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Gu J, Yang B, Wang JL. The role of core self-evaluation between peer victimization and depression: A longitudinal multilevel moderated mediation model and the healthy context paradox in Chinese adolescents. J Affect Disord 2024; 362:661-669. [PMID: 39019221 DOI: 10.1016/j.jad.2024.07.048] [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: 10/06/2023] [Revised: 06/16/2024] [Accepted: 07/12/2024] [Indexed: 07/19/2024]
Abstract
BACKGROUND According to the healthy context paradox, the negative effects of peer victimization on core self-evaluation and depressive symptoms may vary in different levels of classroom-level victimization. However, previous studies have not investigated this issue using a longitudinal study design. OBJECTIVE The present study used a longitudinal design to examine why and under what conditions peer victimization was associated with adolescents' depressive symptoms. METHOD A large number of Chinese adolescents (Time 1: N = 4164, 50.3 % girls, Mage = 12.89, SDage = 0.77; Time 2: N = 4001, 50.4 % girls, Mage = 14.39, SDage = 0.75) were followed for one and a half years. RESULTS Results showed that adolescents who were victimized in healthy contexts were more depressed and were at an increased risk of reporting more negative core self-evaluation than those victimized in unhealthy contexts. Moreover, core self-evaluation served as a mediator between peer victimization and depressive symptoms. LIMITATIONS This study included two waves of data, which limited the exploration of dynamic relationships between peer victimization and depressive symptoms. In addition, the self-reported data weakened the objectivity of the results. Finally, this study neglected the effects of different dimensions of peer victimization on depressive symptoms. CONCLUSIONS The healthy context paradox of peer victimization is identified in China, highlighting that future interventions of peer victimization should pay more attention to specific remaining victimized and self-devaluing individuals in healthy contexts.
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Affiliation(s)
- JingJing Gu
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China.
| | - BoYi Yang
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China
| | - Jin-Liang Wang
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China.
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Dong P, Pan Z, Yang Y. The Protective Roles of Self-Compassion and Parental Autonomy Support Against Depressive Symptoms in Peer-Victimized Chinese Adolescent Girls: A Longitudinal Study. JOURNAL OF INTERPERSONAL VIOLENCE 2024; 39:3687-3711. [PMID: 38444119 DOI: 10.1177/08862605241234344] [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: 03/07/2024]
Abstract
Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls.
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Affiliation(s)
- Pu Dong
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Ziying Pan
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Ying Yang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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Song S, Guo R, Chen X, Li C. How School Burnout Affects Depression Symptoms Among Chinese Adolescents: Evidence from Individual and Peer Clique Level. J Youth Adolesc 2024:10.1007/s10964-024-02044-0. [PMID: 38965138 DOI: 10.1007/s10964-024-02044-0] [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: 03/11/2024] [Accepted: 06/20/2024] [Indexed: 07/06/2024]
Abstract
The impact of peer clique school burnout norms on adolescents' emotional adaptation is becoming increasingly prominent, but its underlying mechanisms remain unclear, especially in China where academic achievement is highly valued. The present study examined how clique burnout norms impact the relationship between school burnout, negative cognitive bias, and depressive symptoms. A total of 904 Chinese adolescents (57% boys; Mage = 12.73, SD = 0.43) participated in a two-wave longitudinal study (initiated in 2015, with approximately a 2-year interval). The results of multilevel models indicated that only in low clique burnout norms, adolescents with high school burnout at T1 would exhibit more negative cognitive bias and suffer from more depressive symptoms at T2, whereas the moderating effect was only observed in all-boys cliques. These findings reflect that a decrease in the overall level of burnout within a peer clique does not necessarily benefit every student, and the adaptation issues of students experiencing burnout still require attention even in a relatively healthy context.
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Affiliation(s)
- Shengcheng Song
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Ruonan Guo
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Xinyu Chen
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Caina Li
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
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Martínez M, Damme KS, Vargas T, Yang B, Rompilla DJ, Stephens J, Qu Y, Mittal VA, Haase CM. Longitudinal study of peer victimization, social support, and mental health during early adolescence. Psychol Med 2024; 54:1940-1955. [PMID: 38314519 PMCID: PMC11298578 DOI: 10.1017/s0033291724000035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2024]
Abstract
BACKGROUND Peer victimization predicts the development of mental health symptoms in the transition to adolescence, but it is unclear whether and how parents and school environments can buffer this link. METHODS We analyzed two-year longitudinal data from the Adolescent Brain Cognitive Development (ABCD) study, involving a diverse sample of 11 844 children across the United States (average at baseline = 9.91 years; standard deviation = 0.63; range = 8.92-11.08; complete case sample = 8385). Longitudinal associations between peer victimization and two-year changes in mental health symptoms of major depression disorder (MDD), separation anxiety (SA), prodromal psychosis (PP), and attention-deficit/hyperactivity disorder (ADHD) were examined including a wide range of covariates. Mixed linear models were used to test for the moderating effects of parental warmth and prosocial school environment. RESULTS 20% of children experienced peer victimization. Higher exposure to peer victimization was associated with increases in MDD, SA, and ADHD symptoms. Parental warmth was associated with decreases in MDD symptoms but did not robustly buffer the link between peer victimization and mental health symptoms. Prosocial school environment predicted decreases in PP symptoms and buffered the link between peer victimization and MDD symptoms but amplified the link between peer victimization and SA and ADHD symptoms. CONCLUSIONS Peer victimization is associated with increases in mental health symptoms during the transition to adolescence. Parental warmth and prosocial school environments might not be enough to counter the negative consequences of peer victimization on all mental health outcomes.
