, Seoul Jangsin University of Korea, San 20-5 Gyungan-ri, Gwangju, 12749, Gyeonggido, South Korea
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22
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Shelley WW, Pickett JT, Mancini C, McDougle RD, Rissler G, Cleary H. Race, Bullying, and Public Perceptions of School and University Safety. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP824-NP849. [PMID: 29294955 DOI: 10.1177/0886260517736272] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Bullying and school crime are important social problems that are receiving increased attention by scholars and policy makers. However, several critical questions remain unaddressed. First, does the public perceive bullying as a serious problem and judge schools-primary, secondary, and postsecondary-as safe or unsafe? Second, does the public use a "bullying lens" to judge school safety-that is, do citizens understand bullying as a serious threat to students' well-being? Third, are there racial differences in these perceptions? Prior research identifies racial differences in the prevalence of bullying, as well as in students' views of school safety and citizens' fear of crime. Similar racial gaps may characterize public perceptions of bullying and school safety. This study begins to illuminate answers to these questions by analyzing data from a representative sample of Virginians. Multivariate regression analyses produce several notable findings. First, we find that members of the public believe bullying in schools is an increasingly serious problem, and their perceptions of bullying influence their judgments of whether schools and colleges/universities are safe. Second, Black members of the public are more likely than persons from other racial and ethnic backgrounds to perceive that bullying is increasing and is a serious problem in schools, and, in turn, to judge that schools and universities are less safe. Our results indicate that members of the public see bullying as a principal threat to student safety. They suggest there is a strong reservoir of public support for antibullying initiatives and, more broadly, efforts to increase student safety.
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Hong JS, Yan Y, Gonzalez‐Prendes AA, Espelage DL, Allen‐Meares P. Correlates of school bullying victimization among Black/White biracial adolescents: Are they similar to their monoracial Black and White peers? PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22466] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Jun Sung Hong
- School of Social Work Wayne State University Detroit Michigan USA
| | - Yueqi Yan
- Biostatistics and Data Support Center, Health Sciences Research Institute University of California at Merced Merced California USA
| | | | - Dorothy L. Espelage
- School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Paula Allen‐Meares
- College of Medicine University of Illinois at Chicago Chicago Illinois USA
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Sterzing PR, Auslander WF, Ratliff GA, Gerke DR, Edmond T, Jonson-Reid M. Exploring Bullying Perpetration and Victimization Among Adolescent Girls in the Child Welfare System: Bully-Only, Victim-Only, Bully-Victim, and Noninvolved Roles. JOURNAL OF INTERPERSONAL VIOLENCE 2020; 35:1311-1333. [PMID: 29294666 DOI: 10.1177/0886260517696864] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Childhood abuse is a common experience for youth in the child welfare system, increasing their risk of bullying perpetration and victimization. Little research exists that has examined the rates of bullying perpetration and victimization for child welfare-involved adolescent girls. The study addressed the following aims: (a) to generate frequency estimates of physical, nonphysical, and relational forms of bullying perpetration and victimization; (b) to identify the frequency of bully-only, victim-only, bully-victim, and noninvolved roles; and (c) to identify risk and protective factors that correlate with these bullying role types. Participants were 236 girls (12-19 years) in the child welfare system from a Midwestern urban area. Participants were referred to the study to join a trauma-focused group program. Seventy-five percent of the total sample were youth of color, with the remaining 25% identifying as White, non-Hispanic. Data were collected through baseline surveys that assessed childhood abuse, bullying perpetration and victimization, posttraumatic stress, substance misuse, aggression-related beliefs and self-efficacy, placement type, placement instability, and mental health service use. Child welfare-involved adolescent girls were found to assume all four major role types: bully-only (6.4%, n = 15), victim-only (20.3%, n = 48), bully-victim (44.1%, n = 104), and nonvictims (29.2%, n = 69). The bully-victim rate was approximately 7 times higher than the rate found in a nationally representative sample of non-child welfare-involved youth. The current study identified posttraumatic stress disorder (PTSD) symptoms, anger self-efficacy, and alcohol use as significant correlates of bullying roles. The identification of a substantially higher rate of bully-victims has important practice implications, suggesting child welfare and school systems adopt trauma-informed systems of care. Bully-victims are very likely traumatized children who are in need of effective trauma treatment rather than punitive sanctions.
