Ugeskr Laeger. 2011 Jun 20;173(25):1785-91.

[Psychological consequences of severe overweight in teenagers].[Article in Danish]Grønbæk HN, Holm JC.

Source

Pædiatrisk Afdeling, Enheden for Overvægtige Børn og Unge, Holbæk Sygehus, Smedelundsgade 60, 4300 Holbæk, Denmark. hngr@regionsjaelland.dk

AbstractObese adolescents are adversely affected by the psychosocial consequences of their obesity, which affects their identity development negatively. Further, the obesity-associated psychosocial consequences deteriorate increasingly as the children grow older. Obese adolescents have poor health related quality of life and tend to develop serious emotional and social problems, and a negative body image compared to normal weight peers. Obese adolescents represent approximately 5% of all youths in Denmark, but the treatment options available do not meet the demands of this vulnerable group.

West J Emerg Med. 2011 Jul;12(3):305-9.

Pre-Teen Alcohol Use as a Risk Factor for Victimization and Perpetration of Bullying among Middle and High School Students in Georgia.Swahn MH, Topalli V, Ali B, Strasser SM, Ashby JS, Meyers J.

Source

Georgia State University, Institute of Public Health, Atlanta, GA.

AbstractOBJECTIVE:We examined the association between pre-teen alcohol use initiation and the victimization and perpetration of bullying among middle and high school students in Georgia.METHODS:We computed analyses using data from the 2006 Georgia Student Health Survey (N=175,311) of students in grades 6, 8, 10 and 12. The current analyses were limited to students in grades 8, 10 and 12 (n=122,434). We used multilogistic regression analyses to determine the associations between early alcohol use and reports of both victimization and perpetration of bullying, perpetration only, victimization only, and neither victimization or perpetration, while controlling for demographic characteristics, other substance use, peer drinking and weapon carrying.RESULTS:Pre-teen alcohol use initiation was significantly associated with both bullying perpetration and victimization relative to non drinkers in bivariate analyses (OR=3.20 95%CI:3.03-3.39). The association was also significant between pre-teen alcohol use initiation and perpetration and victimization of bullying in analyses adjusted for confounders (Adj.OR=1.74; 95%CI:1.61-1.89). Overall, findings were similar for boys and girls.

CONCLUSION:Pre-teen alcohol use initiation is an important risk factor for both the perpetration and victimization of bullying among boys and girls in Georgia. Increased efforts to delay and reduce early alcohol use through clinical interventions, education and policies may also positively impact other health risk behaviors, including bullying.

West J Emerg Med. 2011 Jul;12(3):316-23.

A case study with an identified bully: policy and practice implications.Huddleston LB, Varjas K, Meyers J, Cadenhead C.

Source

Georgia State University, Counseling and Psychological Services, Atlanta, GA.

AbstractOBJECTIVE:Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presents a case study that contributes to the literature by describing an intervention for bullies that has implications for practice and related policies regarding bullying.METHODS:An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Self Report Post Traumatic Stress Reaction Index and the Behavior Assessment Scale for Children). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention.

RESULTS:The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing and bullying behaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders.CONCLUSION:This case study makes important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student's unique environmental contexts. Contributions also are made by illustrating the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed.

J Sch Health. 2011 Jul;81(7):393-9. doi: 10.1111/j.1746-1561.2011.00607.x.

Different forms of bullying and their association to smoking and drinking behavior in Italian adolescents.Vieno A, Gini G, Santinello M.

Source

University of Padova, Italy. alessio.vieno@unipd.it

AbstractBACKGROUND:Using data from the 2006 Health Behavior in School-aged Children (HBSC) survey, the prevalence of 6 forms of bullying (physical, verbal, relational, sexual, cyber, and racist), and the role of smoking and drinking in bullying was examined among Italian adolescents for this study.METHODS:The sample was composed of 2667 Italian middle and secondary school students (49.9% girls) randomly selected. The revised Olweus Bully/Victim Questionnaire was used to measure physical, verbal, relational, sexual, cyber, and racist forms of bullying. For each form, 3 categories were created and compared with students "not involved in bullying": bully, victim, and bully-victim. Logistic regressions were applied to test the connections among the 3 forms of involvement in different types of bullying and smoking and drinking.RESULTS:Prevalence of having been bullied or having bullied others at school at least once in the last 2 months was 11.6% for physical, 52% for verbal, 47.9% for relational, 18.5% for sexual, 19.4% for cyber, and 9.4% for racist bullying. Compared to girls, boys were more likely to be involved in physical bullying; moreover, boys were more involved as bullies in verbal, sexual, cyber, and racist bullying. In contrast, girls were more likely to be victims of verbal, relational, sexual, and cyber bullying than were boys. Logistic regressions showed the connection between the different forms of involvement in bullying and smoking and drinking.CONCLUSIONS:Our results indicate that all forms of bullying behavior are associated with legal substance use. Implication for prevention program was discussed.

J Psychol. 2011 Jul-Aug;145(4):313-30.

The role of affective and cognitive empathy in physical, verbal, and indirect aggression of a Singaporean sample of boys.Yeo LS, Ang RP, Loh S, Fu KJ, Karre JK.

Source

Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616. laysee.yeo@nie.edu.sg

AbstractBullying behavior is a serious form of school violence, affecting many children. This study investigated the contributions of 2 specific components of empathy (affective and cognitive empathy) on the 3 forms of aggressive behaviors in a sample of 241 Grade 4 and Grade 5 boys from Singapore. The 2 components

of empathy differed in their relation with the 3 types of aggression. After accounting for cognitive empathy, affective empathy was associated with physical aggression. Neither affective empathy nor cognitive empathy was associated with verbal aggression. With control for affective empathy, cognitive empathy was associated with indirect aggression. Results suggest that empathy training based on specific deficits may be helpful in intervention and prevention of specific aggressive behaviors.

Hawaii Med J. 2011 Jul;70(7 Suppl 1):4-10.

Adolescent at-risk weight (overweight and obesity) prevalence in Hawai'i.Nigg C, Shor B, Tanaka CY, Hayes DK.

Source

John A. Burns School of Medicine, University of Hawai'i, Honolulu, HI, USA. cnigg@hawaii.edu

AbstractOBJECTIVE:To present prevalence rates of adolescents in Hawai'i at-risk weight (85 percentile or higher = overweight or obese) and the relationship with comorbidities.

METHODS:The Hawai'i Youth Risk Behavior Survey aggregated for 2005, 2007, and 2009 was analyzed addressing at-risk weight prevalence by sex, race/ethnicity, and grade. Comorbidities were related to at-risk weight using regression.

RESULTS:Over 1/4 of Hawai'i adolescents were at-risk weight. There were no differences by grade, but boys had higher prevalence (31.0%) than girls (22.4%). Overall, Other Pacific Islanders and Hawaiians had the highest prevalence (43.9% and 37.4%, respectively), followed by multi-race (27.1%), Filipino (25.7%), and Whites with the lowest (16.1%). Most associations between at-risk weight and various co-morbidities (including sexual behavior, nutrition, physical activity, mental health, bullying, alcohol, and other drug use) were not significant (p>.05). However, girls and boys trying to lose weight; and boys with 3+ hours of screen time (TV, video, or computer games) each day were at increased odds of at-risk weight (p<.05).CONCLUSION:Adolescent gender and ethnic disparities exist such that a single intervention approach (one size fits all) may be counterproductive. More research is required on the determinants and mechanisms to guide weight management interventions.

Dev Psychol. 2011 Jul;47(4):1090-107. doi: 10.1037/a0023769.

Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence.Yeager DS, Trzesniewski KH, Tirri K, Nokelainen P, Dweck CS.

Source

School of Education and Department of Psychology, Stanford University, Stanford, CA 94305, USA. dyeager@stanford.edu

AbstractWhy do some adolescents respond to interpersonal conflicts vengefully, whereas others seek more positive solutions? Three studies investigated the role of implicit theories of personality in predicting violent or vengeful responses to peer conflicts among adolescents in Grades 9 and 10. They showed that a greater belief that traits are fixed (an entity theory) predicted a stronger desire for revenge after a variety of recalled peer conflicts (Study 1) and after a hypothetical conflict that specifically involved bullying (Study 2). Study 3 experimentally induced a belief in the potential for change (an incremental theory), which resulted in a reduced desire to seek revenge. This effect was mediated by changes in bad-person attributions about the perpetrators, feelings of shame and hatred, and the belief that vengeful ideation is an effective emotion-regulation strategy. Together, the findings illuminate the social-cognitive processes underlying reactions to conflict and suggest potential avenues for reducing violent retaliation in adolescents.

Child Adolesc Psychiatr Clin N Am. 2011 Jul;20(3):447-65. doi: 10.1016/j.chc.2011.03.004.

Cornered: an approach to school bullying and cyberbullying, and forensic implications.Bostic JQ, Brunt CC.

Source

Department of Psychiatry, Massachusetts General Hospital, Harvard Medical School, Boston, USA. jbostic@partners.org

AbstractBullying is an abuse of power and control that can cause significant harm to individuals. School systems have the difficult task of trying to police this behavior to maintain a safe learning environment for their students. Although there may be an identified bully, the ramifications of the behavior affect the system as a whole. Bullies, targeted victims, and bystanders play an integral role in ameliorating this problem. A change of culture within the school system is often the best, yet often the most difficult, intervention. In addition, cyberbullying has become a powerful avenue for bullying, resulting in significant morbidity within schools.

Can J Public Health. 2011 Jul-Aug;102(4):258-63.

Prevalence and risk indicators of depressed mood in on-reserve first nations youth.Lemstra ME, Rogers MR, Thompson AT, Redgate L, Garner M, Tempier R, Moraros JS.

Source

Department of Psychiatry, University of Saskatchewan, Saskatoon, SK. mark.lemstra@usask.ca

Abstract

OBJECTIVES:The first objective was to determine the prevalence of depressive mood in First Nations youth in school grades 5 through 8 in seven on-reserve communities. The second objective was to determine the unadjusted and adjusted risk indicators associated with depressed mood in these youth.

METHODS:Students in grades 5 through 8 in the seven reserve communities of the Saskatoon Tribal Council were asked to complete a paper and pencil, comprehensive youth health survey in May 2010. An eight-stage consent protocol was followed prior to participation.

