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Rodríguez-Ventosa Herrera E, Muñoz-San Roque I, Roldán Franco MA. Emotional and relational problems of adolescents with and without a migrant background in Europe: a systematic review. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02412-y. [PMID: 38573388 DOI: 10.1007/s00787-024-02412-y] [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: 07/21/2023] [Accepted: 03/10/2024] [Indexed: 04/05/2024]
Abstract
Mental health of migrant adolescents is a topic that has been widely studied in the past decades. Emotional and behavioural problems are amongst the most explored areas; however, little attention has been paid to the relational sphere, which represents another key aspect of mental health and is paramount during adolescence. This systematic review analysed the available evidence on emotional and relational problems comparing adolescents with and without a migrant background in Europe between 2010 and 2021. The search was conducted in four databases using a common search strategy composed of terms addressing adolescence, migrant population, and emotional and relational problems. Three rounds of screening produced 36 eligible studies. Factors affecting both types of problems were identified and categorised using thematic synthesis, dividing them into factors affecting both types of problems jointly or separately and analysing them according to three systemic levels affecting the adolescents' lives (intrapersonal, interpersonal and external). Critical analysis of the results pointed to mixed findings, with a mild tendency in migrant-background adolescents to portray more emotional problems than their native peers and a stronger tendency for relational problems in the same direction. Several limitations were identified and, along with the conclusions, point to suggestions for future research focusing on studying relational problems as a key component of mental health and its link to emotional problems. Further suggestions entail designing studies that target adolescents with different migrant-background profiles and cultural origins to establish differences between them and identify additional factors affecting emotional and relational problems during the pre-migration and transit phases of the migratory journey to help prevent the onset of these problems.
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2
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Iannello NM, Caravita S, Papotti N, Gelati C, Camodeca M. Social Anxiety and Bullying Victimization in Children and Early Adolescents: The Role of Developmental Period and Immigrant Status. J Youth Adolesc 2024; 53:130-141. [PMID: 37759127 PMCID: PMC10761516 DOI: 10.1007/s10964-023-01865-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
Research reveals that social anxiety may be predictive of bullying victimization, but it is not clear whether this relation stands for different groups of youth. The present study examines this association by employing a longitudinal design over 1 year and including the moderating role of developmental period (childhood vs. early adolescence) and students' immigrant status (native vs. non-native). T1 sample included 506 children (46.44% girls, mean age M = 8.55 years, SD = 0.55) and 310 early adolescents (50% girls, mean age = 12.54 years, SD = 0.59) recruited in schools in Northern Italy. Due to missing cases and drop-outs from T1 to T2, the final sample comprised 443 and 203 students from primary and middle school, respectively. Social anxiety and peer victimization were assessed through self-reported questionnaires. Results indicated that victimization at T2 was predicted by a 3-way interaction between T1 social anxiety, immigrant status, and developmental period. In particular, socially anxious early adolescents with an immigrant background were the most victimized. The results are discussed in terms of group dynamics and intergroup processes. The findings highlight the importance of personal variables in the cumulation of risks: social anxiety is more predictive of bullying victimization for immigrant early adolescents than for children or native early adolescents.
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Affiliation(s)
| | - Simona Caravita
- University of Stavanger, Stavanger, Norway
- Catholic University of Sacred Heart Brescia, Milan, Italy
| | - Noemi Papotti
- Catholic University of Sacred Heart Brescia, Milan, Italy
- University of Genova, Genova, Italy
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3
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Cáceres I, Palacios J, Ferrari L, Ranieri S, Rosnati R, Miller LC, Theie S, Carrera P, de Montclos MOP, Román M. School victimization and psychosocial adjustment among Eastern European adopted adolescents across Europe. Child Care Health Dev 2024; 50:e13217. [PMID: 38265140 DOI: 10.1111/cch.13217] [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] [Received: 06/20/2023] [Revised: 11/06/2023] [Accepted: 11/26/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND Little is known about bullying experienced by internationally adopted teens residing in Europe. OBJECTIVES Within the framework of an international research effort involving several European countries, the main goal of this study was to explore the experiences of bullying victimization suffered by adopted adolescents, as well as its impact on their psychological adjustment. METHODS The sample consisted of 199 adolescents born in Eastern European countries and adopted in France (n = 50), Italy (n = 59), Norway (n = 25) and Spain (n = 65). RESULTS More than half of the adopted adolescents had been exposed to some form of peer victimization in the previous 2 months, with verbal harassment and social exclusion being the most common forms of victimization. Differences between receiving countries were not statistically significant, suggesting a common pattern for Eastern European adopted adolescents living in Western Europe. More frequent experiences of peer victimization were associated with more psychological difficulties among the adopted adolescents. CONCLUSIONS Findings highlight that adopted adolescents might have considerable difficulties in social integration with peers; these experiences of peer victimization might play an important role hindering their psychosocial adjustment. The socioemotional development of adopted people is not only linked to their pre-adoptive experiences; factors in their daily lives (i.e., peer relationships) may also be associated with their psychological adjustment later in life. Interventions are needed to promote the real inclusion of these groups of children in their social and educational contexts.
