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McCauley PS, Lessard LM, Babcock N, Sun N, Eaton LA, Watson RJ. Sexual Minority Youth Reporting SOGIE-Based Harassment to Adults at School: The Roles of Experienced Harassment, Outness, Safety, and Adult Support at School. J Youth Adolesc 2024; 53:669-684. [PMID: 38055135 DOI: 10.1007/s10964-023-01914-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 11/18/2023] [Indexed: 12/07/2023]
Abstract
Despite a proliferation of bullying prevention programs in recent time, limited work has investigated support-seeking behaviors in response to elevated bullying levels among sexual minority youth (SMY). To address this gap, the current study examined how harassment targeting SOGIE (sexual orientation, gender identity, and gender expression), sexual identity outness, school safety, and perceptions of teacher/staff support were associated with SMY talking to an adult at school about harassment. A large contemporary national sample of SMY (N = 5538) between the ages 13-18 (Mage = 15.53, SD = 1.33) who experienced at least one form of SOGIE-based harassment in the past year was leveraged for analyses. Hierarchical multivariable logistic regressions revealed more frequent SOGIE-based harassment was associated with greater odds of reporting harassment to school personnel, particularly among SMY who felt safe at school. Findings highlight the need for school-based interventions to foster school safety among SMY who experience peer harassment to promote their reporting of this behavior.
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Affiliation(s)
- Peter S McCauley
- Department of Human Development and Family Sciences, University of Connecticut, 348 Mansfield Rd., Storrs, CT, USA.
| | - Leah M Lessard
- Rudd Center for Food Policy & Health, University of Connecticut, One Constitution Plaza, Suite 600, Hartford, CT, 06103, USA
| | - Nikole Babcock
- Department of Human Development and Family Sciences, University of Connecticut, 348 Mansfield Rd., Storrs, CT, USA
| | - Nora Sun
- Harvard University, Cambridge, MA, 02138, USA
| | - Lisa A Eaton
- Department of Human Development and Family Sciences, University of Connecticut, 348 Mansfield Rd., Storrs, CT, USA
| | - Ryan J Watson
- Department of Human Development and Family Sciences, University of Connecticut, 348 Mansfield Rd., Storrs, CT, USA
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Stavropoulou G, Stamovlasis D, Gonida SE. Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach. LEARNING AND MOTIVATION 2023. [DOI: 10.1016/j.lmot.2023.101888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Zhao D, Wang D, He Z, Yuan S, Zhu D, Liu H. Victim profiles and the protective role of school anti-bullying norms: a study of Chinese adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04204-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Haugan JA, Frostad P, Mjaavatn PE. Stressors and vulnerability during upper secondary school: subjective experiences of classroom climate and coping beliefs as predicting factors of school stress in Norway. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09662-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractThe present longitudinal study was designed to scrutinize how adolescents perceive their life in upper secondary schools in general, and how central aspects of their perceived classroom climate predicted their coping beliefs and experience of school stress in particular. The participants were 1215 students in upper secondary schools (grades 2 and 3) from one county in Norway. The data were analysed by means of structural equation modelling, and the findings reveal gender differences that need further investigation in future research. Our study indicates that a performance-oriented goal structure and social support from peers and teachers seem to be a potential risk factor and/or protective factor when it comes to adolescents’ development of coping beliefs and experiences of school stress, especially among girls.
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The "Haves, Have Some, and Have Nots:" a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:971-985. [PMID: 34191244 PMCID: PMC8458217 DOI: 10.1007/s11121-021-01258-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/14/2021] [Indexed: 11/09/2022]
Abstract
Implementation of evidence-based practices is a critical factor in whether afterschool programs are successful in having a positive impact upon risk reduction and positive youth development. However, important prevention research reveals that contextual and organizational factors can affect implementation (Bradshaw & Pas in School Psychology Review, 40, 530–548, 2011) (Flaspohler et al., in American Journal of Community Psychology, 50(3-4), 271-281, 2012) (Gottfredson et al., Prevention Science, 3, 43–56, 2002) (McIntosh et al., Journal of Positive Behavior Interventions, 18(4), 209-218, 2016) (Payne in Prevention Science, 10, 151–167, 2009). Using a latent profile approach (LPA), this paper examines multiple organizational and neighborhood contextual factors that might affect the degree to which afterschool programs effectively implement evidence-based practices in the context of a cluster-randomized trial of the Paxis Good Behavior Game (PaxGBG). The Interactive Systems Framework (ISF) explores dimensions of capacity that might matter for prevention efforts. As expected, we found that well-resourced and high-quality programs performed well in terms of implementation (the Haves) and, in neighborhood contexts rich in racial-ethnic diversity. Yet, we found that some programs with less physical and material capacity (the Have Nots), demonstrated greater program quality (i.e., supportive adult and peer relationships, engagement, a sense of belonging) and implementation, relative to programs with better capacity (e.g., space, material resources, staffing, and leadership, the Have Somes). While capacity matters, intentional prevention initiatives that seek to promote evidence-based practices are helpful to sites in supporting organizations that might otherwise fail to provide quality programming for youth. This paper addresses a conundrum in prevention science, namely, how to make programming accessible to those who need it with a focus on organizational processes, program quality, and implementation of evidence-based practices.
