How Does Crime-Specific Victimization Impact Fear of Crime in Urban China? The Role of Neighborhood Characteristics

Past research has failed to find consistent relationships between criminal victimization and fear of crime. Except for neighborhood disorder and crime rate, few studies have examined whether other neighborhood conditions matter the victimization-fear relationship. Using survey data in Guangzhou neighborhoods, the present analysis employs multinomial logistic regression models to examine whether neighborhood characteristics moderate the relationship between violent victimization and fear of violence, and between burglary victimization and fear of burglary, separately. Some aspects of the neighborhood environment do differentially influence victims' and non-victims' fear levels. Besides verifying the interaction effect of neighborhood disorder and victimization, the present study finds that neighborhood policing alleviates the harmful effect of violent victimization on fear, while collective efficacy fosters the harmful effect of burglary victimization on fear. This paper underscores the significance of the social context of urban China in explaining the interplay of neighborhood characteristics and victimization on fear of crime.

School Bullying and Association with Somatic Complaints in Victimized Children

OBJECTIVE

To examine the relationship between peer victimization and psychosomatic symptoms among school-going children.

METHODS

A total of 213 school-going children (Mean = 11.49 y, SD = 1.44) studying in grades 5 to 8 were recruited from 2 schools from a north Indian city. The children were administered the California Bullying Victimization Scale (CBVS), Pre-Adolescent Adjustment Scale (PAAS), and the Children's Somatization Inventory (CSI). The total score on the somatization inventory and the total number of psychosomatic symptoms endorsed were used as the main outcome measures.

RESULTS

Out of the 213 students, 42.7% were involved in bullying either as victims or as perpetrators. A little more than one-fourth (26.8%) were victims. A consistent positive association between victimization and somatic complaints was found. The most common physical symptoms reported by victims included headache (60.7%), chest pain (35.7%), stomach pain (33.9%), weakness (30.4%), and pain in arms and legs (19.6%). Stepwise multiple regression analysis revealed that 22.6% of the variance in the total CSI scores was accounted by the total victimization score, self-reported adjustment with school teachers, and academic performance (F = 20.97, P = 0.0001). The total number of functional somatic symptoms were predicted by the total victimization score, academic performance, and age of the child (F = 16.03, P = 0.0001). These variables together predicted 18% of the variance in the total number of symptoms.

CONCLUSIONS

Primary health care clinicians and pediatricians need to consider bullying as one of the potential risk factors when they encounter physical symptoms among pediatric patients in their clinical practice.

An experimental study of teachers' evaluations regarding peer exclusion in the classroom

BACKGROUND

While research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion.

AIMS

This study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying.

SAMPLE

Teachers (N = 740; 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic.

METHODS

Using a between-subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target's ethnicity (majority Czech vs. minority Arab), target's gender, and excluders' gender.

RESULTS

Analyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders' gender had significant interactions with the target's gender on reasoning about wrongfulness of exclusion and the target's ethnicity for viewing exclusion as impairing the target's academic engagement.

CONCLUSIONS

The findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts.