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Pohan RA, Astuti RD, Pohan PBA, Ariani D, Dewi EMP, Widiastuti AA, Surahman S. Correspondence to Zhang et al. Relationship between bullying victimization and murderous behaviors and impulsivity's mediating role: Evidence from Chinese early adolescents. J Affect Disord 2024; 365:293-294. [PMID: 39173923 DOI: 10.1016/j.jad.2024.08.104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2024] [Accepted: 08/19/2024] [Indexed: 08/24/2024]
Affiliation(s)
- Rizky Andana Pohan
- Department of Guidance and Counseling, Universitas Negeri Malang, Malang, Indonesia.
| | - Ririn Dwi Astuti
- Department of Biology Education, Yayasan Potret Indonesia Sejahtera, Kota Langsa, Aceh, Indonesia
| | - Putri Bunga Aisyah Pohan
- Department of Science Education, Universitas Negeri Yogyakarta, Kabupaten Sleman, Daerah Istimewa Yogyakarta, Indonesia
| | - Dewi Ariani
- Department of Economic Education, Universitas Mahaputra Muhammad Yamin, Solok, Indonesia.
| | | | - Ajeng Ayu Widiastuti
- Department of Early Childhood Education, Universitas Kristen Satya Wacana, Salatiga, Indonesia.
| | - Surahman Surahman
- Department of Psychology, Universitas Muhammadiyah Malang, Indonesia
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Fonseca PG, Neves EPS, Soares MEC, Galo R, Ramos-Jorge ML, Fernandes IB. "Association between caries in anterior teeth and bullying victimization in Brazilian schoolchildren aged 6 to 10 years.: a cross sectional study". Eur Arch Paediatr Dent 2024:10.1007/s40368-024-00933-3. [PMID: 39266902 DOI: 10.1007/s40368-024-00933-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 07/24/2024] [Indexed: 09/14/2024]
Abstract
AIM To investigate the association between presence of caries in anterior teeth and bullying victimization in schoolchildren. METHODS A cross-sectional study was conducted in Brazil with a sample of 387 schoolchildren aged 6 to 10 years. The presence of moderate/extensive dental caries was assessed using the International System for the Evaluation and Detection of Dental Caries (ICDAS-II). The children answered the "Olweus Bullying" (QBO). Descriptive analyses were performed, and the associations between bullying victimization and independent variables collected were determined by univariate and multivariate Poisson regression. RESULTS The prevalence of bullying victimization was 66.4%. Bullying victimization was higher among children who had moderate/extensive caries in some anterior teeth (p = 0.010). 8-year-old (p = 0.048), 9-year-old (p = 0.001), and 10-year-old (p = 0.002) children reported greater bullying victimization when compared to 6-year-olds. CONCLUSION The presence of moderate/extensive dental caries in anterior teeth is associated with bullying victimization in schoolchildren.
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Affiliation(s)
- P G Fonseca
- Department of Dentistry, School of Biological and Health Sciences, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Rua da Glória, N. 187. Centro, 39.100-000, Diamantina, MG, Brazil.
| | - E P S Neves
- Department of Dentistry, School of Biological and Health Sciences, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Rua da Glória, N. 187. Centro, 39.100-000, Diamantina, MG, Brazil
| | - M E C Soares
- Department of Dentistry, School of Biological and Health Sciences, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Rua da Glória, N. 187. Centro, 39.100-000, Diamantina, MG, Brazil
- Department of Dentistry of the Institute of Life Sciences, Universidade Federal de Juiz de Fora - Campus Governador Valadares, Governador Valadares, MG, Brazil
| | - R Galo
- Department of Dental Materials and Prosthesis, School of Dentistry, Universidade de São Paulo, Ribeirão Preto, São Paulo, SP, Brazil
| | - M L Ramos-Jorge
- Department of Dentistry, School of Biological and Health Sciences, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Rua da Glória, N. 187. Centro, 39.100-000, Diamantina, MG, Brazil
| | - I B Fernandes
- Department of Dentistry, School of Biological and Health Sciences, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Rua da Glória, N. 187. Centro, 39.100-000, Diamantina, MG, Brazil
- Department of Child and Adolescent Oral Health, School of Dentistry, Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil
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Malta DC, Souza JBD, Vasconcelos NMD, Mello FCMD, Buback JB, Gomes CS, Pereira CA. Cyberbullying among Brazilian schoolchildren: data from the National Student Health Survey, 2019. CIENCIA & SAUDE COLETIVA 2024; 29:e19572023. [PMID: 39194122 DOI: 10.1590/1413-81232024299.19572023] [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: 12/19/2023] [Accepted: 04/18/2024] [Indexed: 08/29/2024] Open
Abstract
This cross-sectional study assessed data from Brazil's 2019 National Student Health Survey to investigate associations between cyberbullying and sociodemographic, family, mental health, and behavioural factors among Brazilian schoolchildren. Multivariate analysis by Poisson regression found 13.2% prevalence of cyberbullying, which was higher among adolescents who felt nobody cared about them (PR=1.47; 1.36-1.59); felt sad (PR=1.5; 1.4-1.7); reported that life was not worth living (PR=1.71; 1.59-1.84); had no friends (PR=1.68; 1.50-1.87); suffered parental aggression (PR=1.54; 1.45-1.65); missed classes without permission (PR=1.13; 1.06-1.20); used tobacco (PR=1.19; 1.10-1.30); alcoholic beverages (PR=1.16; 1.08-1.25); or illicit drugs (PR=1.14; 1.04-1.25); or had sexual intercourse (PR=1.23; 1.14-1.33). Prevalence was lower among boys (PR=0.85; 0.80-0.91); those 16-17 years old (PR=0.88; 0.82-0.95); and who reported having parental supervision in their free time (PR=0.78; 0.73-0.83). Cyberbullying has a high prevalence, highlighting the importance of monitoring this practice and establishing prevention measures in schools.
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Affiliation(s)
- Deborah Carvalho Malta
- Departamento de Enfermagem Materno-Infantil e Saúde Pública, Escola de Enfermagem, Universidade Federal de Minas Gerais (UFMG). Av. Prof. Alfredo Balena 190, Santa Efigênia. 30130-100 Belo Horizonte MG Brasil.
| | - Juliana Bottoni de Souza
- Observatório de Doenças e Agravos Não Transmissíveis, Escola de Enfermagem, UFMG. Belo Horizonte MG Brasil
| | | | | | - Júlia Bicas Buback
- Graduação em Medicina, Faculdade de Medicina, UFMG. Belo Horizonte MG Brasil
| | - Crizian Saar Gomes
- Programa de Pós-Graduação em Saúde Pública, Faculdade de Medicina, UFMG. Belo Horizonte MG Brasil
| | - Cimar Azeredo Pereira
- Diretoria de Pesquisas, Fundação Instituto Brasileiro de Geografia e Estatística. Rio de Janeiro RJ Brasil
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Nedumpully NN, Praharaj SK, Rai S. Experiences, Perceptions and Attitudes Toward Bullying Among School-Going Adolescents: A Cross-Sectional Study from South India. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2024; 17:1-12. [PMID: 39309348 PMCID: PMC11413301 DOI: 10.1007/s40653-024-00631-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/07/2024] [Indexed: 09/25/2024]
Abstract
Bullying victimisation affects an estimated 30% of individuals worldwide. While the prevalence and risk factors of bullying have been studied in India, comprehensive research on the phenomenon of bullying itself remains scarce. Our objective was to study the experiences, perceptions, and attitudes towards bullying among seventh to ninth-grade students. The study included all seventh to ninth graders (N = 205) from two schools in the Udupi district of South India. To collect information on bullying, we used the Bully Survey - Student Version with appropriate modifications for our context. The mean age of the participants was 13 (1.05) years, with 58% being females. Our findings showed that almost half of the students had bullying roles. Students attending private schools and residing in urban areas were more likely to be victims, bullies, and bully-victims. Seventh and eighth graders experienced higher rates of bullying, whereas ninth graders were more likely to engage in bully behaviours or be bully-victims. Verbal bullying, including name calling, playing jokes, and making fun of others, was more prevalent. No gender differences were observed in verbal or physical bullying. School teachers, staff, and parents were unaware of bullying incidents almost half of the time. Anti-bullying programs should consider these aspects of bullying to be effective.
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Affiliation(s)
- Nayana Narayanan Nedumpully
- Present Address: Department of Psychology, St Aloysius College, Elthururth, Thrissur, Kerala India
- Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka 576104 India
| | - Samir Kumar Praharaj
- Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka 576104 India
| | - Shweta Rai
- Department of Clinical Psychology, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka 576104 India
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George P, Cosgrove J, Taylor J, Rao N, Marshall T, Ghose SS, Patel NA. Antibullying Interventions in Schools: Assessing the Evidence Base. Psychiatr Serv 2024; 75:908-920. [PMID: 38736361 DOI: 10.1176/appi.ps.20230541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
OBJECTIVE This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions. METHODS Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings. RESULTS Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students. CONCLUSIONS Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.
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Affiliation(s)
- Preethy George
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - John Cosgrove
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Jeffrey Taylor
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Neha Rao
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Tina Marshall
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Sushmita Shoma Ghose
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Nikhil A Patel
- Westat (all authors) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
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Quiroga-Garza A, Cavalera C. The Resilience Factor: Examining its Potential to Alleviate Shame and Guilt in School Bullying. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241270075. [PMID: 39180357 DOI: 10.1177/08862605241270075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/26/2024]
Abstract
School violence, in particular bullying by peers, has become a problem on the public agenda. In the context of bullying, children exposed report high levels of shame and guilt which increase victimization since involves a humiliating experience associated with the lack of acceptance by the peer group and can negatively affect mental health. Both emotions have been previously studied in peer violence context. Now we aim to examine resilience as a potential factor to alleviate shame and guilt in school bullying. We conducted a study to test if resilience mediates the feeling of shame and guilt effect of being exposed to bullying; that is, if resilience entails protective behaviors that favour the dissipation of the risk of feeling shame and guilt when exposed to direct violence in school. First, we adapted to Mexican Spanish the research instrument Short Version of the State Shame and Guilt Scale (SSGS-8, Cavalera et al., 2017)-; then we conducted a quantitative, explanatory, cross-sectional approach study; both were carried out in two different non-urban high schools near the city of Monterrey, Mexico, randomizing groups. We found through a moderated mediation analysis that resilience is a key piece to transform shame and practically alleviate negative school violence consequences the indirect effect of resilience on the relationship between direct violence in school and shame was moderated by gender, better for boys than for girls. As its presence restrain shame in those who have been exposed to direct violence in school, it is important to strengthen resilience in adolescents. Promoting the development of shame resilience in adolescents is crucial to prevent them from questioning whether something is wrong with them when exposed to violence. We must continue making efforts to eradicate violence in schools through prevention programs and public policies.
