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Gimenez G, Mediavilla M, Giuliodori D, Rusteholz GC. Bullying at School and Students' Learning Outcomes: International Perspective and Gender Analysis. JOURNAL OF INTERPERSONAL VIOLENCE 2024; 39:2733-2760. [PMID: 38254295 DOI: 10.1177/08862605231222457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2024]
Abstract
The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.
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Affiliation(s)
| | | | - David Giuliodori
- Instituto de Economía y Finanzas, Universidad de Córdoba, Argentina
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King EK, Halbreich ED, Callina K, Mueller MK. Companion animals and the relationship between peer victimization and emotion regulation in youth. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:85-95. [PMID: 37975498 DOI: 10.1111/jora.12901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 10/03/2023] [Accepted: 10/26/2023] [Indexed: 11/19/2023]
Abstract
Peer victimization can negatively impact emotion regulation in youth and is associated with harmful mental health outcomes. One protective factor against the impacts of peer victimization is a strong attachment to family and positive peer relationships. Given that pets are commonly seen as family members and that youth report turning to their pet for emotional comfort, companion animals could provide an avenue of support for youth experiencing victimization. A geographically diverse sample of 5725 adolescents in the United States from the Adolescent Brain Cognitive Development (ABCD) Study® was used to explore whether the relationship between peer victimization and emotion regulation was moderated by whether a pet lives in the home. Having a pet in the home did not moderate the relationship between peer victimization and emotion regulation; however, mean-level differences were present across types of household pet (i.e., youth with no pets, youth with at least one dog, and youth with non-dog pets). Participants who did not live with a companion animal showed higher levels of both maladaptive emotion regulation (expressive suppression) and adaptive emotion regulation (cognitive reappraisal), suggesting that having a pet might lower overall emotion regulation pathways regardless of adaptive directionality. Relational victimization was a significant predictor of expressive suppression regardless of whether there was a pet in the home, although overt victimization was not a predictor of either kind of emotion regulation. This research demonstrates the complex nature of human-animal relationships and suggests more research is needed to understand the nuanced relationship between pets, peer victimization, and emotion regulation.
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Affiliation(s)
- Erin K King
- Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
- Tisch College of Civic Life at Tufts University, Medford, Massachusetts, USA
| | | | | | - Megan K Mueller
- Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
- Tisch College of Civic Life at Tufts University, Medford, Massachusetts, USA
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Vacca M, Cerolini S, Zegretti A, Zagaria A, Lombardo C. Bullying Victimization and Adolescent Depression, Anxiety and Stress: The Mediation of Cognitive Emotion Regulation. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1897. [PMID: 38136099 PMCID: PMC10742181 DOI: 10.3390/children10121897] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Revised: 12/03/2023] [Accepted: 12/04/2023] [Indexed: 12/24/2023]
Abstract
BACKGROUND Existing research has revealed a robust association between bullying victimization and psychological distress, but less is known about the underlying mechanism of this link. cognitive emotion regulation (CER) strategies could be a potential mediator. The current study examined the role of functional and dysfunctional CER strategies as potential mediators of the association between bullying victimization and depression, anxiety, and stress symptoms among 638 high school students (53.9% boys; Mean age = 15.65, SD = 1.32). METHOD Participants completed a series of questionnaires assessing bullying victimization (Olweus Bully/Victim Questionnaire), CER strategies (CERQ-18), and symptoms of depression, anxiety, and stress (DASS-21). The indirect relationships between bullying victimization and psychopathological symptoms via functional and dysfunctional CER strategies were tested through structural equation modeling. RESULTS Dysfunctional CER strategies mediated the impact of bullying victimization on depression, anxiety, and stress. In contrast, bullying victimization did not significantly influence functional CER strategies. CONCLUSIONS The findings provide additional support for the detrimental role of bullying victimization on mental distress, also suggesting that this effect is not only direct, but indirect is well. These results are particularly relevant in light of the absence of mediation by protective factors such as the use of positive emotion regulation strategies.
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Affiliation(s)
- Mariacarolina Vacca
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (S.C.); (A.Z.); (A.Z.); (C.L.)