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Nomaguchi K, Fettro MN. Children's bullying involvement and maternal depressive symptoms. Soc Sci Med 2020; 245:112695. [PMID: 31811962 PMCID: PMC6930964 DOI: 10.1016/j.socscimed.2019.112695] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Revised: 11/16/2019] [Accepted: 11/18/2019] [Indexed: 11/16/2022]
Abstract
Bullying among school-age children is a public health issue in the United States. Although research and policy recommendations emphasize parental responsibility for preventing and dealing with children's bullying involvement, either as victims or perpetrators, we know little about how parents' mental health is linked to children's bullying involvement. We examine three questions on the association between children's bullying involvement and maternal depressive symptoms: (a) Does children's bullying victimization or perpetration increase maternal depressive symptoms?; (b) Do maternal depressive symptoms increase the risk of children bullying or being bullied by other children?; and (c) Do both directions of the associations vary by maternal education level, a key indicator of parenting resources which may buffer the intergenerational stress proliferation? Using panel data from the U.S. National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 963), we conduct cross-lagged structural equation models to examine bidirectional associations between children's bullying involvement as victims or perpetrators and maternal depressive symptoms across three years when children were third, fifth, and sixth graders in 2001, 2003, and 2004, respectively. Controlling for concurrent associations among children's bullying victimization, perpetration, and maternal depressive symptoms, children's bullying victimization in third grade increases depressive symptoms for mothers without college degrees in fifth grade, whereas children's bullying perpetration in third grade increases depressive symptoms for mothers with college degrees in fifth grade. Regardless of maternal education levels, maternal depressive symptoms in children's third and fifth grade years increase the odds of children bullying or being bullied by other children in subsequent years. These findings underscore the need to take parents' mental health into account to prevent or solve issues concerning children's bullying involvement.
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Affiliation(s)
- Kei Nomaguchi
- 213 Williams Hall, Department of Sociology, Bowling Green State University, Bowling Green, OH 43403, United States.
| | - Marshal Neal Fettro
- 213 Williams Hall, Department of Sociology, Bowling Green State University, Bowling Green, OH 43403, United States.
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26
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Arens AK, Visser L. Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis. CHILD ABUSE & NEGLECT 2020; 99:104250. [PMID: 31835234 DOI: 10.1016/j.chiabu.2019.104250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 10/21/2019] [Accepted: 10/28/2019] [Indexed: 05/10/2023]
Abstract
BACKGROUND Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization. OBJECTIVE In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various predictor and outcome variables. PARTICIPANTS AND SETTING The sample consisted of N = 4367 German elementary school students attending grades 3 and 4. METHODS The students responded to eight items addressing personal peer victimization and one item addressing ethnic peer victimization. RESULTS The findings indicated a three-profile solution. In Profile 1, students experienced a combination of personal and ethnic peer victimization; Profile 2 contained students without any victimization experiences; in Profile 3, students experienced personal peer victimization only. Relative to native German-speaking students, non-native German-speaking students had a higher chance to be classified in Profile 1 compared to Profiles 2 and 3. Both profiles of peer victimization (i.e., Profiles 1 and 3) were associated with negative outcomes including higher levels of different types of anxiety and depression, and lower levels of self-esteem and peer self-concept. CONCLUSIONS Student subgroups of different patterns of peer victimization were found, whereby ethnic peer victimization was blended with personal peer victimization in one subgroup, and personal peer victimization was experienced in a pure form in another subgroup. The two victimization subgroups did not differ with regard to outcomes, but were differentially predicted by students' native language.