RESULTS:Out of 271 students eligible to participate, 204 youth completed the survey for a response rate of 75.3%. Using the Center for Epidemiological Studies of Depression scale, 25% of the youth had moderate depressive symptoms. After cross-tabulation, 1 socioeconomic variable, 10 social variables, 3 social support variables, 1 self-esteem variable, 5 parental relationship variables and 3 bullying variables were associated with depressed mood. Logistic regression was used to determine four independent risk indicators associated with having depressed mood in First Nations youth, including: 1) not having worked through things that happened during childhood, 2) not having someone who shows love and affection, 3) having a lot of arguments with parents and 4) being physically bullied at least once per week.CONCLUSIONS:Our study found high rates of depressed mood in on-reserve First Nations youth. These youth are now at increased risk for problems later in life unless successful interventions can be implemented.

Sleep Med. 2011 Aug;12(7):652-8. doi: 10.1016/j.sleep.2010.11.012. Epub 2011 May 26.

Aggressive behavior, bullying, snoring, and sleepiness in schoolchildren.O'Brien LM, Lucas NH, Felt BT, Hoban TF, Ruzicka DL, Jordan R, Guire K, Chervin RD.

Source

Sleep Disorders Center, Department of Neurology, University of Michigan, Ann Arbor, MI 48109-0845, USA. louiseo@med.umich.edu

AbstractBACKGROUND:To assess whether urban schoolchildren with aggressive behavior are more likely than peers to have symptoms suggestive of sleep-disordered breathing.

METHODS:Cross-sectional survey of sleep and behavior in schoolchildren. Validated screening assessments for conduct problems (Connor's rating scale), bullying behavior, and sleep-disordered breathing (pediatric sleep questionnaire) were completed by parents. Teachers completed Connor's teacher rating scale.RESULTS:Among 341 subjects (51% female), 110 (32%) were rated by a parent or teacher as having a conduct problem (T-score ⩾65) and 78 (23%) had symptoms suggestive of sleep-disordered breathing. Children with conduct problems, bullying, or discipline referrals, in comparison to non-aggressive peers, more often had symptoms suggestive of sleep-disordered breathing (each p<0.05). Children with vs. without conduct problems were more likely to snore habitually (p<0.5). However, a sleepiness subscale alone, and not a

snoring subscale, predicted conduct problems after accounting for age, gender, a measure of socioeconomic status, and stimulant use.CONCLUSIONS:Urban schoolchildren with aggressive behaviors may have symptoms of sleep-disordered breathing with disproportionate frequency. Sleepiness may impair emotional regulation necessary to control aggression.

Psychol Rep. 2011 Aug;109(1):167-8.

Higher rates of victimization to physical abuse by adults found among victims of school bullying.Björkqvist K, Osterman K, Berg P.

Source

Abo Akademi University, Vasa, Finland. kaj.bjorkqvist@abo.fi

AbstractRetrospective reports of exposure to physical abuse by an adult during childhood was assessed in 874 adolescents (426 boys, 448 girls; M age = 11.5 yr., SD = 0.8) who also reported whether they had been victimized by school bullying. Having been hit by an adult was significantly more common among victims of school bullying (39.5%) than among adolescents not victimized by school bullying (16.8%). No sex difference was found. The finding raises questions about whether victimization by physical abuse puts a child at greater risk for developing a "victim personality".

J Youth Adolesc. 2011 Aug;40(8):1052-67. doi: 10.1007/s10964-011-9639-5. Epub 2011 Mar 4.

Specifying type and location of peer victimization in a national sample of children and youth.Turner HA, Finkelhor D, Hamby SL, Shattuck A, Ormrod RK.

Source

Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA. heather.turner@unh.edu

AbstractMuch of the existing research on the prevalence and consequences of peer victimization focuses on "bullying" at school, often omitting from consideration non-bullying types of peer victimization as well as events that occur outside of school. The purpose of this study was to examine past-year exposure to peer-perpetrated victimization, occurring both within and outside of school contexts, among school-aged children in the United States. The study is based on a representative sample of 2,999 youth ages 6-17 (50% female; 45% non-white) from the 2008 National Survey of Children's Exposure to Violence (NatSCEV). Findings revealed age, gender, race, and family structure variations in many forms of peer victimization and demonstrated significant independent and cumulative effects of six different types of peer victimization (physical assault, physical intimidation, emotional victimization, sexual victimization, property crime, and internet harassment) on trauma symptoms. Findings also showed that, although victimization at school is substantial, a considerable proportion of peer victimizations occur away from school contexts. The findings highlight the importance of comprehensive measurement of multiple forms

of peer victimization that occur both at school and elsewhere, rather than focusing exclusively on traditional measures of school-focused bullying.

J Sch Psychol. 2011 Aug;49(4):385-98. doi: 10.1016/j.jsp.2011.04.002. Epub 2011 Apr 20.

Parental strategies and trajectories of peer victimization in 4 to 5 year olds.Bonnet M, Goossens FA, Schuengel C.

Source

Department of Clinical Child and Family Studies, Faculty of Psychology and Education, EMGO Institute for Health and Care Research, VU University Amsterdam, The Netherlands. m.bonnet@psy.vu.nl

AbstractThis study was designed to examine how parental strategies contribute to explaining trajectories of peer victimization in young children. A total of 73 4 and 5 year old children identified as victims of peer aggression in the fall semester and their parents were recruited from 46 classrooms in 18 schools in the Netherlands. All children were followed-up twice in order to determine for whom victimization was stable. Hypothetical vignettes describing various forms of victimization were presented to one parent of each child in order to assess parental responses to victimization events. Findings indicated that autonomy supporting and autonomy neutral strategies were associated with a decrease of victimization in the first semester of the school year. No protective effects were found in the second semester. Autonomy undermining strategies were not related to the course of peer victimization. These findings underscore the importance of joint and coordinated efforts of teachers and parents as partners in supporting victimized young children at school.

J Sch Psychol. 2011 Aug;49(4):443-64. doi: 10.1016/j.jsp.2011.04.005. Epub 2011 May 18.

Stability of peer victimization in early adolescence: effects of timing and duration.Rueger SY, Malecki CK, Demaray MK.

Source

Northern Illinois University, Department of Psychology, DeKalb, IL, USA. syurueger@gmail.com

AbstractThe current study investigated the stability of peer victimization and the impact of the timing and duration of victimization on psychological and academic outcomes for boys and girls on a sample of 863 middle school students. Results demonstrated strong support for the onset hypothesis and concurrent effects of maladjustment in anxiety, depression, self-esteem, poor school attitude, GPA, and attendance. Support for the cessation hypothesis was mixed, depending on the outcome and gender: boys demonstrated recovery from internalizing distress, whereas girls demonstrated residual effects, even after the cessation of victimization. Girls also demonstrated residual effects of victimization on grades, and both boys and girls evidenced residual effects of victimization on attendance. Regarding duration of victimization, there was strong support for the life-events model of stress and coping across almost all outcomes, suggesting

that even temporary experiences of victimization could have a negative impact on psychological and academic outcomes. Overall, results demonstrated the importance of considering the timing and duration of victimization in understanding the risks and damaging effects of victimization. The results from this study also highlight both the need and the potential to intervene during early adolescence when peer relationships are taking on increasing importance, as well as the importance of helping students regain social-emotional and academic functioning, even after victimization ceases.

J Adolesc. 2011 Aug;34(4):639-52. doi: 10.1016/j.adolescence.2010.09.008. Epub 2010 Dec 17.

Negative school perceptions and involvement in school bullying: a universal relationship across 40 countries.Harel-Fisch Y, Walsh SD, Fogel-Grinvald H, Amitai G, Pickett W, Molcho M, Due P, de Matos MG, Craig W; Members of the HBSC Violence and Injury Prevention Focus Group.Collaborators (7)

Source

The International Research Program on Adolescent Well-Being and Health, School of Education, Bar Ilan University, Ramat Gan, Israel.

AbstractCross-national analyses explore the consistency of the relationship between negative school experiences and involvement in bullying across 40 European and North American countries, using the 2006 (40 countries n = 197,502) and 2002 (12 countries, n = 57,007) WHO-HBSC surveys. Measures include two Cumulative Negative School Perception (CNSP) scales, one based on 6 mandatory items (2006) and another including an additional 11 items (2002). Outcome measures included bullying perpetration, victimization and involvement as both bully and victim. Logistic regression analyses suggested that children with only 2-3 negative school perceptions, experience twice the relative odds of being involved in bullyingas compared with children with no negative school perceptions. Odds Ratios (p < 0.001) increase in a graded fashion according to the CNSP, from about 2.2 to over 8.0. Similar consistent effects are found across gender and almost all countries. Further research should focus on the mechanisms and social context of these relationships.

Int J Public Health. 2011 Aug;56(4):419-27. doi: 10.1007/s00038-011-0258-4. Epub 2011 May 5.

Experiences of violence among adolescents: gender patterns in types, perpetrators and associated psychological distress.Landstedt E, Gillander Gådin K.

Source

Department of Health Sciences, Mid Sweden University, Sundsvall. evelina.landstedt@miun.se

AbstractPURPOSE:To explore the psychological distress associations of experiences of several types of violence and the victim-perpetrator relationship of physical violence, a gender analysis was applied.

METHODS:Data were derived from a cross-sectional questionnaire study among 17-year-old upper secondary school students (N = 1,663). Variables in focus were: self-reported psychological distress, experiences of physical violence, sexual assault, bullying and sexual harassment. Logistic regressions were used to examine associations.RESULTS:Experiences of physical violence, sexual assault, bullying and sexual harassment were associated with psychological distress in boys and girls. The perpetrators of physical violence were predominately males. Whether the perpetrator was unknown or known to the victim seem to be linked to psychological distress. Victimisation by a boyfriend was strongly related to psychological distress among girls.CONCLUSIONS:Experiences of several types of violence should be highlighted as factors associated with mental health problems in adolescents. The victim-perpetrator relationships of violence are gendered and likely influence the psychological distress association. Gendered hierarchies and norms likely influence the extent to which adolescents experience violence and how they respond to it in terms of psychological distress.