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Affiliation(s)
- Isabel Cáceres
- Developmental and Educational Psychology area, Department of Communication and Education, Universidad Loyola Andalucía, Seville, Spain
| | - Jesús Palacios
- Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain
| | - Laura Ferrari
- Family Studies and Research University Centre, Department of Psychology, Catholic University of Milan, Milan, Italy
| | - Sonia Ranieri
- Family Studies and Research University Centre, Department of Psychology, Catholic University of Milan, Milan, Italy
| | - Rosa Rosnati
- Family Studies and Research University Centre, Department of Psychology, Catholic University of Milan, Milan, Italy
| | - Laurie C Miller
- Department of Pediatrics, Eliot-Pearson Department of Child Study and Human Development, Friedman School of Nutrition Science and Policy, Tufts University, Massachusetts, USA
- GHU Paris Psychiatrie & Neurosciences, Paris, France
| | - Steinar Theie
- GHU Paris Psychiatrie & Neurosciences, Paris, France
| | - Pablo Carrera
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | | | - Maite Román
- Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain
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4
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Gönültaş S, Mulvey KL. Do Adolescents Intervene in Intergroup Bias-based Bullying? Bystander Judgments and Responses to Intergroup Bias-based Bullying of Refugees. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:4-23. [PMID: 35373445 DOI: 10.1111/jora.12752] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 02/09/2022] [Accepted: 03/16/2022] [Indexed: 06/14/2023]
Abstract
This study examined 587 Turkish adolescents' (Mage = 13.14, SD = 1.61) judgments and bystander responses towards hypothetical intragroup interpersonal (Turkish victim) and intergroup bias-based (Syrian refugee victim) bullying. Intergroup factors and social-cognitive skills were assessed as predictors. Findings revealed that adolescents were less likely to see bullying as acceptable and less likely to explicitly support the bully in intragroup interpersonal bullying compared to intergroup bias-based bullying. Further, adolescents with higher theory of mind and empathy were more likely to evaluate intergroup bias-based bullying as less acceptable and more likely to challenge the bully. Adolescents' prejudice and discrimination towards refugees were predictors of bystander judgments and responses to intergroup bias-based bullying. This study provides implications for anti-bullying intervention programs.
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5
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Children’s perspective on fears connected to school transition and intended coping strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractThe transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.
