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Laninga-Wijnen L, Yanagida T, Garandeau CF, Malamut ST, Veenstra R, Salmivalli C. Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems. Dev Psychopathol 2023:1-15. [PMID: 37990407 DOI: 10.1017/s0954579423001384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2023]
Abstract
The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox." The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes).
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Affiliation(s)
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, University of Vienna, Wien, Austria
| | | | | | - René Veenstra
- Department of Sociology, University of Groningen, Groningen, The Netherlands
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Xiong Y, Wang Y, Wang Q, Zhang H, Yang L, Ren P. Bullying victimization and depressive symptoms in Chinese adolescents: the roles of belief in a just world and classroom-level victimization. Eur Child Adolesc Psychiatry 2023; 32:2151-2162. [PMID: 35927525 DOI: 10.1007/s00787-022-02059-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 07/27/2022] [Indexed: 11/03/2022]
Abstract
Studies have demonstrated that bullying victimization is a risk factor for depressive symptoms; however, little is known about the underlying processes that may mediate or moderate this relationship. To address this research gap, this study examined the mediating effects of personal and general belief in a just world (BJW) and the moderating effect of classroom-level victimization on the relationship between bullying victimization and depressive symptoms. Using a short-term longitudinal design, two-wave data were obtained from 2,551 Chinese adolescents (initial age = 12.99 ± 0.61, 52.2% boys) from 47 classes over 6 months. The results indicated that Time 1 personal BJW mediated the relationship between Time 1 bullying victimization and Time 2 depressive symptoms. Furthermore, the mediating effect of Time 1 personal BJW was moderated by Time 1 classroom-level victimization; this effect was stronger for adolescents in classrooms with low levels of victimization. These findings contribute to our understanding of how and when bullying victimization impacts youth depressive symptoms. Education practitioners should pay special attention to personal BJW in victimized adolescents, especially when classroom-level victimization is low.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yue Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Quanquan Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Hang Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Liu Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
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Carone N, Innocenzi E, Lingiardi V. Peer Microaggressions and Social Skills among School-Age Children of Sexual Minority Parents through Assisted Reproduction: Moderation via the Child-Teacher Relationship. J Youth Adolesc 2022; 51:1210-1229. [PMID: 35275310 PMCID: PMC9090859 DOI: 10.1007/s10964-022-01588-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 02/18/2022] [Indexed: 11/05/2022]
Abstract
The impact of peer microaggressions and the child-teacher relationship on the social skills of children with sexual minority parents has received little attention. The current study used a mixed-method, multi-informant, two-wave longitudinal design to address this research gap. Thirty-seven children of lesbian mothers through donor insemination and 33 children of gay fathers though surrogacy (wave 1: Mage = 8.3 years, SD = 1.6; 51.4% female; wave 2: Mage = 9.9 years, SD = 1.7), all school-aged and residing in Italy, participated together with their 140 parents and 55 teachers. Approximately two-thirds of the children reported at least one peer microaggression and, on average, microaggressions were of a low intensity. Child-teacher relationships were of high quality (i.e., characterized by high safe haven-seeking and secure base use, and low conflict). Both parents and teachers reported high levels of child social skills. However, more intense W1 microaggressions predicted lower W2 social skills among children reporting a lower W1 child-teacher relationship quality, and greater W2 social skills among those reporting a higher W1 child-teacher relationship quality. These results support the child-teacher relationship as a potentially secure context in which children can "mentalize" negative experiences such as microaggressions and improve their social skills. In this vein, considering microaggression, attachment, and developmental intergroup theories, teachers must attune to the school experiences of children with sexual minority parents and cultivate caring classroom environments that are sensitive to family diversity.