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Hurtado-Mellado A, Rodríguez-Hidalgo AJ. Homophobic Bullying, Traditional Bullying, Cyberbullying, and Health-Related Quality of Life (HRQoL) in Adolescents According to Their Sexual Orientation. Behav Sci (Basel) 2024; 14:729. [PMID: 39199125 PMCID: PMC11351145 DOI: 10.3390/bs14080729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2024] [Revised: 08/16/2024] [Accepted: 08/20/2024] [Indexed: 09/01/2024] Open
Abstract
Recent studies suggest that traditional bullying, cyberbullying, and homophobic bullying lead to a low health-related quality of life (HRQoL) in adolescents. The present study aims to analyze this, paying particular attention to homophobic bullying, based on the sexual orientation of 815 adolescents who were asked to fill in a self-report questionnaire. In heterosexuals, both homophobic victimization and victimization were inversely related to different dimensions of HRQoL (moods and emotions, and school environment, respectively). In adolescents who were uncertain about their sexual orientation, there were inverse relationships between homophobic victimization and mood and social acceptance, and there was also a positive relationship between homophobic aggression and physical well-being. In homosexuals and bisexuals, homophobic victimization was inversely related to social acceptance, economic resources, and autonomy, while homophobic aggression was not related to HRQoL. The results obtained offer new insights, thanks to the use of a specific and validated instrument to record homophobic bullying that covers both homophobic victimization and homophobic aggression. In addition, the need to intervene in a holistic manner, involving political and social agents, as well as all actors implicated in the school environment, is discussed with a view to protecting adolescent health and promoting inclusive education.
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Hua WY, Wu WC, Nieh HP, Chang YH. Patterns of teachers' responses to school bullying and their associations with training, self-efficacy, and age: A moderated mediation model. BEHAVIORAL SCIENCES & THE LAW 2024. [PMID: 39117993 DOI: 10.1002/bsl.2692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2024] [Revised: 07/12/2024] [Accepted: 07/16/2024] [Indexed: 08/10/2024]
Abstract
Bullying remains a pervasive issue in educational settings worldwide. This study examined the effect of teacher training and self-efficacy on teachers' responses to school bullying with the moderating effect of age. Drawing on data from 585 Taiwanese primary and secondary school teachers, the study revealed six distinct response patterns to bullying among Taiwanese teachers. The results underscore the critical role of self-efficacy in enabling proactive responses to bullying, highlighting that training programs that boost teachers' self-efficacy can be effective across different age groups. Furthermore, the research points to the necessity of differentiated training approaches that consider teachers' age to enhance responses of mediating involvers. This study contributes to the broader discourse on bullying prevention, emphasizing the importance of teacher training and the need for further research into the nuanced relationships between teacher characteristics, self-efficacy, and intervention strategies in diverse cultural settings.
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Affiliation(s)
- Wan-Yu Hua
- Department of Health Promotion and Health Education, National Taiwan Normal University, Taipei, Taiwan
| | - Wen-Chi Wu
- Department of Health Promotion and Health Education, National Taiwan Normal University, Taipei, Taiwan
| | - Hsi-Ping Nieh
- Department of Child and Family Science, National Taiwan Normal University, Taipei, Taiwan
| | - Yi-Han Chang
- Substance and Addiction Prevention Branch, California Department of Public Health, Sacramento, California, USA
- Psychiatric Research Center, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan
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Šambaras R, Butvilaitė A, Andruškevič J, Istomina N, Lesinskienė S. How to Link Assessment and Suitable Interventions for Adolescents: Relationships among Mental Health, Friendships, Demographic Indicators and Well-Being at School. CHILDREN (BASEL, SWITZERLAND) 2024; 11:939. [PMID: 39201874 PMCID: PMC11352741 DOI: 10.3390/children11080939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2024] [Revised: 07/25/2024] [Accepted: 07/31/2024] [Indexed: 09/03/2024]
Abstract
BACKGROUND Over the last 10 years, a noticeable deterioration in mental health has affected adolescents' lives. METHODS This study was conducted in 12 secondary schools and 14 high schools located in different cities across Lithuania from October to December 2023. The survey included students aged 12 to 17 years. The adolescents filled out a questionnaire about the need for outside help, friendships, and well-being at school and the Strengths and Difficulties Questionnaire. The goal of our study was to analyze the risk factors that influence adolescents' psycho-emotional state. RESULTS A total of 4124 students were involved in this study, with a mean age of 14.48 ± 1.15 years. The sample consisted of 50.9% males and 49.1% females. The boys showed a statistically significantly lower total difficulty score on the Strength and Difficulties Questionnaire (SDQ TDS) and internalizing score (IS) than the girls (12.45 ± 5.39 vs. 14.93 ± 5.76; 5.39 ± 3.30 vs. 7.49 ± 3.64, p < 0.001). Also, the SDQ TDS, IS, and externalizing score (ES) were statistically significantly lower in the group of adolescents who lived with both parents (13.50 ± 5.69 vs. 14.76 ± 5.72; 6.32 ± 3.61 vs. 6.98 ± 3.65; 7.18 ± 3.23 vs. 7.78 ± 3.35, p < 0.001). Linear regression analysis of the SDQ TDS (R2 = 0.406) indicated a significant impact on the feeling of safety at schools (β = -0.173, p < 0.001) and loneliness (β = 0.314, p < 0.001). Linear regression of the SDQ IS (R2 = 0.469) showed that there was a significant predictor effect of bullying (β = 0.170, p < 0.001) and loneliness (β = 0.345, p < 0.001). However, the linear regression of the SDQ ES (R2 = 0.256) showed that there was a significant predictor effect of the feeling of teacher care (β = -0.163, p < 0.001) and loneliness (β = 0.166, p < 0.001). We determined that gender (OR = 2.30) and loneliness (OR = 1.77) were the most significant factors associated with adolescents seeking help. CONCLUSIONS It is crucial to determine specific risk factors and particular groups of teenagers who need psycho-emotional support the most. The findings of this study may offer valuable insights for advancing additional prevention or support programs aimed at adolescents within higher-risk groups.
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Affiliation(s)
- Rokas Šambaras
- Clinic of Psychiatry, Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania;
| | - Agnė Butvilaitė
- Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania; (A.B.); (J.A.)
| | - Justina Andruškevič
- Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania; (A.B.); (J.A.)
| | - Natalja Istomina
- Institute of Health Sciences, Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania;
| | - Sigita Lesinskienė
- Clinic of Psychiatry, Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania;
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Zhou Y, Deng X, Wang S, Shi L. Theory of Mind and physical bullying in preschool children: the role of peer rejection and gender differences. PSICOLOGIA-REFLEXAO E CRITICA 2024; 37:29. [PMID: 39073719 PMCID: PMC11286907 DOI: 10.1186/s41155-024-00313-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Accepted: 07/19/2024] [Indexed: 07/30/2024] Open
Abstract
BACKGROUND Preschool represents the budding and initial stage of bullying behavior, where perpetration of physical bullying predominates as the primary form of bullying. An in-depth understanding of the factors linked to preschool physical bullying behavior is crucial for enabling early prevention and intervention strategies. OBJECTIVE The purpose of this study was to examine the relationship between Theory of Mind and physical bullying behavior in 4-6 years old children in kindergarten and the mediating role of peer rejection and gender in this relationship. METHODS Data on perpetration of physical bullying and peer rejection were obtained from 310 preschool children (age range = 52-79 months, M = 66.85, SD = 7.04) by the peer nomination method, and their Theory of Mind was measured by the Theory of Mind Development Scale. RESULTS The results showed that Theory of Mind negatively predicted perpetration of physical bullying in preschool children and that Theory of Mind was related to perpetration of physical bullying in preschool children only through peer rejection. Boys were also found to have a stronger association between peer rejection and perpetration of physical bullying in preschool children than girls. CONCLUSION Peer rejection may play a mediating role between Theory of Mind and perpetration of physical bullying in preschool children. In addition, the relationship between peer rejection and perpetration of physical bullying appears to be stronger for boys than for girls. This contributes to our understanding of the relationship between Theory of Mind and perpetration of physical bullying in preschool children and has implications for how bullying prevention and intervention can be tailored to the gender of young children.
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Affiliation(s)
- Yanfang Zhou
- School of Teacher Education, Shaoxing University, Shaoxing, China
- School of Teacher Education, Ningbo University, Ningbo, China
- Faculty of Teacher Education, Lishui University, No. 1 Xueyuan Avenue, Liandu District, Lishui City, Zhejiang Province, 323000, China
| | - Xiaojie Deng
- School of Teacher Education, Ningbo University, Ningbo, China
- School of Foreign Languages, Wuhan Qingchuan University, Wuhan, China
| | - Sihui Wang
- School of Teacher Education, Ningbo University, Ningbo, China
| | - Leishan Shi
- School of Teacher Education, Shaoxing University, Shaoxing, China.
- Faculty of Teacher Education, Lishui University, No. 1 Xueyuan Avenue, Liandu District, Lishui City, Zhejiang Province, 323000, China.
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Al Saadoon M, Eltayib RAA, Alhaj AH, Chan MF, Aldhafri S, Al-Adawi S. The Perception and Roles of School Mental Health Professionals Regarding School Bullying ( Suluk Audwani) in Oman: A Qualitative Study in an Urban Setting. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:991. [PMID: 39200602 PMCID: PMC11353871 DOI: 10.3390/ijerph21080991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2024] [Revised: 07/21/2024] [Accepted: 07/25/2024] [Indexed: 09/02/2024]
Abstract
With increasing mental health risks among school populations and prevalent bullying, school mental health professionals (SMHP) are crucial globally. This study explores the perspectives of SMHP on bullying in Omani schools, focussing on definitions, types, current practices, and future strategies. Involving 50 Omani SMHP from Muscat Governorate with at least three years of experience, data was collected through structured interviews and analyzed using Braun and Clarke's six-step thematic analysis. Six key themes emerged: The definition of bullying, its components, common types, current anti-bullying practices, challenges, and future suggestions. Bullying, termed "سلوكعدواني" (Suluk Audwani), meaning aggressive behavior, includes five components: perpetrators, victims, harmful behavior, spectators, and psychosocial factors. Verbal bullying, physical bullying, and cyberbullying are common and vary by age. SMHP frequently employ awareness-raising and psychological first aid. Challenges include resistance from students and parents and institutional barriers. In the future, SMHP will emphasize greater awareness to effectively address Suluk Audwani. Oman has adopted international best practices to recruit SMHP. SMHP's perspectives on Suluk Audwani reflect both their training and Omani cultural influences. Future research should explore various social strata to improve evidence-based understanding and prevention of Suluk Audwani.
