Prevailing anti-violence practices in public schools, especially in the context of recently increased emphasis on bullying, often allocate more resources to surveillance and control than to facilitation of healthy relationships or conflict/ peace learning. This policy emphasis increases the risks of marginalization and reduces opportunities for diverse students to develop autonomy and mutual responsibility. This qualitative study examines educators’ contrasting interpretations of various school safety and conflict management initiatives in practice, in peaceful and less peaceful schools serving stressed urban populations, and points out spaces for potential policy shifts and clarifications that could enhance sustainable peacebuilding in schools.

Abstract

Investigating teachers’ and students’ different definitions of school bullying is important for necessary prevention and effective intervention. This study compared definitions of bullying from the perspectives of bystanders, bullies, victims, and educators. A total of 1,558 secondary educators and students in Taiwan participated in this research, including 967 students (537 bystanders, 217 bullies, and 213 victims) and 591 educators. Participants wrote their answers to the open-ended question, ‘What is bullying in your opinion?’. The grounded theory method was employed to analyse the collected qualitative data. Results indicated that educators’ and students’ conceptions of bullying in Taiwan included features of intentionality, power imbalance, assaults, and negative results. Educators tended to refer to the characteristic of repetition, which was rarely mentioned by the students. The bullies were likely to regard bullying as unintended acts, while intentionality was more likely to be identified by the educators. This study categorized aggressive behaviour into three patterns: Playful teasing, bullying, and severe bullying. The bullies thought that they were merely joking, when actually their behaviour was considered bullying from the bystanders’ and the victims’ points of view. This study finally discussed characteristics and categories of school bullying and the implications for interventions.

Self-reported handling of bullying among junior high school teachers in Finland

Leena Sairanen
1. School of Psychology, University of Lincoln, UK

Karen Pfeffer
1. School of Psychology, University of Lincoln, UK, kpfeffer@lincoln.ac.uk

Abstract

Teachers play an important role in bullying prevention. This study examines teachers' views on the extent and ways in which they would intervene in bullying situations. The sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience. Seventy teachers reported they had previously received training for school bullying situations. Participants completed the Handling Bullying Questionnaire which measures teachers' responses to five key aspects of intervention: working with bullies, working with victims, disciplining the bully, enlisting other adults and the extent of ignoring the incident. Results indicated that, overall, teachers were most inclined to discipline the bullies, followed by enlisting other adults, working with bullies, working with victims, and finally ignoring the incident. Anti-bullying training was found to be a significant factor in explaining teachers' handling of bullying. Teachers with over 20 years of experience were more likely to report that they would work with the bully than teachers with less than ten years service. Implications of the findings were discussed with regards to the provision of anti-bullying training.

School bullying by one or more ways: Does it matter and how do students cope?

Grace Skrzypiec
1. Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia, grace.skrzypiec@flinders.edu.au

Phillip Slee
1. Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia

Rosalind Murray-Harvey
1. Centre for Student Wellbeing & Prevention of Violence, School of Education, Flinders University, Adelaide, Australia

Beatriz Pereira
1. Institute of Education, University of Minho, Portugal

Abstract

Students (n = 452; ages 12—14 years) attending two South Australian metropolitan high schools completed the ‘Living & learning at school: Bullying at school’ survey in which they reported ways they were bullied and the strategies they would use to deal with bullying. Results showed that a small proportion of students were bullied in three or more ways, and that males and females differed in the coping strategies they would use if bullied. Significant differences were found between bullied and not bullied students in their use of ‘problem-focused’ in contrast to ‘emotion focused’, or ‘approach’ in contrast to ‘avoidance’ coping strategies, with bullied students more likely to use ‘avoidance’ strategies. Findings suggest that in terms of coping, it does matter whether or not a student is bullied in multiple ways.