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Affiliation(s)
- A Katrin Arens
- DIPF, Leibniz Institute for Research and Information in Education, Department on Research on Education and Human Development and Centre for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Str. 6, D-60323 Frankfurt am Main, Germany.
| | - Linda Visser
- DIPF, Leibniz Institute for Research and Information in Education, Department on Research on Education and Human Development and Centre for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Str. 6, D-60323 Frankfurt am Main, Germany
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27
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Xu M, Macrynikola N, Waseem M, Miranda R. Racial and Ethnic Differences in Bullying: Review and Implications for Intervention. AGGRESSION AND VIOLENT BEHAVIOR 2020; 50:101340. [PMID: 32863731 PMCID: PMC7453877 DOI: 10.1016/j.avb.2019.101340] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Despite increased research on bullying over the past few decades, researchers still have little understanding of how bullying differentially affects racial and ethnic minority and immigrant youth. To facilitate efforts to better evaluate the impact of bullying among racial and ethnic minority youth and improve interventions, we integrated research from multiple disciplines and conducted a systematic search to review relevant cross-cultural research on the prevalence of bullying, risk and protective factors, and differences in behaviors and outcomes associated with bullying in these populations. Studies measuring differences in bullying prevalence by racial and ethnic groups are inconclusive, and discrepancies in findings may be explained by differences in how bullying is measured and the impact of school and social environments. Racial and ethnic minorities and immigrants are disproportionately affected by contextual-level risk factors associated with bullying (e.g., adverse community, home, and school environments), which may moderate the effects of individual-level predictors of bullying victimization or perpetration (e.g., depressive symptoms, empathy, hostility, etc.) on involvement and outcomes. Minority youth may be more likely to perpetrate bullying, and are at much higher risk for poor health and behavioral outcomes as a result of bias-based bullying. At the same time, racial and ethnic minorities and immigrants may be protected against bullying involvement and its negative consequences as a result of strong ethnic identity, positive cultural and family values, and other resilience factors. Considering these findings, we evaluate existing bullying interventions and prevention programs and propose directions for future research.
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Affiliation(s)
- Mariah Xu
- Hunter College, City University of New York
| | | | | | - Regina Miranda
- Hunter College and The Graduate Center, City University of New York
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28
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Rose CA, Nickerson AB, Stormont M. Advancing Bullying Research From a Social–Ecological Lens: An Introduction to the Special Issue. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/15-0134.1] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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29
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O'Connor KE, Farrell AD, Kliewer W, Lepore SJ. Social and Emotional Adjustment Across Aggressor/Victim Subgroups: Are Aggressive-Victims Distinct? J Youth Adolesc 2019; 48:2222-2240. [PMID: 31407188 PMCID: PMC7364659 DOI: 10.1007/s10964-019-01104-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 08/02/2019] [Indexed: 11/30/2022]
Abstract
Despite prior studies supporting the existence of "aggressive-victims", it remains unclear if they possess unique risk factors from adolescents who are mostly aggressive or victimized. The present study sought to determine whether aggressive-victims differ from adolescents with distinct patterns of involvement in aggression and victimization in their social and emotional adjustment. Secondary analyses were conducted on baseline data from 984 seventh grade students (54% female) from three schools. Most participants identified their race as White (49%) or African American (19%), with 24% identifying as Latino/a. Latent class analysis identified four subgroups: predominant-aggressors (25%), predominant-victims (17%), aggressive-victims (12%), and limited-involvement (47%). The findings did not provide evidence of unique social-emotional characteristics of aggressive-victims that were not accounted for by their involvement in both aggression and victimization. Further evidence of unique differences in risk factors is needed to support targeted interventions for aggressive-victims.