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Affiliation(s)
- Muna Al Saadoon
- Department of Child Health, College of Medicine & Health Sciences, Sultan Qaboos University, Muscat 123, Oman;
| | - Rawaa Abubakr Abuelgassim Eltayib
- Department of Family Medicine & Public Health, College of Medicine & Health Sciences, Sultan Qaboos University, Muscat 123, Oman; (R.A.A.E.); (M.F.C.)
| | - Amjad Hassan Alhaj
- Sociology and Social Work, College of Arts and Social Sciences, Sultan Qaboos University, Muscat 123, Oman;
| | - Moon Fai Chan
- Department of Family Medicine & Public Health, College of Medicine & Health Sciences, Sultan Qaboos University, Muscat 123, Oman; (R.A.A.E.); (M.F.C.)
| | - Said Aldhafri
- Department of Psychology, College of Education, Sultan Qaboos University, Muscat 123, Oman;
| | - Samir Al-Adawi
- Department of Behavioral Medicine, College of Medicine & Health Sciences, Sultan Qaboos University, Muscat 123, Oman
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Helka AM, Wójcik M, Dukała K, Kabzińska J, Piaskowska O, Piesiewicz P. To tell or not to tell about bullying-New insights from the study on the perceptions of criminal sanctioning, anticipation of school punishment, agency, and trust toward school staff. BEHAVIORAL SCIENCES & THE LAW 2024. [PMID: 38982568 DOI: 10.1002/bsl.2688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Revised: 06/24/2024] [Accepted: 06/26/2024] [Indexed: 07/11/2024]
Abstract
The primary aim of this study was to determine whether perceptions of criminal sanctioning and school punishment predict students' willingness to report different types of bullying (material, physical, sexual, verbal, relational, and cyberbullying). An online survey was conducted with secondary school students (n = 1092) as participants. Traditionally included predictors (trust toward school staff, cost of reporting bullying, gender, and school agency) were also incorporated into a multiple linear regression analysis. The perception of criminal sanctioning for a particular type of bullying was a significant predictor of the willingness to report a given type of bullying, whereas anticipation of school punishment was relevant only in the case of cyberbullying. Trust toward school staff and gender were also significant predictors of willingness to report any type of bullying. School agency helped predict the willingness to report any kind of bullying except cyberbullying. Surprisingly, the costs of reporting bullying were relevant only in the case of material bullying. These results have important implications for stakeholders and school administration in identifying unreported bullying, developing and implementing anti-bullying policies, and introducing programs aimed at improving students' legal awareness.
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Affiliation(s)
- Anna M Helka
- Katowice Faculty of Psychology, University of Social Sciences and Humanities, Katowice, Poland
| | - Małgorzata Wójcik
- Katowice Faculty of Psychology, University of Social Sciences and Humanities, Katowice, Poland
| | - Karolina Dukała
- Katowice Faculty of Psychology, University of Social Sciences and Humanities, Katowice, Poland
| | - Joanna Kabzińska
- Katowice Faculty of Psychology, University of Social Sciences and Humanities, Katowice, Poland
| | - Olga Piaskowska
- Institute of Law, University of Social Sciences and Humanities, Warsaw, Poland
| | - Piotr Piesiewicz
- Institute of Law, University of Social Sciences and Humanities, Warsaw, Poland
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13
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Dragone M, Bacchini D, Esposito C, Affuso G, De Angelis G, Stasolla F, De Luca Picione R. A Four-Wave Cross-Lagged Study of Exposure to Violent Contexts, Cognitive Distortions, and School Bullying during Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:883. [PMID: 39063460 PMCID: PMC11277227 DOI: 10.3390/ijerph21070883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Revised: 06/29/2024] [Accepted: 07/05/2024] [Indexed: 07/28/2024]
Abstract
School bullying represents a widespread expression of violence in the peer context. Guided by the social-ecological model, this study investigated the longitudinal and transactional pathways linking domestic and neighborhood/community violence exposure (through direct victimization and witnessing), self-serving cognitive distortions (CDs), and school bullying perpetration. Furthermore, consistent with the previous literature, we tested the cognitive desensitization process that could develop in response to chronically violent contexts. Two four-wave cross-lagged panel mediation models were tested in a sample of 778 high school students (28.1% males; Mage [Time 1; T1] = 14.20, SD = 0.58). The results showed differential effects of multiple contexts and forms of violence exposure, with domestic violence victimization and community violence witnessing being associated with self-serving CDs and bullying perpetration over time. Moreover, significant associations between CDs and bullying perpetration over time were found, with bidirectional effects for each of these longitudinal patterns. Finally, self-serving CDs significantly mediated the relationships between both domestic violence victimization and community violence witnessing and school bullying perpetration. These findings highlight the need to consider school bullying as a social phenomenon stemming from a complex and bidirectional interplay between individuals and the environments they inhabit, confirming a basic postulate that "violence breeds violence".
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Affiliation(s)
- Mirella Dragone
- Faculty of Law, Giustino Fortunato University, 82100 Benevento, Italy; (M.D.); (F.S.); (R.D.L.P.)
| | - Dario Bacchini
- Department of Humanistic Studies, University of Naples “Federico II”, 80133 Napoli, Italy;
| | - Concetta Esposito
- Department of Humanistic Studies, University of Naples “Federico II”, 80133 Napoli, Italy;
| | - Gaetana Affuso
- Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy;
| | - Grazia De Angelis
- Department of Psychology and Educational Sciences, Pegaso University, 80143 Napoli, Italy;
| | - Fabrizio Stasolla
- Faculty of Law, Giustino Fortunato University, 82100 Benevento, Italy; (M.D.); (F.S.); (R.D.L.P.)
| | - Raffaele De Luca Picione
- Faculty of Law, Giustino Fortunato University, 82100 Benevento, Italy; (M.D.); (F.S.); (R.D.L.P.)
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14
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Odigie T, Elsden E, Hosozawa M, Patalay P, Pingault JB. The healthy context paradox: a cross-country analysis of the association between bullying victimisation and adolescent mental health. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02483-x. [PMID: 38832961 DOI: 10.1007/s00787-024-02483-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2024] [Accepted: 05/23/2024] [Indexed: 06/06/2024]
Abstract
Bullying victimisation is an increasing global health problem among adolescents and is associated with short- and long-term adverse mental health outcomes. Investigating whether associations with mental health vary across national contexts and why, can provide insights into mechanisms underlying those associations and inform policy. We used data from 479,685 adolescents participating in the 2018 Program for International Student Assessment (PISA) cross-sectional survey and examined whether the associations between bullying victimisation, psychological distress and life satisfaction vary across 63 countries. We further tested the modifying role of country-level factors - bullying prevalence, income inequality and national wealth, by implementing multilevel cross-country analyses. We found significant associations between bullying victimisation, increased psychological distress (β = 0.181; 95%CI: 0.178, 0.184) and decreased life satisfaction (β = -0.158; 95%CI: -0.162, -0.155). Associations between bullying victimisation, psychological distress and life satisfaction among adolescents were consistent across countries in terms of direction but effect sizes varied substantially. The effects ranged from β = 0.08 in the Philippines to β = 0.40 in South Korea for psychological distress and from β = -0.05 in the Philippines to β = -0.36 in the United Kingdom for life satisfaction. In addition, consistent with the "healthy context paradox" effect, associations between bullying and mental health were larger in countries where the prevalence of bullying was lower, as well as in higher-income countries. Interventions aiming to reduce bullying victimisation should aim to provide additional targeted support for those who still experience bullying after the intervention.
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Affiliation(s)
- Tracy Odigie
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK.
| | - Esme Elsden
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Mariko Hosozawa
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Praveetha Patalay
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Jean-Baptiste Pingault
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
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15
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Heitmann AJ, Valla L, Albertini Früh E, Kvarme LG. A Path to Inclusiveness - Peer Support Groups as a Resource for Change. J Sch Nurs 2024; 40:285-294. [PMID: 35287497 PMCID: PMC11095054 DOI: 10.1177/10598405221085183] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2024] Open
Abstract
Being bullied is associated with anxiety, depression symptoms, and long-term negative health outcomes. The aim of this qualitative pilotstudy was to explore bullied children's experiences of support groups and how participating in a group affected the children. The sample consisted of 24 children aged 11-13 years. Four of them were bullied, while 20 participated in support groups. Individual and focus group interviews were conducted. The main theme identified was that support groups provide an opportunity for change and can help children to be included among peers. The changes were achieved through encouragement and support from peers. The children participating in the support groups reported a feeling of being selected. The groups provided fellowship, and an opportunity for change. Both getting support from and being part of a support group contributed to inclusion, strength, and valuable experiences. The findings suggest that a systemic approach to bullying is advantageous.
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Affiliation(s)
| | - Lisbeth Valla
- Oslo Metropolitan University, Pilestredet 32, N-0167, Oslo, Norway
| | | | - Lisbeth G Kvarme
- Oslo Metropolitan University, Pilestredet 32, N-0167, Oslo, Norway
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16
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Li Y, Liu L, Wang W. Sex Differences in the Relationship Between School Bullying Victimization and Complex Posttraumatic Stress Disorder: The Roles of Insecure Attachment. JOURNAL OF INTERPERSONAL VIOLENCE 2024; 39:2811-2831. [PMID: 38281109 DOI: 10.1177/08862605231221835] [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: 01/29/2024]
Abstract
School bullying victimization is a highly concerning issue that can lead to a range of negative outcomes. Despite the research showing a significant association between bullying victimization and complex posttraumatic stress disorder (CPTSD), the internal mechanisms with its two components (i.e., posttraumatic stress disorder symptoms [PTSD] and disorders of self-organization symptoms [DSO]) remain unclear. Previous studies have indicated that attachment style may influence the development of CPTSD symptoms and that there may be sex differences in attachment styles. Thus, the present study aims to examine the mediating role of insecure attachment between school bullying victimization and CPTSD symptoms in males and females. The study assessed bullying victimization, attachment orientation, and CPTSD (i.e., PTSD symptoms and DSO symptoms) symptoms in 675 college students (65.2% females; Mage = 19.6, SD = 1.34) from China who had reported bullying experiences at two different time points, 6 months apart. For females, school bullying victimization predicted PTSD and DSO symptoms through attachment anxiety and only predicted DSO symptoms through attachment avoidance. For males, we found that school bullying victimization predicted PTSD symptoms through attachment avoidance. These findings suggest that attachment is critical in understanding how school bullying victimization may lead to CPTSD symptoms among individuals of different sexes.