Indian J Pediatr. 2011 Aug;78(8):987-92. doi: 10.1007/s12098-010-0350-4. Epub 2011 Jan 11.

Prevalence of peer bullying in high school students in Turkey and the roles of socio-cultural and demographic factors in the bullying cycle.Arslan S, Savaser S, Yazgan Y.

Source

Department of Nursing, School of Health, Duzce University, Duzce, Turkey. sevdaarslan@duzce.edu.tr

AbstractThis research was conducted as a descriptive and relational study to determine the frequency of bullying among high school students and the relationships between some of their characteristics and their roles in the bullying cycle. The research data were obtained from 1670 students in the 9th and 10th grades of six high schools in Istanbul province. The data were analyzed with percentage distribution, Chi square, t test, correlation and Tukey test.The Determination of Peer Bullying Scale and a Personal Information Form were used for data collection in the research. According to the Determination of Peer Bullying Scale 17% of the students were in a bullying cycle (5.3% as bully, 5.9% as victim, and 5.8% as both bully and victim). The boys used more direct methods of bullying and girls more indirect methods of bullying. The rate of bullying behavior was also higher in boys and being a victim was higher in girls; the majority of the girls were bullied by girls and the majority of the boys were bullied by boys. More of those involved in bullying incidents had unexcused absenteeism from school and stated that they did not like school. The results obtained from this research show that the prevalence of bullying in high schools in Turkey is similar to the results in other countries. Determination of the causative factors that support and maintain bullying behavior for implementation of prevention programs is required.

Child Psychiatry Hum Dev. 2011 Aug;42(4):495-506. doi: 10.1007/s10578-011-0222-9.

Is exposure to domestic violence and violent crime associated with bullying behaviour among underage adolescent psychiatric inpatients?Mustanoja S, Luukkonen AH, Hakko H, Räsänen P, Säävälä H, Riala K; STUDY-70 workgroup.Collaborators (13)

Source

Department of Psychiatry, University of Oulu, Finland.

AbstractWe examined the relationship of exposure to domestic violence and violence occurring outside home to bullying behaviour in a sample (508; 40.9% males, 59.1% females) of underage psychiatric inpatient adolescents. Participants were interviewed using K-SADS-PL to assess DSM-IV psychiatric diagnoses and to gather information about domestic and other violence and bullying behaviour. Witnessing interparental violence increased the risk of being a victim of bullying up to 2.5-fold among boys. For girls, being a victim of a violent crime was an over 10-fold risk factor for being a bully-victim. Gender differences were seen in witnessing of a violent crime; girls were more likely to be bullies than boys. Further, as regards being a victim of a violent crime outside home and physical abuse by parents at home, girls were significantly more often bully-victims than boys. When interfering and preventing bullying behaviour, it is important to screen adolescents' earlier experiences of violence.

Am J Public Health. 2011 Aug;101(8):1481-94. doi: 10.2105/AJPH.2009.190009. Epub 2011 Jun 16.

A meta-analysis of disparities in childhood sexual abuse, parental physical abuse, and peer victimization among sexual minority and sexual nonminority individuals.Friedman MS, Marshal MP, Guadamuz TE, Wei C, Wong CF, Saewyc E, Stall R.

Source

Department of Behavioral and Community Health Sciences and the Center for Research on Health and Sexual Orientation, Graduate School of Public Health, University of Pittsburgh, Pittsburgh, PA, USA. msf11@pitt.edu

AbstractOBJECTIVES:We compared the likelihood of childhood sexual abuse (under age 18), parental physical abuse, and peer victimization based on sexual orientation.

METHODS:We conducted a meta-analysis of adolescent school-based studies that compared the likelihood of childhood abuse among sexual minorities vs sexual nonminorities.

RESULTS:Sexual minority individuals were on average 3.8, 1.2, 1.7, and 2.4 times more likely to experience sexual abuse, parental physical abuse, or assault at school or to miss school through fear, respectively. Moderation analysis showed that disparities between sexual minority and sexual nonminority individuals were larger for (1) males than females for sexual abuse, (2) females than males for assault at school, and

(3) bisexual than gay and lesbian for both parental physical abuse and missing school through fear. Disparities did not change between the 1990s and the 2000s.

CONCLUSIONS:The higher rates of abuse experienced by sexual minority youths may be one of the driving mechanisms underlying higher rates of mental health problems, substance use, risky sexual behavior, and HIV reported by sexual minority adults.

AIDS Patient Care STDS. 2011 Aug;25 Suppl 1:S39-45. doi: 10.1089/apc.2011.9877. Epub 2011 Jun 20.

Racial and sexual identity-related maltreatment among minority YMSM: prevalence, perceptions, and the association with emotional distress.Hightow-Weidman LB, Phillips G 2nd, Jones KC, Outlaw AY, Fields SD, Smith JC; YMSM of Color SPNS Initiative Study Group.

Source

University of North Carolina, Chapel Hill, North Carolina, USA. lisa_hightow@med.unc.edu

AbstractBullying is a form of violence characterized as an aggressive behavior that is unprovoked and intended to cause harm. Prior studies have found that lesbian, gay, bisexual, and transgender (LGBT) youth experience high levels of bullying related to their sexuality and this harassment can lead to engagement in risk behaviors, depression, and suicide. Ethnic/racial minority young men who have sex with men (YMSM) may experience dual levels of stigma and maltreatment due to both their sexuality and their race. The aim of the current study was to assess the prevalence and perceptions of racial and sexual identity-based abuse among a sample of minority YMSM, and whether this maltreatment plays a role in the emotional distress of these youth. We found that overall 36% and 85% of participants experienced racial and sexuality-related bullying, respectively. There was a significant association between experiencing a high level of sexuality-related bullying and depressive symptomatology (p=0.03), having attempted suicide (p=0.03), and reporting parental abuse (p=0.05). We found no association between racial bullying and suicide attempts. In a multivariable logistic regression model, experiencing any racial bullying and high sexuality-related bullying were significant predictors of having a CES-D score ≥16; adjusted odds ratio (OR) 1.83 and 2.29, respectively. These findings contribute to the existing literature regarding the negative experiences and daily stressors facing LGBT youth with regard to both their minority status and LGBT identities. Future interventions for racial/ethnic minority YMSM should provide assistance to achieve a positive view of self that encompasses both their racial and sexual identities.

Brain Res Bull. 2011 Aug 10;86(1-2):123-8. doi: 10.1016/j.brainresbull.2011.06.009. Epub 2011 Jun 30.

Adolescent social defeat alters markers of adult dopaminergic function.Novick AM, Forster GL, Tejani-Butt SM, Watt MJ.

Source

Neuroscience Group, Division of Basic Biomedical Sciences, Sanford School of Medicine, University of South Dakota, Vermillion, 57069-2390, USA.

AbstractStressful experiences during adolescence can alter the trajectory of neural development and contribute to psychiatric disorders in adulthood. We previously demonstrated that adolescent male rats exposed to repeated social defeat stress show changes in mesocorticolimbic dopamine content both at baseline and in response to amphetamine when tested in adulthood. In the present study we examined whether markers of adult dopamine function are also compromised by adolescent experience of social defeat. Given that the dopamine transporter as well as dopamine D1 receptors act as regulators of psychostimulant action, are stress sensitive and undergo changes during adolescence, quantitative autoradiography was used to measure [(3)H]-GBR12935 binding to the dopamine transporter and [(3)H]-SCH23390 binding to dopamine D1 receptors, respectively. Our results indicate that social defeat during adolescence led to higher dopamine transporter binding in the infralimbic region of the medial prefrontal cortex and higher dopamine D1 receptor binding in the caudate putamen, while other brain regions analyzed were comparable to controls. Thus it appears that social defeat during adolescence causes specific changes to the adult dopamine system, which may contribute to behavioral alterations and increased drug seeking.

J Youth Adolesc. 2011 Sep;40(9):1106-17. doi: 10.1007/s10964-011-9684-0. Epub 2011 Jun 12.

Early adolescent peer ecologies in rural communities: bullying in schools that do and do not have a transition during the middle grades.Farmer TW, Hamm JV, Leung MC, Lambert K, Gravelle M.

Source

Pennsylvania State University, University Park, PA, USA. twf2@psu.edu

AbstractThe transition to middle school is considered to be a heightened period for involvement in bullying because the lack of a defined dominance hierarchy is thought to promote jockeying for social positions among students. Accordingly, this study examined bullying in peer ecologies at the beginning of the middle grade years in rural schools that did and did not have a transition to middle school. Thirty-six schools (20 with transitions, 16 without transitions) participated in this research with a sample of 1,800 participants (52% female) who were in sixth grade during the second year of data collection. Overall, 67% were White, 19% African American, 7% Latino, 2% Native American, and 5% other (multi-racial, Asian, unknown). Compared to schools without a transition, schools with a transition had fewer bullies following the move from fifth to sixth grade and the social dynamics in schools with a transition appeared to be less supportive of bullying. Further, students in schools with a transition reported being bullied less frequently in sixth grade and they perceived the sixth grade peer ecology as being more protective against bullying than did students in schools without a transition. In addition, proportionally more youth had controversial sociometric status in schools without a transition during sixth grade than in schools with a transition. Collectively, these findings suggest that risk for involvement in bullying may be elevated in schools that do not have a transition to middle school. They also bring into question the conventional view of the small K-8 or K-12 rural school as a peaceful and supportive peer community.

J Sch Health. 2011 Sep;81(9):552-9. doi: 10.1111/j.1746-1561.2011.00626.x.

Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.Torrens Armstrong AM, McCormack Brown KR, Brindley R, Coreil J, McDermott RJ.

Source

Navarre, FL 32566, USA. bandaarmstrong@gmail.com

AbstractBACKGROUND:This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon.

METHODS:In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students.

RESULTS:Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students.

CONCLUSIONS:Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training.

J Pediatr Psychol. 2011 Sep;36(8):868-77. doi: 10.1093/jpepsy/jsr025. Epub 2011 Jun 17.

Longitudinal associations among peer victimization and physical and mental health problems.Biebl SJ, Dilalla LF, Davis EK, Lynch KA, Shinn SO.

Source

School of Medicine, Southern Illinois University, USA.

Abstract

OBJECTIVE:This study examined how chronic experiences of peer victimization throughout childhood relate to mental and physical health outcomes in adolescence.