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Affiliation(s)
- Matías Martínez
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
| | | | - Teresa Vargas
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Beiming Yang
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
| | - D. J. Rompilla
- Western Psychiatric Institute and Clinic of University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | - Jacquelyn Stephens
- Osher Center for Integrative Health, Medical Social Sciences Department, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Yang Qu
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Vijay A. Mittal
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
- Osher Center for Integrative Health, Medical Social Sciences Department, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
- Department of Psychiatry, Northwestern University, Chicago, IL, USA
| | - Claudia M. Haase
- School of Education and Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
- Department of Psychology, Northwestern University, Evanston, IL, USA
- Interdepartmental Neuroscience, Northwestern University, Evanston, IL, USA
- Buffett Institute for Global Studies, Northwestern University, Evanston, IL, USA
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Troop-Gordon W, Thomas J, Brigham EF, Xu J, Rudolph KD. The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38946334 DOI: 10.1111/jora.12997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 06/13/2024] [Indexed: 07/02/2024]
Abstract
Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Self-reported depressive symptoms and teacher-reported and self-reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd-9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.
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Affiliation(s)
| | | | | | - Jianjie Xu
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Karen D Rudolph
- The University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
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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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7
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Zhang Y, Fang Y, Wang Y, Liu S, Wang X, Zhang S, Chen Z. Peer Victimization and Adolescent Mental Health: School-level Victimization as a Moderator. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241244473. [PMID: 38587277 DOI: 10.1177/08862605241244473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/09/2024]
Abstract
As a global issue, peer victimization is closely associated with adolescent mental health. Although previous research has explored the relationship between peer victimization and mental health in some contexts, the school context, particularly within the Chinese cultural context, has not received sufficient attention. Based on the Healthy Context Paradox, this study aimed to explore the moderating role of school-level victimization in the relationship between individual-level peer victimization and mental health. This study tested two hypotheses by using a multilevel design: higher individual-level and school-level peer victimization are associated with higher depressive symptoms and lower life satisfaction (Hypothesis 1); school-level victimization moderates the association between individual-level peer victimization and mental health (Hypothesis 2). Participants were 39,720 adolescents (50.41% females; Mage = 13.68, SD = 2.39) across 292 Chinese schools. They completed a set of questionnaires, including the Center for Epidemiologic Studies Depression Scale, the single-item Life Satisfaction Questionnaire, the Peer Victimization Scale, and demographics. The multilevel model indicated that both individual-level and school-level peer victimization were positively correlated with depressive symptoms and negatively correlated with life satisfaction. In schools with lower levels of victimization, there was a stronger association between individual peer victimization and adolescent mental health. A potential explanation for these results might be the victimization visibility and perceived severity in different contexts. These findings extended the discussion of the Healthy Context Paradox within the Chinese school context and provided valuable insights for developing school support strategies for victimized adolescents. School management might play a significant role in affecting the mental health of victimized adolescents.
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Affiliation(s)
- Yujie Zhang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
| | - Yuan Fang
- Chinese Academy of Sciences, Beijing, China
| | - Yaxin Wang
- Chinese Academy of Sciences, Beijing, China
| | | | - Xinshu Wang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
| | - Shengnan Zhang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
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Steggerda JC, Kiefer JL, Vengurlekar IN, Hernandez Rodriguez J, Pastrana Rivera FA, Gregus Slade SJ, Brown M, Moore TF, Cavell TA. Moderators of the Link Between Social Preference and Persistent Peer Victimization for Elementary School Children. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2024:1-15. [PMID: 38530356 DOI: 10.1080/15374416.2024.2330062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/27/2024]
Abstract
OBJECTIVE Current antibullying programs can reduce overall rates of victimization but appear to overlook processes that give rise to persistent peer victimization. Needed are studies that delineate the interplay between social contextual and individual difference variables that contribute to persistent peer victimization. We examined the extent to which two individual-difference variables - internalizing symptoms (IS) and anxiety sensitivity (AS) - moderated the link between children's average social preference score across the school year and their status as persistent victims. METHOD Participants included 659 4th-grade students (Mage = 9.31 years, SD = 0.50, 51.8% girls; 42.3% Latinx, 28.9% non-Hispanic White, 10.2% Pacific Islander, 7.7% Bi/Multiracial, 1.9% Black, 1.7% Asian, 1.7% Native American, and 3.4% unreported) from 10 public elementary schools in the U.S. RESULTS As expected, higher social preference scores predicted a decreased likelihood of being persistently victimized. Conversely, IS and AS were positively linked to persistent victim status. AS significantly moderated the link between social preference and persistent victim status such that for children with high AS, compared to those with AS scores at or below the mean, the negative association between social preference and persistent victim status was attenuated. CONCLUSIONS Findings provide evidence that children who experience high levels of IS and AS are at risk for being persistently victimized by peers and that high AS could signal increased risk for persistent victimization even when children are generally liked by peers. We discuss the implications of these findings for efforts to develop focused interventions for chronically bullied children.
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Affiliation(s)
| | - Julia L Kiefer
- Department of Psychological Sciences, University of Arkansas
| | | | | | | | | | - Melissa Brown
- Department of Psychological Sciences, University of Arkansas
| | - T Forest Moore
- Department of Psychological Sciences, University of Arkansas
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9
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Dong Z, Huitsing G, Veenstra R. Students' School and Psychological Adjustment in Classrooms with Positive and Negative Leaders. J Youth Adolesc 2024; 53:550-562. [PMID: 38183532 PMCID: PMC10838230 DOI: 10.1007/s10964-023-01937-w] [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] [Received: 10/25/2023] [Accepted: 12/18/2023] [Indexed: 01/08/2024]
Abstract
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children's adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive symptoms); and it tested for potential gender differences. Classrooms were classified into those with only positive leaders, only negative leaders, both positive and negative leaders, and without leaders. The sample contained 8748 children (Mage = 10.05, SD = 1.22; 51.2% girls) from 392 classrooms, in grades three to six, in 98 Dutch schools. Multilevel analysis revealed that, in general, children in negative leader classrooms experienced lower school well-being than children in other classrooms. In positive leader classrooms, male and female victims had lower school well-being. For psychological well-being, female victims had lower self-esteem and more depressive symptoms in positive leader classrooms. Male and female victims in negative leader classrooms did not suffer from additional maladjustment. These results demonstrate that negative leadership styles are related to lower school well-being of all children, whereas victimization in classrooms with positive leaders is negatively related to male and female victims' school well-being and girls' psychological adjustment (depressive symptoms); this is in line with the 'healthy context paradox'.