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Affiliation(s)
- Kelly E O'Connor
- Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA, 23284-2018, USA.
| | - Albert D Farrell
- Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA, 23284-2018, USA
| | - Wendy Kliewer
- Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA, 23284-2018, USA
| | - Stephen J Lepore
- Department of Social and Behavioral Sciences, Temple University, 1301 Cecil B. Moore Ave., Philadelphia, PA, 19122, USA
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Hong JS, Williams-Butler AB, Garthe RC, Kim J, Voisin DR. Relationship Between Coping Strategies and Peer Victimization Among Low-Income African American Youth Living in Chicago. CHILD & YOUTH CARE FORUM 2019. [DOI: 10.1007/s10566-019-09528-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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31
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Yuchang J, Junyi L, Junxiu A, Jing W, Mingcheng H. The Differential Victimization Associated With Depression and Anxiety in Cross-Cultural Perspective: A Meta-Analysis. TRAUMA, VIOLENCE & ABUSE 2019; 20:560-573. [PMID: 29333963 DOI: 10.1177/1524838017726426] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Traditional bullying and cyberbullying have become serious worldwide issues. The meta-analysis in this article took a cross-cultural perspective to explore whether there were any differences between the effects of cyber victimization and traditional victimization on the presence of depression and anxiety in children and adolescents and to examine the effects of moderators in explaining these differences/similarities. Fifty-six empirical studies (generating 148 independent samples) were included with a total sample size of 214,819 participants. The results indicated that the effects of cyber victimization and the subtypes of traditional victimization on anxiety were significantly different, and there was a marginally significant difference for depression. The moderating effects of country of origin were found to be significant for depression, with the mean effect size in North America being significantly higher than in China and Europe, which suggested that culture was an important factor. The moderating effects of age were also found to be significant for the relationships between traditional victimization and depression, traditional victimization and anxiety, cyber victimization and depression, and cyber victimization and anxiety. In addition, the effect size for cyber victimization and depression has increased in more recent publication years.
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Affiliation(s)
- Jin Yuchang
- 1 School of Teacher Education and Psychology, Sichuan Normal University, Chengdu, China
| | - Li Junyi
- 2 School of Psychology, Central China Normal University, Wuhan, China
- 3 Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA
| | - An Junxiu
- 4 School of Software Engineering, Chengdu University of Information Technology, Chengdu, China
| | - Wu Jing
- 5 Department of Psychology, Capital Normal University, China
| | - He Mingcheng
- 6 College of Psychology, South China Normal University, China
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Rodríguez-Hidalgo AJ, Calmaestra J, Casas JA, Ortega-Ruiz R. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Front Psychol 2019; 10:46. [PMID: 30774605 PMCID: PMC6367499 DOI: 10.3389/fpsyg.2019.00046] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2018] [Accepted: 01/08/2019] [Indexed: 11/29/2022] Open
Abstract
The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.
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Affiliation(s)
| | - Juan Calmaestra
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
| | - José A Casas
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
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Impact of Prosocial Behavioral Involvement on School Violence Perpetration Among African American Middle School and High School Students. J Immigr Minor Health 2019; 20:7-13. [PMID: 28054204 DOI: 10.1007/s10903-016-0544-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The purpose of this study was to examine factors associated with school violence perpetration among African American youth. African American students in 7th through 12th grade (n = 7488) in schools within one Metropolitan area completed the Pride National Drug Survey. Chi square analyses revealed school violence perpetration significantly differed based on grade and prosocial behavioral involvement. Students in 7th-8th grade (54.7%) were more likely to engage in school violence in comparison to 9th-12th grade students (48.8%). Students with low prosocial behavior (52.8%) involvement were more likely than their counterparts (48.9%) to engage in school violence perpetration. Logistic regression also indicated females and 9th-12th students with low prosocial behavior involvement were significantly less likely than their counterparts to engage in school violence. Findings should be considered by health educators and prevention specialists when developing programs and efforts to prevent in school violence perpetration among African American students.