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Sullivan TN, Farrell AD, Sutherland KS, Behrhorst KL, Garthe RC, Greene A. Evaluation of the Olweus Bullying Prevention Program in US Urban Middle Schools Using a Multiple Baseline Experimental Design. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:1134-1146. [PMID: 33903977 DOI: 10.1007/s11121-021-01244-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/08/2021] [Indexed: 10/21/2022]
Abstract
We evaluated the impact of the Olweus Bullying Prevention Program (OBPP) in an 8-year study in urban middle schools that served primarily African American students living in low-income areas. Participants included 2755 students and 242 teachers. We evaluated the OBPP with a multiple-baseline experimental design where the order and intervention start time was randomly assigned for each school. We assessed the frequency of bullying behaviors and experiences including physical, relational, and verbal aggression and victimization using teacher ratings of student behavior and student-reported data, as well as cyber aggression and victimization and school climate measures using student-reported data. For teacher ratings of student behavior, we found significant main effects across all subtypes of aggression and victimization, with some variability in the timing of effects. The pattern of findings showed delayed intervention effects for boys and a weaker impact of the OBPP on 6th graders. We found main effects for student-reported cyber aggression and victimization, relational aggression, and a composite of physical, verbal, and relational victimization. Decreases in victimization emerged in the 1st or 2nd year of intervention, and reductions in aggression emerged during the 3rd year. Across all findings, once intervention effects emerged, they remained significant in subsequent intervention years. The OBPP resulted in significant decreases in student- and teacher-reported aggression and victimization. However, this intervention had limited impact on general areas of school climate including teacher support, positive peer interactions, and school safety. Overall, the findings offer important prevention and research implications.
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Affiliation(s)
- Terri N Sullivan
- Department of Psychology, Virginia Commonwealth University VCU, Box 842018, 23284-2018, Richmond, USA.
| | - Albert D Farrell
- Department of Psychology, Virginia Commonwealth University VCU, Box 842018, 23284-2018, Richmond, USA
| | - Kevin S Sutherland
- Department of Counseling and Special Education, Virginia Commonwealth University, Box 842020, VA, 23284-2020, Richmond, USA
| | - Kathryn L Behrhorst
- Department of Psychology, Virginia Commonwealth University VCU, Box 842018, 23284-2018, Richmond, USA
| | - Rachel C Garthe
- School of Social Work, University of Illinois At Urbana-Champaign, 1010 W. Nevada Street, IL, 61801, Urbana, USA
| | - Anne Greene
- Department of Psychology, Virginia Commonwealth University VCU, Box 842018, 23284-2018, Richmond, USA
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Çetinkaya-Yıldız E, Hatipoğlu-Sümer Z. The Impact of Parental Factors on Physical Aggression Perpetration among Turkish Urban Adolescents: The Mediating Role of Beliefs Supporting Aggression. VIOLENCE AND VICTIMS 2021; 36:132-156. [PMID: 33122284 DOI: 10.1891/vv-d-18-00216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This study investigated parental factors and beliefs supporting aggression as predictors of physical aggression by adolescents. The participants were 2,443 junior high school students from Ankara, Turkey, who completed measures of parental support for aggression, family conflict, parental monitoring, beliefs supporting aggression, and physical aggression. The findings showed both direct and indirect effects of parental factors on physical aggression through beliefs supporting aggression. Furthermore, a multigroup model comparison indicated invariance of the structural relationships among variables in the model across gender and that the hypothesized structural model was a close fit for both the girl and the boy data. The findings suggest that it might be beneficial to consider beliefs supporting aggression and parental factors as risk factors when designing interventions to target physical aggression among adolescents.