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Affiliation(s)
- Yuchen Li
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Luming Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wenchao Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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17
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Kovacevic Lepojevic M, Trajkovic M, Mijatovic L, Popovic-Citic B, Bukvic L, Kovacevic M, Parausic Marinkovic A, Radulovic M. The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging. PLoS One 2024; 19:e0303466. [PMID: 38805502 PMCID: PMC11132461 DOI: 10.1371/journal.pone.0303466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024] Open
Abstract
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
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Affiliation(s)
| | | | - Luka Mijatovic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | | | - Lidija Bukvic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | - Milica Kovacevic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
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18
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Mo ZY, Qin ZZ, Ye JJ, Hu XX, Wang R, Zhao YY, Zheng P, Lu QS, Li Q, Tang XY. The long-term spatio-temporal trends in burden and attributable risk factors of major depressive disorder at global, regional and national levels during 1990-2019: a systematic analysis for GBD 2019. Epidemiol Psychiatr Sci 2024; 33:e28. [PMID: 38764153 PMCID: PMC11362682 DOI: 10.1017/s2045796024000295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 04/08/2024] [Accepted: 04/14/2024] [Indexed: 05/21/2024] Open
Abstract
AIMS Caused by multiple risk factors, heavy burden of major depressive disorder (MDD) poses serious challenges to public health worldwide over the past 30 years. Yet the burden and attributable risk factors of MDD were not systematically known. We aimed to reveal the long-term spatio-temporal trends in the burden and attributable risk factors of MDD at global, regional and national levels during 1990-2019. METHODS We obtained MDD and attributable risk factors data from Global Burden of Disease Study 2019. We used joinpoint regression model to assess the temporal trend in MDD burden, and age-period-cohort model to measure the effects of age, period and birth cohort on MDD incidence rate. We utilized population attributable fractions (PAFs) to estimate the specific proportions of MDD burden attributed to given risk factors. RESULTS During 1990-2019, the global number of MDD incident cases, prevalent cases and disability-adjusted life years (DALYs) increased by 59.10%, 59.57% and 58.57%, respectively. Whereas the global age-standardized incidence rate (ASIR), age-standardized prevalence rate (ASPR) and age-standardized DALYs rate (ASDR) of MDD decreased during 1990-2019. The ASIR, ASPR and ASDR in women were 1.62, 1.62 and 1.60 times as that in men in 2019, respectively. The highest age-specific incidence, prevalence and DALYs rate occurred at the age of 60-64 in women, and at the age of 75-84 in men, but the maximum increasing trends in these age-specific rates occurred at the age of 5-9. Population living during 2000-2004 had higher risk of MDD. MDD burden varied by socio-demographic index (SDI), regions and nations. In 2019, low-SDI region, Central sub-Saharan Africa and Uganda had the highest ASIR, ASPR and ASDR. The global PAFs of intimate partner violence (IPV), childhood sexual abuse (CSA) and bullying victimization (BV) were 8.43%, 5.46% and 4.86% in 2019, respectively. CONCLUSIONS Over the past 30 years, the global ASIR, ASPR and ASDR of MDD had decreased trends, while the burden of MDD was still serious, and multiple disparities in MDD burden remarkably existed. Women, elderly and populations living during 2000-2004 and in low-SDI regions, had more severe burden of MDD. Children were more susceptible to MDD. Up to 18.75% of global MDD burden would be eliminated through early preventing against IPV, CSA and BV. Tailored strategies-and-measures in different regions and demographic groups based on findings in this studywould be urgently needed to eliminate the impacts of modifiable risk factors on MDD, and then mitigate the burden of MDD.
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Affiliation(s)
- Zhi-Yang Mo
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Ze-Zhen Qin
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Jun-Jie Ye
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Xin-Xuan Hu
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Rui Wang
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Ya-Ye Zhao
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Ping Zheng
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Qiao-Shan Lu
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Qiao Li
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
| | - Xian-Yan Tang
- Department of Epidemiology and Biostatistics, School of Public Health, Guangxi Medical University, Nanning, Guangxi Zhuang Autonomous Region, China
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19
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Rostam-Abadi Y, Stefanovics EA, Zhai ZW, Potenza MN. An exploratory study of the prevalence and adverse associations of in-school traditional bullying and cyberbullying among adolescents in Connecticut. J Psychiatr Res 2024; 173:372-380. [PMID: 38593696 DOI: 10.1016/j.jpsychires.2024.03.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 10/25/2023] [Accepted: 03/22/2024] [Indexed: 04/11/2024]
Abstract
Bullying, traditional or cyber, among adolescents, is a public health concern. In this study, we explored frequencies and correlates of different forms of bullying among Connecticut high-school students. Youth Risk Behavior Survey data from 2019 from Connecticut adolescents (N = 1814) were used. χ2 tests and survey-weighted logistic regressions examined relationships between bullying subgroups (in-school traditional bullying (ISTB) only, cyberbullying only, and both) and mental concerns, risk behaviors, academic performance, physical health, and receipt of social support, with the logistic regressions adjusted for demographics. The past-12-month frequency of having experienced only cyberbullying was 5.6%, only ISTB was 9.1%, and both forms was 8.7%. Between-group differences were observed by bullying status in terms of sex and race/ethnicity. In adjusted models, bullying status was associated with suicide attempts, suicidal ideation, self-harm, depression/dysphoria, mental health, use of alcohol, marijuana, injection drugs, tobacco, and e-vapor, gambling, driving under influence of alcohol, high-risk sexual behavior, physical fights, weapon-carrying, injuries/threats at school, feeling unsafe at school, dating violence, obesity, poor general health, insecure housing, less perceived family support, and poor academic performance. People experiencing both types of bullying were typically more likely to report adverse measures. High-school students commonly report bullying. The findings that both forms (traditional and cyber) were more robustly linked to negative experiences highlight the need for examining further relationships between types and patterns of bullying and mental health and functioning. Better understanding may help improve preventive anti-bullying interventions.
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Affiliation(s)
- Yasna Rostam-Abadi
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, USA
| | - Elina A Stefanovics
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; U.S. Department of Veterans Affairs New England Mental Illness Research and Education Clinical Center (MIRECC), West Haven, CT, USA; National Center on Homelessness Among Veterans, U.S. Department of Veterans Affairs, Tampa, FL, USA
| | - Zu Wei Zhai
- Program in Neuroscience, Middlebury College, Middlebury, VT, 05753, USA
| | - Marc N Potenza
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA; Connecticut Mental Health Center, New Haven, CT, USA; Wu Tsai Institute, Yale University, New Haven, CT, USA; Connecticut Council on Problem Gambling, Wethersfield, CT, USA; Department of Neuroscience, Yale University, New Haven, CT, USA.
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20
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Liu XQ, Wang X. Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs. World J Psychiatry 2024; 14:494-506. [PMID: 38659598 PMCID: PMC11036461 DOI: 10.5498/wjp.v14.i4.494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Revised: 01/24/2024] [Accepted: 03/26/2024] [Indexed: 04/17/2024] Open
Abstract
Adolescents are considered one of the most vulnerable groups affected by suicide. Rapid changes in adolescents' physical and mental states, as well as in their lives, significantly and undeniably increase the risk of suicide. Psychological, social, family, individual, and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct, indirect, or combined pathways. Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide. When deliberately cultivated, fostered, and enhanced, self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, as the five core competencies of social-emotional learning, can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support. Among numerous suicide intervention methods, school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents. The characteristics of school-based interventions based on social-emotional competence, including their appropriateness, necessity, cost-effectiveness, comprehensiveness, and effectiveness, make these interventions an important means of addressing the crisis of adolescent suicide. To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide, additional financial support should be provided, the combination of social-emotional learning and other suicide prevention programs within schools should be fully leveraged, and cooperation between schools and families, society, and other environments should be maximized. These efforts should be considered future research directions.
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Affiliation(s)
- Xin-Qiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Xin Wang
- School of Education, Tianjin University, Tianjin 300350, China
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21
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Tolmatcheff C, Veenstra R, Roskam I, Galand B. Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:407-420. [PMID: 37656368 PMCID: PMC11093827 DOI: 10.1007/s11121-023-01580-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/07/2023] [Indexed: 09/02/2023]
Abstract
This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4-6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018-2019 school year. Teachers' implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students' decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students' perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work.
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Affiliation(s)
- Chloé Tolmatcheff
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712 TG, the Netherlands.
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium.
| | - René Veenstra
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712 TG, the Netherlands
| | - Isabelle Roskam
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium
| | - Benoit Galand
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium
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Dadras O, Takashi N. Traditional, cyberbullying, and suicidal behaviors in Argentinian adolescents: the protective role of school, parental, and peer connectedness. Front Psychiatry 2024; 15:1351629. [PMID: 38501081 PMCID: PMC10944925 DOI: 10.3389/fpsyt.2024.1351629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 02/16/2024] [Indexed: 03/20/2024] Open
Abstract
Introduction Bullying, both in person and online, is a significant risk factor for a range of negative outcomes including suicidal behaviors among adolescents and it is crucial to explore the protective effects of parental, school, and peer connectedness on suicidal behaviors among victims. Methods This study is a secondary analysis of the Argentina Global School-based Student Health Survey (GSHS 2018). Logistic regression analysis, adjusting for age and sex, determines the likelihood of suicidal thoughts and attempts among bullying victims. To explore the modifying effect of school, parental, and peer connectedness on the association between bullying and suicide behaviors, the interaction term was included. Sampling design and weights were applied in all analyses in STATA 17. Results The study included 56,783 students in grades 8-12, with over half being female. Adolescents aged 14-15 exhibited the highest prevalence of bullying, cyberbullying, suicidal thoughts, and attempts, with females displaying a higher prevalence in all measured categories. The study found that adolescents who reported being bullied or cyberbullied demonstrated a significantly higher likelihood of experiencing suicidal thoughts and attempting suicide. Furthermore, protective factors such as school, parental, and peer connectedness were found to play a critical role in mitigating the adverse impacts of bullying and cyberbullying on suicidal thoughts and attempts. Conclusion The findings underscore the critical prevalence of both bullying and cyberbullying among school-going Argentinian adolescents and their profound association with suicidal behaviors. The study emphasizes the importance of supportive family environments and peer and school connectedness in mitigating the negative effects of bullying and cyberbullying on mental health and suicide risk among adolescents.
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Affiliation(s)
- Omid Dadras
- Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway
- Bergen Addiction Research, Department of Addiction Medicine, Haukeland University Hospital, Bergen, Norway
| | - Naoki Takashi
- Department of Health Economics, Center for Gerontology and Social Science, National Center for Geriatrics and Gerontology, Aichi, Japan
- Department of Health Informatics, School of Public Health, Graduate School of Medicine, Kyoto University, Kyoto, Japan
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23
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Tsomokos DI, Slavich GM. Bullying fosters interpersonal distrust and degrades adolescent mental health as predicted by Social Safety Theory. NATURE MENTAL HEALTH 2024; 2:328-336. [PMID: 38682098 PMCID: PMC11052587 DOI: 10.1038/s44220-024-00203-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 01/08/2024] [Indexed: 05/01/2024]
Abstract
Social Safety Theory predicts that socially threatening experiences such as bullying degrade mental health partly by fostering the belief that others cannot be trusted. Here we tested this prediction by examining how peer bullying in childhood impacted adolescent mental health, and whether this effect was mediated by interpersonal distrust and several other commonly studied mediators-namely diet, sleep and physical activity-in 10,000 youth drawn from the UK's Millennium Cohort Study. Youth bullied in childhood developed more internalizing, externalizing and total mental health problems in late adolescence, and this effect was partially mediated by interpersonal distrust during middle adolescence. Indeed, adolescents who developed greater distrust were approximately 3.5 times more likely to subsequently experience clinically significant mental health problems than those who developed less distrust. Individual and school-based interventions aimed at reducing the negative impact of bullying on mental health may thus benefit from bolstering youths' sense of trust in others.