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Affiliation(s)
- Nicola Carone
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta 11, 27100, Pavia, Italy.
| | - Eleonora Innocenzi
- Department of History, Culture and Society, "Tor Vergata" University of Rome, Via Columbia 1, 00133, Rome, Italy
| | - Vittorio Lingiardi
- Department of Dynamic and Clinical Psychology, and Health Studies, "Sapienza" University of Rome, Via degli Apuli 1, 00185, Rome, Italy
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Zhao Y, Lee YT, Tang Y, York M. The Characteristics of Targets of Bullying Among Chinese Youth Attending Key Versus Non-Key Schools: A Mixed-Methods Analysis. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:6911-6930. [PMID: 31046530 DOI: 10.1177/0886260519845729] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The current study examined the characteristics of targets of bullying using a sample of students from two distinct school types (key vs. non-key), wherein key middle schools are defined as having better teaching resources and higher performing students than non-key middle schools. Open-ended, self-report surveys were collected from 322 Chinese students in sixth to 11th grades. Two cycle coding methods analyses generated 3,566 original codes in which 21 main categories and 77 subcategories were extracted. Five major themes emerged: multiple deviant personalities; prominent puniness and imperfect body characteristics accompanied by polarization of appearance; polarization school engagement and academic performance; psychological and behavioral problems; and problematic family and social contexts. Results of chi-square analysis indicated characteristics of targets of bullying were significantly different between key and non-key school in 12 main categories. Implications for ecological systems theory and person-group dissimilarity theory as well as bullying prevention approaches in schools are discussed.
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Affiliation(s)
| | | | - Yuanqiong Tang
- Beijing Normal University, China
- Student Development Center, Luzhou, China
| | - Mary York
- Southern Illinois University, Carbondale, USA
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LIU X, PAN B, CHEN L, LI T, JI L, ZHANG W. Healthy context paradox in the association between bullying victimization and externalizing problems: The mediating role of hostile attribution bias. ACTA PSYCHOLOGICA SINICA 2021. [DOI: 10.3724/sp.j.1041.2021.00170] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Lee KM, Jones MK, Day SX. The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2016.10.020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Longitudinal and Incremental Relation of Cybervictimization to Negative Self-Cognitions and Depressive Symptoms in Young Adolescents. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1321-32. [PMID: 26747449 DOI: 10.1007/s10802-015-0123-7] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Adolescents are among the most frequent users of social media websites, raising concern about the dangers of cyber bullying or cybervictimization (CV). A 12-month longitudinal study examined the unique, prospective relation of CV to the development of negative self-cognitions and depressive symptoms in a community sample of 827 children and young adolescents (ages 8-13; 55.1 % female) from the southeastern United States. Over and above conventional types of peer victimization, CV significantly predicted changes in self-referential negative cognitions, victimization-related cognitive reactions, and depressive symptoms, even after controlling for baseline levels of the dependent variables. Results also showed that CV was significantly less stable than other forms of victimization and tended to increase slightly with time. The study highlights the unique effects of CV and has implications for research and practice.
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Monti JD, Rudolph KD, Miernicki ME. Rumination about Social Stress Mediates the Association between Peer Victimization and Depressive Symptoms during Middle Childhood. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017; 48:25-32. [PMID: 28713190 PMCID: PMC5509213 DOI: 10.1016/j.appdev.2016.11.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Although prior research has established a link between exposure to peer victimization and depressive symptoms, relatively little is known about the processes underlying this association. This study examined whether maladaptive responses to a novel social stressor - specifically, lower levels of problem solving or higher levels of rumination - mediate this association. Data were gathered from 130 children (64 boys, 66 girls; M age = 9.46, SD = .33) who participated in a laboratory social stressor task with an unfamiliar peer. Results indicated that prior exposure to peer victimization in the school context was associated with ruminative responses to the novel stressor, which mediated the association between victimization and depressive symptoms. These results indicate that ruminative responses to social stress outside of the victimization context may serve as one process explaining the association between victimization and heightened depressive symptoms.