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Affiliation(s)
- Zhe Dong
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands.
| | - Gijs Huitsing
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands
| | - René Veenstra
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands
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10
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Navarro R, Larrañaga E, Yubero S, Víllora B. Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment. Psychol Res Behav Manag 2024; 17:827-851. [PMID: 38434957 PMCID: PMC10909330 DOI: 10.2147/prbm.s453572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 02/19/2024] [Indexed: 03/05/2024] Open
Abstract
Introduction Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner's ecological system theory. Methods Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children's emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour. Results Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals. Discussion The study advances theoretical understanding by examining how factors within preschoolers' microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.
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Affiliation(s)
- Raúl Navarro
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Elisa Larrañaga
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Santiago Yubero
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Beatriz Víllora
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
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11
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Laninga-Wijnen L, Yanagida T, Garandeau CF, Malamut ST, Veenstra R, Salmivalli C. Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems. Dev Psychopathol 2023:1-15. [PMID: 37990407 DOI: 10.1017/s0954579423001384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2023]
Abstract
The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox." The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes).
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Affiliation(s)
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, University of Vienna, Wien, Austria
| | | | | | - René Veenstra
- Department of Sociology, University of Groningen, Groningen, The Netherlands
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12
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Xiong Y, Wang Y, Wang Q, Zhang H, Yang L, Ren P. Bullying victimization and depressive symptoms in Chinese adolescents: the roles of belief in a just world and classroom-level victimization. Eur Child Adolesc Psychiatry 2023; 32:2151-2162. [PMID: 35927525 DOI: 10.1007/s00787-022-02059-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 07/27/2022] [Indexed: 11/03/2022]
Abstract
Studies have demonstrated that bullying victimization is a risk factor for depressive symptoms; however, little is known about the underlying processes that may mediate or moderate this relationship. To address this research gap, this study examined the mediating effects of personal and general belief in a just world (BJW) and the moderating effect of classroom-level victimization on the relationship between bullying victimization and depressive symptoms. Using a short-term longitudinal design, two-wave data were obtained from 2,551 Chinese adolescents (initial age = 12.99 ± 0.61, 52.2% boys) from 47 classes over 6 months. The results indicated that Time 1 personal BJW mediated the relationship between Time 1 bullying victimization and Time 2 depressive symptoms. Furthermore, the mediating effect of Time 1 personal BJW was moderated by Time 1 classroom-level victimization; this effect was stronger for adolescents in classrooms with low levels of victimization. These findings contribute to our understanding of how and when bullying victimization impacts youth depressive symptoms. Education practitioners should pay special attention to personal BJW in victimized adolescents, especially when classroom-level victimization is low.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yue Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Quanquan Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Hang Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Liu Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
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13
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Kaufman TML, Lessard LM, Watson RJ. Heterogenous associations between Gender-Sexuality Alliances and LGBTQ adolescents' maladjustment across individual victimization level. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:890-898. [PMID: 36905327 DOI: 10.1111/jora.12844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 02/07/2023] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
Gender-Sexuality Alliances (GSAs), which are student-initiated school clubs for LGBTQ youth and allies, can reduce victimization for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. This preregistered study identified heterogeneous correlates of GSAs, based on data from an anonymous survey of LGBTQ adolescents aged 13-17 years living in the United States (N = 10,588). In line with the healthy context paradox (Pan et al. [Child Development, 92, 2021, and 1836]), the presence of a GSA exacerbated associations between LGBTQ-based victimization and depressive symptoms, lower self-esteem, and lower academic grades-particularly in transgender youth. Inclusive settings, such as GSAs, might prevent increasing disparities by including tailored strategies to monitor and support more vulnerable, victimized LGBTQ youth.
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Affiliation(s)
- T M L Kaufman
- Department of Pedagogy and Education, Utrecht University, Utrecht, The Netherlands
| | - L M Lessard
- Rudd Center for Food Policy and Health, University of Connecticut, Connecticut, Hartford, USA
| | - R J Watson
- Department of Human Development and Family Sciences, University of Connecticut, Connecticut, Storrs, USA
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14
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Huang Y, Gan X, Jin X, Wei Z, Cao Y, Ke H. The healthy context paradox of bullying victimization and academic adjustment among Chinese adolescents: A moderated mediation model. PLoS One 2023; 18:e0290452. [PMID: 37594975 PMCID: PMC10437784 DOI: 10.1371/journal.pone.0290452] [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: 03/17/2023] [Accepted: 08/08/2023] [Indexed: 08/20/2023] Open
Abstract
Few empirical studies have specifically examined the underlying mechanisms of the "healthy context paradox" in Chinese cultural context. By constructing a moderated mediation model, the present study investigated the relationship between bullying victimization and academic adjustment, as well as the mediating effects of subjective well-being and the moderating role of classroom-level victimization. A sample of 631 adolescents (Mage = 13.75, SD = 0.74, 318 boys) were recruited from four schools in Hubei, Southern China. Results show that: (1) classroom-level victimization moderates the relationship between bullying victimization and academic adjustment. (2) Classroom-level victimization moderates the association through subjective well-being. This study confirms the healthy context paradox of bullying victimization and first reveals the mechanism of the mediating role of subjective well-being. Understanding the mechanisms that contribute to the health context paradox is crucial for developing targeted intervention strategies for individuals who experience ongoing bullying.