METHODS:Children were tested in a laboratory playroom at the age of 5 years. They completed questionnaires at time 2, between the ages of 10 and 18 years, and a telephone interview at time 3, between the ages of 12 and 20 years. A total of 70 youth participated at all three time periods. Chronic victims were defined as having high levels of peer victimization at all three time points.

RESULTS:Youth who were chronically victimized reported experiencing significantly more mental and physical health problems than youth categorized as desisters or nonvictims. Also, for girls only, chronic victims reported more specific health problems (headaches, sleep problems) than did nonchronic victims.

CONCLUSIONS:The present findings may assist health professionals in assessing and treating physical and mental health problems that appear to be related to peer victimization.

J Interpers Violence. 2011 Sep;26(13):2619-34. doi: 10.1177/0886260510388286. Epub 2010 Dec 13.

Normative beliefs about aggression as a mediator of narcissistic exploitativeness and cyberbullying.Ang RP, Tan KA, Talib Mansor A.

Source

Nanyang Technological University, Singapore. rpang@ntu.edu.sg

AbstractThe current study examined normative beliefs about aggression as a mediator between narcissistic exploitativeness and cyberbullying using two Asian adolescent samples from Singapore and Malaysia. Narcissistic exploitativeness was significantly and positively associated with cyberbullying and normative beliefs about aggression and normative beliefs about aggression were significantly and positively associated with cyberbullying. Normative beliefs about aggression were a significant partial mediator in both samples; these beliefs about aggression served as one possible mechanism of action by which narcissistic exploitativeness could exert its influence on cyberbullying. Findings extended previous empirical research by showing that such beliefs can be the mechanism of action not only in offline but also in online contexts and across cultures. Cyberbullying prevention and intervention efforts should include modification of norms and beliefs supportive of the legitimacy and acceptability of cyberbullying.

J Adolesc Health. 2011 Sep;49(3):294-9. doi: 10.1016/j.jadohealth.2010.12.018. Epub 2011 Feb 18.

Peer relational victimization and somatic complaints during adolescence.Nixon CL, Linkie CA, Coleman PK, Fitch C.

Source

Department of Psychology, Penn State Erie, The Behrend College, Erie, Pennsylvania 16563, USA. cln5@psu.edu

AbstractPURPOSE:To develop effective prevention and intervention efforts that optimize adolescent health, factors must be identified that affect health outcomes. The purpose of this study was to examine the association between somatic symptomatology and experiences with relational victimization (RV).

METHODS:We prospectively tested the unique role of relational peer victimization in predicting adolescents' somatic complaints (SC), while accounting for their previous physical symptoms and peer victimization experiences (i.e., relational and physical victimization), as well as concurrent experiences with physical victimization (PV). Questionnaires were administered to 1,595 students (52% females) from eight schools in one school district (grades, 5-8) in the Midwestern part of the United States during the fall and spring sessions of the academic school year. Self-reported measures included demographic characteristics, victimization experiences, and assessment of SC.

RESULTS:RV was a unique predictor of increased somatic symptoms, even after controlling for adolescents' sex, grade level, initial SC, previous victimization experiences, and concurrent experiences with PV. Notably, RV was a stronger predictor of somatic symptoms than was PV.

CONCLUSIONS:Our findings underscore the need for a comprehensive approach when addressing adolescents' physical health symptoms. Adolescents may benefit from clinicians looking beyond the obvious and using gentle probing to uncover how unique experiences with RV may be associated with overall health.

Int J Offender Ther Comp Criminol. 2011 Sep;55(6):846-62. doi: 10.1177/0306624X10374638. Epub 2010 Jul

16.

Program effectiveness of a Restorative Whole-school Approach for tackling school bullying in Hong Kong.Wong DS, Cheng CH, Ngan RM, Ma SK.

Source

City University of Hong Kong, Kowloon, China. dennis.wong@cityu.edu.hk

AbstractWith bullying in schools high on policy makers' agendas, researchers are looking for effective strategies to tackle its disruptive effects. The present study sets out to address this issue. First, the prevalence of bullying is examined in Hong Kong High Schools, and second, the effectiveness of a Restorative Whole-school Approach (RWsA) in reducing bullying is examined in a quasi-experimental design. The RWsA emphasizes the setting up of restorative goals, clear instructions, team building, and good relationships among students, parents, and teachers. Over the course of 2 years, and across four schools, the effectiveness of this program was observed by comparing an intervention group with a partial intervention group (which did not receive the full treatment) and a control group (which received no treatment whatsoever). The group that received the RWsA treatment exhibited a significant reduction of bullying, higher empathic attitudes, and higher self-esteem in comparison to the partial intervention and the control group.

Child Care Health Dev. 2011 Sep;37(5):692-702. doi: 10.1111/j.1365-2214.2010.01181.x. Epub 2010 Dec

28.

Peer relationships and suicide ideation and attempts among Chinese adolescents.Cui S, Cheng Y, Xu Z, Chen D, Wang Y.

Source

Department of Child, Adolescent and Women's Health, School of Public Health, Peking University, Beijing, China.

AbstractBACKGROUND:Suicide is a global health concern. Therefore, studying suicide behaviour and identifying the early roots of suicide are critical. To address these issues, the present study examined (i) the association between peer relationships and suicide ideation and attempts among Chinese adolescents; and (ii) whether such associations were moderated or mediated by feeling of loneliness. We hypothesized that problems in peer relationships were positively associated with suicide ideation and attempts, and that feeling of loneliness would moderate and mediate such associations.

METHODS:The sample included 8778 Chinese adolescents from a large survey. Measures of peer relationships, suicide ideation and attempts, and feeling of loneliness were obtained through adolescents' self-reports.

RESULTS:Results from multivariate logistic regressions suggested that specific problems in peer relationships, such as lack of peer association and being victimized by bullying, were significantly related to suicide ideation and attempts. In addition, the moderating effects of feeling of loneliness on the association between peer relationships and suicide ideation and attempts were found. Finally, some gender effects were also found.CONCLUSIONS:The present study provided strong evidence that suicide ideation and attempts were serious problems among adolescents in China, to which peer relationships played an important role. Further, feeling of loneliness acted as a moderator affecting the association between peer relationships and suicide ideation and attempts. Finally, there were some gender differences that have important implications.

Br J Educ Psychol. 2011 Sep;81(Pt 3):409-20. doi: 10.1348/000709910X525804. Epub 2011 Mar 7.

Gender differences in the relationships between bullying at school and unhealthy eating and shape-related attitudes and behaviours.Farrow CV, Fox CL.

Source

School of Sport, Exercise and Health Sciences, Loughborough University, UK. c.v.farrow@lboro.ac.uk

AbstractBACKGROUND. Previous research has found links between being a victim of bullying and reporting more unhealthy eating behaviours and cognitions, particularly in girls. However, little is known about the factors

that might mediate these relationships. AIM. The present study compared the relationships between bullying, emotional adjustment, restrained eating, and body dissatisfaction in adolescent boys and girls. SAMPLE/METHOD. Self-report data were collected from a sample of 11- to 14-year-olds (N= 376) on experiences of bullying, emotional symptoms, and unhealthy eating and shape-related attitudes and behaviours. RESULTS. Bullying, emotional symptoms, restrained eating, and body dissatisfaction were all correlated. Emotional symptoms were found to significantly mediate the relationships between verbal bullying with body dissatisfaction in girls but not in boys. CONCLUSIONS. Findings suggest that the experience of being verbally bullied places adolescent girls at risk of developing emotional problems which can then lead to body dissatisfaction. Longitudinal research is necessary to disentangle these pathways in more detail to facilitate the development of informed interventions to support children who are being bullied.

Body Image. 2011 Sep;8(4):309-14. doi: 10.1016/j.bodyim.2011.04.010. Epub 2011 Jun 12.

On being victimized by peers in the advent of adolescence: prospective relationships to objectified body consciousness.Lunde C, Frisén A.

Source

Department of Psychology, University of Gothenburg, Gothenburg, Sweden. carolina.lunde@psy.gu.se

AbstractPrevious research indicates that peer victimization is tied to children's negative appearance evaluations. The current study examines whether early peer victimization is also prospectively related to objectified body consciousness. Six-hundred-and-two Swedish boys and girls answered questionnaires at age 10, and again at age 18. Main findings showed that being the target of peer victimization at age 10 was related to more habitual appearance monitoring and body shame at age 18. Gender moderated the relations between victimization and body shame, with victimized girls experiencing stronger body shame than victimized boys. Additionally, whereas boys experienced less body shame than girls, they were equally likely to monitor their appearance. In sum, this study provides preliminary support to the notion that peer victimization is involved in the processes by which young adolescents' self-objectify. Future studies are warranted to further validate these findings.

BMC Public Health. 2011 Sep 1;11:680. doi: 10.1186/1471-2458-11-680.

The Sydney playground project: popping the bubblewrap--unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills.Bundy AC, Naughton G, Tranter P, Wyver S, Baur L, Schiller W, Bauman A, Engelen L, Ragen J, Luckett

T, Niehues A, Stewart G, Jessup G, Brentnall J.

Source

Faculty of Health Sciences, University of Sydney, Lidcombe, Australia. anita.bundy@sydney.edu.au

AbstractBACKGROUND:In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills.METHODS/DESIGN:This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment.

DISCUSSION:These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health.

Behav Sci Law. 2011 Sep-Oct;29(5):677-94. doi: 10.1002/bsl.1000. Epub 2011 Jul 24.

Gender differences in the assessment, stability, and correlates to bullying roles in middle school children.Crapanzano AM, Frick PJ, Childs K, Terranova AM.

Source

Department of Psychology, Loyola University.

AbstractThe current study investigated bullying behaviors in 284 school children in the fourth through seventh grades at the time of the initial assessment. Peer ratings of bullying behavior were obtained at the end of the spring semester of one school year and at the end of the fall semester of the next school year. Importantly, peer ratings were obtained by assessing not only the level at which participants actually bully other students but also whether participants help bullies to hurt the victim (assister), encourage bullies (reinforce), or help the victim of bullying (defender). Our results did not support the utility of differentiating between bullies, assisters, or reinforcers. Specifically, these bullying roles were highly intercorrelated, both concurrently and across school years, and they showed similar correlations with aggression and several characteristics often associated with aggression (i.e., conduct problems, callous-unemotional traits, and positive expectancies about aggression). In contrast, ratings of defending designated a particularly prosocial group of students. Finally, whereas bullying appeared to be very similar in boys and girls, it was somewhat more stable across school years and was related to lower levels of prosocial

behavior in boys, both of which could suggest that bullying may be somewhat more related to social group dynamics in girls.

