Adverse childhood experiences and bullying in late adolescence in a metropolitan region of Brazil

Early adversity and prosocial behavior in adolescents from Bogotá: a cross-sectional study

BACKGROUND

The association between Adverse Childhood Experiences (ACEs), prosocial behavior, and depression (like other negative mental health outcomes) has not been thoroughly understood. This study aimed at evaluating their simultaneous association while controlling for key confounding variables.

METHODS

A cross-sectional study was carried-out with 2918 secondary school students from seven charter schools located in low-resourced neighborhoods in Bogota (Colombia), 54.12% were female, and mean age was 13.81 years. The self-report instrument included demographic variables, well-being, mental health, risk behaviors and symptoms of psychopathology. Assessment of ACEs was done by a series of yes/no questions, prosocial behavior was evaluated with the corresponding subscale in the Strengths and Difficulties Questionnaire, and depression was assessed with the Self-Reporting Questionnaire. Associations were tested using the Spearman correlation coefficient, Z tests and Chi-square tests, and all primary outcome analyses were adjusted for potential confounding variables through multivariate logistic regression using depression as outcome.

RESULTS

Mean exposure to ACEs was 3.15 events; those exposed to four or more obtained lower scores in well-being, satisfaction with life and family functioning, and higher scores in symptoms of psychopathology. For the prosocial behavior scores, 64.35% were classified as close to the average, 17.51% as slightly lowered, 11.91% as low, and 6.23% as very low; participants with higher levels of prosocial behavior showed lower scores in symptoms of psychopathology. While ACEs had a positive association with depressive symptoms (Odds Ratio [OR] 2.21, 95% confidence interval [CI] 1.67-2.94), prosocial behavior did not have a significant association with either ACEs or depressive symptoms in multivariate regression models.

CONCLUSIONS

Novel studies should further elucidate the developmental pathways involving positive and negative mental health constructs to better understand the actual effectiveness of interventions that use these constructs in their design.

Psychosocial adaptation under adverse experiences: A study on the role of empathy with adolescents from vulnerable contexts in Brazil

BACKGROUND

Adverse Childhood Experiences (ACEs) are potentially traumatic events that affect children and adolescents, increasing the risk for negative outcomes in several developmental domains. The literature suggests that ACEs affect boys and girls differently, and that protective factors such as social and emotional skills may favor resilience processes and promote Psychosocial Adjustment.

OBJECTIVE

The present study aimed to verify gender differences in relation to ACEs and Empathy, and to identify whether the effect of ACEs on Psychosocial Adjustment is moderated by Empathy.

PARTICIPANTS AND SETTING

A total of 1229 boys and girls aged 14 to 17 years from public schools in regions considered to be of high social vulnerability in two cities of Brazil participated in this study.

METHODS

Comparisons between genders were carried out using a logistic regression model. We then fitted multiple regression models predicting Psychosocial Adjustment, where ACEs, Empathy, and an interaction term between ACEs and Empathy were employed as independent variables, controlled by gender.

RESULTS

Logistic regression analysis showed that girls experience ACEs more often than boys (d = 0.26, p = 0.02; d = 0.36; p < 0.001), and score higher on the Empathy scale (d = 0.43, p < 0.001). The genders do not differ in Community Violence Exposure nor Psychosocial Adjustment levels. Interaction analysis showed that Empathy moderates the effect of ACEs on adolescents' level of Psychosocial Adjustment. In the context of close relationships, Empathy may counteract the effect of ACEs, while in cases involving domestic violence and/or psychological abuse, it may amplify the impact of ACEs.

CONCLUSIONS

The results show the relevance of considering gender specificities and that the role played by Empathy is more complex and needs further investigation. We emphasize that programs and policies aiming to prevent ACEs and their harmful effects should consider its types, in addition to the diversity and the specificities of the target population.

Prevalence and associated factors of adverse childhood experiences (ACE) in a sample of Brazilian university students

BACKGROUND

Adverse childhood experiences (ACEs) have long been associated with health risk behaviors, but they are poorly studied in Brazilian university students.