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Affiliation(s)
- Yongqi Huang
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xiong Gan
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xin Jin
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Zixu Wei
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Youhan Cao
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Hanzhe Ke
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
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15
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Badger JR, Rovira A, Freeman D, Bowes L. Developing a virtual reality environment for educational and therapeutic application to investigate psychological reactivity to bullying. VIRTUAL REALITY 2023; 27:2623-2632. [PMID: 37614717 PMCID: PMC10442262 DOI: 10.1007/s10055-023-00829-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 06/21/2023] [Indexed: 08/25/2023]
Abstract
Understanding how bullying victimisation influences cognitive and emotional processes may help to direct early intervention to prevent the development of psychopathology. In a convenience sample of 67 female adolescents, we assessed the potential of a newly developed classroom-set bullying experience in virtual reality (VR) to evoke psychological reactions. Two VR experiences were co-developed with young people, one neutral and one hostile (bullying). Participants were matched and assigned to a condition based on measures of anxiety, depression, paranoia, and previous bullying, before experiencing either the neutral or hostile scenario. Before and after the VR session, participants completed measures of negative affect and levels of distress. All participants remained immersed for the whole duration, which supports the acceptability of using these VR experiences with more vulnerable participants. Those experiencing the hostile version reported greater negative affect post-immersion compared to those experiencing the neutral version (p = .018; d = 0.61). Although non-significant, a similar outcome was found regarding distress (p = .071; d = 0.37). Whilst we did not find a significant relationship between pre-existing internalisation on negative affect and distress, our sample was limited by containing adolescents with relatively low levels of previous bullying experience. Yet we still found evidence that the VR scenario evoked bullying-related psychological reactions. Further testing with a more representative groups of adolescents, especially those with more experience of bullying, would be advised. The VR scenario could potentially be used in educational and therapeutic settings to enhance empathy towards victimised children or enhance resilience following victimisation.
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Affiliation(s)
- Julia R. Badger
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Aitor Rovira
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Oxford, UK
| | - Daniel Freeman
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Oxford, UK
| | - Lucy Bowes
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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16
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Crouch E, Figas K, Radcliff E, Hunt ET. Examining Bullying Victimization, Bullying Perpetration, and Positive Childhood Experiences. THE JOURNAL OF SCHOOL HEALTH 2023. [PMID: 36911911 DOI: 10.1111/josh.13323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 02/26/2023] [Accepted: 02/27/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The National Academy of Sciences has recognized bullying as a serious public health issue, with the outcomes of bullying immediate and long-term. The purpose of this study was to examine the relationship between 7 selected positive childhood experiences, such as having a mentor, and bullying victimization, and bullying perpetration. METHODS We used cross sectional data from the 2019-2020 National Survey of Children's Health, children ages 6 to 17 (n = 43,999). Bivariate analyses were used, with p < .05 deemed significant. To examine the association between experiences and bullying victimization or perpetration, multivariable regression models were used. RESULTS Children who experienced any of the following positive childhood experiences had a lower odds of perpetration of bullying victimization: resilient family; safe neighborhood; supportive neighborhood; or connected caregiver. The following covariates had a lower odds of perpetrating bullying, across all models: race other than white, female sex, age of 13 or older, primary language not English, and a guardian education of a high school diploma or less. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Schools can play a formative role in promoting positive childhood experiences identified herein. CONCLUSIONS Findings from this study may be beneficial for educators, policy makers, and child advocacy stakeholders as they design and implement school or community-based youth development programs.
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Affiliation(s)
- Elizabeth Crouch
- Rural and Minority Health Research Center, Arnold School of Public Health, University of South Carolina, 220 Stoneridge Drive, Suite 204, Columbia, SC, 29210
| | - Kristen Figas
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton Street, Columbia, SC, 29208
| | - Elizabeth Radcliff
- Rural and Minority Health Research Center, Arnold School of Public Health, University of South Carolina, 220 Stoneridge Drive, Suite 204, Columbia, SC, 29210
| | - Ethan T Hunt
- Michael and Susan Dell Center for Healthy Living, University of Texas Health Science Center at Houston (UTHealth) School of Public Health in Austin, Austin, TX
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17
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Xiong Y, Wang Y, Wang Q, Wang H, Ren P. Can Lower Levels of Classroom Victimization be harmful? Healthy Context Paradox Among Chinese Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:2464-2484. [PMID: 35590249 DOI: 10.1177/08862605221102482] [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: 06/15/2023]
Abstract
The healthy context paradox is defined as the phenomenon that victims' psychological adjustment worsens in a context with a lower rate of victimization. The unexpected pattern was primarily confirmed in children and adolescents from western societies, and it is unclear whether classroom-level victimization could moderate the link between peer victimization and psychological adjustment in the Chinese cultural context, where Confucian philosophies and collectivism are highly valued. Furthermore, most existing research used a single method to assess peer victimization. The current study attempted to examine classroom-level peer victimization as a moderator in the association between individual-level peer victimization and depression, self-esteem, and well-being among 2613 Chinese seventh graders (1237 girls, Mage = 13.00±.61) from 47 classrooms (Mclassroom size = 55.60, range from 45 to 65) using both self-reported and peer-reported information on peer victimization. At the individual level, the results revealed that both self- and peer-reported victimization were positively related to depression and negatively related to self-esteem and well-being. Most importantly, consistent with past findings documenting the healthy context paradox, self-reported victimized youth experienced a higher level of depression and lower level of self-esteem and well-being in classrooms where the overall level of victimization was relatively low. However, the healthy context paradox was not replicated in the nominated data of peer victimization. These results confirmed the healthy context paradox in Chinese culture to some extent. The findings emphasize the importance of measuring peer victimization from multiple sources and suggest there is a need for additional support to victimized middle school students where the classroom context was relatively healthy.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Yue Wang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Quanquan Wang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Hui Wang