Suicide Life Threat Behav. 2011 Oct;41(5):501-16. doi: 10.1111/j.1943-278X.2011.00046.x. Epub 2011 Jul

27.

High school bullying as a risk for later depression and suicidality.Klomek AB, Kleinman M, Altschuler E, Marrocco F, Amakawa L, Gould MS.

Source

School of Psychology, Interdisciplinary Center (IDC) Herzliya, Israel.

AbstractThis is the first study to examine whether high school students experiencing frequent bullying behaviors are at risk for later depression and suicidality. A total of 236 students who reported frequent bullying behavior without depression or suicidality during a suicide screening were interviewed 4 years later to reassess depression, suicidal ideation, attempts, substance problems, and functional impairment and were compared to at-risk youth identified during the screen, including 96 youth who also experienced bullying behavior. Youth who only reported frequent bullying behaviors (as bullies, victims, or both) did not develop later depression or suicidality and continued to have fewer psychiatric problems than students identified as at-risk for suicide. Students who experienced bullying behaviors and depression or suicidality were more impaired 4 years later than those who had only reported depression or suicidality. Thus, assessment of bullying behaviors in screening protocols is recommended.

Percept Mot Skills. 2011 Oct;113(2):353-64.

Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem.Blood GW, Blood IM, Tramontana GM, Sylvia AJ, Boyle MP, Motzko GR.

Source

Department of Communication Sciences and Disorders, 308 Ford Building, The Pennsylvania State University, University Park, PA 16802, USA. f2x@psu.edu

AbstractSelf-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed.

Nord J Psychiatry. 2011 Oct;65(5):323-9. doi: 10.3109/08039488.2010.546881. Epub 2011 Feb 25.

Exposure to teacher bullying in schools: a study of patients with personality disorders.Monsvold T, Bendixen M, Hagen R, Helvik AS.

Source

Department of Public Health and General Practice, Faculty of Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. Toril.Monsvold@stolav.no

AbstractBACKGROUND:The aim of this study was to examine the level and affect of exposure to teacher bullying in primary and secondary schools on patients with personality disorders (PD).METHOD:The study group contained 116 people (18-60 years old); 49 patients diagnosed with PD undergoing psychiatric treatment in 10 different psychiatric outpatient clinics in the Southern and Middle part of Norway, and a control group consisting of 67 people who worked in an institution for somatic/elderly people and an institution for people with drug/alcohol dependency in the Middle part of Norway. All study participants filled out a self-report questionnaire, which included demographic data, one item about whether they have been bullied by one or several teachers, and 28 items regarding subjection to negative acts from teachers based on the Negative Acts Questionnaire -Revised (NAQ-R).

RESULTS:Patients diagnosed with PD reported significantly more bullying by teachers in both primary school (OR 7.3; 95% CI 1.9-27.7) and secondary school (OR 5.8; 95% CI 1.1-30.5) than healthy controls. Patients with PD also reported a higher prevalence of negative acts from teachers than healthy controls in both primary and secondary schools, such as differential treatment, ridicule, humiliation, and being ignored or neglected at least once weekly.CONCLUSION:Our findings indicate a correlation between bullying from teachers, as reported by PD patients, and the development of PD in adulthood. The problem of teacher bullying deserves more attention with regard to this possible correlation between student victimization and the development of PD.

Lang Speech Hear Serv Sch. 2011 Oct;42(4):520-35. doi: 10.1044/0161-1461(2011/10-0078). Epub 2011 Aug

15.

Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development.Redmond SM.

Source

University of Utah, Salt Lake City, UT, USA. sean.redmond@health.utah.edu

Abstract

PURPOSE:The potential contributions of behavioral and verbal liabilities to social risk were examined by comparing peer victimization levels in children with specific language impairment (SLI) to those in children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children.

METHOD:Sixty children (age range: 7-8 years) participated in the study. Standardized verbal measures and parent ratings of behavioral difficulties were combined with children's self-reports of their school and peer environments to examine the risk for negative peer experiences associated with clinical status.

RESULTS:Clinical status was associated with elevated levels of victimization, especially for participants with SLI. A potential buffering effect for number of close friendships was found for participants with ADHD and TD participants, but not for participants with SLI. Peer victimization was associated with elevated levels of hyperactivity and stronger narrative skills for participants with SLI.

CONCLUSION:These results highlight the importance of peer victimization in the social adjustment of students with developmental language disorders.

J Psychosoc Nurs Ment Health Serv. 2011 Oct;49(10):36-41. doi: 10.3928/02793695-20110831-03. Epub 2011

Sep 16.

What is cyberbullying & how can psychiatric-mental health nurses recognize it?Williams SG, Godfrey AJ.

Source

University of South Alabama, College of Nursing, Mobile, AL, USA. sgwilliams@usouthal.edu

AbstractCyberbullying is an emerging issue within our society, particularly among adolescents. The phenomenon is similar to traditional bullying in that it is hurtful, repetitive behavior involving a power imbalance, often causing psychosocial issues. With the availability of cell phones, Internet, and video gaming systems, adolescents are constantly plugged into technology and therefore at risk of being a victim or a perpetrator of cyberbullying. Both physical and mental health problems can result from cyberbullying, which, in turn, can affect an adolescent's performance in school and other crucial areas of life. Legal action is an option, but many times the law is not clear. Psychiatric-mental health nurses are in a position to help educate children about resources to prevent or cope with cyberbullying in a way that will help not only the patients themselves but also parents, teachers, school administrators, and the community.

J Psychosoc Nurs Ment Health Serv. 2011 Oct;49(10):22-9. doi: 10.3928/02793695-20110830-01. Epub 2011

Sep 28.

Two sides of the coin: the bully and the bullied.Warren BJ.

Source

The Ohio State University, College of Nursing, Columbus, OH, USA. warren.4@osu.edu

AbstractBullying has become a worldwide phenomenon that produces serious individual and societal consequences when it is ignored. There are two sides of the coin that require consideration when psychiatric-mental health (PMH) nurses conduct assessments of situations that involve bullying behaviors. Both the bully and the bullied can incur serious, negative, and debilitating psychological effects. In some cases, physical injury and/or death occurs as a result of bullying. Deciphering the biopsychosocial mental health issues associated with bullying is challenging. PMH nurses have the clinical expertise to develop coping interventions and strategies that stop bullying, as well as enhance the mental health and wellness of both those who bully and who are bullied. This article presents PMH nursing biopsychosocial strategies for both sides of the bullying coin. Exemplars are provided to aid implementation of the strategies.

J Couns Psychol. 2011 Oct;58(4):597-609. doi: 10.1037/a0025095.

The effects of general and homophobic victimization on adolescents' psychosocial and educational concerns: the importance of intersecting identities and parent support.Poteat VP, Mereish EH, Digiovanni CD, Koenig BW.

Source

Department of Counseling, Developmental, and Educational Psychology, Boston College, Chestnut Hill, MA 02467, USA. PoteatP@bc.edu

AbstractMany adolescents experience peer victimization, which often can be homophobic. Applying the minority stress model with attention to intersecting social identities, this study tested the effects of general and homophobic victimization on several educational outcomes through suicidality and school belonging among 15,923 adolescents in Grades 7 through 12 on account of their sexual orientation and race/ethnicity. Parent support also was tested as a moderator of these effects. Homophobic victimization had different effects on suicidality across groups, indicating the importance of considering individuals' multiple social identities. However, homophobic victimization had universal negative effects on school belonging for all groups. Nearly all indirect effects of general and homophobic victimization on reported grades, truancy, and importance of graduating were significant through suicidality and school belonging across groups. Parent support was most consistent in moderating the effects of general and homophobic victimization on suicidality for heterosexual White and racial/ethnic minority youth. In nearly all cases, it did not moderate the effects of general or homophobic victimization for lesbian, gay, bisexual, transgender, and questioning youth. Furthermore, in most cases, parent support did not moderate the effects of general or homophobic victimization on school belonging. Findings underscore the need for counseling psychologists to work with parents of all youth on ways to provide support to those who experience homophobic victimization. Furthermore, they highlight the need for counseling psychologists to be involved as social justice advocates in the passage and implementation of school policies that address homophobic bullying and other forms of bias-based bullying and harassment.

J Anxiety Disord. 2011 Oct;25(7):924-31. doi: 10.1016/j.janxdis.2011.05.005. Epub 2011 May 24.

Anxiety, social skills, friendship quality, and peer victimization: an integrated model.Crawford AM, Manassis K.

Source

Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, Canada. melissa.crawford@ycdsb.ca

AbstractThis cross-sectional study investigated whether anxiety and social functioning interact in their prediction of peer victimization. A structural equation model linking anxiety, social skills, and friendship quality to victimization was tested separately for children with anxiety disorders and normal comparison children to explore whether the processes involved in victimization differ for these groups. Participants were 8-14 year old children: 55 (34 boys, 21 girls) diagnosed with an anxiety disorder and 85 (37 boys, 48 girls) normal comparison children. The final models for both groups yielded two independent pathways to victimization: (a) anxiety independently predicted being victimized; and (b) poor social skills predicted lower friendship quality, which in turn, placed a child at risk for victimization. These findings have important implications for the treatment of childhood anxiety disorders and for school-based anti-bullying interventions, but replication with larger samples is indicated.

J Adolesc. 2011 Oct;34(5):873-83. doi: 10.1016/j.adolescence.2011.01.004. Epub 2011 Feb 18.

Bullying and discrimination experiences among Korean-American adolescents.Shin JY, D'Antonio E, Son H, Kim SA, Park Y.