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Ren P, Liu B, Xiong X, Chen J, Luo F. The longitudinal relationship between bullying victimization and depressive symptoms for middle school students: A cross-lagged panel network analysis. J Affect Disord 2023; 341:42-51. [PMID: 37572700 DOI: 10.1016/j.jad.2023.08.048] [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: 08/11/2022] [Revised: 07/31/2023] [Accepted: 08/07/2023] [Indexed: 08/14/2023]
Abstract
BACKGROUND Previous research about the relationship between bullying victimization and adolescent depressive symptoms was mostly based on latent variable modeling. This study, instead, applied item-level analysis to explore the cross-sectional relationship and longitudinal development between bullying victimization and adolescent depressive symptoms with network models. METHODS This study used Olweus Bully/Victim Questionnaire and Children's Depression Inventory to collect data. A total of 1911 middle school students (55.2 % female; Mage = 12.98 ± 0.60 at T1) completed measures on four occasions at 6-month intervals. Nine network analysis models were employed to better understand the relationship between variables. RESULTS (1) "Being threatened or intimidated" was the most influential bullying behavior within bullying victimization items; (2) "being excluded", "being spoken ill of" and "negative mood" were the bridge items between bullying victimization and adolescent depressive symptoms; (3) the most influential bullying victimization item on adolescent depressive symptoms was "being robbed or blackmailed" for short-term development and "being excluded" for long-term development. While the most affected depressive symptom by bullying victimization was "anhedonia" for short-term development and "negative mood" for long-term development. LIMITATIONS Self-report measure is adopted for all variables in the study, and there may be some deviation. Due to the questionnaires, the items of bullying behaviors and depressive symptoms included in the network analysis are limited. CONCLUSIONS From the item level, this study found more specific relationships between bullying victimization and adolescent depressive symptoms. These findings highlight depressed mood and anhedonia are depressive symptoms that should be more paid attention to in clinical intervention for bullying victims.
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Affiliation(s)
- Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Bowen Liu
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Xiaoyue Xiong
- College of Health and Human Development, Pennsylvania State University, State College, United States of America
| | - Jiahui Chen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Fang Luo
- School of Psychology, Beijing Normal University, Beijing, China; Beijing Key Laboratory of Applied Experimental Psychology, Beijing, China.
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Kaur K, Mutanda D, Almond P, Pandey A, Young P, Levitan T, Bibby-Jones AM. A co-produced service evaluation of ethnic minority community service user experiences of a specialist mental health service during the COVID-19 pandemic. BMC Health Serv Res 2023; 23:1107. [PMID: 37848874 PMCID: PMC10583414 DOI: 10.1186/s12913-023-10115-4] [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: 12/29/2022] [Accepted: 10/04/2023] [Indexed: 10/19/2023] Open
Abstract
BACKGROUND For ethnic minority communities in the UK, the COVID-19 pandemic amplified existing health inequalities and created other consequential disadvantages like increased vulnerability to COVID-19, higher rates of hospital admissions, increased mortality and poorer mental health outcomes. While longer-term impacts of COVID-19 are considered, it is crucial for NHS mental health services to understand the specific barriers and needs of ethnic minority communities to provide consistent and equitable access to mental health services. These aspects were the focus of a service evaluation of a Sussex-wide mental health service conducted in co-production with experts-by-experience, public members, health professionals and researchers from ethnic minority communities. METHODS Co-designed creative workshops (n = 13) and semi-structured qualitative interviews (n = 13) were used to explore experiences of accessing specialist mental health services during the COVID-19 pandemic. Participants were: Sussex Partnership NHS Foundation Trust (SPFT) service users recruited between October 2021 and January 2022; aged 16+; from ethnic minority community backgrounds. Data was analysed using Thematic Analysis. RESULTS The analysis yielded five overarching themes contextualising service users' experiences: (1) limited awareness of SPFT mental health services; (2) effects of COVID-19 in gaining access to SPFT; (3) SPFT reaching out to ethnic minorities; (4) being supported, 4a) hiding my mental health status from friends and families, 4b) lack of ethnic diversity in services, and 4c) better provision of information and support services, (5) relationship between childhood experiences and current mental health. These findings led to seven key recommendations for future service developments within SPFT. CONCLUSIONS Although this evaluation was set in the context of COVID-19, findings have highlighted specific mental health service needs for ethnic minorities that are applicable beyond the confines of the pandemic. Many benefited from online sessions seen as more inclusive. Mental health advocates, outreach and joint working with communities could help further reduce stigmatising attitudes and improve engagement with mental health services. Improved service awareness of the impact of childhood or historical traumas experienced by ethnic minority communities on current mental health, the role of cultural awareness training and availability of culturally adapted therapies is also needed. Many service improvement recommendations provided could impact all service users.