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6
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Hong JS, Lee J, Caravita SC, Kim SE, Peguero AA. Risk behaviors as correlates of victimization of U.S.-born and foreign-born Asian, Black, and Latinx adolescents in the United States. New Dir Child Adolesc Dev 2022; 2022:67-90. [PMID: 36180222 DOI: 10.1002/cad.20486] [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: 11/10/2022]
Abstract
The current study examines the association between risk behaviors and victimization and race-based victimization amongst U.S.-born and foreign-born Asian, Black, and Latinx adolescents. Data were derived from the U.S. subset of the 2009-2010 Health Behavior in School-aged Children study. Samples include 662 Asian, 2413 Black, and 3188 Latinx adolescents (M = 12.9, SD = 1.75, 48.6% female) in grades 5-10. Univariate analyses, t-test analyses, and multiple linear regression analyses were conducted. Aggressive behavior was associated with victimization for U.S.-born and foreign-born Asian, Black, and Latinx adolescents. Race-based aggressive behavior was correlated for U.S.-born and foreign-born Black and Latinx adolescents. Smoking was positively associated with victimization amongst foreign-born Asian adolescents. Alcohol use was correlated with victimization and race-based victimization amongst foreign-born Latinx adolescents. Marijuana use was related to victimization amongst U.S.-born Black adolescents. Physical fighting was shown to be positively correlated with race-based victimization for U.S.-born Latinx adolescents. Carrying a weapon was associated with victimization and race-based victimization for U.S.-born and foreign-born Latinx adolescents. It was also associated with victimization amongst U.S.-born Asian adolescents. Befriending deviant peers was negatively associated with U.S.-born and foreign-born Black adolescents and U.S.-born Latinx adolescents, but positively associated with U.S.-born Asian adolescents.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, USA.,Department of Social Welfare, Ewha Womans University, Seoul, South Korea
| | - Jungup Lee
- Department of Social Work, National University of Singapore, Singapore, Singapore
| | - Simona C Caravita
- Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Norway.,Department of Psychology, Catholic University of the Sacred Heart, Brescia & Milan, Italy
| | - Sei Eun Kim
- Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY, USA
| | - Anthony A Peguero
- School of Criminology and Criminal Justice, Arizona State University, Tempe, AZ, USA.,T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
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7
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Bayram Özdemir S, Yanagida T, Özdemir M. Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act? Child Dev 2022; 93:1540-1558. [PMID: 35841302 PMCID: PMC9544844 DOI: 10.1111/cdev.13822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (Mage = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter‐ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non‐tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias‐based hostile behaviors.
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Affiliation(s)
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Metin Özdemir
- Center for Lifespan Development Research, Örebro University, Örebro, Sweden
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8
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Ferrari L, Caravita S, Ranieri S, Canzi E, Rosnati R. Bullying victimization among internationally adopted adolescents: Psychosocial adjustment and moderating factors. PLoS One 2022; 17:e0262726. [PMID: 35113910 PMCID: PMC8812890 DOI: 10.1371/journal.pone.0262726] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 01/04/2022] [Indexed: 11/29/2022] Open
Abstract
Bullying constitutes a serious risk factor for the psychosocial adjustment of young people in both the general population and minority groups. Among minorities, international adoptees are likely to show a specific vulnerability to the experience of being bullied, moderated by specific risk and protective factors. This study aimed to investigate the association between adoptees' experience of bullying victimization and their psychosocial adjustment, and to explore the moderating role of adoptive identity and reflected minority categorization. An online, anonymous self-report questionnaire was completed by 140 adolescents (13-17 years), who were internationally adopted by Italian families. Findings showed that being victimized was associated with higher levels of emotional and behavioral difficulties, but that the strength of this relation varied according to the levels of adoptive identity and reflected minority categorization. Specifically, victimization was found to have a more detrimental and negative impact on psychological adjustment for adoptees who were highly identified with the adoptive group, and reported to be less perceived by others as members of the minority group. Results are discussed in relation to recommendations for further research as well as for professionals working with internationally adopted adolescents.
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Affiliation(s)
- Laura Ferrari
- Department of Psychology, Family Studies and Research University Centre, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Simona Caravita
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
- Department of Psychology, Università Cattolica del Sacro Cuore, Brescia, Italy
| | - Sonia Ranieri
- Department of Psychology, Family Studies and Research University Centre, Università Cattolica del Sacro Cuore, Piacenza, Italy
| | - Elena Canzi
- Department of Psychology, Family Studies and Research University Centre, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Rosa Rosnati
- Department of Psychology, Family Studies and Research University Centre, Università Cattolica del Sacro Cuore, Milan, Italy
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9
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Palmer SB, Filippou A, Argyri EK, Rutland A. Minority- and majority-status bystander reactions to, and reasoning about, intergroup social exclusion. J Exp Child Psychol 2021; 214:105290. [PMID: 34563891 DOI: 10.1016/j.jecp.2021.105290] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 08/16/2021] [Accepted: 08/18/2021] [Indexed: 11/25/2022]
Abstract
We examined minority-status (non-Cypriot immigrant) and majority-status (Cypriot national) preadolescents' bystander reactions to, and reasoning about, intergroup social exclusion (N = 367; Mage = 11.7 years; 50% Cypriot). Participants read one of three contexts where victim group identity was either non-Cypriot or Cypriot or a context where identity was not mentioned (i.e., control). Cypriot participants reported higher prosocial bystander responses when Cypriot victims were excluded compared with when non-Cypriot victims were excluded. Non-Cypriot participants reported equally high prosocial bystander responses for Cypriot and non-Cypriot victims, and both were higher than those for the control condition. When choosing to challenge social exclusion, non-Cypriot and Cypriot participants employed moral reasoning, focusing on concerns of welfare and equality. When choosing not to challenge the exclusion, Cypriot bystanders referenced personal choice (e.g., "I would not say anything; it is not my problem") more when victim identity was salient. Non-Cypriot bystanders referenced personal choice only when not challenging exclusion in the control context. Cypriot participants with high levels of intergroup contact reported higher helping intentions toward non-Cypriot victims. These findings support and extend social reasoning developmental theory and highlight practical implications for tackling intergroup social exclusion in schools and maintaining positive intergroup relations.