Source

Hofstra University, Hempstead, NY, USA. Jin.Y.Shin@hofstra.edu

Erratum in

J Adolesc. 2012 Apr;35(2):469. Kim, Seong-A [corrected to Kim, Seung-A].AbstractThe bullying experiences of Korean-American adolescents (N = 295) were explored in relation to discrimination and mental health outcomes. Bullyingexperiences were assessed by the Bully Survey (Swearer, 2005), discrimination by the Perceived Ethnic and Racial Discrimination Scale (Way, 1997) and depression by the Center for Epidemiological Studies - Depression Scale (CES-D). Those who reported being bullied (31.5%) as well as those who reported both being bullied and bullying others (15.9%) experienced a higher level of depression, which was elevated beyond the clinically significant level of CES-D. The results of a LISREL model suggest that the experiences of bullying among Korean/Asian-American adolescents and their related mental health issues need to be addressed in a comprehensive context of their discrimination experiences, acculturation, family and school environments.

J Abnorm Child Psychol. 2011 Oct;39(7):1035-45. doi: 10.1007/s10802-011-9517-3.

Friendship as protection from peer victimization for girls with and without ADHD.Cardoos SL, Hinshaw SP.

Source

Department of Psychology, University of California, Berkeley, Room 3210, Tolman Hall #1650, Berkeley, CA 94720, USA. stephanie.cardoos@berkeley.edu

AbstractThe goal of this study was to examine the ability of friendship to moderate the association between behavioral risk and peer victimization for girls with attention-deficit/hyperactivity disorder (ADHD; n = 140) and comparison girls (n = 88) in a 5-week naturalistic summer camp setting. Participants were an ethnically and socioeconomically diverse group of girls ages 6-12. Parents and teachers reported on pre-summer internalizing behavior, externalizing behavior, and social competence. Participants reported on friendships and peer victimization through a peer report measure at the summer camps; friendship was scored via mutual nominations. Pre-summer externalizing behavior, internalizing behavior, and low social competence predicted peer victimization at the summer camps. Friendship moderated the association between behavioral risk and victimization for the entire sample, such that the presence of at least one friend reduced the risk of victimization. Additional analyses suggested that girls with ADHD were no more or less protected by the presence of a friendship than were comparison girls. Finally, preliminary analyses suggested that girls having only friends with ADHD were not significantly less protected than girls with at least one comparison friend. Future directions and implications for intervention are discussed.

Arch Pediatr Adolesc Med. 2011 Oct;165(10):890-4. doi: 10.1001/archpediatrics.2011.91. Epub 2011 Jun 6.

School bullying perpetration and other childhood risk factors as predictors of adult intimate partner violence perpetration.Falb KL, McCauley HL, Decker MR, Gupta J, Raj A, Silverman JG.

Source

Department of Society, Human Development, and Health, Harvard School of Public Health, 677 Huntington Ave., Boston, MA 02115, USA. kfalb@hsph.harvard.edu

AbstractOBJECTIVE:To assess the relationship between bullying peers as a child and adult intimate partner violence perpetration in a clinic-based sample of adult men. School bullying perpetration and intimate partner violence perpetration are both thought to stem from desire for power and control over others.DESIGN:A cross-sectional survey was conducted between January 2005 and December 2006.

SETTING:Three urban community health centers in Boston, Massachusetts.

PARTICIPANTS:Men aged 18 to 35 years (n = 1491) seeking services at participating community health centers.

MAIN EXPOSURE:School bullying perpetration.OUTCOME MEASURE:Past-year physical or sexual violence perpetration against a female partner (intimate-partner violence [IPV]).

RESULTS:Two-fifths of men reported perpetrating school bullying as a child (n = 610; 40.9%). Men who rarely bullied in school were 1.53 times more likely to perpetrate past-year IPV than men who did not bully (95% confidence interval [CI], 1.02-2.29); this risk was elevated to 3.82 times more likely to perpetrate any past-year IPV for those men who bullied peers frequently (95% CI, 2.55-5.73).CONCLUSIONS:The present study indicates that bullying peers in school as a child, especially frequent bullying perpetration, is associated with increased risk for men's perpetration of IPV as an adult. The effect remains strong after controlling for common prior risk factors for both bullying and IPV perpetration. Future research is needed to discern the mechanisms and underlying root causes of abusive behavior, such as power and control, as a means to prevent violence perpetration across settings and life stages.

Am Psychol. 2011 Oct;66(7):604-13. doi: 10.1037/a0024609.

Lesbian, gay, and bisexual victimization in the military: an unintended consequence of "Don't Ask, Don't Tell"?Burks DJ.

Source

Veterans Affairs Medical Center, Portland, OR 97239, USA. derekjburks@gmail.com

AbstractThe integration of lesbian, gay, and bisexual (LGB) individuals into the U.S. military is a long-standing and politically and socially divisive issue. Exclusionary and pseudo-inclusionary policies that restrict openly LGB individuals from military service are also of long duration. Yet LGB servicemembers have continued to serve covertly in the military for many decades. Moreover, political issues and social conventions associated with "Don't Ask, Don't Tell" (DADT) have diverted focus from imperative research issues, such as LGB servicemembers and incidents of victimization in the military. Research is reviewed to evaluate such victimization, which is conceptualized as resulting from a convergence of sexual stigma, conservative gender role beliefs, and sexual prejudice. DADT, in combination with overarching difficulties intrinsic to sexual orientation research, serves to augment LGB victimization and reduce victim reports and help seeking. Consequently, there is a deficient evidence base for assisting LGB servicemembers and for advancing research, prevention efforts, and policy changes. Implications of repealing DADT are discussed, as are future directions for LGB military research.

Span J Psychol. 2011 Nov;14(2):701-11.

Risk profiles and peer violence in the context of school and leisure time.Pulido Valero R, Martín Seoane G, Lucas Molina B.

Source

Departmento de Psicología Evolutiva y de la Educación, Universidad Complutense, Campus de Somosaguas, 28223 Pozuelo de Alarcón, Madrid, Spain. rosa.pulido@psi.ucm.es

AbstractThough violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the "minimal violence exposure" type (1126 adolescents), the "psychological violence exposure" type (413 adolescents), and the "high risk of violence" type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations.

Public Health Nurs. 2011 Nov-Dec;28(6):556-68. doi: 10.1111/j.1525-1446.2011.00972.x. Epub 2011 Oct 17.

Childhood bullying: a review of constructs, concepts, and nursing implications.Liu J, Graves N.

Source

School of Nursing and School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania 19104-6096, USA. jhliu@nursing.upenn.edu

AbstractBullying among children as a pervasive problem has been increasingly recognized as an important public health issue. However, while much attention has been given to understanding the impact of bullying on victims, it is equally important to examine predictors of bullying and potential outcomes for bullies themselves. The current literature on bullying lacks consensus on a utilizable definition of bullying in research, which can vary by theoretical framework. In an attempt to bridge the gaps in the literature, this article will provide a review of the state of the science on bullying among children, including the major theoretical constructs of bullying and their respective viewpoints on predictors and correlates of bullying. A secondary aim of this article is to summarize empirical evidence for predictors of bullying and victimization, which can provide strategies for intervention and prevention by public health nursing professionals. By calling attention to the variability in the bullying literature and the limitations of current evidence available, researchers can better address methodological gaps and effectively move toward developing studies to inform nursing treatment programs and enhance public health initiatives that reduce violence in school settings.

Nurs Res. 2011 Nov-Dec;60(6):413-21. doi: 10.1097/NNR.0b013e3182337d83.

Risk and protective factors for suicidal ideation among Taiwanese adolescents.Wang RH, Lai HJ, Hsu HY, Hsu MT.

Source

College of Nursing, Kaohsiung Medical University, Taiwan. wrhsia@kmu.edu.tw

AbstractBACKGROUND:: Suicide is the ninth leading cause of death in adolescents aged 15-19 years in Taiwan. Suicidal ideation is an important predictor of committing suicide among adolescents.

OBJECTIVES:: The aim of this study was to examine the important risk factors, the protective factors, and the role of protective factors on the relationship of risk factors to suicidal ideation among Taiwanese adolescents aged 15-19 years.

METHODS:: By adopting a cross-sectional study, senior high school students (n = 577) aged 15-19 years in southern Taiwan were recruited for this study. An anonymous self-reported questionnaire was used to collect demographic characteristics, risk factors, protective factors, and suicidal ideation of the sample. Hierarchical logistic regression was used to identify the important risk and protective factors and the interaction between risk and protective factors on suicidal ideation.

RESULTS:: Nearly 18% (n = 101) of the participants reported having suicidal ideation during the past 12 months. Gender (female; odds ratio [OR] = 4.23), life stress (OR = 1.03), depression (OR = 3.44), peer suicidal ideation (OR = 4.15), and bullying victimization (OR = 1.81) were important risk factors of suicidal ideation among the targeted sample. In addition, self-esteem (OR = 0.92) and emotional adaptation (OR = 0.88) were important protective factors of suicidal ideation. Self-esteem and emotional adaptation were not used to moderate the negative effects of life stress, depression, perceived peer suicidal ideation, and bullying victimization on suicidal ideation. The final model explained 40.6% of the total variance in suicidal ideation and correctly predicted 86.1% of participants with suicidal ideation.DISCUSSION:: Suicidal ideation prevention programs should be targeted to female adolescents. School-based efforts that provide adolescents with self-esteem enhancement, emotional regulation skills training, positive peer norms for life, coping skills for managing stress and depression, and antibullying programs might help reduce the suicidal ideation of adolescents.

Matern Child Health J. 2011 Nov;15(8):1282-6. doi: 10.1007/s10995-010-0672-x.

The impact of cyberbullying on substance use and mental health in a multiethnic sample.Goebert D, Else I, Matsu C, Chung-Do J, Chang JY.

Source

Department of Psychiatry, Alcohol Research Center of Hawai`i, University of Hawai'i at Mānoa, School of Medicine, 1356 Lusitana St., 4th Floor, Honolulu, HI 96813, USA. goebertd@dop.hawaii.edu

AbstractThe objective of this study was to examine the relationship between cyberbullying and mental health problems among a multiethnic sample of high school students in Hawai'i. A University-Community partnership was established to direct the research. Using a mixed-methods approach, we explored violence among Asian and Pacific Islander youth. In the first phase, focus groups were conducted to identify areas of youth concern and develop survey questions. Responses from 677 high school students on interpersonal youth violence and risk and protective factors were utilized in this study. More than 1 in 2 youth (56.1%) had been victims of cyberbullying in the last year. Filipino and Samoan youth were more likely to report feeling badly about themselves as a result of cyberbullying. While cyberbullying and mental health problems varied by sex and ethnicity, we found that cyberbullying is widespread with serious potential consequences among Asian and Pacific Islander youth. A multifaceted approach is needed to reduce and prevent cyberbullying. School, family and community programs that strengthen positive relationships and promote safe use of technology provide promise for reducing cyberbullying.