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Affiliation(s)
| | - George M. Slavich
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA
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24
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Di Tata D, Bianchi D, Laghi F. Peer victimization and social anxiety in adolescence: a comparison between migrant and native students in Italy. Front Psychol 2024; 15:1346373. [PMID: 38487653 PMCID: PMC10937586 DOI: 10.3389/fpsyg.2024.1346373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 02/19/2024] [Indexed: 03/17/2024] Open
Abstract
The first aim of this study is to investigate the relationship between bullying victimization and social anxiety in native and migrant adolescents in Italy. Specifically, it was hypothesized that migrant adolescents (in comparison with natives) experience more frequent episodes of bullying victimization, which in turn, may be a risk factor for the development of social anxiety symptoms. The second aim of the study is to explore the relationships from reflected minority categorization to perceived ethnic discrimination at school and social anxiety symptoms, in the subgroup of migrant students. Results showed that the migrant (vs. native) status was predictive of higher scores in social anxiety dimensions (Fear of Negative Evaluation, Social Avoidance and Distress in New Situations, and General Social Avoidance Distress), via the mediating effect of increased peer victimization. Moreover, in the subgroup of migrant participants, an indirect effect of reflected minority categorization on social anxiety was observed, mediated by perceived ethnic discrimination at school. These findings may contribute to the understanding of health inequalities among migrant and native people in the Italian context. Limitations and practical implications of the study were discussed.
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Affiliation(s)
| | | | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
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Hensums M, de Mooij B, Kuijper SC, Fekkes M, Overbeek G. What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:1435-1446. [PMID: 35796879 PMCID: PMC10678813 DOI: 10.1007/s11121-022-01387-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2022] [Indexed: 10/17/2022]
Abstract
The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years (Mage = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization (d = - 0.14) and bullying perpetration (d = - 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods-which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents.
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Affiliation(s)
- Maud Hensums
- Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
- Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands.
| | - Brechtje de Mooij
- Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Steven C Kuijper
- Department of Medical Oncology, Cancer Center Amsterdam, Amsterdam University Medical Centers, University of Amsterdam, Amsterdam, The Netherlands
| | - Minne Fekkes
- Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Prevention and Health, TNO, Netherlands Organization of Applied Scientific Research, The Hague, The Netherlands
| | - Geertjan Overbeek
- Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
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Ragusa A, Obregón-Cuesta AI, Di Petrillo E, Moscato EM, Fernández-Solana J, Caggiano V, González-Bernal JJ. Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1762. [PMID: 38002853 PMCID: PMC10670147 DOI: 10.3390/children10111762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 10/25/2023] [Accepted: 10/28/2023] [Indexed: 11/26/2023]
Abstract
The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of "no victim aggress" and Spanish participants in the roles of "victim" and "victim and aggress". Additionally, there were more boys in the role of "victim and aggress" and girls in the role of "no victim aggress". Regarding age, statistically significant differences were found, with older students taking on the role of "aggress" on average, while younger students assumed the role of "victim".
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Affiliation(s)
- Antonio Ragusa
- Rome Business School, Department of Education, 00196 Rome, Italy; (A.R.); (E.D.P.)
| | | | - Emma Di Petrillo
- Rome Business School, Department of Education, 00196 Rome, Italy; (A.R.); (E.D.P.)
| | - Eduardo Maria Moscato
- Department of Health Sciences, University of Burgos, 09001 Burgos, Spain; (E.M.M.); (J.J.G.-B.)
| | | | - Valeria Caggiano
- Department of Education, University Roma TRE, 00154 Rome, Italy;
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Ray CM, Norris AL, Liu GS, Bogen KW, Pearlman DN, Reidy DE, Estefan LF, Orchowski LM. Interpersonal Violence Victimization Experiences of Middle School Youth: An Exploration by Gender and Sexual/Romantic Attraction. JOURNAL OF HOMOSEXUALITY 2023; 70:2901-2924. [PMID: 35700379 PMCID: PMC9869166 DOI: 10.1080/00918369.2022.2082907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Sexual minority youth (SMY) are at increased risk for interpersonal violence victimization compared to heterosexual youth. The current study examined how self-reported victimization (i.e., bullying, sexual harassment and dating violence) among middle school youth varied as a function of sexual/romantic attraction as well as gender identity. Cross-sectional data were gathered from students at seven middle schools in New England (n = 2245). Mean comparisons with post-hoc Tukey tests determined differences in rates of past 6-month and lifetime interpersonal violence victimization by sexual/romantic attraction and the intersection of gender and attraction. As hypothesized, interpersonal violence victimization among middle school youth differed as a function of sexual/romantic attraction as well as gender. To date, most research has focused on older samples, particularly high-school youth and young adults. These data are consistent with these prior studies documenting increased risk for interpersonal violence victimization among youth who indicate same-gender attraction but add to the literature in demonstrating the expansive forms of peer victimization that same-gender-attracted youth already experience by early adolescence. Given that victimization is associated acutely and longitudinally with many deleterious outcomes, including poorer mental health and increased risk for subsequent victimization, greater structural supports are needed for early adolescent SMY.
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Affiliation(s)
- Colleen M Ray
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Alyssa L Norris
- Center for Behavioral & Preventive Medicine, The Miriam Hospital and Brown University, Providence, Rhode Island, USA
| | - Grace S Liu
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Katherine W Bogen
- Department of Psychology, University of Nebraska, Lincoln, Nebraska, USA
| | - Deborah N Pearlman
- Center for Epidemiologic Research, Brown University School of Public Health, Providence, Rhode Island, USA
| | - Dennis E Reidy
- School of Public Health, Center for Research on Interpersonal Violence, Georgia State University, Atlanta, Georgia
| | - Lianne F Estefan
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Lindsay M Orchowski
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, Rhode Island, USA
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Jie SY. Bullying in professional sports: psychological needs of athletes. J Sports Med Phys Fitness 2023; 63:1126-1134. [PMID: 37428101 DOI: 10.23736/s0022-4707.23.14993-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/11/2023]
Abstract
BACKGROUND This paper aimed to establish whether bullying in sports affects the satisfaction of such psychological needs as autonomy, competence, and relatedness in professional sports. METHODS The instruments in this work were the Bullying Participant Behaviors Questionnaire (BPBQ), the Motivational Mediators Scale in Sport (EMMD), and the Psychological Needs Thwarting Scale (PNTS). The participants were 708 professional athletes. RESULTS Comparison of EMMD and PNTS means unveiled that professional athletes with no bullying experience are more psychologically satisfied and less thwarted in all three dimensions (competence, autonomy, and relatedness). Among the group exposed to bullying, victims (18.92) and bullies (23.18) had the lowest needs in terms of competence, while bullies (26.14) and victims (20.10) experienced the lowest autonomy. The relatedness factor was most pronounced in victims' defenders (34.06) and least in victims (16.39). The lowest competence thwarting was found for outsiders and defenders, and the highest - among victims of bullying (18.12). But both bullies and their helpers had significantly higher scores than the other two roles. The need for autonomy, in turn, was least thwarted in outsiders and defenders, and most - in victims, as in the case of the relatedness subscale. CONCLUSIONS The practical and scientific value of this work stem from the fact that it proves the negative impact of bullying on the satisfaction of basic psychological needs. The obtained findings can facilitate the development and implementation of updated educational programs and practices, leadership systems, as well as be conducive to the work of sports psychologists.
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Affiliation(s)
- Shi Y Jie
- Department of Health, Fitness and Recreation, National University of Ukraine on Physical Education and Sport, Kyiv, Ukraine -
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Mangena MC, Matlala SF. Teachers' Lived Experiences of Workplace Violence and Harassment Committed by Learners from Selected High Schools in Limpopo Province, South Africa. Healthcare (Basel) 2023; 11:2602. [PMID: 37761799 PMCID: PMC10530921 DOI: 10.3390/healthcare11182602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Revised: 09/19/2023] [Accepted: 09/20/2023] [Indexed: 09/29/2023] Open
Abstract
Despite several studies on learner-to-teacher workplace violence and harassment, the problem persists in some South African schools. Learner-to-teacher violence and harassment is a form of workplace violence and harassment, as schools are workplaces for teachers. Learner-to-teacher violence and harassment is therefore an important occupational health and safety issue for teachers. Employers are obliged to provide a safe working environment for teachers to enable quality teaching and learning in schools. The purpose of this interpretative phenomenological study was to explore and describe the lived experiences of high school teachers who have been targets of workplace violence and harassment perpetrated by learners at selected schools in Limpopo Province of South Africa. Many teachers were willing to share their lived experiences but, due to data saturation, only eleven participated after being selected through purposive sampling from seven high schools under a chosen sub-district. The research ethics of voluntary participation, informed consent, ethical clearance, and gatekeeper permission were observed. Data were collected through semi-structured interviews using an interview guide. The interviews were audio-taped, and field notes were also taken. Voice recordings were transcribed verbatim and analysed using interpretative phenomenological analysis into themes and sub-themes. The findings were confirmed by an independent coder to achieve trustworthiness. Teachers experienced physical workplace violence and harassment, verbal workplace violence and harassment, and nonverbal workplace violence and harassment from learners. Learner-to-teacher workplace violence and harassment affects teachers emotionally, and in turn, affects the quality of teaching and learning in schools. Some teachers propose the involvement of a community policing forum, the strengthening of schools' governing bodies, and reducing overcrowding in classrooms as possible solutions to deal with learner-to-teacher workplace violence and harassment.
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Affiliation(s)
| | - Sogo France Matlala
- Department of Public Health, University of Limpopo, Sovenga, Polokwane 0727, South Africa;
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Kaya Kara O, Kose B, Cetin SY, Sahin S, Kara K. Community Participation, Supports and Barriers of Adolescents with and without Attention Deficit Hyperactivity Disorder. Phys Occup Ther Pediatr 2023; 44:380-397. [PMID: 37661765 DOI: 10.1080/01942638.2023.2253899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 08/21/2023] [Accepted: 08/28/2023] [Indexed: 09/05/2023]
Abstract
AIM To compare participation patterns, environmental supports, and barriers to community activities in adolescents with and without attention deficit hyperactivity disorder (ADHD) in Turkey. METHODS Participants were 94 adolescents with ADHD and 109 adolescents without ADHD ages 13-17 years (mean age 14.6, S.D 1.49 years) Participation frequency, involvement rate, mothers who desired change, and environmental supports and barriers in a community setting were assessed with the Participation and Environment Measure for Children and Youth (PEM-CY). RESULTS Adolescents with ADHD participated 20.3% less frequently in socializing with peers in the community than adolescents without ADHD. With moderate to large effect sizes, the mean involvement rate in four community activities, including neighborhood outings, community events, socializing with peers in the community, and religious activities, was significantly lower for adolescents with ADHD than for adolescents without ADHD. CONCLUSION Adolescents with ADHD participate less frequently and are less involved in socializing with peers in the community. Almost half of all ADHD adolescents never participate in community events. It was seen that cognitive difficulties, sensory qualities, and safety may prevent adolescents with ADHD from socializing with peers in the community.