- Institute of Developmental Psychology, 216065Beijing Normal University, Beijing, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
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18
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Salmivalli C. Focus on targeted interventions addressing bullying: what explains their success or failure? EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2022.2156857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Christina Salmivalli
- INVEST flagship research center/Department of psychology and speech-language pathology, University of Turku, Turku, Finland
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Guzman‐Holst C, Zaneva M, Chessell C, Creswell C, Bowes L. Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. J Child Psychol Psychiatry 2022; 63:1454-1465. [PMID: 35474211 PMCID: PMC9790441 DOI: 10.1111/jcpp.13620] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/28/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Effective antibullying interventions may reduce the impact of bullying on young people's mental health. Nevertheless, little is known about their effectiveness in reducing internalizing symptoms such as anxiety or depression, and what factors may influence intervention effects. The aim of this systematic review, meta-analysis, and metaregression is to assess the effects of school-based antibullying interventions on children's and adolescent's internalizing symptoms. The secondary aims are to explore potential moderators, intervention components, and reductions in bullying as mediators of intervention effects on internalizing symptoms. METHODS We searched nine databases: PsycINFO, Web of Science, ERIC, SCOPUS, CINAHL, Medline, Embase, ProQuest, and Cochrane Library, and performed an author search of included studies in English from January 1983 to April 2021. We included studies that evaluated school-based antibullying interventions using controlled designs and reporting on both bullying and internalizing outcomes. Random-effects and metaregression models were used to derive Hedges g values with pooled 95% CIs as estimates of effect size and to test associations between moderator variables and effect size estimates. Path analysis was used to test potential mediation using effect size measures of victimization, perpetration, and internalizing outcomes. Quality and risk of bias were assessed using Cochrane collaboration tools. RESULTS This review included 22 studies with 58,091 participants in the meta-analysis. Antibullying interventions had a very small effect in reducing overall internalizing symptoms (ES, 0.06; 95% CI, 0.0284 to 0.1005), anxiety (ES, 0.08; 95% CI, 0.011 to 0.158), and depression (ES, 0.06; 95% CI, 0.014 to 0.107) at postintervention. The reduction in internalizing symptoms did not vary significantly across geographic location, grade level, program duration, and intensity. The intervention component 'working with peers' was associated with a significant reduction, and 'using CBT techniques' was associated with a significant increase in internalizing outcomes. Bullying victimization and perpetration did not mediate the relationship between intervention condition and internalizing outcomes. CONCLUSIONS Antibullying interventions have a small impact on reducing internalizing symptoms. Ongoing development of antibullying interventions should address how best to maximize their impact on internalizing symptoms to safeguard young people from the damaging mental health outcomes of bullying.
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Affiliation(s)
| | - Mirela Zaneva
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | - Chloe Chessell
- School of Psychology and Clinical Language SciencesUniversity of ReadingReadingUK
| | - Cathy Creswell
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
- Department of PsychiatryUniversity of OxfordOxfordUK
| | - Lucy Bowes
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
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20
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Zhao Q, Li C. The Roles of Clique Status Hierarchy and Aggression Norms in Victimized Adolescents' Aggressive Behavior. J Youth Adolesc 2022; 51:2328-2339. [PMID: 36087192 DOI: 10.1007/s10964-022-01677-3] [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: 07/12/2022] [Accepted: 08/31/2022] [Indexed: 11/29/2022]
Abstract
The healthy context paradox indicates that in "healthy" contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents' adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (Mage = 12.74, SD = 0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (Msize = 5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls' overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys' relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions.
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Affiliation(s)
- Qingling Zhao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Shaanxi Normal University Branch of Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi'an, China
| | - Caina Li
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Shaanxi Normal University Branch of Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi'an, China.
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21
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Morrow MT, Hubbard JA, Bookhout MK, Docimo MA, Swift LE, Grassetti SN, Cabanas KL. Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP13182-NP13202. [PMID: 33794681 DOI: 10.1177/0886260521997956] [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: 06/12/2023]
Abstract
We examined the concurrent relations of children's reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.
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22
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Yang C, Chan M, Nickerson AB, Jenkins L, Xie J, Fredrick SS. Teacher victimization and teachers' subjective well-being: Does school climate matter? Aggress Behav 2022; 48:379-392. [PMID: 35383978 DOI: 10.1002/ab.22030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 02/23/2022] [Accepted: 02/28/2022] [Indexed: 11/01/2022]
Abstract
Guided by the job demands-resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well-being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th-12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimization perceived a lower level of teaching efficacy; however, teachers in schools with a higher level of teacher victimization scores at the school level perceived a higher level of teaching efficacy. Although school climate was positively related to teacher well-being at both teacher and school levels, the negative association between teacher victimization and teachers' subjective well-being at the teacher level was exacerbated in schools with a more positive school climate at the school level. The significant cross-level moderating effect of school-level school climate in the association between teacher-level victimization and subjective well-being was consistent with the "healthy context paradox" but contradicted with the "emotion contagion hypothesis." Our findings support the risk influence of teacher victimization and the promotive role of positive school climate on teachers' subjective well-being. Our results also indicate that teachers in schools with a more positive and collective perception of school climate tend to be more attuned to the negative influences of teacher victimization on their subjective well-being than teachers in schools with a less positive and collective perception of school climate.