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Affiliation(s)
- Jennifer D. Monti
- University of Illinois, Urbana-Champaign, Psychology Building, 603 E. Daniel Street, Champaign, IL 61820, United States of America
- Nationwide Children's Hospital, Center for Biobehavioral Health, 700 Children’s Drive, Columbus, OH 43205, United States of America
| | - Karen D. Rudolph
- University of Illinois, Urbana-Champaign, Psychology Building, 603 E. Daniel Street, Champaign, IL 61820, United States of America
| | - Michelle E. Miernicki
- University of Illinois, Urbana-Champaign, Psychology Building, 603 E. Daniel Street, Champaign, IL 61820, United States of America
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Closson LM, Hart NC, Hogg LD. Does the desire to conform to peers moderate links between popularity and indirect victimization in early adolescence? SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12223] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Affiliation(s)
- Leanna M. Closson
- Department of Psychology, Saint Mary's University; Halifax Nova Scotia Canada
| | - Nicole C. Hart
- Department of Psychology, Saint Mary's University; Halifax Nova Scotia Canada
| | - Leslie D. Hogg
- Department of Psychology, Saint Mary's University; Halifax Nova Scotia Canada
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Garandeau CF, Lee IA, Salmivalli C. Decreases in the proportion of bullying victims in the classroom. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025416667492] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Sharing a classroom environment with other victimized peers has been shown to mitigate the adverse effects of peer victimization on children’s social and psychological adjustment. By extension, this study hypothesized that classroom reductions in the proportion of victims would be harmful for children who remain victimized. Data were collected at the end of 2 subsequent school years from 4,466 fourth- to sixth-graders (mean age = 11 years), as part of the implementation of the Finnish anti-bullying program KiVa (an acronym for Kiusaamista Vastaan, “against bullying”). Multiple regression analyses were conducted on a subsample of 170 stable victims (children reporting being victimized at least 2–3 times a month at both time points) to test whether a decrease in the proportion of victims in their classrooms had an effect on their adjustment at Time 2. Stable victims felt more depressed, more socially anxious and were less liked at Time 2 in classrooms where the proportion of victims had decreased in 1 year compared to stable victims in classrooms where it had increased or remained the same. These effects were not moderated by the intervention status of the classroom. Paradoxically, an improved social environment can be detrimental for some children. These findings point to the necessity to maintain anti-bullying intervention efforts especially when successful.
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Abstract
This study investigates differences and similarities in coping responses to peer victimization and the way culture is reflected in the social cognitions adolescents used in choosing their coping responses through a mixed-method design with 731 Taiwanese and 470 U.S. adolescents. Adolescents provided coping responses to peer victimization via both hypothetical situations and within structured open-ended questions. Two culturally distinctive psychological frameworks, seeking connection in Taiwan and showing independence in the United States, were reflected in both the coping responses that adolescents endorsed (i.e., more seeking adults’ support in Taiwan and more problem-solving coping in the United States) and the social cognitions used in the coping process (e.g., connection seeking in Taiwan and self-independence demonstration in the United States). Taiwan and U.S. adolescents also differ in the prevalence of coping strategies in the real-life peer victimization descriptions in a way that was comparable with our quantitative findings (i.e., more seeking friends and adults’ support in Taiwan and more solving the problem on one’s own in the United States).
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Farr RH, Crain EE, Oakley MK, Cashen KK, Garber KJ. Microaggressions, Feelings of Difference, and Resilience Among Adopted Children with Sexual Minority Parents. J Youth Adolesc 2015; 45:85-104. [PMID: 26374241 DOI: 10.1007/s10964-015-0353-6] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 09/10/2015] [Indexed: 11/29/2022]
Abstract
Limited research exists about the unique experiences and possible marginalization of children with sexual minority parents. From a larger longitudinal project of diverse adoptive families, we examined cross-sectional data using mixed methods from interviews with 49 adopted children (M age = 8 years; 47% female) in 27 two-father and 22 two-mother families. Using thematic analysis, we coded themes of awareness of difference, microaggressions, and resilience (i.e., coping and positive family conceptualizations). Children experienced "feeling different" and microaggressions from peers, but generally at a low to medium intensity and with neutral (not negative) emotion. More instances of resilience and positive family conceptualizations were reported than microaggressions or feelings of difference, suggesting that children develop positive perceptions of their family and navigate experiences of difference with resilience. Filling important gaps in the literature, we discuss implications of our results for practice and policy.
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Affiliation(s)
- Rachel H Farr
- Department of Psychology, University of Kentucky, 012-B Kastle Hall, 171 Funkhouser Drive, Lexington, KY, 40506-0044, USA.
| | - Emily E Crain
- University of Massachusetts Amherst, Amherst, MA, USA
| | - M K Oakley
- University of Massachusetts Amherst, Amherst, MA, USA
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