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Prevalence and expression of anger in school going adolescents. Arch Psychiatr Nurs 2020; 34:35-40. [PMID: 32035587 DOI: 10.1016/j.apnu.2019.12.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2019] [Revised: 11/24/2019] [Accepted: 12/12/2019] [Indexed: 11/23/2022]
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Waasdorp TE, Monopoli WJ, Horowitz-Johnson Z, Leff SS. Peer Sympathy for Bullied Youth: Individual and Classroom Considerations. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0153.v48-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Tracy E. Waasdorp
- Children's Hospital of Philadelphia, Center for the Study & Prevention of Violence
| | | | | | - Stephen S. Leff
- Children's Hospital of Philadelphia, The Violence Prevention Initiative, School of Medicine, University of Pennsylvania
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Padmanabhanunni A, Gerhardt M. Normative beliefs as predictors of physical, non-physical and relational aggression among South African adolescents. J Child Adolesc Ment Health 2019; 31:1-11. [PMID: 30905314 DOI: 10.2989/17280583.2019.1579096] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This study investigated the contribution of general normative beliefs about aggression and specific normative beliefs about retaliatory aggression in predicting physical, non-physical and relational aggression. Adolescents (N = 229) from a low-income community in South Africa completed the Normative Beliefs about Aggression Scale (NOBAGS) and the Aggression-Problem Behaviour Frequency Scale (A-PBFS). The results revealed significantly higher levels of all forms of aggression amongst boys as compared to girls. There were significant gender differences in belief-behaviour associations with more significant correlations found among girls. General beliefs endorsing aggression were positively correlated with physical aggression among girls. For girls, beliefs about the acceptability of verbal and physical retaliation were associated with relational and non-physical aggression. The current findings broaden the understanding of the predictors of aggressive behaviour among South African youth. They emphasise that both general beliefs about aggression and specific beliefs about retaliation predict actual aggressive behaviour. Significantly, the study emphasizes that there are gender differences in the prediction of aggressive behaviour in terms of normative beliefs.
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Affiliation(s)
- Anita Padmanabhanunni
- a Department of Psychology , University of the Western Cape , Bellville , South Africa
| | - Martin Gerhardt
- a Department of Psychology , University of the Western Cape , Bellville , South Africa
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Steinmayr R, Heyder A, Naumburg C, Michels J, Wirthwein L. School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement. Front Psychol 2018; 9:2631. [PMID: 30622497 PMCID: PMC6308923 DOI: 10.3389/fpsyg.2018.02631] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Accepted: 12/06/2018] [Indexed: 11/13/2022] Open
Abstract
Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students' lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students' characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other variables that are important for SWB and academic achievement. A sample of 767 8th and 9th grade students (n = 361 female adolescents; age: M = 14.07 years, SD = 0.92) completed measures of SWB, perceived school climate, test anxiety, self-efficacy, and interest. Grade point average (GPA) indicated students' academic achievement. Data were analyzed with latent structural equation models in which GPA and SWB were regressed on the school climate variables and students' characteristics. Results indicated that a positive school climate as well as self-efficacy and the worry component of test anxiety predicted SWB and/or GPA after all other variables were controlled for. Directions for future research and the importance of school climate variables on adolescents' SWB and academic achievement are discussed.
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Affiliation(s)
- Ricarda Steinmayr
- Department of Psychology, Technical University Dortmund, Dortmund, Germany
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Hofmann V, Müller CM. Avoiding antisocial behavior among adolescents: The positive influence of classmates' prosocial behavior. J Adolesc 2018; 68:136-145. [PMID: 30077085 DOI: 10.1016/j.adolescence.2018.07.013] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Revised: 07/08/2018] [Accepted: 07/24/2018] [Indexed: 11/17/2022]
Abstract
INTRODUCTION Prior research has shown that classmates' behavior serves as a descriptive norm for adolescents' individual behavior. While earlier studies primarily focused on negative peer influence, classmates' prosocial behavior might be associated with positive individual development. We hypothesized more classroom-level prosocial behavior predicts a lower likelihood of future antisocial behavior of individual students over and above the effect of classmates' antisocial behavior. We further assumed this effect is mediated by adolescents' attitudes toward antisocial behavior. METHODS To test our hypotheses, we used three data collection points from a longitudinal study among lower secondary school students in Switzerland (N = 864; mean age at T1: 13.81 years; male gender: 52%). Participants completed self-reported assessments on prosocial behavior, antisocial behavior, and antisocial attitudes. Data were analyzed using multilevel models. RESULTS Results indicated higher levels of prosocial behavior among classmates predict lower levels of individual students' future antisocial behavior. However, the effect of classmates' prosocial behavior was not mediated by individual attitudes toward antisocial behavior. CONCLUSIONS While in the context of antisocial behavior the peer group is often assumed a risk, our results indicate that school peers can also exert positive influence. Hereby our finding of an effect of prosocial peer norms over and above antisocial peer norms suggests that building up prosocial behaviors in the classroom may be a promising approach for the prevention of antisocial behavior.