J Sch Health. 2011 Nov;81(11):696-703. doi: 10.1111/j.1746-1561.2011.00646.x.

Weight-based victimization toward overweight adolescents: observations and reactions of peers.Puhl RM, Luedicke J, Heuer C.

Source

Rudd Center for Food Policy and Obesity, Yale University, New Haven, CT 06520-8369, USA. Rebecca.puhl@yale.edu

AbstractBACKGROUND:Weight-based victimization has become increasingly reported among overweight youth, but little is known about adolescents' perceptions and observations of weight-based teasing and bullying. This study examined adolescents' observations of and reactions to weight-based victimization toward overweight students at school.METHODS:Adolescents (N = 1555) at 2 high schools in central Connecticut completed a questionnaire that examined their perceptions of how common weight-based victimization is compared to other forms of teasing at school, what types of weight-based teasing are frequently observed, who typical perpetrators of weight-based victimization are, and their own reactions to observed teasing incidents. Participants also completed the Fat Phobia Scale.

RESULTS:Participants perceived being overweight as a primary reason that peers are victimized at school. At least 84% of participants observed overweight students being teased in a mean way and teased during physical activities, and 65% to 77% of students observed overweight and obese peers being ignored, avoided, excluded from social activities, having negative rumors spread about them, and being teased in the cafeteria. Most students also observed verbal threats and physical harassment toward overweight and obese students. Although the majority of participants felt comfortable stepping in to help an overweight peer who has been teased, many remain passive bystanders following these incidents.

CONCLUSION:Youth perceive frequent and multiple forms of weight-based victimization. Schools' efforts to address weight bias and assist overweight and obese students are important.

J Interpers Violence. 2011 Nov;26(17):3509-25. doi: 10.1177/0886260511403763. Epub 2011 May 20.

Effects of childhood adversity on bullying and cruelty to animals in the United States: findings from a national sample.Vaughn MG, Fu Q, Beaver KM, Delisi M, Perron BE, Howard MO.

Source

Saint Louis University, St. Louis, MO, USA. mvaughn9@slu.edu

AbstractThis study examined effects of type of and cumulative burden of childhood adversities on bullying and cruelty to animals in the United States. Data were derived from Waves I and II of the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of U.S. adults. Structured psychiatric interviews were completed by trained lay interviewers between 2001-2002 and 2003-2004. Although the effects of childhood adversity diminished with the inclusion of confounding variables, several adversities remained significant. For bullying, these included being made to do chores that were too difficult or dangerous, threatening to hit or throw something, pushing, shoving, slapping, or hitting, and hitting that left bruises, marks, or injuries. With respect to cruelty to animals, swearing and saying hurtful things, having a parent or other adult living within the home that went to jail or prison, and adult/other person fondling/touching in a sexual way were significant. The final models indicated that the cumulative burden of childhood adversities had strong effects on the increased likelihood of bullying behavior but not cruelty to animals.

J Interpers Violence. 2011 Nov;26(17):3542-60. doi: 10.1177/0886260511403749.

Hurtful cyber-teasing and violence: who's laughing out loud?Madlock PE, Westerman D.

Source

Texas A&M International University, Laredo, Texas 78041, USA. paul.madlock@tamiu.edu

AbstractThe current study sought to specifically examine the affect of teasing by way of technology (cyber-teasing) and the importance of the redressive component of a tease. A triangulated approach was used here to gain better insight into the concept of "hurtful" cyber-teasing between romantic partners. A pretheoretical model was developed highlighting the possible associations between teasing via technology and relational outcomes. Findings provide researchers with the prevalence of hurtful cyber-teasing and the associated personal and relational outcomes. In addition, the relationship between hurtful cyber-teasing and the reasons why certain messages escalated into face-to-face verbal aggression and physical violence were also revealed. These results are discussed in light of the inability of technology to fully transmit the redressive nonverbal component of a cyber-tease.

J Clin Nurs. 2011 Nov;20(21-22):3048-56. doi: 10.1111/j.1365-2702.2010.03693.x. Epub 2011 Feb 15.

Predictors of health-related quality of life in a sample of children and adolescents: a school survey.Haraldstad K, Christophersen KA, Eide H, Nativg GK, Helseth S.

Source

Oslo University College, Faculty of Nursing, Oslo, Norway. kristin.haraldstad@su.hio.no

AbstractAIM:The aim is to study the health-related quality of life in a school sample of children and adolescents aged 8-18 years and to examine the relationship between health-related quality of life and the following variables; age, gender, perceived pain, body image, body mass index and bullying.BACKGROUND:The study of health-related quality of life in children and adolescents have received little attention compared with adults in health care research and still little is known about the associations between health-related quality of life and other variables.

DESIGN:A cross-sectional design was chosen.

METHOD:We measured the health-related quality of life using the generic questionnaire KIDSCREEN-10. We administered the KIDSCREEN 52-item, and the 10 items were selected from this according to the KIDSCREEN manual. Multilevel regression models were used to evaluate the associations between health-related quality of life and the independent variables.

RESULTS:The sample included 1066 children and adolescents, 576 girls and 490 boys, with a response rate of 74%. The results show that body mass index was not significant associated with health-related quality of life in full model. However, in addition to age, being bullied, pain and body image were significant associated with health-related quality of life. Of these predictors, body image has the strongest impact in terms of explained variance in health-related quality of life.

CONCLUSION:The subjective sense of satisfaction or dissatisfaction with one's body, perceived body image, is a powerful predictor of health-related quality of life.

RELEVANCE TO CLINICAL PRACTICE:Knowledge about predictors of health-related quality of life is especially important for public health nurses. Health promotion and intervention programmes that aim to strengthen psychosocial well-being, especially those that strengthen body image, should be developed for both genders.

Eur Psychiatry. 2011 Nov;26(8):498-503. doi: 10.1016/j.eurpsy.2010.11.006. Epub 2011 Feb 9.

Victims of bullying in childhood and suicide attempts in adulthood.

Meltzer H, Vostanis P, Ford T, Bebbington P, Dennis MS.

Source

Department of Health Sciences, College of Medicine, Biological Sciences and Psychology, University of Leicester, 22-28, Princess Road West, Leicester LE1 6TP, UK. hm74@le.ac.uk

AbstractPURPOSE:To examine whether self-reported exposure to bullying during childhood is associated with suicide attempts over the life course, and if so, what mechanisms could account for this relationship.SUBJECTS AND METHODS:A random probability sample comprising 7461 respondents was interviewed for the 2007 survey of psychiatric morbidity of adults in Great Britain. Survey respondents were asked about suicidal attempts and whether they were bullied in childhood.

RESULTS:Recall of being bullied in childhood decreased with age from 25% of 16-24-year-olds to 4% among those 75 or over with few differences in the proportions between men and women. Bullying co-occurred with several victimisation experiences including sexual abuse and severe beatings and with running away from home. Even after controlling for lifetime factors known to increase the risk of suicidal behaviour, adults who reported bullying in childhood were still more than twice as likely as other adults to attempt suicide later in life.DISCUSSION:Being the victim of bullying involves the experience of suffering a defeat and humiliation that in turn could lead to entrapment, hopelessness, depression and suicidal behaviour.CONCLUSIONS:Bullying is already known to be associated with substantial distress and other negative consequences and this further evidence of a strong correlation with the risk of suicide in later life should increase further the motivation of society, services and citizens to act decisively to reducebullying in childhood.

Cyberpsychol Behav Soc Netw. 2011 Nov;14(11):643-8. doi: 10.1089/cyber.2010.0445. Epub 2011 May 9.

Are cyberbullies less empathic? Adolescents' cyberbullying behavior and empathic responsiveness.Steffgen G, König A, Pfetsch J, Melzer A.

Source

Research Unit INSIDE, University of Luxembourg, Walferdange, Luxembourg. georges.steffgen@uni.lu

AbstractMeta-analyses confirm a negative relationship between aggressive behavior and empathy, that is, the ability to understand and share the feelings of others. Based on theoretical considerations, it was, therefore, hypothesized that a lack of empathic responsiveness may be characteristic for cyberbullies in particular. In the present study, 2.070 students of Luxembourg secondary schools completed an online survey that included a cyberbullying questionnaire(4) and a novel empathy short scale. According to the main hypothesis, analyses of variances indicated that cyberbullies demonstrated less empathic responsiveness than non-cyberbullies. In addition, cyberbullies were also more afraid of becoming victims of cyberbullying. The findings confirm and substantially extend the research on the relationship between

empathy and aggressive behavior. From an educational point of view, the present findings suggest that training of empathy skills might be an important tool to decrease cyberbullying.

Can J Public Health. 2011 Nov-Dec;102(6):462-6.

Prevalence, risk indicators and outcomes of bullying among on-reserve First Nations youth.Lemstra M, Rogers M, Redgate L, Garner M, Moraros J.

Source

Department of Psychiatry, University of Saskatchewan, Health Sciences Building, 107 Wiggins Road, Saskatoon, SK S7N 5E5. mark.lemstra@usask.ca

AbstractOBJECTIVE:Bullying is common and multifaceted. There is no published literature focusing on bullying in First Nations youth on-reserve in Canada. The purpose of this paper is to examine the prevalence, risk indicators and impact of bullying within a First Nations youth population currently living on-reserve.METHODS:Students in grades 5 through 8 (age 10 to 16 years) within the Saskatoon Tribal Council were asked to complete a youth health survey. Among the seven schools, 271 students were eligible to participate.