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Affiliation(s)
- Ozgun Kaya Kara
- Department of Physiotherapy and Rehabilitation, Akdeniz University, Antalya, Turkey
| | - Barkin Kose
- Department of Occupational Therapy, University of Health Sciences Turkey, Ankara, Turkey
| | - Sebahat Yaprak Cetin
- Department of Physiotherapy and Rehabilitation, Akdeniz University, Antalya, Turkey
| | - Sedef Sahin
- Department of Occupational Therapy, Hacettepe University, Ankara, Turkey
| | - Koray Kara
- Department of Child and Adolescent Psychiatry, University of Health Sciences Turkey, Antalya Training and Research Hospital, Antalya, Turkey
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Alanko K, Melander K, Ranta K, Engblom J, Kosola S. Time Trends in Adolescent School Absences and Associated Bullying Involvement Between 2000 and 2019: A Nationwide Study. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01601-1. [PMID: 37632555 DOI: 10.1007/s10578-023-01601-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2023] [Indexed: 08/28/2023]
Abstract
Education is a central determinant of adolescent health. School absences and bullying involvement jeopardize wellbeing, mental health, and educational attainment. We analyzed time trends in school absenteeism over two decades and examined the association of absenteeism with bullying involvement.We analyzed data from the nationwide School Health Promotion study, with self-reported data from Finnish middle school students in grades 8 and 9 (ages 14-17, N = 1 000 970). Questionnaires assessed frequency of illness absences (IA), truancy, frequency of bullying victimization, bullying perpetration, and involvement in both bullying perpetration and victimization. Frequent school absences were defined as occurring on more than 3 days during the prior month (2000-2015), or at least weekly (2017-2019).Frequent IA increased from 12% to 2000 to 22% in 2015. In 2017-2019, frequent IA was reported by 3.5%. Frequent truancy declined from 9% to 2000 to 4% in 2015, and remained at 4% during 2017-2019. Bully victimization was reported at least weekly by 6.9%, perpetration by 5.4% and victimization-perpetration by 1.9% of participants in total. In a logistic regression model, every type of bullying involvement increased odds for both IA and truancy.Since bullying involvement was associated with both IA and truancy, particular concern should be raised for adolescents involved in bullying, and for their social and educational functioning. The concurrent increase in IA and decrease in truancy may reflect destigmatization of mental health problems or other changes in reporting absenteeism.
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Affiliation(s)
- K Alanko
- Faculty of Humanities, Psychology and Theology, Åbo Akademi University, Turku, Finland.
| | - K Melander
- Tampere University Hospital, and University of Tampere, University of Helsinki, Helsinki, Finland
| | - K Ranta
- Faculty of Social Sciences, Faculty of Medicine, Tampere University, University of Helsinki, Tampere, Helsinki, Finland
| | - J Engblom
- Department of Mathematics and Statistics, School of Economics, University of Turku, University of Turku, Turku, Finland
| | - S Kosola
- Pediatric Research Center, New Children's Hospital, Helsinki University Hospital, University of Helsinki, Helsinki, Finland
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Ferraz De Camargo L, Rice K, Thorsteinsson EB. Bullying victimization CBT: a proposed psychological intervention for adolescent bullying victims. Front Psychol 2023; 14:1122843. [PMID: 37674744 PMCID: PMC10478092 DOI: 10.3389/fpsyg.2023.1122843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 08/09/2023] [Indexed: 09/08/2023] Open
Affiliation(s)
| | - Kylie Rice
- School of Psychology, University of New England, Armidale, NSW, Australia
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Muñoz-Troncoso F, Cuadrado-Gordillo I, Riquelme-Mella E, Muñoz-Troncoso G, Miranda-Zapata E, Bizama-Colihuinca K, Legaz-Vladímirskaya E. Validation of an Abbreviated Scale of the CENVI Questionnaire to Evaluate the Perception of School Violence and Coexistence Management of Chilean Students: Differences between Pandemic and Post-Pandemic. Behav Sci (Basel) 2023; 13:686. [PMID: 37622826 PMCID: PMC10451708 DOI: 10.3390/bs13080686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 08/03/2023] [Accepted: 08/11/2023] [Indexed: 08/26/2023] Open
Abstract
The objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context.
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Affiliation(s)
- Flavio Muñoz-Troncoso
- Facultad de Educación, Universidad Católica de Temuco, Temuco 4810296, Chile;
- Facultad de Educación y Psicología, Departamento de Psicología y Antropología, Universidad de Extremadura, 06071 Badajoz, Spain;
- Facultad de Ciencias Sociales y de Artes, Universidad Mayor, Temuco 4801043, Chile
| | - Isabel Cuadrado-Gordillo
- Facultad de Educación y Psicología, Departamento de Psicología y Antropología, Universidad de Extremadura, 06071 Badajoz, Spain;
| | | | - Gerardo Muñoz-Troncoso
- Facultad de Filosofía y Humanidades, Universidad Austral de Chile, Valdivia 5110566, Chile; (G.M.-T.); (E.L.-V.)
| | - Edgardo Miranda-Zapata
- Facultad de Psicología, Universidad Autónoma de Chile, Temuco 4810101, Chile;
- Laboratorio de Aprendizaje Basado en la Comunidad, Universidad Católica Silva Henríquez, Santiago 8330226, Chile
| | | | - Ekaterina Legaz-Vladímirskaya
- Facultad de Filosofía y Humanidades, Universidad Austral de Chile, Valdivia 5110566, Chile; (G.M.-T.); (E.L.-V.)
- Facultad de Educación, Universidad San Sebastián, Valdivia 5110693, Chile
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Deng L, Liu Y, Wang H, Yu J, Liao L. Resilience mediates the effect of peer victimization on quality of life in Chongqing adolescents: from a perspective of positive childhood experiences. Front Psychol 2023; 14:1186984. [PMID: 37564311 PMCID: PMC10410073 DOI: 10.3389/fpsyg.2023.1186984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 06/29/2023] [Indexed: 08/12/2023] Open
Abstract
Background Peer victimization is a harmful experience that contributed to one's psychological problems, physical health deterioration, and so on. Quality of life (QoL) is an important indicator of adolescent health assessment. To identify potential pathways of positive experiences in preventing peer victimization's detrimental effects and then provide intervention ideas for adolescent health, this study was conducted to examine the relationship between peer victimization and QoL in Chongqing adolescents and discover whether resilience plays a mediating role and positive childhood experiences (PCEs) act as a moderating role in the relationship. Methods Data were the first follow-up of a cohort study conducted in four complete middle schools in two districts of Chongqing, China. Self-designed peer victimization items, the Connor-Davidson Resilience Scale, the Adolescent Quality of Life Scale, and the Benevolent Childhood Experiences Scale were used. We investigated the differences and correlations in peer victimization, QoL, and resilience between the two PCEs groups. Mplus version 8.3 was used to analyze the mediating role of resilience and the moderating role of PCEs in peer victimization and QoL. Results Peer victimization, resilience, and QoL differed between the two PCEs groups (P < 0.001). Peer victimization negatively correlated with QoL and resilience, while resilience positively correlated with QoL (P < 0.001). In the models with total QOL as the dependent variable, the indirect effect was -0.431 (8.08% of the total effect) in the low-PCEs group vs. -2.077 (41.97% of the total effect) in the high-PCEs group. In the models with four dimensions of QOL as the dependent variable, the indirect effects ranged from -0.054 to -0.180 (6.07-12.95% of the total effects) in the low-PCEs group and from 0.295 to -0.823 in the high-PCEs group (35.89-68.76% of the total effects). Both total and indirect effects were significant (P < 0.05). In addition, the differences in indirect effects were significant between the two PCEs groups (P < 0.05), while differences in total and direct effects were almost not apparent. Conclusion Resilience partially mediated the effect of peer victimization on QoL in Chongqing adolescents, and PCEs moderated this mediation. Schools, families, and society should focus on resilience intervention and prioritize the enhancement of PCEs for improving adolescent QoL.
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Affiliation(s)
- Liya Deng
- Department of Maternal and Child Health and Adolescent Health, School of Public Health, Chongqing Medical University, Chongqing, China
- Research Center for Medicine and Social Development, School of Public Health, Chongqing Medical University, Chongqing, China
| | - Yang Liu
- Department of Maternal and Child Health and Adolescent Health, School of Public Health, Chongqing Medical University, Chongqing, China
- Research Center for Medicine and Social Development, School of Public Health, Chongqing Medical University, Chongqing, China
| | - Hong Wang
- Department of Maternal and Child Health and Adolescent Health, School of Public Health, Chongqing Medical University, Chongqing, China
- Research Center for Medicine and Social Development, School of Public Health, Chongqing Medical University, Chongqing, China
| | - Junjie Yu
- Department of Maternal and Child Health and Adolescent Health, School of Public Health, Chongqing Medical University, Chongqing, China
- Research Center for Medicine and Social Development, School of Public Health, Chongqing Medical University, Chongqing, China
| | - Liping Liao
- Department of Maternal and Child Health and Adolescent Health, School of Public Health, Chongqing Medical University, Chongqing, China
- Research Center for Medicine and Social Development, School of Public Health, Chongqing Medical University, Chongqing, China
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Chen Q, Chan KL, Guo S, Chen M, Lo CKM, Ip P. Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis. TRAUMA, VIOLENCE & ABUSE 2023; 24:1986-2002. [PMID: 35446724 DOI: 10.1177/15248380221082090] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen's d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully-victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.
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Affiliation(s)
- Qiqi Chen
- Department of Social Work, School of Sociology and Anthropology, Xiamen University, Xiamen, China
| | - Ko Ling Chan
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Shaolingyun Guo
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Mengtong Chen
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Camilla Kin-Ming Lo
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
| | - Patrick Ip
- Department of Paediatrics & Adolescent Medicine, University of Hong Kong, Hong Kong
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Pisano T, Gori S, De Luca L, Fiorentini G, Minghetti S, Nocentini A, Menesini E. Peer victimization and developmental psychopathology in childhood and adolescence Italian psychiatric emergency unit. A single center retrospective observational study. PSYCHOL HEALTH MED 2023; 28:2147-2155. [PMID: 32816557 DOI: 10.1080/13548506.2020.1810721] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 08/11/2020] [Indexed: 10/23/2022]
Abstract
Peer victimization is a public health concern that affects a significant proportion of children and adolescents. The study evaluated the prevalence of peer victimization among 440 subjects referred to Emergency Department for a psychiatric consultation and analyzed the association with psychopathological symptoms. Sample was divided into two categories (6-13 and 14-18 years old). Logistics regression analysis was performed. Peer victimized were reported in 16.3% of subjects; 27.7% were younger than13 years old and 72.3% were between 14-18 years old, representing the main targets for peer victimization.A significant association was found between being peer victimized and depressive disorder (OR=4.57) in subjects younger than 13 years old and, with post-traumatic stress disorder (PTSD)(OR=6.52) in subjects older than 13 years old. Furthermore, linkage between being peer victimized and obsessive-compulsive disorder (OCD)(OR=4.45) was noted. Increased frequency of repeated hospitalizations was also documented.This is the first Italian study about children and adolescent peer victimization in psychiatric setting, showing a significant higher risk for depressive disorder in subjects younger than 13 years old and PTSD and OCD in subjects older than 13 years old. Investigating experiences of peer victimization provides an early diagnosis and a more efficient treatment plans, guaranteeing an improved clinical outcome.