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Affiliation(s)
- Verena Hofmann
- Department of Special Education, University of Fribourg, Petrus-Kanisius-Gasse 21, 1700 Freiburg, Switzerland.
| | - Christoph Michael Müller
- Department of Special Education, University of Fribourg, Petrus-Kanisius-Gasse 21, 1700 Freiburg, Switzerland.
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Farrell AD, Bettencourt A, Mehari KR. Beliefs about Fighting and Their Relations to Urban Adolescents' Frequency of Aggression and Victimization: Evaluation of the Beliefs about Fighting Scale. THE JOURNAL OF EARLY ADOLESCENCE 2018; 39:785-813. [PMID: 31105373 PMCID: PMC6520990 DOI: 10.1177/0272431618791297] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
This study investigated the structure and concurrent validity of the Beliefs About Fighting Scale (BAFS). Participants were 2,118 students from three urban middle schools who completed measures of their beliefs, frequency of physical aggression, victimization, and nonviolent intentions. Ratings of students' frequency of physical aggression, physical victimization, and nonviolent behavior were also obtained from their teachers. The majority of the sample was African American (81%). Confirmatory factor analyses supported a model with separate factors representing beliefs against fighting, beliefs that fighting is sometimes necessary, beliefs supporting reactive aggression, and beliefs supporting proactive aggression. Support was also found for strong measurement invariance across sex, grade, and groups that differed in whether a violence prevention program was being implemented at their school. The four BAFS factors were associated with adolescents' frequency of aggression, victimization, and nonviolent behavior. This study underscores the importance of assessing multiple aspects of beliefs associated with aggressive behavior.
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Farrell AD, Sullivan TN, Sutherland KS, Corona R, Masho S. Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2018; 19:833-847. [DOI: 10.1007/s11121-018-0923-4] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Farrell AD, Goncy EA, Sullivan TN, Thompson EL. Victimization, Aggression, and Other Problem Behaviors: Trajectories of Change Within and Across Middle School Grades. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2018; 28:438-455. [PMID: 28971556 DOI: 10.1111/jora.12346] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examined trajectories of victimization and problem behaviors within and across three grades of middle school. Participants were 2,166 adolescents from three urban middle schools in the United States who completed measures of victimization, physical and relational aggression, substance use, and delinquent behavior. Latent curve analyses modeled changes in each construct across 12 waves collected every 3 months. In each case, the best-fitting model required separate linear slopes to represent changes within each grade and a factor representing decreases in the summers. Positive cross-construct correlations were found for intercepts, linear slopes, and measures within waves. The findings suggest strong associations among victimization and problem behaviors, and individual differences in their patterns of change both within and across grades.
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Lenzi M, Sharkey J, Furlong MJ, Mayworm A, Hunnicutt K, Vieno A. School Sense of Community, Teacher Support, and Students' School Safety Perceptions. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2017; 60:527-537. [PMID: 29115661 DOI: 10.1002/ajcp.12174] [Citation(s) in RCA: 9] [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
This study examined the association between two characteristics of school climate (sense of community and teacher support, measured both at the individual and at the school level) and students' feelings of being unsafe at school. The study involved a sample of 49,638 students aged 10-18 years who participated in the 2010-2012 California Healthy Kids Survey. Using hierarchical linear modeling (HLM), our findings revealed that, at the individual level, students perceiving higher levels of sense of community and teacher support at school were less likely to feel unsafe within the school environment. At the school level, sense of community was negatively associated with unsafe feelings, whereas there was no association between school-level teacher support and feelings of being unsafe at school.