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Affiliation(s)
- Chunyan Yang
- Graduate School of Education University of California, Berkeley Berkeley California USA
| | - Mei‐ki Chan
- Gevirtz Graduate School of Education University of California, Santa Barbara Santa Barbara California USA
| | - Amanda B. Nickerson
- Alberti Center for Bullying Abuse Prevention University at Buffalo, The State University of New York Buffalo New York USA
| | - Lyndsay Jenkins
- College of Education Florida State University Tallahassee Florida USA
| | - Jia‐Shu Xie
- School of Education Hunan Normal University Changsha China
| | - Stephanie S. Fredrick
- Alberti Center for Bullying Abuse Prevention University at Buffalo, The State University of New York Buffalo New York USA
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23
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Do Neighbors Have More Peaceful Students? Youth Violence Profiles among Adolescents in the Czech Republic, Hungary, Poland, and Slovakia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137964. [PMID: 35805622 PMCID: PMC9265574 DOI: 10.3390/ijerph19137964] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 06/09/2022] [Accepted: 06/18/2022] [Indexed: 02/05/2023]
Abstract
(1) Background: Co-occurrence or overlaps of different forms or involvement in peer violence among adolescents have been broadly studied. The study aimed to assess adolescents’ violence profiles related to bullying, cyberbullying, and fighting in the Czech Republic, Hungary, Poland, and Slovakia. The study was to investigate the pattern of bullying, cyberbullying, and fighting involvement among adolescents in these four countries to test the stability of previously identified profiles. (2) Methods: We analyzed the data from the 2017/2018 international Health Behaviour in School-aged Children survey, which used proportionate sampling among adolescents aged 11–15 years old (n = 24,501). A Latent Class Analysis (LCA) was performed to determine violence profiles in each country. (3) Results: In Slovakia, three distinct latent classes were identified, primarily cyber victims, school bullies, and those involved in multiple forms, and in the Czech Republic, Hungary and Poland bully victims was the fourth class. (4) Conclusions: The findings suggest that peer violence prevention programs in adolescents should consider violence profiles and multiple involvements.
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24
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Zhao Q, Li C. Victimized adolescents' aggression in cliques with different victimization norms: The healthy context paradox or the peer contagion hypothesis? J Sch Psychol 2022; 92:66-79. [DOI: 10.1016/j.jsp.2022.03.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Revised: 12/25/2021] [Accepted: 03/04/2022] [Indexed: 10/18/2022]
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25
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Melendez-Torres GJ, Warren E, Ukoumunne OC, Viner R, Bonell C. Locating and testing the healthy context paradox: examples from the INCLUSIVE trial. BMC Med Res Methodol 2022; 22:57. [PMID: 35220938 PMCID: PMC8883633 DOI: 10.1186/s12874-022-01537-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 01/17/2022] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
The healthy context paradox, originally described with respect to school-level bullying interventions, refers to the generation of differences in mental wellbeing amongst those who continue to experience bullying even after interventions successfully reduce victimisation. Using data from the INCLUSIVE trial of restorative practice in schools, we relate this paradox to the need to theorise potential harms when developing interventions; formulate the healthy context paradox in a more general form defined by mediational relationships and cluster-level interventions; and propose two statistical models for testing the healthy context paradox informed by multilevel mediation methods, with relevance to structural and individual explanations for this paradox.
Methods
We estimated two multilevel mediation models with bullying victimisation as the mediator and mental wellbeing as the outcome: one with a school-level interaction between intervention assignment and the mediator; and one with a random slope component for the student-level mediator-outcome relationship predicted by school-level assignment. We relate each of these models to contextual or individual-level explanations for the healthy context paradox.
Results
Neither model suggested that the INCLUSIVE trial represented an example of the healthy context paradox. However, each model has different interpretations which relate to a multilevel understanding of the healthy context paradox.
Conclusions
Greater exploration of intervention harms, especially when those accrue to population subgroups, is an essential step in better understanding how interventions work and for whom. Our proposed tests for the presence of a healthy context paradox provide the analytic tools to better understand how to support development and implementation of interventions that work for all groups in a population.
Trial registration
Current Controlled Trials, ISRCTN10751359.
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Healy KL, Thomas HJ, Sanders MR, Scott JG. Empirical and theoretical foundations of family interventions to reduce the incidence and mental health impacts of school bullying victimization. Int Rev Psychiatry 2022; 34:140-153. [PMID: 35699098 DOI: 10.1080/09540261.2022.2045260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Bullying victimisation is a serious risk factor for mental health problems in children and adolescents. School bullying prevention programs have consistently produced small to moderate reductions in victimisation and perpetration. However, these programs do not necessarily help all students affected by bullying. Paradoxically whole-school programs lead to higher levels of depression and poorer self-esteem for students who continue to be victimised after program implementation. This may be because some elements of whole-school programs make victims more visible to their peers, thus further eroding their peer social status. Three main identified risk factors for children and adolescents who continue to be victimised following school bullying prevention programs are peer rejection, internalising problems, and lower quality parent-child relationships. All are potentially modifiable through family interventions. A large body of research demonstrates the influence of families on children's social skills, peer relationships and emotional regulation. This paper describes the theoretical foundations and empirical evidence for reducing the incidence and mental health outcomes of school bullying victimisation through family interventions. Family interventions should be available to complement school efforts to reduce bullying and improve the mental health of young people.
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Affiliation(s)
- Karyn L Healy
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,School of Psychology, The University of Queensland, St. Lucia, Qld, Australia
| | - Hannah J Thomas
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,Queensland Centre for Mental Health Research, Wacol, Qld, Australia.,School of Public Health, The University of Queensland, Herston, Qld, Australia
| | - Matthew R Sanders
- School of Psychology, The University of Queensland, St. Lucia, Qld, Australia
| | - James G Scott
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,Queensland Centre for Mental Health Research, Wacol, Qld, Australia.,School of Public Health, The University of Queensland, Herston, Qld, Australia.,Metro North Mental Health Service, Herston, Qld, Australia
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27
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Bardach L, Yanagida T, Gradinger P, Strohmeier D. Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators. J Youth Adolesc 2022; 51:225-243. [PMID: 34921654 PMCID: PMC8828596 DOI: 10.1007/s10964-021-01553-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 11/28/2021] [Indexed: 11/25/2022]
Abstract
School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program's effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program's effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.