RESULTS:204 youth completed the eight-stage consent protocol and the school survey for a response rate of 75.3%. Overall, 35.8% of youth reported being physically bullied, 59.3% verbally bullied, 47.5% socially bullied and 30.3% electronically bullied at least once or twice in the previous four weeks. After regression analysis, having a father who works in a professional occupation, doing well in school, and having the perception that parents expect too much from them were found to be independent risk indicators of being bullied. Irrespective of the type of bullying, youth who were bullied were at least twice as likely to suffer from depressed mood.DISCUSSION:We have found that bullying is more common for First Nations youth living on-reserve, compared to other Canadian youth. Given that the independent risk indicators also appear to be different, we hope that this new information can aid in the design of effective bullying strategies.

Brain Cogn. 2011 Nov;77(2):191-9. doi: 10.1016/j.bandc.2011.06.012. Epub 2011 Aug 19.

Peer victimization, depressive symptoms, and high salivary cortisol predict poorer memory in children.Vaillancourt T, Duku E, Becker S, Schmidt LA, Nicol J, Muir C, Macmillan H.

Source

Faculty of Education and School of Psychology, University of Ottawa, Ottawa, Ontario, Canada. tracy.vaillancourt@uottawa.ca

AbstractThe predictive relations of peer victimization, depressive symptoms, and salivary cortisol on memory in 168 children aged 12 at Time 1 (T1) were examined using a longitudinal design in which data were collected on four occasions over a 2-year period. Results indicated that: (1) peer victimization, depressive symptoms, and evening cortisol were stable over time, (2) peer victimization and elevated symptoms of depression were concurrently linked at each time, (3) T1 peer victimization predicted elevated symptoms of depression at T2 which in turn predicted lower cortisol levels at T3, and (4) controlling for earlier associations, T3 peer victimization, depressive symptoms, and higher morning and evening cortisol levels uniquely predicted memory deficits at T4. The links between elevated cortisol, symptoms of depression, and poor memory are consistent with published research on depressed adults and extend the findings to children exposed to peer victimization. These findings highlight that peer abuse is harmful and may impact children's long-term mental health and memory functioning.

Aggress Behav. 2011 Nov-Dec;37(6):521-37. doi: 10.1002/ab.20408. Epub 2011 Aug 22.

Modeling the bullying prevention program design recommendations of students from grades five to eight: a discrete choice conjoint experiment.Cunningham CE, Vaillancourt T, Cunningham LJ, Chen Y, Ratcliffe J.

Source

Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada. cunnic@hhsc.ca

AbstractWe used a discrete choice conjoint experiment to model the bullying prevention recommendations of 845 students from grades 5 to 8 (aged 9-14). Students made choices between experimentally varied combinations of 14 four-level prevention program attributes. Latent class analysis yielded three segments. The high impact segment (27.1%) recommended uniforms, mandatory recess activities, four playground supervisors, surveillance cameras, and 4-day suspensions when students bully. The moderate impact segment (49.5%) recommended discretionary uniforms and recess activities, four playground supervisors, and 3-day suspensions. Involvement as a bully or bully-victim was associated with membership in a low impact segment (23.4%) that rejected uniforms and surveillance cameras. They recommended fewer anti-bullying activities, discretionary recess activities, fewer playground supervisors, and the 2-day suspensions. Simulations predicted most students would recommend a program maximizing student involvement combining prevention with moderate consequences. The simulated introduction of mandatory uniforms, surveillance cameras, and long suspensions reduced overall support for a comprehensive program, particularly among students involved as bullies or bully-victims.

Int J Adolesc Med Health. 2011 Nov 4;24(1):3-10. doi: 10.1515/ijamh.2012.002.

School bullying: its nature and ecology.Espelage DL, De La Rue L.

Source

Department of Educational Psychology, University of Illinois, Urbana-Champaign, IL, USA. espelage@illinois.edu

AbstractBACKGROUND:Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents.OBJECTIVE:Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment.METHODS:Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided.CONCLUSIONS:Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

Int J Adolesc Med Health. 2011 Nov 4;24(1):11-6. doi: 10.1515/ijamh.2012.003.

Morbidity among bystanders of bullying behavior at school: concepts, concerns, and clinical/research issues.Rivers I.

Source

School of Sport and Education, Brunel University, Uxbridge, UK. ian.rivers@brunel.ac.uk

AbstractThe role of the bystander is not one that is easily understood in the anti-bullying literature. Roles within the unofficial hierarchy of the school-yard and playground overlap considerably, and each role has its own social dynamic that brings with it a shifting behavioral landscape that affects every student. In this article, the mental health correlates of three categories of bystander are explored: the co-victim, the isolate, and the confederate. Each category of bystander has its own characterizations and mental health correlates. Reports of post-traumatic stress, internalized hostility, substance use, and suicide ideation are discussed with reference to studies involving witnesses of family abuse, community and school violence as well as bullying. It is argued that bystanders are the key to challenging bullying in schools, and their mental health and well-being is pivotal to the effectiveness of anti-bullying interventions.

Int J Adolesc Med Health. 2011 Nov 29;24(1):27-35. doi: 10.1515/ijamh.2012.005.

Cyberbullying and adolescent mental health.Suzuki K, Asaga R, Sourander A, Hoven CW, Mandell D.

Source

Columbia University, New York, NY, USA. keitaliber@hotmail.com

AbstractThe rapid growth of electronic and computer-based communication and information sharing during the past decade has dramatically changed social interactions, especially among teenagers. Cyberbullying has emerged as a new form of bullying and harassment, and it has been shown to possess different ramifications from traditional school-yard bullying. This problem has emerged in nations worldwide. Cyber victims have reported various emotional and behavioral symptoms, along with school-related problems. This paper reviews international cross-sectional studies relating to the definition, prevalence, age, and gender differences inherent in cyberbullying. Psychosocial and risk factors associated with cyberbullying are also addressed. Prevention and intervention strategies for school officials and parents are suggested. Healthcare providers, policy makers, and families must be ever-mindful of the grave dangers cyberbullying poses to youths. Longitudinal studies are warranted to assess the psychological risk factors of cyberbullying.

Int J Adolesc Med Health. 2011 Nov 29;24(1):57-62. doi: 10.1515/ijamh.2012.008.

Bullying and gangs.White R, Mason R.

Source

School of Sociology and Social Work, University of Tasmania, Tasmania, Australia. r.d.white@utas.edu.au

AbstractBACKGROUND:Although bullying is associated with gangs, questions arise as to whether bullying, as such, takes place within gangs.OBJECTIVE:To provide a critical analysis of bullying as this pertains to youth gangs and especially to violence within gangs, and as applied to the behaviour of individual gang members. Study group: Young men between 12 and 25 years of age.METHODS:Review of relevant literature with a view to theorising the nature of the relationship between bullying and violence within a youth gang context.RESULTS:Bullying is associated with the reasons why individuals join gangs and with gang-related behaviour, but the violence within a gang is of a different character than that usually described by the term bullying.CONCLUSION:Bullying has implications for related and/or subsequent types of street violence, but is less relevant for descriptions of violence within a youth gang context as such.

Int J Adolesc Med Health. 2011 Nov 29;24(1):83-90. doi: 10.1515/ijamh.2012.012.

The nature and extent of college student hazing.Allan EJ, Madden M.

Source

College of Education and Human Development, University of Maine, Orono, ME, USA. elizabeth.allan@umit.maine.edu

AbstractBACKGROUND:This study explored the nature and extent of college student hazing in the USA. Hazing, a form of interpersonal violence, can jeopardize the health and safety of students.

METHODS:Using a web-based survey, data were collected from 11,482 undergraduate students, aged 18-25 years, who attended one of 53 colleges and universities. Additionally, researchers interviewed 300 students and staff at 18 of the campuses.

RESULTS:Results reveal hazing among USA college students is widespread and involves a range of student organizations and athletic teams. Alcohol consumption, humiliation, isolation, sleep-deprivation and sex acts are hazing practices common across student groups. Furthermore, there is a large gap between the number of students who report experience with hazing behaviors and those that label their experience as hazing.

CONCLUSIONS:To date, hazing prevention efforts in post-secondary education have focused largely on students in fraternities/sororities and intercollegiate athletes. Findings from this study can inform development of more comprehensive and research-based hazing prevention efforts that target a wider range of student groups. Further, data can serve as a baseline from which to measure changes in college student hazing over time.

Soc Psychiatry Psychiatr Epidemiol. 2011 Dec;46(12):1211-9. doi: 10.1007/s00127-010-0292-1. Epub 2010

Dec 1.

Bullying at age eight and criminality in adulthood: findings from the Finnish Nationwide 1981 Birth Cohort Study.Sourander A, Brunstein Klomek A, Kumpulainen K, Puustjärvi A, Elonheimo H, Ristkari T, Tamminen T, Moilanen

I, Piha J, Ronning JA.

Source

Department of Child Psychiatry, Turku University and Turku University Hospital, 20520 Turku, Finland. andre.sourander@utu.fi

AbstractCONTEXT:There are no prospective population-based studies examining predictive associations between childhood bullying behavior and adult criminality.OBJECTIVE:To study predictive associations between bullying and victimization at age eight and adult criminal offenses.DESIGN:Nationwide birth cohort study from age 8 to 26 years.

PARTICIPANTS:The sample consists of 5,351 Finnish children born in 1981 with information about bullying and victimization at age eight from parents, teachers, and the children themselves.

MAIN OUTCOME MEASURES:National police register information about criminal offenses at age 23-26 years.

RESULTS:When controlled for the parental education level and psychopathology score, bullying sometimes and frequently independently predicted violent (OR 3.9, 95% CI 1.9-7.9, p < 0.001; OR 2.5, 95% CI 1.6-4.1, p < 0.001, respectively), property (OR 2.3, 95% CI 1.2-4.7, p < 0.05; OR 1.7, 95% CI 1.1-2.7, p < 0.05), and traffic (OR 2.8, 95% CI 1.8-4.4, p < 0.001; OR 1.6, 95% CI 1.3-2.1, p < 0.001) offenses. The strongest predictive association was between bullying frequently and more than five crimes during the 4-year period (OR 6.6, 95% CI 2.8-15.3, p < 0.001) in adjusted analyses. When different informants were compared, teacher reports of bullying were the strongest predictor of adult criminality. In adjusted analyses, male victimization did not independently predict adult crime. Among girls, bullying or victimization at age eight were not associated with adult criminality.CONCLUSIONS:Bullying among boys signals an elevated risk of adult criminality.