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Affiliation(s)
- Michela Lenzi
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Jill Sharkey
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Michael J Furlong
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Ashley Mayworm
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Kayleigh Hunnicutt
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Alessio Vieno
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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Shakya HB, Fariss CJ, Ojeda C, Raj A, Reed E. Social Network Clustering of Sexual Violence Experienced by Adolescent Girls. Am J Epidemiol 2017; 186:796-804. [PMID: 28525565 DOI: 10.1093/aje/kwx154] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Accepted: 11/21/2016] [Indexed: 11/14/2022] Open
Abstract
We used data on 3,139 female social network friendship dyads from 3 waves of the National Longitudinal Study of Adolescent to Adult Health (wave I: 1994-1995; wave II: 1996; and wave IV: 2007-2008) to assess whether friends' reports of experiencing sexual violence (SV) and friends' substance use risk scores predicted whether adolescents and young adults would experience SV themselves. We also used longitudinal analyses to test the associations of combined wave-I and -II risk factors with wave-IV reports of SV and of combined wave-I and -II SV with network connectivity at wave II. After adjustment for a participant's substance use risk score, each 1-point increase in a friend's substance use risk score increased a respondent's odds of experiencing SV by 1.19 (95% confidence interval: 1.03, 1.36). Having a friend who reported SV increased a respondent's odds of reporting SV by 1.95 (95% confidence interval: 1.25, 3.07), although not after we included school-level fixed effects. Having a friend who experienced SV in adolescence did however increase the respondent's odds of reporting SV as a young adult by 1.54 (95% confidence interval: 1.00, 2.37). Respondents who reported SV by wave II had less network connectedness at wave II. Experiences of SV and substance use within adolescent girls' friendship networks are linked to risk for SV into young adulthood, which suggests that network-focused SV prevention and intervention approaches may be warranted.
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Merrill KG, Knight L, Glynn JR, Allen E, Naker D, Devries KM. School staff perpetration of physical violence against students in Uganda: a multilevel analysis of risk factors. BMJ Open 2017; 7:e015567. [PMID: 28821514 PMCID: PMC5724111 DOI: 10.1136/bmjopen-2016-015567] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE To conduct a multilevel analysis of risk factors for physical violence perpetration by school staff against Ugandan students. DESIGN Multilevel logistic regression analysis of cross-sectional survey data from 499 staff and 828 caregivers of students at 38 primary schools, collected in 2012 and 2014 during the Good Schools Study. SETTING Luwero District, Uganda. MAIN OUTCOME MEASURE Past-week use of physical violence by school staff against students was measured using the International Society for the Prevention of Child Abuse and Neglect 'Child Abuse Screening Tool- Child International' and the WHO Multi-Country Study on Women's Health and Domestic Violence against Women. RESULTS Of 499 staff, 215 (43%) reported perpetration of physical violence against students in the past week. Individual risk factors associated with physical violence perpetration included being a teacher versus another type of staff member (p<0.001), approving of physical discipline practices (p<0.001), having children (p<0.01), being age 30-39 years (p<0.05), using physical violence against non-students (p<0.05) and being a victim of intimate partner violence (IPV) (p<0.05). We observed weak evidence (p=0.06) that male staff members who had been a victim of IPV showed higher odds of violence perpetration compared with male staff who had not been a victim of IPV. No evidence was observed for school- or community-level risk factors. CONCLUSIONS Physical violence perpetration from school staff is widespread, and interventions are needed to address this issue. Staff who have been victims of violence and who use violence against people other than students may benefit from additional interventions. Researchers should further investigate how school and community contexts influence staff's physical violence usage, given a lack of associations observed in this study.
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Affiliation(s)
- Katherine G Merrill
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK
| | - Louise Knight
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK
| | - Judith R Glynn
- Department of Infectious Disease Epidemiology, London School of Hygiene and Tropical Medicine, London, UK
| | - Elizabeth Allen
- Department of Medical Statistics, London School of Hygiene and Tropical Medicine, London, UK
| | | | - Karen M Devries
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK
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Logan JE, Vagi KJ, Gorman-Smith D. Characteristics of Youth With Combined Histories of Violent Behavior, Suicidal Ideation or Behavior, and Gun-Carrying. CRISIS 2016; 37:402-414. [PMID: 27245809 PMCID: PMC5133189 DOI: 10.1027/0227-5910/a000389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
BACKGROUND Youth reporting combined histories of nonfatal violence, suicidal ideation/behavior, and gun-carrying (VSG) are at risk for perpetrating fatal interpersonal violence and self-harm. AIMS We characterized these youth to inform prevention efforts. METHOD We analyzed 2004 data from 3,931 seventh-, ninth-, and 11-12th-grade youth and compared VSG youth (n = 66) with non-gun carrying youth who either had no histories of violence or suicidal thoughts/behavior (n = 1,839), histories of violence (n = 884), histories of suicidal thoughts/behaviors (n = 552), or both (n = 590). We compared groups based on demographic factors, risk factors (i.e., friends who engage in delinquency, peer-violence victimization, depressive symptoms, illicit substance use), and protective factors (i.e., school connectedness, parental care and supervision). Regression models identified factors associated with VSG youth. RESULTS Illicit substance use and having friends who engage in delinquency were more common among VSG youth in all comparisons; almost all VSG youth had high levels of these factors. Depressive symptoms were positively associated with VSG youth versus youth without either violent or suicide-related histories and youth with violent histories alone. School connectedness and parental supervision were negatively associated with VSG youth in most comparisons. CONCLUSION Family-focused and school-based interventions that increase connectedness while reducing delinquency and substance use might prevent these violent tendencies.