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Affiliation(s)
- Sally B Palmer
- Graduate School of Education, University of Exeter, Exeter EX1 2LU, UK.
| | - Andrea Filippou
- UCL Institute of Education, University College London, London WC1H 0AL, UK
| | - Eirini K Argyri
- Department of Psychology, University of Exeter, Exeter EX4 4QG, UK
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter EX4 4QG, UK
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10
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Iannello NM, Camodeca M, Gelati C, Papotti N. Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship. Front Psychol 2021; 12:713081. [PMID: 34539514 PMCID: PMC8446265 DOI: 10.3389/fpsyg.2021.713081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 08/05/2021] [Indexed: 12/02/2022] Open
Abstract
The identification of factors associated with ethnic bullying within multiethnic schools is a timely social issue. Up to now, ethnic prejudice has been found to facilitate aggression triggered by schoolmates’ cultural background. Yet, there is still a dearth of research about the mechanisms underlying this relation among children. In order to fill this gap, by adopting a social-cognitive developmental perspective on prejudice and morality, this paper investigated the mediating role of moral disengagement in the association between ethnic prejudice and ethnic bullying, as well as the moderating role of closeness with the teacher. A mediation model and a moderated mediation model were applied to data collected from 552 primary school children aged 8–10years. Ethnic prejudice, ethnic bullying, and moral disengagement were assessed through self-reported questionnaires, whereas a questionnaire was administered to teachers to assess the level of closeness with their pupils. Results indicated that ethnic prejudice was directly and positively related to ethnic bullying and that moral disengagement partially mediated this association. This indirect link was particularly strong for children with low levels of closeness with their teachers, whereas it resulted not significant for pupils with high levels of closeness, suggesting that closeness with the teacher might restrain morally disengaged children from enacting ethnic bullying. Implications for research and practice aimed at reducing prejudice and moral disengagement, as well as at promoting positive relationships among children and between pupils and teachers, are discussed.
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Affiliation(s)
- Nicolò Maria Iannello
- Department of Languages and Literatures, Communication, Education, and Society, University of Udine, Udine, Italy
| | - Marina Camodeca
- Department of Languages and Literatures, Communication, Education, and Society, University of Udine, Udine, Italy
| | - Carmen Gelati
- Department of Psychology, University of Milano - Bicocca, Milan, Italy
| | - Noemi Papotti
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
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11
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Gönültaş S, Yavuz HM, Mulvey KL. Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1002/casp.2567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Seçil Gönültaş
- Department of Psychology University of Exeter Exeter UK
- Department of Psychology Bilkent University Ankara Turkey
| | - H. Melis Yavuz
- Department of Psychology University of Toronto Mississauga Mississauga Ontario Canada
- Department of Psychology MEF University Istanbul Turkey
| | - Kelly Lynn Mulvey
- Department of Psychology North Carolina State University Raleigh North Carolina USA
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12
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Why Do Immigrant and Swedish Adolescents Engage in Ethnic Victimization? Common and Distinct Underlying Factors. J Youth Adolesc 2021; 50:2236-2248. [PMID: 34417965 PMCID: PMC8505274 DOI: 10.1007/s10964-021-01485-1] [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: 06/04/2021] [Accepted: 07/13/2021] [Indexed: 11/26/2022]
Abstract
Youth of immigrant background are at risk of experiencing victimization due to their ethnic or cultural background. However, limited knowledge is available regarding why youth victimize their immigrant peers, and whether the factors associated with engagement in ethnic victimization vary across adolescents of different background. To address this gap in knowledge, the present study aimed to elucidate the common or differential factors associated with engagement in ethnic victimization among immigrant and native youth. The analytical sample included seventh grade students residing in Sweden from 55 classrooms (N = 963, Mage = 13.11, SD = 0.41; 46% girls; 38% youth of immigrant background). The results showed that being morally disengaged and engaging in general victimization are the common denominators of engagement in ethnic victimization for immigrant and Swedish youth. Low levels of positive attitudes toward immigrants provide a foundation for ethnic victimization among Swedish youth, but not youth of immigrant background. Classroom ethnic composition was not significantly related to engagement in ethnic victimization in either group. Predictors of engagement in ethnic victimization seem to have similarities and differences among immigrant and Swedish youth. The factors involved require further attention in developing strategies to combat bias-based hostile behaviors in diverse school settings.