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Burns VL, Eaton AA, Long H, Zapp D. Exploring the Role of Race and Gender on Perceived Bystander Ability and Intent: Findings Before and After Exposure to an Online Training Program to Prevent Sexual Assault on Campus. Violence Against Women 2018; 25:999-1017. [DOI: 10.1177/1077801218807089] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study explores the significance of race and gender on bystander attitudes before and after an online bystander intervention program to prevent sexual assault. A diverse sample of 750 college students participated in an online intervention and participants’ perceived bystander intervention ability and intent were assessed. The interaction of participant race and gender had a marginally significant impact on bystander ability and intent baseline scores. Furthermore, when analyzing gain scores from pre- to posttest, there was a significant race by gender interaction. Specifically, Latinx and Black men had higher preintervention scores, and White men had higher gains postintervention. Relevant cultural and social factors and directions for future research are discussed.
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Affiliation(s)
| | | | - Haiying Long
- Florida International University, Miami, FL, USA
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35
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Sleep it off: Bullying and sleep disturbances in adolescents. J Adolesc 2018; 68:87-93. [DOI: 10.1016/j.adolescence.2018.07.012] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2018] [Revised: 07/21/2018] [Accepted: 07/23/2018] [Indexed: 11/18/2022]
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Adjustment outcomes of victims of cyberbullying: The role of personal and contextual factors. J Sch Psychol 2018; 70:74-88. [PMID: 30340704 DOI: 10.1016/j.jsp.2018.07.002] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Revised: 04/18/2018] [Accepted: 07/26/2018] [Indexed: 01/21/2023]
Abstract
With many of today's youth utilizing technology to bully their peers, there is a need to better understand both predictors and consequences of cybervictimization. However, few researchers have employed a multi-level approach to jointly identify potential individual (e.g., gender) and school-level (e.g., urbanicity) predictors of cybervictimization, or examined a range of psycho-social and adjustment outcomes. The current study used survey data from 28,583 students from 58 high schools to explore the risk factors associated with cybervictimization. We also examined the association between cybervictimization and adjustment outcomes (e.g., psychological, academic), as well as a possible moderators (e.g., student connectedness) that may buffer youth from these negative outcomes. Self-report measures assessed experiences with cybervictimization, adjustment problems, and student connectedness using previously validated measures. A series of two-level hierarchical linear modeling analyses revealed that females, underclassman, and those who are traditionally victimized or were perpetrators of cyberbullying were at significantly increased risk of cybervictimization. Cybervictimization was also associated with an increased risk of psychological (internalizing problems, sleep problems, stress problems) and academic (truancy, poor grades) adjustment problems. However, student connectedness buffered the internalizing problems experienced by victims of cyberbullying. These findings extend prior research on cybervictimization predictors, outcomes, and buffers, and in turn inform the potential use of school-based efforts aimed at preventing cyberbullying.
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Evans CBR, Smokowski PR, Rose RA, Mercado MC, Marshall KJ. Cumulative Bullying Experiences, Adolescent Behavioral and Mental Health, and Academic Achievement: An Integrative Model of Perpetration, Victimization, and Bystander Behavior. JOURNAL OF CHILD AND FAMILY STUDIES 2018; 27:10.1007/s10826-018-1078-4. [PMID: 30174382 PMCID: PMC6112108 DOI: 10.1007/s10826-018-1078-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Bullying is often ongoing during middle- and high-school. However, limited research has examined how cumulative experiences of victimization, perpetration, and bystander behavior impact adolescent behavioral and mental health and academic achievement outcomes at the end of high school. The current study used a sample of over 8000 middle- and high-school students (51% female; mean age 12.5 years) from the Rural Adaptation Project in North Carolina to investigate how cumulative experiences as a bullying victim and perpetrator over 5 years, and cumulative experiences of bystander behavior over 2 years impacted students' aggression, internalizing symptoms, academic achievement, self-esteem, and future optimism. Following multiple imputation, analysis included a Structural Equation Model with excellent model fit. Findings indicate that cumulative bullying victimization was positively associated with aggression and internalizing symptoms, and negatively associated with self-esteem and future optimism. Cumulative bullying perpetration was positively associated with aggression and negatively associated with future optimism. Cumulative negative bystander behavior was positively associated with aggression and internalizing symptoms and negatively associated with academic achievement and future optimism. Cumulative prosocial bystander behavior was positively associated with internalizing symptoms, academic achievement, self-esteem, and future optimism. This integrative model brings together bullying dynamics to provide a comprehensive picture of implications for adolescent behavioral and mental health and academic achievement.