OBJECTIVE

To estimate the prevalence of ACEs and investigate their association with sociodemographic data, health risk factors and self-related health in a sample of university students.

PARTICIPANTS AND SETTING

A cross-sectional study conducted with 546 students from a Brazilian public university.

METHOD

The self-reported 10-ACE Study questionnaire (ACE-Q) and sociodemographic information (age, sex, family income), health risk factors (body mass index, physical exercise, alcohol and tobacco use) and self-related health were assessed. Chi-square Test and multivariate logistic regression were used to evaluate the association between the cumulative occurrence of ACE (ACE ≥4) and the studied factors.

RESULTS

Of the 546 participants, 464 responded to all ACE-Q questions; 74.4% reported at least one ACE, and 13.1 % reported four or more. Lower family income (OR = 2.02; 95%CI = 1.13-3.61; p = 0.01) and self-related poor health (OR = 2.29; 95%CI = 1.28-4.08; p = 0.00) were associated with the occurrence of ACE ≥4.

CONCLUSION

Most students reported at least one ACE, while a minority reported ≥4 ACEs associated with lower family income and poor self-health. The data suggest that preventive actions should be considered to mitigate the problem, with lower-income students being treated as a priority.

Adverse childhood experience and young adult's problematic Internet use: The role of hostility and loneliness

BACKGROUND

Few studies have explored the relationship between adverse childhood experiences (ACEs) and problematic Internet use (PIU) during young adulthood. Moreover, even fewer studies have explored the roles of loneliness (social and emotional) and hostility in this relationship.

METHODS

This study used data from the Taiwan Youth Project (2011-2017). The analytical sample included 1885 participants (mean age = 31.3 years). PIU was measured using the short form of Chen's Internet Addiction Scale (2017). ACEs were assessed at the baseline of the adolescent phase (mean age = 14.3 years); this indicator has undergone recent revision. Hostility (three items from the Symptom Checklist-90-Revised) and loneliness (six items from the De Jong Gierveld scale) were measured in 2011 and 2014, respectively.

RESULTS

ACEs were associated with hostility and loneliness (emotional and social). Additionally, hostility (β = 0.62, p < .01) and emotional loneliness (β = 0.44, p < .01) were significantly associated with PIU. Most mediating paths (e.g., ACE → hostility → PIU) were significant, based on the bootstrapping results.

CONCLUSIONS

This study suggests that ACEs have a long-term shadow effect on PIU in young adults. ACEs show an indirect association with PIU through both hostility and loneliness, as well as involving the relationship between them.

The association of sexual minority status and bullying victimization is modified by sex and grade: findings from a nationally representative sample

BACKGROUND

Sexual minority status is associated with face-to-face bullying and cyberbullying victimization. However, limited studies have investigated whether such a relationship differs by sex or grade in a nationally representative sample.

METHODS

We concatenated the national high school data from the Youth Risk Behavior Surveillance System (YRBSS) chronologically from 2015 to 2019, resulting in a sample of 32,542 high school students. We constructed models with the interaction term between sexual minority status and biological sex assigned at birth to test the effect modification by sex on both the multiplicative and additive scales. A similar method was used to test the effect modification by grade.

RESULTS

Among heterosexual students, females had a higher odds of being bullied than males, while among sexual minority students, males had a higher odds of being bullied. The effect modification by sex was significant on both the multiplicative and additive scales. We also found a decreasing trend of bullying victimization as the grade increased among both heterosexual and sexual minority students. The effect modification by the grade was significant on both the multiplicative and the additive scale.

CONCLUSIONS

Teachers and public health workers should consider the difference in sex and grade when designing prevention programs to help sexual minority students.

Do past and present adverse experiences impact the mental health of children? A study among children in the Juvenile Justice System in India

Background

Children in the Juvenile Justice System (JJS) in India include children who may have engaged in criminal acts and children who cannot be cared for by their families of origin for various reasons. Given the nature of the children in such circumstances, they face multiple challenges growing up. Few studies from India have systematically explored interpersonal experiences, including adverse childhood experiences (ACEs) or bullying experiences, and their effects on these children's mental health.