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13
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Solomontos-Kountouri O, Strohmeier D. The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus. New Dir Child Adolesc Dev 2021; 2021:159-178. [PMID: 33899327 DOI: 10.1002/cad.20418] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of adolescents (non-immigrants, first-generation and second-generation immigrants) in Cyprus. The sample consists of 507 non-immigrant Greek Cypriots, 149 first-generation and 93 second-generation immigrants (age M = 16.1, SD = 0.39; range 15-19; 52% female). Data was collected via validated self-report scales. In line with our hypotheses, latent means and covariances structure (MACS) models revealed that the affiliation motive was a stronger predictor for all five forms of aggressive behavior among first-generation immigrant adolescents indicating that the need to belong is especially important for their acculturation. The practical importance of these findings for better integrating newcomer immigrants in schools and aggression prevention are discussed.
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14
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Bullying and Victimization in Native and Immigrant Very-Low-Income Adolescents in Italy: Disentangling the Roles of Peer Acceptance and Friendship. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09612-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Abstract
Background
Very-low-income students are a population at a high risk of perpetrating and suffering bullying at school, and at the same time the peer group at school is often one of the few sources of support for these minors.
Objective
This two-wave study is aimed to disambiguate the two different roles of peer acceptance and friendship on bullying and victimization in very-low-income adolescents, exploring the possible differential role of immigrant background.
Method
An online survey was administered to 249 early to late adolescents living below the poverty threshold (Mage = 12.76; SDage = 2.34; 41.8% girls; 19.3% immigrants). A multivariate regression model with multi-group analyses was applied.
Results
Our results indicated that peer friendship was a protective factor against bullying as well as victimization, whilst peer acceptance was not protective. Only for natives (but not for immigrants), a high level of peer acceptance was a risk factor for bullying, and low school achievement was a risk factor for victimization. The persistence of victimization over time was significantly stronger for immigrants than for natives.
Conclusions
The study provides new insights for the unique protective role of classmates’ friendship in natives and immigrants, while acceptance appeared to be less relevant. Research and applied implications are discussed.
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Caravita SCS, Papotti N, Gutierrez Arvidsson E, Thornberg R, Valtolina GG. Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates. New Dir Child Adolesc Dev 2021; 2021:141-157. [PMID: 33773024 DOI: 10.1002/cad.20400] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
This study investigates whether the quantity and quality of contact with migrants and perceiving that cultural diversity is accepted at school (as a dimension of the perceived school climate) are associated with perpetrating bullying toward migrant classmates. Quantity and quality of contact are also examined as moderators of the association between perceived cultural acceptance at school and bullying toward migrant students. One hundred and sixty-six adolescents (Mage = 16.26; SD = 1.53) belonging to the societal majority group answered a battery of self-report measures. Bullying migrant peers was associated with more negative quality of the contact. Bullying migrants was also associated with lower perceived acceptance of cultural diversity at school for the adolescents reporting higher levels of contact with migrants at school. The role of contact in explaining bullying toward migrant peers is also discussed in light of possible interventions.
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Affiliation(s)
- Simona C S Caravita
- Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Stavanger, Norway.,Department of Psychology, Catholic University of the Sacred Heart, Brescia & Milan, Italy
| | - Noemi Papotti
- Department of Psychology, Catholic University of the Sacred Heart, Brescia & Milan, Italy
| | | | - Robert Thornberg
- Department of Behavioural Sciences, University of Linköping, Linköping, Sweden
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16
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Gönültaş S, Mulvey KL. The Role of Immigration Background, Intergroup Processes, and Social-Cognitive Skills in Bystanders' Responses to Bias-Based Bullying Toward Immigrants During Adolescence. Child Dev 2020; 92:e296-e316. [PMID: 33350458 DOI: 10.1111/cdev.13476] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents' grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants.