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Affiliation(s)
| | - Paul R. Smokowski
- North Carolina Youth Violence Prevention Center, Lumberton, NC, USA
- University of Kansas, School of Social Welfare, Lawrence, KS, USA
| | - Roderick A. Rose
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Melissa C. Mercado
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Khiya J. Marshall
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA, USA
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38
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Correlates of bullying and its relationship with psychiatric disorders in Lebanese adolescents. Psychiatry Res 2018; 261:94-101. [PMID: 29291479 DOI: 10.1016/j.psychres.2017.12.039] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2017] [Revised: 10/17/2017] [Accepted: 12/14/2017] [Indexed: 12/15/2022]
Abstract
Understanding the contextual determinants of bullying behavior is pivotal for effective interventions. This paper describes the prevalence of bullying, its socio-demographic correlates and factors influencing its relationship with psychiatric disorders among a population-based sample of adolescents from Beirut recruited through a two-stage cluster sampling design. Recruited participants (n = 510) and their parents completed a battery of questionnaires and interviews including the Development and Wellbeing Assessment (DAWBA) and the Peer-Relations Questionnaire (PRQ). We found that around 30% of the adolescent participants were involved in bullying. Younger age, lower family income, lower parental education, receiving private tutoring, having an anxiety disorder and having a disruptive behavior disorder were correlated with being bullied by peers while lower family income, repeating a school-grade, and having a disruptive behavior disorder were associated with bullying others. Several factors including gender, age group, family income, and attending private versus public schools moderated the relationship between bullying behavior and having psychiatric disorders. Our findings thus highlight the complexity of the association between psychiatric disorders and bullying in settings like Lebanon.
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39
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Bettencourt AF, Musci R, Clemans KH, Carinci J, Ialongo NS. Patterns of peer- and teacher-rated aggression, victimization, and prosocial behavior in an urban, predominantly African American preadolescent sample: Associations with peer-perceived characteristics. J Sch Psychol 2017; 65:83-101. [DOI: 10.1016/j.jsp.2017.07.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2016] [Revised: 07/03/2017] [Accepted: 07/19/2017] [Indexed: 10/19/2022]
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40
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Challenging Conventions of Bullying Thresholds: Exploring Differences between Low and High Levels of Bully-Only, Victim-Only, and Bully-Victim Roles. J Youth Adolesc 2017; 47:586-600. [PMID: 29052118 DOI: 10.1007/s10964-017-0775-4] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Accepted: 10/06/2017] [Indexed: 10/18/2022]
Abstract
Using a commonly accepted threshold of 2 to 3 times per month as a marker of bullying-involvement from noninvolvement, approximately 30% of U.S. students report being a bully, victim, or both. Although variation in the frequency of involvement exists, infrequent engagement (less than 2 to 3 times a month) is generally considered noninvolved. However, the question remains: Do these differences have implications for behavioral health patterns, including substance use, depression and school connectedness? The present study used a district-wide random cluster sample of 66 middle and high schools in a mid-size city. The study population consisted of 3,221 middle school (53.4%) and high school (45.6%) students, with 48.7% females, 44.6 males, and 6.7% youth identifying with another gender category. These youth were racially diverse, with the modal category being Black (36.0%). Based on student survey response, we report, (a) the frequency and intensity of bullying behaviors, (b) common patterns of involvement, and (c) demographic and individual-level risk factors associated with these patterns. Analyses resulted in nine bully types, with substantial differences in bullying-involvement intensity based on gender, race, school connectedness, and mental health. Perhaps most striking, the majority of youth (70.9%) were involved in some level of bullying perpetration, victimization, or both, when accounting for the accumulation of low frequency involvement (e.g., once, twice, or a few times) across multiple bullying behaviors. Implications for adolescent development and prevention are described.