Friends can hurt you: Examining the coexistence of friendship and bullying among early adolescents

Hsi-Sheng Wei
1. Department of Social Work, National Taipei University, Taiwan,hswei@mail.ntpu.edu.tw

Melissa Jonson-Reid
1. George Warren Brown School of Social Work, Washington University in St. Louis, USA

Abstract

Friendship is typically assumed to be a protective factor for victims of school bullying, so the possibility of victimization by friends is rarely explored. This study examines the prevalence of positive affiliation between the victims and aggressors in verbal and physical bullying. Peer nomination inventories were used to assess the friendship and dyadic bullying tendency among 237 Taiwanese middle school 7th graders. A total of 1,084 incidents of dyadic verbal bullying and 1,327 incidents of physical bullying were reported by the respondents. Friendship nominations among aggressors and victims could be unilateral (a peer nominates someone who does not in turn nominate them) or reciprocal (both the aggressor and the victim nominate each other as friends). Reciprocal nominations between victims and aggressors occurred in approximately 8% of cases of verbal bullying incidents and about 12% of physical bullying incidents. About 8% of victims of verbal or physical bullying unilaterally nominated the aggressor as a friend, with 9% and 12% of aggressors nominating victims as friends in the two cases. The self-reported strength of friendships was high among the reciprocal friends. Implications for the existence of bullying within friendship dyads for research and practice are discussed.

How South Korean teachers handle an incident of school bullying

Jina Yoon
1. Wayne State University, Detroit, Michigan, USA, jyoon@wayne.edu

Sheri Bauman
1. University of Arizona, Tucson, Arizona, USA, sherib@u.arizona.edu

Taesan Choi
1. Dong Shin University, Naju, S. Korea, chamgc@hanmail.net

Alisa S. Hutchinson
1. Wayne State University, Detroit, Michigan, USA, ahutchina@gmail.com

Abstract

With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.

Addressing cases of bullying through the Method of Shared Concern

Ken Rigby
1. University of South Australia, Underdale, Australia, ken.rigby@unisa.edu.au

Coosje Griffiths
1. Education Department of Western Australia, Perth, Australia,coosjewa@gmail.com

Abstract

Reports from schoolchildren in a variety of countries suggest that school-based interventions tackling cases of bullying are often unsuccessful. Closer attention is needed to the adequacy and appropriateness of specific forms of intervention. This article examines the contribution that can be made through the use of a non-punitive approach known as the Method of Shared Concern. Its use was explored in depth in 17 cases of moderately severe peer victimization in which the Method was applied in schools by trained practitioners. Detailed reports of the meetings with students suspected of bullying and the target were obtained from the practitioners. The practitioners and each of the students were subsequently interviewed to ascertain the effectiveness of the Method. Despite some variations in the way the Method was implemented, positive outcomes were achieved in a large majority of cases for a range of age groups and educational settings. Appropriate and inappropriate applications of the Method in resolving bully/victim problems are examined and discussed.

Coping strategies and perceived effectiveness in fourth through eighth grade victims of bullying

Laura S. Tenenbaum
1. Georgia State University

Kris Varjas
1. Georgia State University, kvarjas@gsu.edu

Joel Meyers
1. Georgia State University

Leandra Parris
1. Georgia State University

Abstract

Victimization resulting from bullying affects millions of school children worldwide each year (e.g. Nansel et al., 2001; Sapouna, 2008; Smokowski & Kopasz, 2005). These children face the fear and humiliation of verbal, physical, and relational aggression and as a result, often suffer psychological ill effects (e.g. Kochenderfer-Ladd, & Skinner, 2002). This study examined the coping strategies of victims of bullying using qualitative research methodology. One-hundred-and-two fourth through eighth grade students participated in group interviews discussing the topics of bullying and coping with victimization. A coping model emerged from this study that included the primary categories of problem-focused coping and emotion-focused coping, and eight subcategories, self-defense, stand up to the bully, seeking social support, distancing, internalizing, tension-reduction/externalizing, focus on the positive, and self-blame. Results revealed that problem-focused coping was the type of coping most often used by victims of bullying. Externalizing and seeking social support were the most commonly reported problem-focused coping strategies used by victims. Boys discussed using externalizing strategies with greater frequency than girls, whereas girls reported seeking social support more often than boys. Results also indicated that children generally found their implemented strategies to be ineffective in resolving their problem. Implications and suggestions for future research are discussed.