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Affiliation(s)
- Tiziana Pisano
- Child and Adolescent Psychiatry Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Sara Gori
- Child and Adolescent Psychiatry Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Lisa De Luca
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Giada Fiorentini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Sara Minghetti
- Child and Adolescent Psychiatry Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Annalaura Nocentini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
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Broutin A, Blanchet I, Canceill T, Noirrit-Esclassan E. Association between Dentofacial Features and Bullying from Childhood to Adulthood: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:934. [PMID: 37371166 DOI: 10.3390/children10060934] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 05/19/2023] [Accepted: 05/22/2023] [Indexed: 06/29/2023]
Abstract
Bullying occurs when an individual is repeatedly victimised by negative actions performed by peers. As oral features, like malocclusion and dental structural defects, can promote psychological distress, which is also found in those who are bullied, we aimed to study the association between orofacial conditions and bullying. A systematic review (PROSPERO CRD42022331693), including articles dealing with bullying and dentofacial traits, was performed following the PRISMA chart. The iterative search of eligible publications was carried out on 27 March 2023 on four databases (PubMed, PubPsych, Web of Science and Cochrane Reviews) and in the grey literature. Among the 25 articles included, 4 referred to qualitative studies, which analysed 632 interviews with children, 8 interviews with parents, 292 letters, and 321 Twitter posts. The other 21 were cross-sectional studies, which included 10,026 patients from 7 to 61 years old. Two of the qualitative studies and seven of the cross-sectional studies rated a low risk of bias, according to Joanna Briggs Institute's Critical Appraisal Tools. The majority of studies (88%) reported a relationship between malocclusion or structural defects and exposure to bullying among young adolescents. Structural dental abnormalities and severe malocclusion should be managed, among others, for psychological questions because they crystallise the loss of self-confidence and increase the risk of bullying.
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Affiliation(s)
- Alice Broutin
- Paediatric Dentistry, University Toulouse III, CHU Toulouse, Centre for Anthropobiology & Genomics of Toulouse (CAGT) CNRS UMR 5288, 31400 Toulouse, France
| | - Isabelle Blanchet
- Paediatric Dentistry, UMR 7268 ADES CNRS EFS Aix-Marseille University, 13385 Marseille, France
| | - Thibault Canceill
- InCOMM (Intestine ClinicOmics Microbiota & Metabolism), UMR 1297, INSERM, 31400 Toulouse, France
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Sares-Jäske L, Czimbalmos M, Majlander S, Siukola R, Klemetti R, Luopa P, Lehtonen J. Gendered Differences in Experiences of Bullying and Mental Health Among Transgender and Cisgender Youth. J Youth Adolesc 2023:10.1007/s10964-023-01786-7. [PMID: 37199852 DOI: 10.1007/s10964-023-01786-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 04/28/2023] [Indexed: 05/19/2023]
Abstract
Even though previous studies have shown that transgender youth have poorer mental health and more experiences of being bullied than their cisgender counterparts, and that bullying associates with poorer mental health, knowledge on such associations in different gender identity groups is scarce. This study investigated how mental health problems and experiences of being bullied appear across different gender identity groups, and how bullying is associated with mental health among the groups in question. Data from the Finnish School Health Promotion 2021 study (n = 152,880, mean age 16.2 years (standard deviation 1.22)) was used and categorized into four gender identity groups: cisgender girls (n = 76,521), cisgender boys (n = 69,735), transfeminine youth (n = 1317), and transmasculine youth (n = 5307). Transgender youth experienced more bullying and reported poorer mental health than cisgender youth. While transfeminine youth faced the most bullying, transmasculine youth had the most mental health symptoms. In each group, bullying associated with poorer mental health. Compared to cisgender boys without bullying experiences, odds of poorer mental health were dozens-fold among transmasculine youth with weekly bullying experiences. In addition, compared to cisgender boys with bullying experiences, odds of poorer mental health were greater among all other gender identity groups with bullying experiences, and among transmasculine youth in particular (e.g., odds ratio of generalized anxiety = 8.36 (95% confidence interval, 6.59-10.6)). Bullying is associated with poorer mental health in all youth, but transgender youth, and especially transmasculine youth, may be in an even more vulnerable position for its implications. This suggests that there is a need for improving effective measures to decrease bullying in schools and to improve wellbeing of transgender youth.
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Affiliation(s)
- Laura Sares-Jäske
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland.
| | - Mercedesz Czimbalmos
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
- Åbo Akademi University, Tuomiokirkontori 3, FI-20500, Turku, Finland
| | - Satu Majlander
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
| | - Reetta Siukola
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
| | - Reija Klemetti
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
| | - Pauliina Luopa
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
| | - Jukka Lehtonen
- Finnish Institute for Health and Welfare, P.O. Box 30, FI-00271, Helsinki, Finland
- University of Oulu, P.O. Box 8000, FI-90014, Oulu, Finland
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Sorrentino A, Sulla F, Santamato M, di Furia M, Toto GA, Monacis L. Has the COVID-19 Pandemic Affected Cyberbullying and Cybervictimization Prevalence among Children and Adolescents? A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20105825. [PMID: 37239552 DOI: 10.3390/ijerph20105825] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 04/24/2023] [Accepted: 05/11/2023] [Indexed: 05/28/2023]
Abstract
In light of the alarming results emerging from some studies and reports on the significant increase in aggressive online behaviors among children and adolescents during the COVID-19 pandemic, the current research aimed at providing a more detailed evaluation of the investigations focusing on the cyberbullying prevalence rates published between 2020 and 2023. To this purpose, systematic searches were conducted on four databases (Web of Science, APA PsycInfo, Scopus and Google Scholar), and following PRISMA guidelines, 16 studies were included and qualitatively reviewed. Although studies were characterized by a large variety in cyberbullying operationalization and measurement, and by different methodologies used for data collection, the prevalence rates of the involvement in cyberbullying and/or cybervictimization generally revealed opposite trends: an increase in many Asian countries and Australia and a decrease in Western countries. The findings were also discussed by considering the effects of the COVID-19 pandemic. Finally, some suggestions were provided to policy makers for promoting prevention and intervention anti-cyberbullying programs in school contexts.
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Affiliation(s)
- Anna Sorrentino
- Department of Psychology, University of Campania, Luigi Vanvitelli, 81100 Caserta, Italy
| | - Francesco Sulla
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | - Margherita Santamato
- Department of Psychology, University of Campania, Luigi Vanvitelli, 81100 Caserta, Italy
| | - Marco di Furia
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
| | | | - Lucia Monacis
- Department of Humanities, University of Foggia, 71121 Foggia, Italy
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Sideridis G, Alghamdi MH. Bullying in Middle School: Evidence for a Multidimensional Structure and Measurement Invariance across Gender. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10050873. [PMID: 37238421 DOI: 10.3390/children10050873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 05/05/2023] [Accepted: 05/11/2023] [Indexed: 05/28/2023]
Abstract
The purpose of the present study was to evaluate the factorial structure of the bullying scale on the Trends in International Mathematics and Science (TIMSS 2019) for eighth graders and evaluate the instrument's invariance across gender so that tests of level between males and females can be conducted. Data came from the 2019 cohort of TIMSS in Saudi Arabia. The 14-item scale was evaluated using three competing models: (a) a unidimensional structure, (b) the International Association for the Evaluation of Educational Achievement (IEA) online, non-online two-factor model, and (c) the Wang et al. (2012) 4-domain bullying taxonomy. Participants were 5567 eighth graders who participated in the 2019 TIMSS study. There were 2856 females and 2711 males. The mean age was 13.9 years. Data were analyzed using Confirmatory Factor Analysis (CFA) and Mplus 8.9. Results indicated that a 4-domain structure including verbal, physical, relational, and online bullying represented the most optimal factor structure of the 14-item bullying measure. Tests of exact measurement invariance for gender originally failed but were then satisfied using the newly recommended "alignment" methodology. Latent mean differences were salient and significant suggesting that levels of bullying across all domains were elevated in males compared to females, contrasting earlier views that different types of bullying are linked to males versus females. Results are discussed in relation to educational policy interventions.
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Affiliation(s)
- Georgios Sideridis
- Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA
- Department of Primary Education, National and Kapodistrian University of Athens, 10679 Athens, Greece
| | - Mohammed H Alghamdi
- Department of Self Development Skills, King Saud University, P.O. Box 2454, Riyadh 11451, Saudi Arabia
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41
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Calvete E, Fernández-González L, Orue I. A Growth Mindset and Self-Affirmation Intervention to Reduce Violent and Risky Online Behaviors: The Moderating Role of Previous Victimization. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:5875-5901. [PMID: 36213954 DOI: 10.1177/08862605221127221] [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: 06/16/2023]
Abstract
The Internet is the setting for several forms of violent and risky behavior among adolescents, such as cyberbullying, sexualized interactions with adults, sexting, and online dating violence. Often, these behaviors are responses to experiences of online victimization. This study examined the differential effects of a wise intervention (WI), combining growth mindset and self-affirmation strategies, on these behaviors for adolescents who had experienced victimization and those who had not. A sample of 1,085 adolescents (54.3% girls; ages 11-18 years) were randomized into two intervention conditions (WI and an anti-stress control intervention). They completed measures of violent and risky behaviors at pretest and at 3- and 6-month follow-ups and measures of victimization at pretest. The results of multilevel analyses indicated that the WI was beneficial for adolescents without experiences of victimization at pretest, as they displayed smaller increases in online peer aggressions, sexualized interactions with adults, and sexting than the adolescents in the control condition. However, the WI was not beneficial for adolescents with experiences of victimization at pretest. Moreover, the adolescents under the anti-stress control condition displayed better outcome. These findings suggest that previous victimization experiences of adolescents should be considered to select an appropriate intervention.
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42
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Mancini GF, Meijer OC, Campolongo P. Stress in adolescence as a first hit in stress-related disease development: Timing and context are crucial. Front Neuroendocrinol 2023; 69:101065. [PMID: 37001566 DOI: 10.1016/j.yfrne.2023.101065] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 03/22/2023] [Accepted: 03/25/2023] [Indexed: 04/06/2023]
Abstract
The two-hit stress model predicts that exposure to stress at two different time-points in life may increase or decrease the risk of developing stress-related disorders later in life. Most studies based on the two-hit stress model have investigated early postnatal stress as the first hit with adult stress as the second hit. Adolescence, however, represents another highly sensitive developmental window during which exposure to stressful events may affect programming outcomes following exposure to stress in adulthood. Here, we discuss the programming effects of different types of stressors (social and nonsocial) occurring during adolescence (first hit) and how such stressors affect the responsiveness toward an additional stressor occurring during adulthood (second hit) in rodents. We then provide a comprehensive overview of the potential mechanisms underlying interindividual and sex differences in the resilience/susceptibility to developing stress-related disorders later in life when stress is experienced in two different life stages.