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Affiliation(s)
- Joseph E Logan
- 1 Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, GA, USA
| | - Kevin J Vagi
- 1 Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, GA, USA
| | - Deborah Gorman-Smith
- 2 University of Chicago, School of Social Service Administration, Chicago, IL, USA
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Zhou J, Yang J, Yu Y, Wang L, Han D, Zhu X, He J, Qiu X, Yang X, Qiao Z, Sui H, Yang Y. Influence of school-level and family-level variables on Chinese college students’ aggression. PSYCHOL HEALTH MED 2016; 22:823-833. [DOI: 10.1080/13548506.2016.1237667] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jiawei Zhou
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Jiarun Yang
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Yunmiao Yu
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Lin Wang
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Dong Han
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Xiongzhao Zhu
- Department of Medical Psychology, Second Xiangya Hospital, Central South University, Changsha, China
| | - Jincai He
- Department of Internal Neurology, The First Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
| | - Xiaohui Qiu
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Xiuxian Yang
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Zhengxue Qiao
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
| | - Hong Sui
- Department of Biostatistics, Public Health Institute of Harbin Medical University, Harbin, China
| | - Yanjie Yang
- Department of Medical Psychology, Public Health Institute of Harbin Medical University, Harbin, China
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22
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Voight A, Nation M. Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2016; 58:174-191. [PMID: 27535489 DOI: 10.1002/ajcp.12074] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
School climate has received increased attention in education policy and, in response, educators are seeking strategies to improve the climates of their middle and high schools. However, there has been no comprehensive synthesis of the empirical evidence for what works in school climate improvement. This article constitutes a systematic review of programs and practices with empirical support for improving school climate. It defines school climate and provides a methodology for identifying and evaluating relevant studies. The review identified 66 studies with varying strength of evidence and nine common elements that cut across reviewed programs and practices. The review concludes with a critical appraisal of what we know about school climate improvement and what we still need to know.
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Affiliation(s)
- Adam Voight
- Center for Urban Education, Cleveland State University, Cleveland, OH, USA.
| | - Maury Nation
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
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23
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Bekiari A, Spyropoulou S. Exploration of Verbal Aggressiveness and Interpersonal Attraction through Social Network Analysis: Using University Physical Education Class as an Illustration. ACTA ACUST UNITED AC 2016. [DOI: 10.4236/jss.2016.46016] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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24
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Hofmann V, Müller CM. Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2016. [DOI: 10.1891/1945-8959.15.2.206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Cognition plays a major role in the development of antisocial behavior. The aim of this study was to extend the current state of research regarding the mechanisms of negative peer influence in adolescence by testing whether aggregated classroom attitudes (injunctive norms) predict individual attitudes toward antisocial behavior and vice versa. For that purpose, attitudes toward a broad range of aggressive and delinquent behaviors were assessed in 864 lower secondary school students in Switzerland. The survey took place at 4 measurement points, spanning Grade 7 to Grade 9. The reciprocal influence between group norms and individual attitudes was tested in a lagged multilevel model for change. Results indicated that injunctive classroom norms predicted subsequent individual attitudes but that individual attitudes did not predict subsequent classroom norms, even if student’s social dominance status was included in the model as a moderator.