A Safe Education for All

Recognizing and Stemming Harassment in Music Classes and Ensembles

Bruce Allen Carter ⇓

Bruce Allen Carter is an assistant professor of music education at the University of Maryland, College Park. He can be contacted at bcart@umd.edu.

Abstract

This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their classrooms over the course of many years. Because of the unique nature of the ensemble experience, coupled with the opportunity for extended instruction, music teachers can closely monitor the well-being of their students. However, music teachers should understand how difficult it may be for students who have been harassed to come forward with information about harassment. Sometimes harassment is overt and easy to recognize (e.g., name-calling, inappropriate gestures, graffiti). However, harassment can also occur in contexts that are not readily recognized but are just as hurtful. When students observe teachers taking a stand against bullying and harassment, they recognize the intention for a safe classroom. When students feel safe, they are more likely to ask questions and engage in class in dynamic and meaningful ways—both musically and nonmusically. Only when students feel safe can they learn. Music teachers need to gain a further understanding of various forms of harassment and further consider their role in creating a welcoming and secure environment.

Autism. 2011 Mar 23. [Epub ahead of print]

Social vulnerability and bullying in children with Asperger syndrome.

Sofronoff K, Dark E, Stone V.

The University of Queensland, Australia.

Abstract

Children with Asperger syndrome (AS) have IQ within the normal range but specific impairments in theory of mind, social interaction and communication skills. The majority receive education in mainstream schools and research suggests they are bullied more than typically developing peers. The current study aimed to evaluate factors that predict bullying for such children and also to examine a new measure, the Social Vulnerability Scale (SVS). One hundred and thirty three parents of children with AS completed the SVS and of these 92 parents completed both the SVS and questionnaires measuring anxiety, anger, behaviour problems, social skills and bullying. Regression analyses revealed that these variables together strongly predicted bullying, but that social vulnerability was the strongest predictor. Test-re-test and internal consistency analyses of the SVS demonstrated sound psychometric properties and factor analyses revealed two subscales: gullibility and credulity. Limitations of the study are acknowledged and suggestions for future research discussed.

Health Promot Pract. 2011 Mar 21. [Epub ahead of print]

The Implementation of a Statewide Bullying Prevention Program: Preliminary Findings From the Field and the Importance of Coalitions.

Schroeder BA, Messina A, Schroeder D, Good K, Barto S, Saylor J, Masiello M.

Abstract

Bullying in schools has become recognized as a significant public health problem. The Olweus Bullying Prevention Program (OBPP) has been identified as an effective means to reduce bullying behavior in schools. The goal of this large population-based initiative was to reduce bullying by producing a quantifiable change in school climate using an established program and standardized measurement tool. Program participants over a 2-year period included 56,137 students and more than 2,400 teachers from 107 schools in 49 counties across Pennsylvania. An age cohorts design was used, and data from two equivalent age cohorts of students were compared at two or more points in time. After 1 to 2 years of program implementation, across cohorts, there were reductions in student self-reports of bullying others, and improvements in student perceptions of adults' responsiveness, and students' attitudes about bullying. This study is the largest bullying prevention initiative to date in the United States. This initiative reaffirms the efficacy of the OBPP, emphasizes the importance of an identified coalition, and highlights several positive outcomes. It is recommended that the OBPP be implemented through the establishment of community partnerships and coalitions as consistent with the public health model.

Aggress Behav. 2011 May;37(3):234-47. doi: 10.1002/ab.20389. Epub 2011 Mar 14.

Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale.

Felix ED, Sharkey JD, Green JG, Furlong MJ, Tanigawa D.

University of California, Santa Barbara, California. efelix@education.ucsb.edu.

Abstract

Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully. We examined test-retest reliability and the concurrent and predictive validity of the CBVS across students in Grades 5-12 in four central California schools. Concurrent validity was assessed by comparing the CBVS with a common, definition-based bullying victimization measure. Predictive validity was examined through the co-administration of measures of psychological well-being. Analysis by grade and gender are included. Results support the test-retest reliability of the CBVS over a 2-week period. The CBVS was significantly, positively correlated with another bullying assessment and was related in expected directions to measures of well-being. Implications for differentiating peer victimization and bullying victimization via self-report measures are discussed. Aggr. Behav. 37:234-247, 2011. © 2011 Wiley-Liss, Inc.