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Affiliation(s)
- Giulia F Mancini
- Dept. of Physiology and Pharmacology, Sapienza University of Rome, 00185 Rome, Italy; Department of Medicine, Division of Endocrinology, Leiden University Medical Center, 2333 ZA Leiden, The Netherlands
| | - Onno C Meijer
- Department of Medicine, Division of Endocrinology, Leiden University Medical Center, 2333 ZA Leiden, The Netherlands
| | - Patrizia Campolongo
- Dept. of Physiology and Pharmacology, Sapienza University of Rome, 00185 Rome, Italy; Neuropsychopharmacology Unit, IRCSS Fondazione Santa Lucia, 00143 Rome, Italy.
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43
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Jones C. Still a rite of passage? A perspective on current therapeutic attitudes and interventions in relation to cyberbullying. COUNSELLING & PSYCHOTHERAPY RESEARCH 2023. [DOI: 10.1002/capr.12635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Affiliation(s)
- Callum Jones
- Beacon Counselling UK
- The University of Chester Chester UK
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44
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Zhang Y, Chen JK. Emotional Intelligence and School Bullying Victimization in Children and Youth Students: A Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4746. [PMID: 36981648 PMCID: PMC10048845 DOI: 10.3390/ijerph20064746] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Revised: 02/28/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
School victimization among children and youth is a global public health issue that has long-term adverse effects on the victims' mental health and behavioral development. Theories and research suggest that emotional intelligence may operate as a buffer against school bullying victimization. However, the strength of the association between emotional intelligence and bullying victimization is controversial. Therefore, we aimed to conduct a meta-analysis to evaluate the exact association between Emotional intelligence and school bullying victimization. We conducted a systematic search in PubMed, Web of Science, ProQuest Dissertations, Google Scholar, and China National Knowledge Infrastructure (CNKI) from inception to March 2022 for relevant studies that examine the association between emotional intelligence and school bullying victimization without a language limit. Twenty-four articles were included in our meta-analysis (n = 27,438). There was a small, negative, and significant association between emotional intelligence and school victimization among children and youth students. Sex and emotional intelligence measurement tools were variables that significantly moderated the link between emotional intelligence and bullying victimization. The findings indicated that improving students' emotional intelligence could be a crucial strategy to lower the students' risk of being bullied in school and online. It would be more effective among male students.
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45
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Palade T, Pascal E. Reducing Bullying through Empathy Training: The Effect of Teacher’s Passive Presence. Behav Sci (Basel) 2023; 13:bs13030216. [PMID: 36975241 PMCID: PMC10044840 DOI: 10.3390/bs13030216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/27/2023] [Accepted: 02/28/2023] [Indexed: 03/06/2023] Open
Abstract
Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders (N = 64, Mage = 9.45; SDage = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group—no empathy training, experimental group 1—empathy training with the teacher present, and experimental group 2—empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks’ follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.
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46
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Shilton T, Hertz-Palmor N, Matalon N, Shani S, Dekel I, Gothelf D, Barzilay R. Contribution of Risk and Resilience Factors to Suicidality among Mental Health-Help-Seeking Adolescent Outpatients: A Cross-Sectional Study. J Clin Med 2023; 12:jcm12051974. [PMID: 36902760 PMCID: PMC10004343 DOI: 10.3390/jcm12051974] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/16/2023] [Accepted: 02/28/2023] [Indexed: 03/06/2023] Open
Abstract
BACKGROUND Peer victimization is an established risk factor for youth suicidal thoughts and behavior (suicidality), yet most peer-victimized youth are not suicidal. More data are needed pertaining to factors that confer resilience to youth suicidality. AIM To identify resilience factors for youth suicidality in a sample of N = 104 (Mean age 13.5 years, 56% female) outpatient mental health help-seeking adolescents. METHODS Participants completed self-report questionnaires on their first outpatient visit, including the Ask Suicide-Screening Questions, a battery of risk (peer victimization and negative life events) and resilience (self-reliance, emotion regulation, close relationships and neighborhood) measures. RESULTS 36.5% of participants screened positive for suicidality. Peer victimization was positively associated with suicidality (odds ratio [OR] = 3.84, 95% confidence interval [95% CI] 1.95-8.62, p < 0.001), while an overall multi-dimensional measure of resilience factors was inversely associated with suicidality (OR, 95% CI = 0.28, 0.11-0.59, p = 0.002). Nevertheless, high peer victimization was found to be associated with a greater chance of suicidality across all levels of resilience (marked by non-significant peer victimization by resilience interaction, p = 0.112). CONCLUSIONS This study provides evidence for the protective association of resilience factors and suicidality in a psychiatric outpatient population. The findings may suggest that interventions that enhance resilience factors may mitigate suicidality risk.
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Affiliation(s)
- Tal Shilton
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Sackler School of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
| | - Nimrod Hertz-Palmor
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge CB2 7EF, UK
| | - Noam Matalon
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Sackler School of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
| | - Shachar Shani
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Sackler School of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
| | - Idit Dekel
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Sackler School of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
| | - Doron Gothelf
- Child Adolescent Psychiatry Division, Sheba Medical Centre, Ramat Gan 52621, Israel
- Sackler School of Medicine, Tel Aviv University, Tel Aviv 69978, Israel
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 69978, Israel
| | - Ran Barzilay
- Lifespan Brain Institute, Children’s Hospital of Philadelphia (CHOP) and Penn Medicine, Philadelphia, PA 19104, USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USA
- Correspondence: ; Tel.: +1-(484)-695-7937
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Fine SL, Pinandari AW, Muzir SM, Agnesia L, Novitasari PI, Bass JK, Blum RW, van Reeuwijk M, Wilopo SA, Mmari K. "If it's really excessive, it can enter your heart": A Mixed Methods Investigation of Bullying Among Early Adolescents in Semarang, Indonesia. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:4088-4113. [PMID: 35942934 PMCID: PMC9852103 DOI: 10.1177/08862605221111422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Bullying is a major public health concern for Indonesian adolescents, with well-documented links to a range of emotional and behavioral problems. Despite such evidence, few investigations have employed qualitative methods to illuminate youth's own perceptions of bullying and its psychosocial correlates in this context. The current study aimed to address this gap through an exploration of Indonesian adolescents' motivations, perceptions, and beliefs regarding bullying. Building on prior quantitative findings, an explanatory sequential mixed methods approach was used to better understand the myriad ways in which bullying ties into other psychosocial challenges. Qualitative interviews were conducted with a total of 45 adolescents ages 13 to 14 (25 girls and 20 boys) in two junior high schools in Semarang between October and December 2019. Interviews were audio-recorded, transcribed verbatim, and translated into English for analysis. Qualitative data were then coded using an inductive thematic analysis approach. Interviews yielded contextual insights into adolescents' definitions of bullying including the distinction between "normal" and "serious" bullying; related risk behaviors; key drivers; social and emotional consequences; and coping strategies. Across these thematic categories, a number of noteworthy gender differences emerged, highlighting the role that underlying gender norms can play in driving bullying involvement. Further, findings emphasize the need to develop a locally valid definition of bullying which takes into account the ways in which emotional distress may be both a criterion and a consequence of bullying. Findings can be used to inform bullying prevention programs targeting Indonesian youth.
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Affiliation(s)
| | | | | | - Lina Agnesia
- University of Gadjah Mada, Yogyakarta, Indonesia
| | | | - Judith K. Bass
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Robert W. Blum
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | | | | | - Kristin Mmari
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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48
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Chang JJ, Li Q, Li YH, Yuan MY, Zhang TT, Wang GF, Su PY. Bullying and sleep disturbance are mediators between childhood maltreatment and depressive symptoms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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49
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Valente JY, Ferreira-Junior V, Paiva de Oliveira Galvão P, de la Torre A, Sanchez ZM. Psychiatric symptoms as predictors of latent classes of bullying victimization and perpetration among early adolescents. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-022-04146-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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50
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Xie L, Da Q, Huang J, Peng Z, Li L. A Cross-Sectional Survey of Different Types of School Bullying before and during COVID-19 in Shantou City, China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20032103. [PMID: 36767470 PMCID: PMC9915210 DOI: 10.3390/ijerph20032103] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 01/15/2023] [Accepted: 01/16/2023] [Indexed: 01/26/2023]
Abstract
BACKGROUND Since the end of 2019, the COVID-19 pandemic has had serious wide-ranging effects on academic, occupational and other daily activities. Like other types of institutions, schools are facing unprecedented challenges. Students may face a variety of adverse consequences, including sleep disturbances and school bullying, if they are unable to adjust to the current learning and living environment. This study explored the effects of the COVID-19 pandemic on school bullying. METHODS A total of 5782 middle school students were enrolled in this multi-stage, cross-sectional study (3071 before and 2711 during the pandemic). The pre-pandemic group had a mean age of 14.9 ± 1.73, the pandemic group of 14.75 ± 1.47. Three models were set up using binary logistic regression to adjust for confounding variables (gender, school type, alcohol consumption, smoking, playing violent video games). RESULTS All types of bullying victimization and perpetration (physical, verbal, social and property bullying) were more common during the pandemic than before the pandemic. In terms of bullying victimization, property bullying victimization (crude odds ratio [OR]: 2.398, 95% CI: 2.014-2.854, p < 0.001; model 2 adjusted OR: 2.344, 95% CI: 1.966-2.795, p < 0.001; model 3 adjusted OR: 2.818, 95% CI: 2.292-3.464, p < 0.001) increased the most. In terms of bullying perpetration, verbal bullying perpetration (crude OR: 3.007, 95% CI: 2.448-3.693, p <0.001; model 2 adjusted OR: 2.954, 95% CI: 2.399-3.637, p < 0.001; model 3 adjusted OR:3.345, 95% CI: 2.703-4.139, p < 0.001) increased the most. CONCLUSION This study corroborate the significance of the pandemic on traditional school bullying and suggests that we should further consider other types of bullying and establish and improve the response and prevention mechanisms during public health emergencies such as the COVID-19 pandemic.
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Affiliation(s)
- Linlin Xie
- School of Public Health, Shantou University, Shantou 515041, China
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Qingchen Da
- School of Public Health, Shantou University, Shantou 515041, China
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Jingyu Huang
- School of Public Health, Shantou University, Shantou 515041, China
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
- Center for Disease Control and Prevention of Guangzhou Huangpu District, Guangzhou 510799, China
| | - Zhekuan Peng
- School of Public Health, Shantou University, Shantou 515041, China
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Liping Li
- School of Public Health, Shantou University, Shantou 515041, China
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
- Correspondence:
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