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Lai T, Kao G. Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students. J Youth Adolesc 2017; 47:619-635. [PMID: 28929272 DOI: 10.1007/s10964-017-0748-7] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2017] [Accepted: 09/06/2017] [Indexed: 11/26/2022]
Abstract
To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.
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Affiliation(s)
- Tianjian Lai
- Department of Sociology, UCLA, 264 Haines Hall, 375 Portola Plaza, Los Angeles, CA, 90095, USA.
| | - Grace Kao
- Department of Sociology, Yale University, 493 College Street, Room 407, New Haven, CT, 06511, USA
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Görzig A, Milosevic T, Staksrud E. Cyberbullying Victimization in Context: The Role of Social Inequalities in Countries and Regions. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2017. [DOI: 10.1177/0022022116686186] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The phenomenon of cyberbullying is gaining ever more attention by media and policy makers in many countries. Theoretical frameworks using a socio-ecological approach emphasize the importance of contextual explanatory factors located at the societal level. It has been suggested that in addition to cross-national differences, the analysis of smaller units of more adjacent cultural contexts (i.e., regions) might yield more explanatory power. Leaning on previous findings and theory, the current article aims to identify and compare contextual explanatory factors associated with social inequality (i.e., crime rates, gross domestic product [GDP], life expectancy, and population density) for variation in cyber- and face-to-face bullying victimization rates within one sample. Moreover, corresponding explanatory factors are investigated across national and regional levels. Cyber- and face-to-face bullying victimization of 15,813 nine- to sixteen-year-olds (50% female) from the cross-national survey data of EU Kids Online were linked with contextual variables of 18 countries and 179 regions obtained from data of the European Social Survey (ESS). Hierarchical multilevel-modeling analyses, adding first regional and then country-level contextual predictors for bullying victimization, were performed. Against expectations, differences for cyber- and face-to-face victimization between regions within countries were smaller than differences between countries. Regional-level life expectancy showed a negative and crime rates showed a marginal positive relation with both cyber- and face-to-face victimization. Population density showed a negative and GDP a positive relationship with cyber- but not face-to-face victimization. Adding the same predictors on the country level did not improve model fit. Possible research and policy implications are discussed.
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Affiliation(s)
- Anke Görzig
- University of West London, Brentford, UK
- London School of Economics and Political Science, UK
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43
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Empathy, Attitude Towards Bullying, Theory-of-Mind, and Non-physical Forms of Bully Perpetration and Victimization Among U.S. Middle School Students. CHILD & YOUTH CARE FORUM 2017. [DOI: 10.1007/s10566-017-9416-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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44
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Lund EM, Ross SW. Bullying Perpetration, Victimization, and Demographic Differences in College Students: A Review of the Literature. TRAUMA, VIOLENCE & ABUSE 2017; 18:348-360. [PMID: 26759417 DOI: 10.1177/1524838015620818] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Although bullying has been widely recognized as a serious issue in elementary and secondary school and in the workplace, little is known about the prevalence of bullying in postsecondary education. We conducted a comprehensive search of the peer-reviewed literature and found 14 studies that reported the prevalence of bullying perpetration, victimization, or both in college or university students. Prevalence estimates varied widely been studies, but on average about 20-25% of students reported noncyberbullying victimization during college and 10-15% reported cyberbullying victimization. Similarly, approximately 20% of students on average reported perpetrating noncyberbullying during college, with about 5% reporting cyber perpetration. Men were more likely to report perpetration, but no consistent gender differences in victimization were found. Few studies reported prevalence by sexual orientation or race/ethnicity, and none reported prevalence by disability status. Overall, these results indicate that bullying continues to be prevalent in postsecondary education, but more research needs to be conducted, particularly that which uses multiuniversity samples and examines demographic differences in prevalence rates.
