Peer victimisation during adolescence and its impact on wellbeing in adulthood: a prospective cohort study

Consequences of high school bullying on stress and health of Arab American college students

PROBLEM

Existing bullying research among Arab Americans is limited, focusing mainly on school-age adolescents and victimization. There is a lack of studies that examine retrospective bullying perpetration, bullying victimization, and physical fights during high school and their effect on current Arab American college students' stress and health outcomes. This study examines if bullying perpetration, bullying victimization, and physical fights during high school predict current stress and the physical and mental health of Arab American college students. In addition, we examined if perceived psychological stress mediates the relationships between bullying and fighting involvement and health.

METHODS

One hundred and sixty-two undergraduate Arab American college students were recruited from a Midwestern university and completed self-report measures of bullying, stress, and health (both physical and mental).

FINDINGS

Controlling for demographic variables, only high school victimization was significantly associated with current stress and physical and mental health. Stress fully mediated the relationship between victimization and health (both physical and mental).

CONCLUSIONS

Victimization during high school years may result in serious physical and mental health consequences during college years. However, perpetration and fighting may not have similar effects. Addressing stress among bullying victims may reduce the negative impact of this experience on immigrant Arab American college students. Implications for practice and future research are discussed.

Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation

Thanks to several previous efforts, school peer-to-peer bullying is nowadays considered a major issue for educational dynamics, research, and policy. Specifically in the field of research, bullying assessment tools have been gaining ground in recent years. Among them, the School Bullying Questionnaire (CIE-A) stands out. This is a teenager-targeted scale assessing bullying dynamics from a three-factor approach (i.e., victimization, symptomatology, and intimidation). However, to date, no previous study using similar tools has followed a gender perspective, and this shortcoming may hinder the effectiveness of policies and actions to face school bullying. The core aim of this study was to examine the effect of gender on teenagers' bullying-related factors and intimidation outcomes. This cross-sectional study analyzed the data provided by a gender-weighted sample of 770 Spanish teenagers with a mean age of M = 14.25 (SD = 1.53) years. They responded to a questionnaire that included the CIE-A together with other variables theoretically related to bullying dynamics, such as risk perception, sensation seeking, life satisfaction, and family conflict. Apart from typical inter-group comparisons, data were analyzed through a multi-group structural equation modeling (MGSEM) approach. Regarding bullying experiences, male teenagers have shown greater involvement in both victimization (passive bullying) and intimidation (active harassment) behaviors. On the other hand, females self-reported greater symptomatology in passive bullying scenarios, despite being less frequently involved in them. Further, the MGSEM showed good fit values (RMSEA <.08; all incremental coefficients >0.90) and theoretical plausibility, also depicting a set of structural mechanisms differentially explaining active peer-to-peer intimidation behaviors across genders. For instance, while risk perception is a significant predictor of intimidation only among females, sensation seeking plays a predictive role among male teenagers, but not for their female counterparts. The results of this study suggest that teenagers' engagement in active bullying may be substantially different when approached from a gender perspective, finding key divergences in the variables that predict bullying-related behavioral outcomes. The outcomes of this research highlight the need to take into account gender differences, as well as extracurricular issues that influence intimidation dynamics, in potential bullying-related interventions.

Review of Major Social Determinants of Health in Schizophrenia-Spectrum Disorders: II. Assessments

BACKGROUND AND AIMS

Social determinants of health (SDoHs) impact the development and course of schizophrenia-spectrum psychotic disorders (SSPDs). Yet, we found no published scholarly reviews of psychometric properties and pragmatic utility of SDoH assessments among people with SSPDs. We aim to review those aspects of SDoH assessments.

STUDY DESIGN

PsychInfo, PubMed, and Google Scholar databases were examined to obtain data on reliability, validity, administration process, strengths, and limitations of the measures for SDoHs identified in a paired scoping review.

STUDY RESULTS

SDoHs were assessed using different approaches including self-reports, interviews, rating scales, and review of public databases. Of the major SDoHs, early-life adversities, social disconnection, racism, social fragmentation, and food insecurity had measures with satisfactory psychometric properties. Internal consistency reliabilities-evaluated in the general population for 13 measures of early-life adversities, social disconnection, racism, social fragmentation, and food insecurity-ranged from poor to excellent (0.68-0.96). The number of items varied from 1 to more than 100 and administration time ranged from less than 5 minutes to over an hour. Measures of urbanicity, low socioeconomic status, immigration status, homelessness/housing instability, and incarceration were based on public records or targeted sampling.

CONCLUSIONS

Although the reported assessments of SDoHs show promise, there is a need to develop and test brief but validated screening measures suitable for clinical application. Novel assessment tools, including objective assessments at individual and community levels utilizing new technology, and sophisticated psychometric evaluations for reliability, validity, and sensitivity to change with effective interventions are recommended, and suggestions for training curricula are offered.