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Affiliation(s)
- Kiranpal Kaur
- Sussex Partnership NHS Foundation Trust, Worthing, UK
| | | | - Palo Almond
- Sussex Partnership NHS Foundation Trust, Worthing, UK
| | | | - Paris Young
- Sussex Partnership NHS Foundation Trust, Worthing, UK
| | - Tony Levitan
- Sussex Partnership NHS Foundation Trust, Worthing, UK
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Wu S, Liu J, Xue Z, Xu J, Lin L, Sun Y, Song S, Luo X, Lu J. Association between childhood trauma and affective lability among adolescents: A moderated mediation model. J Affect Disord 2023; 338:21-31. [PMID: 37257783 DOI: 10.1016/j.jad.2023.05.092] [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: 11/04/2022] [Revised: 05/24/2023] [Accepted: 05/25/2023] [Indexed: 06/02/2023]
Abstract
BACKGROUND Affective lability is an important feature of psychopathology. However, there is limited relevant research involving adolescents. To fill this research gap, the present study assessed the relationship between childhood trauma and affective lability among adolescents using a moderated mediation model. METHODS A total of 3738 students were recruited from four high schools in Shenzhen, China, between September and December 2019. The participants completed self-reported questionnaires measuring childhood trauma, affective lability, body image dissatisfaction, and the experience of being bullied. Linear regression and moderated mediation analyses were used in this study. RESULTS Linear regression analysis showed that emotional abuse and body image dissatisfaction positively predicted affective lability in boys and girls (all p < 0.001). Body image dissatisfaction mediated the relationship between emotional abuse and affective lability. In the moderated mediation model, being bullied moderated the direct path from emotional abuse to affective lability (p = 0.0236, p = 0.0188), and gender did not have a significant moderating effect on any direct or indirect path (all p > 0.05). LIMITATIONS A causal relationship could not be ascertained due to the cross-sectional design, and the results cannot be generalized to other populations. CONCLUSIONS The findings support that childhood trauma has an impact on affective lability in adolescents. Specifically, body image dissatisfaction and being bullied affect the relationship between emotional abuse and affective lability.
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Affiliation(s)
- Shuxian Wu
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha 410011, Hunan, China
| | - Jianbo Liu
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Zhenpeng Xue
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Jianchang Xu
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Ling Lin
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Yumeng Sun
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Shiqi Song
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China
| | - Xuerong Luo
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha 410011, Hunan, China.
| | - Jianping Lu
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen Institute of Mental Health, Shenzhen 518003, China.
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Bemmouna D, Weiner L. Linehan's biosocial model applied to emotion dysregulation in autism: a narrative review of the literature and an illustrative case conceptualization. Front Psychiatry 2023; 14:1238116. [PMID: 37840783 PMCID: PMC10570453 DOI: 10.3389/fpsyt.2023.1238116] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Accepted: 09/11/2023] [Indexed: 10/17/2023] Open
Abstract
Emotion dysregulation (ED) is a transdiagnostic difficulty prevalent in autism spectrum condition (ASC). Importantly, recent research has suggested that ED is involved in self-harm and suicidality. Pre-existing models on the etiology of ED in ASC focus mainly on biological factors to ASC features, such as sensory sensitivities, poor flexibility, and sensitivity to change. However, although psychosocial factors seem to play a role in the emergence of ED in ASC as well (e.g., childhood maltreatment and camouflaging), there is a lack of a comprehensive model conceptualizing biosocial factors involved in ED in autistic people. Linehan's biosocial model (1993) is one of the leading etiological models of ED in borderline personality disorder (BPD). It conceptualizes ED as emerging from transactions between a pre-existing emotional vulnerability in the child and an invalidating developmental environment. Beyond its clinical relevance, Linehan's model has gathered empirical evidence supporting its pertinence in BPD and in other psychiatric disorders. Although ASC and BPD are two distinct diagnoses, because they may share ED, Linehan's biosocial model might be useful for understanding the development of ED in ASC. Hence, this article aims to provide an application and extension of Linehan's model to conceptualize ED in ASC. To do so, we conducted a narrative review of the literature on ED and its underlying factors in ASC from a developmental perspective. To investigate the pertinence of the biosocial model applied to ED in autistic people, we were interested on data on (i) ED and its behavioral correlates in ASC, in relation to the biosocial model, (ii) the potential biological and psychosocial correlates of ED in ASC and (iii) the overlapping difficulties in ASC and BPD. Finally, to assess the pertinence of the model, we applied it to the case of an autistic woman presenting with ED and suicidal behaviors. Our review and application to the case of an autistic woman suggest that ED in ASC encompasses factors related to both biological and psychosocial risk factors as conceptualized in the BPD framework, although in both domains ASC-specific factors might be involved.