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Pitsia V, Mazzone A. The association of individual and contextual variables with bullying victimisation: a cross-national comparison between Ireland and Lithuania. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00514-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Bayram Özdemir S, Giles C, Özdemir M. Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization. J Youth Adolesc 2020; 49:1805-1820. [PMID: 32588287 PMCID: PMC7423856 DOI: 10.1007/s10964-020-01271-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 06/10/2020] [Indexed: 11/30/2022]
Abstract
Immigrant and minority youth are at risk of ethnic victimization. Despite an increasing number of studies that aim to understand the consequences of such negativity, relatively little attention has been paid to understanding who the perpetrators of ethnic victimization are. To address this gap in knowledge, the present study examined whether youth who victimize their peers due to their ethnic background are also those who engage in non-ethnicity-based victimization. The study also investigated the underlying factors, i.e., impulsivity, empathy, moral disengagement, and attitudes toward immigrants, that are common or specific to groups of youth. The sample included 949 adolescents residing in Sweden (Mage = 13.11, SD = 0.41; range: 12–15; 46% girls). Cluster analysis revealed four distinct groups of adolescents, based on their reports of ethnic and non-ethnicity-based victimization: (1) low on both forms of victimization, (2) high on ethnic victimization only, (3) high on non-ethnicity-based victimization only, and (4) high on both forms of victimization. The results showed that being morally disengaged is a common denominator of ethnic and non-ethnicity-based victimizers. Difficulties in regulating impulses and lack of perspective-taking skills trigger youth’s engagement in non-ethnicity-based victimization. Lack of empathic concerns and low levels of positive attitudes toward immigrants are the bases of ethnic victimization. Together, these findings suggest that the precursors of ethnic and non-ethnicity-based victimization have similarities as well as differences, which require further attention in developing programs aimed at preventing different forms of peer victimization.
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Affiliation(s)
- Sevgi Bayram Özdemir
- Center for Lifespan Developmental Research, School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden.
| | - Clover Giles
- School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden
| | - Metin Özdemir
- Center for Lifespan Developmental Research, School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden
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Thornberg R, Hunter SC, Hong JS, Rönnberg J. Bullying among children and adolescents. Scand J Psychol 2020; 61:1-5. [PMID: 31943252 DOI: 10.1111/sjop.12610] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Affiliation(s)
| | - Simon C Hunter
- University of Strathclyde, UK.,University of Western Australia, Australia
| | - Jun S Hong
- Wayne State University, USA.,Sungkyunkwan University, South Korea
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Papotti N, Caravita SCS. Bullismo etnico: chi sono coloro che aggrediscono compagni con background migratorio? ACTA ACUST UNITED AC 2020. [DOI: 10.3280/rip2020-001015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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The Role of Perceived Inter-Ethnic Classroom Climate in Adolescents' Engagement in Ethnic Victimization: For Whom Does it Work? J Youth Adolesc 2020; 49:1328-1340. [PMID: 32236792 PMCID: PMC7237511 DOI: 10.1007/s10964-020-01228-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Accepted: 03/12/2020] [Indexed: 12/30/2022]
Abstract
Immigrant and minority youth are at risk of experiencing victimization due to their ethnic, cultural, or religious background. Despite an increasing number of studies that aims at understanding the consequences of being the target of such negative experiences, little attention has been paid to the factors that might counteract the occurrence of ethnic victimization. The present study aimed to address this gap in knowledge by investigating the possible role of school context. Specifically, the present study examined the extent to which perceived positive contact norms in class and teachers’ reactions to ethnic victimization are linked to engagement in ethnic victimization. It also examined whether such links differ across adolescents with different levels of tolerance toward immigrants. The sample included 963 adolescents residing in Sweden (Mage = 13.11, SD = 0.41; 46% girls). The results showed that perceived positive contact norms in class were associated with a lower likelihood of engagement in ethnic victimization across youth with different levels of tolerance toward immigrants. When adolescents perceived their teachers as not tolerating ethnic victimization, those with high levels of tolerance were less likely to engage in it. However, teacher reactions did not affect the behaviors of adolescents with low and moderate levels of tolerance toward immigrants. The findings indicate the importance of classroom context and teachers in counteracting negative interactions among students of diverse backgrounds.
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