J Adolesc Health. 2011 Apr;48(4):415-7. Epub 2010 Sep 22.

Cyber and traditional bullying: differential association with depression.

Wang J, Nansel TR, Iannotti RJ.

Abstract

PURPOSE: The study compared levels of depression among bullies, victims, and bully-victims of traditional (physical, verbal, and relational) and cyber bullying that is a relatively new form of bullying. The study also examined the association between depression and frequency of involvement in each form of bullying.

METHODS: A U.S. nationally representative sample of students in grades 6-10 (N = 7,313) completed the bullying and depression items in the Health Behavior in School-Aged Children 2005 Survey.

RESULTS: Depression was associated with each of the four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a result not observed in other forms of bullying. For physical, verbal, and relational bullies, the frequently-involved group of victims and bully victims reported a significantly higher level of depression than the corresponding occasionally involved group. For cyber bullying, differences were found only between the occasional and frequent victims.

CONCLUSION: Results indicated the importance of further study of cyber bullying because its association with depression was distinct from traditional forms of bullying.

Obes Rev. 2011 Mar 15. doi: 10.1111/j.1467-789X.2010.00823.x. [Epub ahead of print]

Interpersonal violence in childhood as a risk factor for obesity: a systematic review of the literature and proposed pathways.

Midei AJ, Matthews KA.

Department of Psychology Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA.

Abstract

We examined the associations between exposure to interpersonal violence in childhood and risk for obesity and central adiposity. Interpersonal violence is defined as behaviour that threatens, attempts or causes physical harm. In addition, we evaluated the evidence for three mechanisms that may connect interpersonal violence to obesity: negative affect, disordered eating and physical inactivity. Based on a literature search of Medline and PsycInfo databases, 36 separate studies were evaluated and ranked based on quality. Approximately 81% of the studies reported a significant positive association between some type of childhood interpersonal violence and obesity, although 83% of the studies were cross-sectional. Associations were consistent for caregiver physical and sexual abuse and peer bullying, and there was mixed evidence for community violence. Although few studies explored mechanisms, early evidence suggests that negative affect and disordered eating may be involved. More prospective studies are needed, as well as studies that examine the mechanisms connecting early childhood victimization to obesity and central adiposity.

J Sch Health. 2011 Apr;81(4):167-73. doi: 10.1111/j.1746-1561.2010.00576.x.

Implementation and Evaluation of a Comprehensive, School-wide Bullying Prevention Program in an Urban/Suburban Middle School.

Bowllan NM.

Assistant Professor, (nbowllan@sjfc.edu), Wegmans School of Nursing, St. John Fisher College, 3690 East Avenue, Rochester, NY 14618.

Abstract

BACKGROUND: This intervention study examined the prevalence of bullying in an urban/suburban middle school and the impact of the Olweus Bullying Prevention Program (OBPP).

METHODS: A quasi-experimental design consisting of a time-lagged contrast between age-equivalent groups was utilized. Baseline data collected for 158 students prior to implementation of the OBPP were compared to 112 students who received the OBPP intervention for 1 year. Multiple perspectives on bullying were collected using the Revised-Olweus Bully/Victim Questionnaire. Similarly, a teacher questionnaire collected data for 17 teachers on prevalence of bullying and capacity to intervene pre- and post- OBPP intervention. Descriptive and inferential statistics were generated to analyze findings.

RESULTS: Statistically significant findings were found for 7th grade female students who received 1 year of the OBPP on reports of prevalence of bullying (p = .022) and exclusion by peers (p = .009). In contrast, variability in statistical findings was obtained for 8th grade females and no statistical findings were found for males. Following 1 year of the OBPP, teachers reported statistically significant improvements in their capacity to identify bullying (p = .016), talk to students who bully (p = .024), and talk with students who are bullied (p = .051). Other substantial percentile changes were also noted.