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25
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Batanova M, Loukas A. Empathy and Effortful Control Effects on Early Adolescents’ Aggression: When Do Students’ Perceptions of Their School Climate Matter? APPLIED DEVELOPMENTAL SCIENCE 2015. [DOI: 10.1080/10888691.2015.1067145] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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26
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Farrell AD, Mehari KR, Kramer-Kuhn AM, Mays SA, Sullivan TN. A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum. J Sch Psychol 2015; 53:179-94. [DOI: 10.1016/j.jsp.2015.03.001] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2014] [Revised: 02/02/2015] [Accepted: 03/01/2015] [Indexed: 11/26/2022]
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27
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Springer AE, Cuevas Jaramillo MC, Ortiz Gómez Y, Case K, Wilkinson A. School social cohesion, student-school connectedness, and bullying in Colombian adolescents. Glob Health Promot 2015; 23:37-48. [PMID: 25878143 DOI: 10.1177/1757975915576305] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Accepted: 01/11/2015] [Indexed: 11/17/2022]
Abstract
BACKGROUND Student-school connectedness is inversely associated with multiple health risk behaviors, yet research is limited on the relative contributions of a student's connectedness with school and an overall context of school social cohesion to peer victimization/bullying. PURPOSE We examined associations of perceived school cohesion and student-school connectedness with physical victimization, verbal victimization, and social exclusion in the past six months in adolescents in grades 6-11 (N = 774) attending 11 public and private urban schools in Colombia. METHODS Cross-sectional data were collected via a self-administered questionnaire and analyzed using mixed-effects linear regression models. RESULTS Higher perceived school cohesion was inversely related with exposure to three bullying types examined (p < 0.05); student-school connectedness was negatively related to verbal victimization among girls only (p < 0.01). In full models, school cohesion maintained inverse associations with three bullying types after controlling for student-school connectedness (p ≤ 0.05). CONCLUSION Enhancing school cohesion may hold benefits for bullying prevention beyond a student's individual school connectedness.
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Affiliation(s)
- Andrew E Springer
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States.
| | | | - Yamileth Ortiz Gómez
- Grupo de Investigación Salud y Calidad de Vida, Pontificia Universidad Javeriana-Cali, Cali, Colombia
| | - Katie Case
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States
| | - Anna Wilkinson
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States
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28
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Busching R, Krahé B. The girls set the tone: gendered classroom norms and the development of aggression in adolescence. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2015; 41:659-76. [PMID: 25742920 DOI: 10.1177/0146167215573212] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2014] [Accepted: 01/24/2015] [Indexed: 11/16/2022]
Abstract
In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.
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29
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Henry D, Gorman-Smith D, Schoeny M, Tolan P. "Neighborhood matters": assessment of neighborhood social processes. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2014; 54:187-204. [PMID: 25287739 DOI: 10.1007/s10464-014-9681-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Neighborhoods are important contexts for understanding development and behavior, but cost and difficulty have challenged attempts to develop measures of neighborhood social processes at the neighborhood level. This article reports the development, reliability, and validity of Neighborhood Matters, a collection of instruments assessing three aspects of neighborhood social processes, namely, norms (five subscales), informal social control (six subscales and total scale), social connection (two subscales), as well as individual scales for assessing neighborhood change, neighborhood resources, and neighborhood problems. Six hundred six residents of Chicago, chosen at random from 30 neighborhoods (defined by US Census tracts), completed the measures. Neighborhoods were selected randomly from pools that balanced poverty and predominant (African-American vs. Latino Hispanic) ethnicity. Within each neighborhood 20 individuals were selected at random, balanced by age (18-24 vs. 30+) and gender. Scaling and item analysis permitted reduction of the number of items in each scale. All subscales had individual-level internal consistency in excess of .7. Generalizability theory analysis using random effects regression models found significant shared variance at the neighborhood level for three norms subscales, four informal social control subscales, both social connection subscales, and the neighborhood change, resources and problems scales. Validity analyses found significant associations between neighborhood-level scores on multiple Neighborhood Matters scales and neighborhood levels of violent, property, and drug-related crime. Discussion focuses on potential applications of the Neighborhood Matters scales in community research.
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Affiliation(s)
- David Henry
- University of Illinois at Chicago, Chicago, IL, USA,
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30
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Longitudinal Relationships Between Individual and Class Norms Supporting Dating Violence and Perpetration of Dating Violence. J Youth Adolesc 2014; 44:745-60. [DOI: 10.1007/s10964-014-0195-7] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2014] [Accepted: 09/24/2014] [Indexed: 10/24/2022]
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31
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Abstract
Student attitudes toward aggression have been linked to individual aggressive behavior, but the relationship between school-wide normative beliefs about aggression and aggressive behavior poses some important measurement challenges that have not been adequately examined. The current study investigated the factor structure, measurement invariance, and criterion-related validity of a six-item Aggressive Attitudes scale using a large sample of seventh- and eighth-grade students ( n = 39,364) from 423 schools. Analytic procedures accounted for the frequently ignored modeling problems of clustered and ordinal data to provide more reliable and accurate model estimates and standard errors. The resulting second-order factor structure of the Aggressive Attitudes scale demonstrated measurement invariance across gender, grade, and race/ethnicity groups. Criterion-related validity was supported with eight student- and school-level indices of aggressive behavior.