Materials and Methods

A cross-sectional study was conducted using standardized scales to identify the frequencies of and relationships between life experiences and current mental health outcomes (stress, well-being, and psychopathology) faced by children residing in seven child care institutions (CCIs) across two states in India.

Results

Of the 278 children who participated in the study, at least one ACE was endorsed by 86.7%, and at least one instance of bullying was experienced by 71.7%. A significant negative correlation was noted between the number of ACEs, bullying experiences, and well-being and a significant positive correlation with stress and psychopathology. Information about the family of origin was significantly associated with lower psychopathology and stress scores.

Conclusions

This study highlights the relationship between mental health outcomes, ACEs, and bullying experiences in children in the JJS in India. The study identifies the immediate and ongoing effects of these experiences on children's mental health and, thus, focuses on the need for appropriate interventions to allay the effects of these experiences.

Psychological Resilience May Be Related to Students' Responses to Victims of School Bullying: A Cross-Sectional Study of Chinese Grade 3-5 Primary School Students

BACKGROUND

School bullying is a major public health problem with a large impact on children's health. There is an increasing number of cases of school bullying reported in China. Studies have shown that the health consequences of different ways of responding to school bullying may be quite different and that psychological resilience is also closely related to aggressive behaviors. However, there has been little research on whether individuals with different psychological resilience levels respond differently.

OBJECTIVE

To explore the relationship between responses to school bullying and psychological resilience, which may provide new ideas and strategies to better prevent and intervene in school bullying.

METHODS

A random sample of 5425 primary school students aged 7-14 years were recruited in Luzhou, China. All students completed a questionnaire anonymously. The statistical significance of differences between groups was tested using the χ² test or t test. Binary logistic regression was conducted to explore the relationship between responses and psychological resilience.

RESULTS

Over two-thirds of primary school students in this study reported experiencing bullying in the past year. The rate of positive responses among victims was 69.10% (2596/3757, 95% CI: 67.62~70.58%). There was a positive relationship between psychological resilience and positive responses. This relationship was observed for all victims (OR = 1.605, 95% CI: 1.254~2.055), especially male victims (OR = 2.300, 95% CI: 1.624~3.259).

CONCLUSIONS

There was a positive relationship between primary school bullying responses and psychological resilience among victims, with differences by sex. Therefore, increasing students' level of psychological resilience, possibly by improving their responses, is important for preventing school bullying. Meanwhile, effective interventions for school bullying should be developed from multiple perspectives, particularly sex, bullying roles, and psychological resilience.

The relationship between child neglect and adolescent interpersonal functioning: A systematic review

BACKGROUND

Neglect is a highly prevalent, yet historically understudied form of maltreatment. Recent research has revealed the far reaching and unique effects that neglect has on subsequent cognitive, behavioural and socio-emotional development, and on long-term physical and mental health outcomes. Adolescent interpersonal functioning is important to explore given the significant relational transitions that occur during this stage of development, and the known impact that these social changes can have on future life outcomes.

OBJECTIVE

This systematic review synthesises the literature exploring the relationship between neglect and adolescent interpersonal functioning in peer relationships.

METHODS

Seven databases and three grey literature sites were systematically searched, and identified records screened against inclusion criteria.

RESULTS

Twenty-one articles were included in the final sample, exploring five different indicators of adolescent interpersonal functioning. Around half of the papers investigating quality of peer relationships found that neglect, particularly emotional neglect, is associated with reduced relationship quality, and there is consistent evidence that neglect increases the risk of gang involvement and deviant peer affiliation.

CONCLUSIONS

These findings may be used to strengthen a trauma-informed approach to work with adolescents. Research on neglect and adolescent romantic relationships is sparse. Overall, the literature is varied and further research using longitudinal data and consistent measures of neglect would be of value.