CONCLUSION: Findings suggest a significant positive impact of the OBPP on 7th grade females and teachers. Other grade and gender findings were inconsistent with previous literature. Recommendations for further research are provided along with implications for school health prevention programming.

Health Promot Int. 2011 Mar 7. [Epub ahead of print]

An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study.

Joronen K, Konu A, Rankin HS, Astedt-Kurki P.

1School of Health Sciences, University of Tampere, Tampere, Finland.

Abstract

Drama, theater and role-playing methods are commonly used in health promotion programs, but evidence of their effectiveness is limited. This paper describes the development, implementation and evaluation of a school-based drama program to enhance social relationships and decrease bullying at school in children in grades 4-5 (mean age of 10.4 years). Students (n = 190) were recruited from two primary schools with similar demographics and socio-economics in the Southern Finland and purposively allocated either to an intervention group or a control group. The drama program included classroom drama sessions, follow-up activities at home and three parents' evenings concerning issues of social well being during the school year September 2007-May 2008. Data on social relationships in the class room and experiences of bullying were obtained before and after the program using self-completed questionnaire from the same students (n = 134). The response rate was 71%. No differences in socio-demographics existed between intervention group and control group at pretest. The positive effect on social relationships resulting from the intervention approached statistical significance (p = 0.065). Moreover, the positive effect was found to be statistically significant in the high-intensity intervention classes (p = 0.011). Bullying victimization decreased 20.7 percentage units from pretest (58.8%) to posttest (38.1%) in the intervention group (p < 0.05). The study indicates that using applied drama and theater methods in the classroom may improve children's social relationships at school.

Eur J Public Health. 2011 Mar 7. [Epub ahead of print]

Overweight, body image and bullying--an epidemiological study of 11- to 15-years olds.

Brixval CS, Rayce SL, Rasmussen M, Holstein BE, Due P.

National Institute of Public Health, University of Southern Denmark, Copenhagen, Denmark.

Abstract

BACKGROUND: The purpose of this study was to examine the association between weight status and exposure to bullying among 11-, 13- and 15-year-old Danish school children. Furthermore, the purpose was to investigate the potentially mediating effect of body image.

METHODS: Data from the Danish contribution to the international cross-sectional research project Health Behaviour in School-aged Children (HBSC) 2002 was used. Data were assessed from questionnaires and 4781 students aged 11-, 13- and 15-years old were included in the analyses. Logistic regression was used for the analyses.

RESULTS: The regression analyses showed that overweight and obese students were more exposed to bullying than their normal weight peers. Among boys, odds ratios (ORs) for exposure to bullying were 1.75 (1.18-2.61) in overweight and 1.98 (0.79-4.95) in obese boys compared with normal weight. Among girls, the corresponding ORs were 1.89 (1.25-2.85) in overweight and 2.74 (0.96-7.82) in obese girls. The mediation analyses showed that body image fully mediated the associations between weight status and exposure to bullying in both boys and girls.

CONCLUSIONS: This study shows that overweight and obese boys and girls are of higher odds of being exposed to bullying than their normal weight peers. Moreover, this study finds that body image may statistically explain this association between overweight and exposure to bullying. However, the study is cross-sectional, and hypotheses of possibilities for opposite causality are possible.

J Youth Adolesc. 2011 Mar 4. [Epub ahead of print]

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.

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

Abstract

Much 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.

Crim Behav Ment Health. 2011 Apr;21(2):151-6. doi: 10.1002/cbm.806.

Bullying at school and later criminality: Findings from three Swedish community samples of males.

Olweus D.

Research Professor of Psychology, University of Bergen. Olweus@psyhp.uib.no.

Abstract

Aim To examine whether being a bully at school predicts later criminality. Method Longitudinal, prospective associations are reported between bullying and later criminality over the 8-year period from age 16 to 24. Results Bullying in early adolescence strongly predicted later criminality. The former school bullies were heavily overrepresented in the crime registers. Some 55% of them had been convicted of one or more crimes and as much as 36% had been convicted of at least three crimes in the studied period. Effect sizes in the form of Odds Ratios were substantial for both general crimes and violent crimes, varying between 3.47 and 7.79. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):145-50. doi: 10.1002/cbm.800.