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32
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Farrell AD, Mehari KR, Kramer-Kuhn A, Goncy EA. The impact of victimization and witnessing violence on physical aggression among high-risk adolescents. Child Dev 2014; 85:1694-710. [PMID: 24410717 DOI: 10.1111/cdev.12215] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Relations among witnessing violence, victimization, and physical aggression were investigated within a high-risk sample of 1,156 sixth graders. Longitudinal, multilevel analyses were conducted on two waves of data from two cohorts of students in 37 schools from four communities. The sample was 65% male and 67% African American. Neighborhood concentrated disadvantage, witnessing violence, victimization, and physical aggression were strongly and positively correlated at the school level. Contrary to hypothesis, exposure to violence did not mediate the effects of neighborhood concentrated disadvantage on changes in physical aggression. As expected, witnessing violence and physical aggression had bidirectional longitudinal effects on each other at the student level. In contrast, there were no cross-variable relations between changes in violent victimization and aggression over time.
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33
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The effect of classroom structure on verbal and physical aggression among peers: A short-term longitudinal study. J Sch Psychol 2013; 51:159-74. [DOI: 10.1016/j.jsp.2012.10.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2011] [Revised: 10/15/2012] [Accepted: 10/27/2012] [Indexed: 11/23/2022]
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34
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Mooij T, Fettelaar D. School and pupil effects on secondary pupils' feelings of safety in school, around school, and at home. JOURNAL OF INTERPERSONAL VIOLENCE 2013; 28:1240-1266. [PMID: 23248356 DOI: 10.1177/0886260512468242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model on risk and promotive variables by using national data from an Internet-based survey in all types of Dutch secondary education. The cross-sectional research involves 71,560 pupils from 185 schools. Confirmatory factor analysis and multilevel logistic regression analysis including latent variables are used to analyze the data. The results demonstrate that school size, pupil attainment level in education, and intactness of a pupil's family have positive effects on a pupil's feelings of safety in and around school and at home; overall negative effects concern the school's curricular differentiation and a pupil's playing truant and not feeling most at home in the Netherlands. A school's social, teaching, and instructional qualities and a pupil's being older, being a boy, and being baptized positively affect the feelings of safety in and around school. A school's safety policy and rules of conduct have no effects. Attending a church or mosque has negative effects on a pupil's feelings of safety around school and at home. The findings confirm part of the two-level model. The Internet-based data collection and feedback procedure enable each school to longitudinally assess and evaluate own results at school level; in addition, cross-sectional comparison of school results with national benchmarks is possible.
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Affiliation(s)
- Ton Mooij
- Radboud University (ITS), Nijmegen, the Netherlands.
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35
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Elsaesser C, Gorman-Smith D, Henry D. The Role of the School Environment in Relational Aggression and Victimization. J Youth Adolesc 2012; 42:235-49. [DOI: 10.1007/s10964-012-9839-7] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2012] [Accepted: 10/05/2012] [Indexed: 11/28/2022]
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36
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Association of pupil vandalism, bullying and truancy with teachers' absence due to illness: a multilevel analysis. J Sch Psychol 2012; 50:347-61. [PMID: 22656077 DOI: 10.1016/j.jsp.2011.11.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2010] [Revised: 10/21/2011] [Accepted: 11/02/2011] [Indexed: 11/22/2022]
Abstract
The aim of this study was to examine whether vandalism, bullying, and truancy among pupils at school are associated with absence due to illness among teachers. Data on such problem behaviour of 17,033 pupils in 90 schools were linked to absence records of 2364 teachers. Pupil reported vandalism and bullying at the school-level were associated with teachers' short-term (1- to 3-day) absences. Cumulative exposure to various forms of pupils' problem behaviour was associated with even higher rates of short-term absences among teachers. No association was found between pupils' problem behaviour and teachers' long-term (>3-day) absences. In conclusion, there seems to be a link between pupils' problem behaviour and teachers' short-term absence due to illness. Further work should determine whether problem behaviour is a cause or a consequence of absences or whether the association is noncausal.
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37
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Farrell AD, Henry DB, Schoeny ME, Bettencourt A, Tolan PH. Normative beliefs and self-efficacy for nonviolence as moderators of peer, school, and parental risk factors for aggression in early adolescence. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2011; 39:800-13. [PMID: 21058127 DOI: 10.1080/15374416.2010.517167] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys.
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Affiliation(s)
- Albert D Farrell
- Department of Psychology, Virginia Commonwealth University, Richmond, VA 23284-2018, USA.
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