[Association between social capital and bullying among adolescents aged between 15 and 19: relations between the school and social environment]

The scope of this study was to analyze the association between social capital and bullying among adolescents aged 15 to 19 years, in high schools in the Greater Vitória Metropolitan Area in the State of Espírito Santo, Brazil. A cross-sectional epidemiological survey was carried out at the school base, with a sample of 2293 students, stratified by municipality of school location. Descriptive and inferential statistics were performed using two instruments: Integrated Questionnaire to Measure Social Capital of the World Bank and adapted versions of the Olweus Bully/Victim Questionnaire. The results showed that victims of bullying were more likely to present low level of cognitive social capital (p = 0.001; OR = 1.9, 95%CI = 1.29-2.68), underlying (p = 0.002; OR = 1.7, 95%CI = 1.20-2.38) and total (p < 0.001; OR = 1.80, 95%CI = 1.32-2.59). Bullying offenders were associated with low levels of cognitive social capital (p < 0.001; OR = 3.2, 95%CI = 2.34-4.44) and total (p = 0.042; OR = 1.7, 95%CI = 1.24-2.27). High levels of social capital are related to the reduction of bullying and victimization behaviors. Therefore, healthy social relationships should be promoted in the spaces of mutual coexistence of adolescents to stimulate other positive reactions in school environments.

Neighborhood disadvantage, childhood adversity, bullying victimization, and adolescent depression: A multiple mediational analysis

BACKGROUND

Each of the home, school, and neighborhood environmental factors for adolescent depression has received substantial attention in the literature; however, there remains a paucity of research which systematically examines the mechanisms whereby neighborhood structural and social characteristics in early childhood affects later depressive symptoms in adolescence as transmitted through family and school adversities.

METHODS

The present study used nationally representative sampled data from the Fragile Families and Child Wellbeing Study, a longitudinal survey following a cohort of 4,898 children along with their parents and teachers at the child's birth and at 1, 3, 5, 9, and 15 years of age. Public and restricted-use data were used to merge individual surveys and neighborhood profiles.

RESULTS

Our findings suggest that both neighborhood structural disadvantage and collective efficacy have direct impacts on adverse childhood experiences, bullying victimization, and social emotional development as well as indirect impacts on adolescents' depressive symptoms. Neighborhood collective efficacy, but not structural disadvantage, was found to directly contribute to later depressive symptoms of adolescents.

LIMITATIONS

Resilience factors such as familial support and stable relationships were not considered in the current study. Due to the unavailability of data, potential reciprocal relationships among peer bullying, social emotional problems, and depressive symptoms were not examined.

CONCLUSIONS

Our finding that neighborhood characteristics contribute to the development of adolescents' depression emphasizes the importance of a healthy neighborhood environment, which also provides implications for multi-faceted interventions to promote neighborhood resources and support systems, as well as community-wide bullying prevention programs and childhood adversity screenings.

Adverse childhood experiences (ACEs), peer victimization, and substance use among adolescents

BACKGROUND

Adverse childhood experiences (ACEs) are common and related to substance use problems in adulthood. Less is known about these relationships in adolescence and if experiencing ACEs in addition to peer victimization (or bullying) would have an interaction or cumulative effect on the odds of adolescent substance use.

METHOD

Data were used from the Well-Being and Experiences Study (The WE Study), a cross-sectional survey of adolescents aged 14-17 years (n = 1002) in Manitoba, Canada collected between July 2017 and October 2018. Statistical methods included descriptive statistics and logistic regression models.

RESULTS

The prevalence of experiencing any of the 12 ACEs was 75.1 %. The prevalence of any peer victimization (monthly or more often) was 24.1 %. All individual ACEs were associated with increased odds of substance use. No significant interaction effects between ACEs and peer victimization on substance use were found. Significant cumulative effects were found, indicating that experiencing both ACEs and peer victimization, compared with experiencing ACEs only, significantly increased the odds of substance use among adolescents.

CONCLUSION

The odds of substance use becomes significantly greater if the adolescent with a history of ACEs also experiences peer victimization. Further research aimed at effective prevention of ACEs, peer victimization, and substance use is needed.