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Affiliation(s)
- Emily M Lund
- 1 Department of Special Education and Rehabilitation, Utah State University, Logan, UT, USA
| | - Scott W Ross
- 1 Department of Special Education and Rehabilitation, Utah State University, Logan, UT, USA
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Stefanek E, Strohmeier D, Yanagida T. Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement. ACTA ACUST UNITED AC 2017. [DOI: 10.3233/dev-160214] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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46
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Lehman B. Supporting gender equality in extracurricular activities and the impact on female bullying victimization in school. SOCIAL PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s11218-017-9373-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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47
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Peters ZJ, Hatzenbuehler ML, Davidson LL. Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students. JOURNAL OF INTERPERSONAL VIOLENCE 2017; 32:49-75. [PMID: 25952291 DOI: 10.1177/0886260515585532] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students' odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.
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Albdour M, Lewin L, Kavanaugh K, Hong JS, Wilson F. Arab American Adolescents’ Perceived Stress and Bullying Experiences: A Qualitative Study. West J Nurs Res 2016; 39:1567-1588. [DOI: 10.1177/0193945916678214] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
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.
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Affiliation(s)
| | | | | | - Jun Sung Hong
- Wayne State University, Detroit, MI, USA
- Sungkyunkwan University, Seoul, South Korea
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49
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Ayala LM, Wang J, Anderson S, Brevard A, Ruiz M, Bannerman R, Robertson B, Cheng YI, Hinds P. Implementing a community bullying awareness intervention in an adolescent psychiatric unit: a feasibility study. Arch Psychiatr Nurs 2015; 29:426-33. [PMID: 26577558 DOI: 10.1016/j.apnu.2015.06.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2015] [Revised: 06/15/2015] [Accepted: 06/28/2015] [Indexed: 10/23/2022]
Abstract
PROBLEM Adolescents with a mental health diagnosis are at risk of involvement in bullying. We tested the feasibility of a bullying awareness group intervention in an established inpatient psychiatric unit milieu. METHODS Adolescents admitted to an urban inpatient adolescent psychiatric unit were eligible to attend two sequential 1-hour Bullying Awareness intervention group sessions. Data were collected before the first session (T1), post-both sessions (T2), and following discharge from the unit (T3). FINDINGS A total of 65 adolescents were enrolled; most were female (66.2%), African-American (60%), and in grades 10 to 12 (57%). Intervention feasibility was achieved as >80% of participants completed all components of the intervention and 100% completed all study questionnaires at T1 and T2. Feasibility of the follow-up (T3) was not achieved. Bullying knowledge scores improved significantly from T1 to T2. CONCLUSIONS The intervention is feasible to implement in an inpatient adolescent psychiatry unit and can improve adolescents' bullying knowledge.
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Affiliation(s)
- Leilanie Marie Ayala
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC; UCLA Resnick Neuropsychiatric Hospital, Los Angeles, CA.
| | - Jichuan Wang
- Division of Biostatistics and Study Methodology, Center for Translational Science, Children's National Health System, Northwest, Washington, DC
| | - Stephanie Anderson
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC
| | - Alexis Brevard
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC
| | - Michael Ruiz
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC
| | - Reginald Bannerman
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC
| | - Barbara Robertson
- Adolescent Psychiatric Unit, Children's National Health System, Northwest, Washington, DC
| | - Yao Iris Cheng
- Division of Biostatistics and Study Methodology, Center for Translational Science, Children's National Health System, Northwest, Washington, DC
| | - Pamela Hinds
- Department of Nursing Research and Quality Outcomes, Center for Translational Research, Children's National Health System, The George Washington University, Northwest, Washington, DC
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50
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Konold TR, Cornell D. Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation. J Sch Psychol 2015; 53:447-61. [PMID: 26563598 DOI: 10.1016/j.jsp.2015.09.001] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2015] [Revised: 09/02/2015] [Accepted: 09/08/2015] [Indexed: 10/22/2022]
Abstract
This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate.
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Affiliation(s)
| | - Dewey Cornell
- Curry School of Education, University of Virginia, USA
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