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Affiliation(s)
- Lisa Bardach
- University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Walter-Simon-Straße 12, 72072, Tübingen, Germany.
| | - Takuya Yanagida
- University of Vienna, Faculty of Psychology, Universitätsstraße 7, 1010, Vienna, Austria
| | - Petra Gradinger
- University of Applied Sciences Upper Austria, School of Applied Health and Social Sciences, Garnisonstraße 21, 4020, Linz, Austria
| | - Dagmar Strohmeier
- University of Applied Sciences Upper Austria, School of Applied Health and Social Sciences, Garnisonstraße 21, 4020, Linz, Austria
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Weight enumeration in United States anti-bullying laws: associations with rates and risks of weight-based bullying among sexual and gender minority adolescents. J Public Health Policy 2022; 43:27-39. [DOI: 10.1057/s41271-021-00322-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2021] [Indexed: 11/21/2022]
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29
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The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e27. [DOI: 10.1017/sjp.2022.23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.
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Salmivalli C, Laninga‐Wijnen L, Malamut ST, Garandeau CF. Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1023-1046. [PMID: 34820956 PMCID: PMC9271952 DOI: 10.1111/jora.12688] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.
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Pan B, Li T, Ji L, Malamut S, Zhang W, Salmivalli C. Why Does Classroom-Level Victimization Moderate the Association Between Victimization and Depressive Symptoms? The "Healthy Context Paradox" and Two Explanations. Child Dev 2021; 92:1836-1854. [PMID: 34196997 DOI: 10.1111/cdev.13624] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (Mage = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children's received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children's depressive symptoms through damage to their social self-concept. These findings provide support for the "healthy context paradox" in the Chinese culture, and highlight the mechanisms of this phenomenon.
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Sullivan K, Zhu Q, Wang C, Boyanton D. Relations Among Peer Victimization, Aggression, and School Climate Among Elementary School Students in China. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1898290] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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33
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Effects of a Whole-School Health Intervention on Clustered Adolescent Health Risks: Latent Transition Analysis of Data from the INCLUSIVE Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:1-9. [PMID: 33880692 PMCID: PMC8783900 DOI: 10.1007/s11121-021-01237-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/01/2021] [Indexed: 11/29/2022]
Abstract
Whole-school interventions are a promising approach to preventing bullying and aggression while promoting broader health. The main analyses from a trial of the INCLUSIVE whole-school intervention reported reductions in bullying victimisation but not aggression and improved mental well-being. Latent transition analysis can examine how interventions ‘move’ people between classes defined by multiple outcomes over time. We examined at baseline what classes best defined individuals’ bullying, aggression and mental well-being and what effects did the intervention have on movement between classes over time? INCLUSIVE was a two-arm cluster-randomised trial with 20 high schools per arm, with 24-month and 36-month follow-ups. We estimated sequential latent class solutions on baseline data. We then estimated a latent transition model including baseline, 24-month and 36-month follow-up measurements. Our sample comprised 8179 students (4082 control, 4097 intervention arms). At baseline, classes were (1) bullying victims, (2) aggression perpetrators, (3) extreme perpetrators and (4) neither victims nor perpetrators. Control students who were extreme perpetrators were equally likely to stay in this class (27.0% probability) or move to aggression perpetrators (25.0% probability) at 24 months. In the intervention group, fewer extreme perpetrators students remained (5.4%), with more moving to aggression perpetrators (65.1%). More control than intervention extreme perpetrators moved to neither victims nor perpetrators (35.2% vs 17.8%). Between 24 and 36 months, more intervention students moved from aggression perpetrators to neither victims nor perpetrators than controls (30.1% vs 22.3%). Our findings suggest that the intervention had important effects in transitioning students to lower-risk classes.
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The bidirectional relationships between peer victimization and internalizing problems in school-aged children: An updated systematic review and meta-analysis. Clin Psychol Rev 2021; 85:101979. [DOI: 10.1016/j.cpr.2021.101979] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 12/01/2020] [Accepted: 01/19/2021] [Indexed: 02/07/2023]
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35
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Garandeau CF, Laninga-Wijnen L, Salmivalli C. Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 51:515-529. [PMID: 33448897 DOI: 10.1080/15374416.2020.1846541] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Objective: As empathy is an important predictor of both bullying and defending behavior, many anti-bullying interventions aim to increase empathy among students. However, little is known on whether these interventions enhance both affective and cognitive empathy, and whether some students are more responsive than others to empathy-raising efforts. This study examined the effects of the Finnish anti-bullying program KiVa on changes in self-reported affective and cognitive empathy and tested whether these effects varied depending on students' gender, initial levels of empathy, peer-reported bullying, and peer-perceived popularity, as well as school type (primary versus secondary school) and classroom bullying norms.Method: Multilevel structural equation modeling analyses were conducted on pretest and posttest (1 year later) data from a sample of 15,403 children and adolescents (Mage = 13.4; 51.5% girls) in 399 control and 462 intervention classrooms from 140 schools participating in the evaluation of KiVa in 2007-2009.Results: KiVa had a positive effect on affective empathy, but not cognitive empathy. The effects of the program on both types of empathy did not depend on students' gender, initial levels of empathy, bullying, or popularity, nor on school type or classroom bullying norms.Conclusion: Findings suggest that KiVa can raise students' affective empathy regardless of students' gender, status, initial empathy, or levels of bullying, and regardless of school type or classroom bullying norms.
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Affiliation(s)
- Claire F Garandeau
- Department of Psychology and Speech-Language Pathology, University of Turku
| | | | - Christina Salmivalli
- Department of Psychology and Speech-Language Pathology, University of Turku.,Department of Psychology, Shandong Normal University
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van Verseveld MDA, Fekkes M, Fukkink RG, Oostdam RJ. Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools. Child Dev 2021; 92:1605-1623. [PMID: 33427317 DOI: 10.1111/cdev.13529] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing multiple program components was related to stronger program effects. The results provide partial experimental evidence for the beneficial effects of combining student lessons and teacher training in antibullying programs. Future experimental research is needed to investigate other approaches that reduce not only peer-reported victimization, but also self-perceived bullying and victimization.