Mediators of the association between childhood body mass index and educational attainment: Analysis of a UK prospective cohort study

BACKGROUND

Higher body mass index (BMI) in childhood is associated with lower academic achievement.

OBJECTIVE

To explore potential pathways linking childhood BMI with educational attainment.

METHODS

Using data from the Avon Longitudinal Study of Parents and Children prospective cohort study (N = 6949), we assessed the association between BMI z-scores at 11.7 years and educational attainment at 16 (General Certificate of Secondary Education [GCSE] results). Depressive symptoms, externalizing behaviours, bullying and school enjoyment were considered as potential mediators. Mediators were examined individually and jointly using sequential causal mediation.

RESULTS

Higher BMI z-scores were associated with lower GCSE scores (females β = -3.47 95% CI -5.54, -1.41 males β = -4.33 95% CI -6.73, -1.94). Together, bullying, externalizing symptoms, depressive symptoms and school enjoyment mediated 41.9% of this association in females, and 23.3% in males. In males, evidence for mediation was weak (confidence intervals for all indirect effects spanned the null). In both females and males, most of the mediation was driven by externalizing symptoms.

CONCLUSIONS

The detrimental effect of higher BMI on educational attainment appears to be partly explained by externalizing behaviours, particularly in females. Interventions to support behavioural problems may help the academic achievement of children with a higher body weight.

Exploring the longitudinal relationship between anger rumination and peer victimization when controlling for sadness rumination

Anger rumination is an unconstructive cognitive-emotion regulation strategy that bears negative adjustment outcomes in youth. Anger rumination is mostly examined as an outcome of prior peer victimization. Unidirectional links between maladaptive anger regulation and later peer difficulties have also been reported. Surprisingly, whether anger rumination and peer victimization are mutually related and reinforcing is poorly explored. The present study tested reciprocal associations between anger rumination and peer victimization in 367 5th graders (Mage = 10.53, SE = 0.16; 54.2% girls). To increase precision of findings sadness rumination was treated as a confounder. Self-reported data were obtained at two times, spaced 1 year. Cross-lagged analyses showed that peer victimization predicted increases in anger rumination but not vice versa, after controlling for sadness rumination. Victimized boys were found to be more at risk for endorsing anger rumination over time as compared to victimized girls. Directions for future research and implications for practice are discussed.

Resilience in the face of peer victimization and perceived discrimination: The role of individual and familial factors

BACKGROUND

Peer victimization and discrimination are two related forms of social victimization. However, the majority of studies only focus on one form or the other. This study investigates resilience in victims of both these forms of violence.

OBJECTIVE

To identify individual and family level factors that foster, or hinder, resilience in the face of both peer victimization and perceived discrimination.

PARTICIPANTS

In a sample of 2975 high-school students, 22% (n = 644) met the criteria for substantial social victimization. The sample's mean age was 16.5 years, 57% were girls, 19% were in vocational courses, 12% were from an ethnic minority background, and 5% were lesbian, gay, or bisexual.

METHOD

A measure of resilience was created by regressing the mean levels of current mental health, self-esteem, and life satisfaction on the frequency of lifetime peer victimization and past year perceived discrimination. Regression analyses were conducted to identify correlates of resilience considering protective and vulnerability factors, including sociodemographic information, anxious personality, empathy, coping strategies, familial optimism, and the relationship with their mother and father.

RESULTS

Resilience was associated with low anxious personality, four coping strategies (active, use of humor, low self-blame, low substance use), and satisfaction with the relationship with the mother.

CONCLUSIONS

Resilience is related to both behavioral and meaning-making coping strategies, personality traits, and satisfaction in relationships. This study's findings can be used to tailor interventions to foster resilience in adolescents exposed to social victimization.

Characterization of Wellbeing and its Relationship with Exposure to Violence in Mexican and Chilean Early and Late Adolescents during the COVID-19 Pandemic

The current COVID-19 (SARS-CoV-2) pandemic has generated negative psychological effects on the global population. In this context, one of the most vulnerable groups is adolescents, who have faced a range of challenging scenarios. The consequences of this pandemic for the wellbeing of adolescents need to be researched across countries. From this perspective, this study aims to characterize the wellbeing of adolescents from Mexico and Chile during the pandemic and delve into the relationship between victimization and the hedonic and eudaimonic types of wellbeing. Data from adolescent students (n = 3,275) were used, with the support of the Global Research Alliance. Descriptive and regression analyses were conducted and their results indicated that: 1) Late adolescents scored lower on flourishing, and males scored higher than females. There was also a higher prevalence of languishing in late adolescents from both countries, as well as high levels of languishing in non-binary adolescents, especially in Chile; 2) There was a high prevalence of poly-victimization, with the highest percentage reported by females and the late adolescent group in both countries; 3) Non-victims had a higher probability of being in the flourishing group than victims in both countries; 4) Poly-victimization especially had an effect on the eudaimonic wellbeing of early adolescents and on the hedonic and eudaimonic wellbeing of late adolescents in both countries. Implications related to the mental health policies for adolescence are discussed in terms of how to increase adolescent wellbeing.