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Affiliation(s)
- Doha Bemmouna
- Faculté de Psychologie, Université de Strasbourg, Strasbourg, France
| | - Luisa Weiner
- Faculté de Psychologie, Université de Strasbourg, Strasbourg, France
- Département de Psychiatrie Adulte, Hôpitaux Universitaires de Strasbourg, Strasbourg, Alsace, France
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Li D, Li W, Zhu X. Parenting style and children emotion management skills among Chinese children aged 3-6: the chain mediation effect of self-control and peer interactions. Front Psychol 2023; 14:1231920. [PMID: 37790239 PMCID: PMC10543697 DOI: 10.3389/fpsyg.2023.1231920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 08/30/2023] [Indexed: 10/05/2023] Open
Abstract
Drawing on ecosystem theory, which is based on the interaction of family environment, individual characteristics, and social adaptation, this study aimed to examine the effects of parenting style on emotion management skills and the mediating roles of self-control and peer interactions among Chinese children aged 3-6 years. Some studies have investigated the relationship between parenting style and emotion management skills. However, research on the underlying mechanisms is still deficient. A sample of 2,303 Chinese children completed the PSDQ-Short Version, the Self-Control Teacher Rating Questionnaire, the Peer Interaction Skills Scale, and the Emotion Management Skills Questionnaire. The results show that: (1) Authoritarian parenting style negatively predicted children's emotion management skills, self-control, and peer interactions; (2) Authoritative parenting style positively predicted children's emotion management skills, self-control, and peer interactions; (3) Structural equation models indicated that self-control and peer interactions partially mediated the effects of authoritarian and authoritative parenting styles. The parenting style of Chinese children aged 3-6 years is related to emotion management skills, and self-control and peer interactions have chain mediating effects between parenting style and children's emotion management skills. These results provide further guidance for the prevention and intervention of emotional and mental health problems in children.
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Affiliation(s)
- Dexian Li
- School of Education, Liaoning Normal University, Dalian, China
| | - Wencan Li
- School of Education, Liaoning Normal University, Dalian, China
| | - Xingchen Zhu
- College of Psychology, Liaoning Normal University, Dalian, China
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Ragusa A, Caggiano V, Obregón-Cuesta AI, González-Bernal JJ, Fernández-Solana J, Mínguez-Mínguez LA, León-Del-Barco B, Mendo-Lázaro S, Di Petrillo E, González-Santos J. The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance. CHILDREN (BASEL, SWITZERLAND) 2023; 10:929. [PMID: 37371161 DOI: 10.3390/children10060929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 05/17/2023] [Accepted: 05/19/2023] [Indexed: 06/29/2023]
Abstract
Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.
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Affiliation(s)
- Antonio Ragusa
- Rome Business School, Department of Education, 00196 Rome, Italy
| | | | | | | | | | | | - Benito León-Del-Barco
- Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
| | - Santiago Mendo-Lázaro
- Department of Psychology and Anthropology, University of Extremadura, 10071 Caceres, Spain
| | - Ema Di Petrillo
- Rome Business School, Department of Education, 00196 Rome, Italy
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Ríos X, Ventura C, Mateu P. "I Gave Up Football and I Had No Intention of Ever Going Back": Retrospective Experiences of Victims of Bullying in Youth Sport. Front Psychol 2022; 13:819981. [PMID: 35242083 PMCID: PMC8886210 DOI: 10.3389/fpsyg.2022.819981] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 01/12/2022] [Indexed: 12/01/2022] Open
Abstract
Bullying is a global issue that, beyond school, is present in different social contexts, such as sport environments. The main objective of this study was to get to know the experiences of victims of bullying in sport throughout their youth sport training. Semi-structured interviews to four Spanish women and seven Spanish men were carried out, within an age range of 17–27 (Mage = 21 years, SD = 3.69). The following main themes were established by means of a hierarchical content analysis: (a) “bullying characterization,” (b) “dealing with bullying,” and (c) “consequences of bullying.” The results show the presence of physical, verbal and social bullying in the sport context, with the changing room being the space where this type of behavior is most frequently developed. Most victims show an internal attribution (self-blame) for the bullying event, related to their motor skills and their personal physical and psychological characteristics. Double victimization can be observed, at the sport club and at the educational center. Passive strategies are used to deal with the situation, while little support is shown by sport agents (teammates and coaches). The victims, as a consequence of the bullying experience, suffer from short and long-term negative effects on a psychosocial level. The study highlights the necessity to design and implement programs focused on the prevention, detection and intervention of bullying for sport organizations, bearing in mind all the agents that make them up (coaches, management teams, families, and players). Furthermore, the importance of promoting the creation of safe sport environments, free from any kind of violence, is emphasized.
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Affiliation(s)
- Xènia Ríos
- Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona, Barcelona, Spain.,Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain
| | - Carles Ventura
- Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona, Barcelona, Spain.,Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain
| | - Pau Mateu
- Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain.,Universitat de Barcelona (UB), Barcelona, Spain
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