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Affiliation(s)
| | | | - Ruben G Fukkink
- Amsterdam University of Applied Sciences.,University of Amsterdam
| | - Ron J Oostdam
- Amsterdam University of Applied Sciences.,University of Amsterdam
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37
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Healy KL. Hypotheses for Possible Iatrogenic Impacts of School Bullying Prevention Programs. CHILD DEVELOPMENT PERSPECTIVES 2020. [DOI: 10.1111/cdep.12385] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Affiliation(s)
- Karyn L. Healy
- QIMR Berghofer Medical Research Institute
- The University of Queensland
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38
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Oldehinkel AJ. Editorial: Something special - the scientific challenges of rare risks. J Child Psychol Psychiatry 2020; 61:941-942. [PMID: 32810310 DOI: 10.1111/jcpp.13314] [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] [Indexed: 11/28/2022]
Abstract
Globalization has sparked international collaboration in our field, and this trend is expected to continue in the years to come. This offers excellent opportunities to learn more about the influence of children's sociocultural environments on their development and mental health. A particular challenge when studying risk factors across cultures and populations is that the risk associated with a particular exposure may depend on its prevalence: rarity tends to aggravate impact. This phenomenon complicates not only comparisons across cultures, but also those across subpopulations and time periods within a population. Moreover, it may counteract the effectiveness of risk-reducing public health efforts. On the bright side, the extent to which the impact of a risk factor is determined by its rarity provides researchers with valuable tools to deepen and sharpen theories about the nature and working mechanisms of that risk factor, with prevention and treatment strategies that also benefit youth in exceptional conditions as a likely consequence.
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Affiliation(s)
- Albertine J Oldehinkel
- Interdisciplinary Center Psychopathology and Emotion Regulation of the University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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39
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Espinoza G, Schacter HL, Juvonen J. School and Cybervictimization Across High School: Normative Developmental Trajectories and Bidirectional Links with Loneliness. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:787-799. [PMID: 32442357 DOI: 10.1111/jora.12559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 04/16/2020] [Accepted: 04/22/2020] [Indexed: 06/11/2023]
Abstract
The current study examines normative developmental trajectories of school and cybervictimization across 3 years of high school and tests whether school and cybervictimization experiences predict increases in loneliness at school or whether loneliness at school increases the risk of victimization. Gender differences are also explored. Data were drawn from a longitudinal sample of 4,339 ethnically diverse U.S. adolescents (Mage = 15.02) who completed surveys in 9th, 10th, and 11th grades. Whereas school victimization decreased, cybervictimization increased across high school. School-based victimization and loneliness were bidirectionally related across time (controlling for cybervictimization), but cybervictimization and loneliness were not related (controlling for school victimization). The findings provide a nuanced account of the associations between school and cybervictimization with feelings of isolation at school.
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40
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Holfeld B, Baitz R. The Mediating and Moderating Effects of Social Support and School Climate on the Association between Cyber Victimization and Internalizing Symptoms. J Youth Adolesc 2020; 49:2214-2228. [PMID: 32705607 DOI: 10.1007/s10964-020-01292-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 07/09/2020] [Indexed: 11/28/2022]
Abstract
Although the link between cyber victimization and internalizing symptoms is well established, questions remain about the factors that may describe this association and whether they differ by gender. In the current study, the mediating and moderating roles of social support (peers, family) and experiences of school climate (i.e., students' feelings of safety and caring within the school environment) were examined on the association between cyber victimization and internalizing symptoms among early adolescent boys and girls. Participants included 1151 students (51.4% boys) aged 10 to 16 (Mage = 12.7, SD = 0.93). Results from a hierarchical regression model indicate moderation effects of peer support and school climate; higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported lower levels of peer support whereas higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported more positive experiences of school climate. Structural mediation models show partial mediation effects with higher levels of cyber victimization associated with lower levels of peer support, lower levels of family support, and poorer experiences of school climate respectively, which in turn, were associated with more internalizing symptoms. The findings highlight the importance of creating safe and supportive environments at home and at school to promote healthy development during early adolescence, however, these efforts may not benefit adolescents who experience repeated cyber victimization.
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Affiliation(s)
- Brett Holfeld
- Department of Psychology, Grenfell Campus, Memorial University of Newfoundland, Corner Brook, NL, A2H 5G4, Canada.
| | - Rachel Baitz
- Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, BC, Canada
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41
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Lessard LM, Juvonen J. Weight Stigma in the School Setting: The Role of Inclusive Weight Climate-A Commentary. THE JOURNAL OF SCHOOL HEALTH 2020; 90:507-510. [PMID: 32367520 DOI: 10.1111/josh.12898] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2019] [Revised: 01/28/2020] [Accepted: 01/31/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Leah M Lessard
- University of Connecticut, Rudd Center for Food Policy & Obesity, One Constitution Plaza, Suite 600, Hartford, CT, 06103, USA
| | - Jaana Juvonen
- University of California, Los Angeles, Department of Psychology, 502 Portola Plaza, Los Angeles, CA, 90095, USA
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42
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Gregus SJ, Craig JT, Cavell TA. Toward Evidence-Based Interventions for Chronically Bullied Children: Candidate Mechanisms and Potential Strategies. ACTA ACUST UNITED AC 2020. [DOI: 10.1080/23794925.2020.1727796] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
| | - James T. Craig
- Department of Psychiatry, Geisel School of Medicine, Dartmouth-Hitchcock Medical Center, Lebanon, NH, USA
| | - Timothy A. Cavell
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
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