The Impact of the Magnitude of the Group of Bullies on Health-Related Quality of Life and Academic Performance Among Adolescents

This study examines the consequences that physical and verbal/social victimization by peers and the magnitude of the groups of bullies have on academic performance and the psychological and social domains of Health-related Quality of Life (HRQoL). 1428 secondary school students in the south-east Spain completed the Spanish version of the "Adolescent Peer Relations Instrument-Bullying" and "KIDSCREEN-52" questionnaires in order to analyse, respectively, peer victimization and the psychological and social domains of HRQoL. Data on sociodemographic characteristics and academic achievement was also collected. Findings emphasise the potential of peer victimization in all its forms as risk factors explaining poor HRQoL in psychological, social and emotional domains. The number of bullies was an imponent and significant risk factor that explains a worse HRQoL in the five socio-psychological dimensions studied (Odds Ratio 4.08, Odds Ratio 9.25, Odds Ratio 4.69, Odds Ratio 2.91, Odds Ratio 11.92). Nevertheless, peer victimization rarely seems to affect academic achievement. Results suggest that much of prevention and intervention are still needed to reduce peer victimization, focusing on large bullies' groups and their harmful impact on adolescent's HRQoL.

Psychometric properties, validity and insights of the School Bullying Questionnaire (CIE-A) in secondary schools of the Valencian Community (Spain)

Besides its several threats to health, welfare, social and academic development and performance of kids and teenagers, school bullying remains highlighted as one of the most relevant related challenges for educational, behavioral and legal sciences worldwide. Moreover, the lack of research on the field and the crucial but unattended need to count on psychometrically suitable and valid tools to detect school bullying make difficult understanding its contexts, dynamics and possible solutions. Objective The aim of this study was to thoroughly present in detail the psychometric properties and validity issues of the School Bullying Questionnaire (CIE-A) among secondary students. Methods A regionwide sample of 810 (47.2% girls) secondary students attending to 21 schools across the Valencian Community (Spain), aged M = 14.40 (SD = 1.61) years, responded to a paper-based questionnaire containing the 36-item version of the CIE-A and various scales related to psychosocial health and wellbeing, used as criterion variables. Results The outcomes of this study suggest that the CIE-A has a clear factor structure, an optimal set of item loadings and goodness-of-fit indexes. Further, that CIE-A has shown good internal consistency and reliability indexes, coherent associations with other mental health and academic performance variables, and the possibility to assess gender differences on bullying-related factors among secondary students. Conclusion The CIE-A may represent a suitable tool for assessing bullying in a three-factorial approach (i.e., victimization, symptomatology, and intimidation), offering optimal psychometric properties, validity and reliability insights, and the potentiality of being applied in the school environment. Actions aimed at improving the school coexistence and the well-being of secondary students, targeting potential bullied/bully profiles or seeking to assess demographic and psychosocial correlates of bullying among teenagers, might get benefited from this questionnaire.

Positive wellbeing and resilience following adolescent victimisation: An exploration into protective factors across development

Background

Not all victims of bullying go on to develop problems with their mental health. To understand factors that may confer resilience, many have explored the moderating role of protective factors in relation to mental illness. No study to date, however, has considered moderators of adult wellbeing following victimisation. We explore 14 protective factors and test whether these promote good adult wellbeing in addition to prevent mental illness following victimisation. In doing so, we aimed to understand how positive mental health and resilience can be promoted.

Methods

Data were derived from the Avon Longitudinal Study of Parents and Children. Participants were assessed for wellbeing and depressive symptoms at age 23, as well as victimisation in adolescence, and protective factors across development. Protective factors were categorised into individual-, family- and peer-level, and included factors like social skills, perceived school competence, and relationships with family and peers. The moderating role of the protective factors were examined using interactive regression models.

Results

Perceived scholastic competence was the only factor that mitigated some of the negative effects of victimisation. Individuals with higher perceptions of scholastic competence had higher wellbeing in adulthood than victims with lower perceptions of competence. No protective factors positively moderated life satisfaction or the risk of depressive symptoms; although findings suggest that friendships in late adolescence may be protective for individuals exposed to less frequent victimisation.

Conclusions

Our study is the first to explore a wide range of protective factors in predicting adult wellbeing following victimisation. We identify factors involved specifically in supporting wellbeing but not in reducing the risk of depression. Findings suggest that interventions aimed at increasing perceptions of scholastic competence in childhood may help to support more positive wellbeing in adulthood.