Bullying and (re)offending: Results from three samples in the Netherlands.

Bijleveld C, Van der Geest V, Hendriks J.

Netherlands Institute for the Study of Crime and Law Enforcement, Amsterdam, the Netherlands. CBijleveld@nscr.nl.

Abstract

Aim To investigate the relationship between bullying and (re)offending. Method Carrying out bivariate analyses and multivariate analyses (controlling for Attention Deficit Hyperactivity Disorder (ADHD), parental abuse and neglect and impulsivity) on three large high-risk groups (male and female juveniles with serious behaviour problems and a group of juvenile sex offenders). Results Only the relationship between bullying victimisation and re-offending in juvenile sex offenders is significant. Conclusions Addressing bullying as a risk factor for re-offending seems important in treatment of juvenile sex offenders. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):136-44. doi: 10.1002/cbm.804.

Bullying at elementary school and problem behaviour in young adulthood: A study of bullying, violence and substance use from age 11 to age 21.

Kim MJ, Catalano RF, Haggerty KP, Abbott RD.

Social Development Research Group, School of Social Work, University of Washington, Seattle, Washington, USA. minjk@uw.edu.

Abstract

Aim The main aim of this paper is to investigate to what extent self-reported bullying at Grade 5 predicts later violence, heavy drinking and marijuana use at age 21. Method Univariate and multivariate associations between bullying and later outcomes were examined based on a longitudinal community sample of 957 young people from the Raising Healthy Children project. Results Childhood bullying was significantly associated with violence, heavy drinking and marijuana use at age 21. These associations held up after controlling for prior risk factors. Conclusions Childhood bullying had unique associations with risk of later violence and substance use among young adults. Early intervention to prevent childhood bullying may also reduce other adverse outcomes later in life. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):128-35. doi: 10.1002/cbm.803.

The linkage between childhood bullying behaviour and future offending.

Jiang D, Walsh M, Augimeri LK.

Department of Community Health Sciences, University of Manitoba, Winnipeg, Canada; The Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.

Abstract

Aim To examine the linkage between bullying behaviour in early childhood and any subsequent contact with the criminal justice system. Methods A Canadian sample (570 boys and 379 girls) was derived from clients who participated in the evidenced-based programme, SNAP(®) (STOP NOW AND PLAN), between 2001 and 2009. A court order was obtained to access any criminal record data on participants. The Early Assessment Risk Lists (EARL-20B and EARL-21G) and the Child Behavior Checklist (CBCL) were used to identify level of risk and bullying behaviour. Outcome variables included age the child first came in contact with the criminal justice system and frequency. Results Logistic and Cox regression analyses indicate that the risk of onset of criminal offence for bullies was significantly higher than for non-bullies. The hazard of criminal offence for bullies is 1.9 times (95% CI: 1.1-3.2) than that of non-bullies. This holds true even when adjusted for age, gender and other risk factors. Conclusion We found a strong linkage between bullying behaviour during childhood and subsequent criminal offending after the age of 12. Criminal convictions for bullies were nearly twice as high for non-bullies up to the child's 18th birthday. EARLs were effective in differentiating risk associated with bullying. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):117-27. doi: 10.1002/cbm.805.

Bullying in early adolescence and its association with anti-social behaviour, criminality and violence 6 and 10 years later.

Renda J, Vassallo S, Edwards B.

Australian Institute of Family Studies, Melbourne, VIC, Australia.

Abstract

Background Few longitudinal studies have examined the links between engagement in bullying and later anti-social behaviour for both males and females. Aims This study aimed to examine the association between adolescent bullying behaviour and subsequent anti-social behaviour, among a community sample of Australian males and females. Methods Regression analysis was used to examine the relationship between bullying perpetration at age 13-14 and anti-social behaviour, criminal violence and contact with police or courts 6 and 10 years later among approximately 800 young adults participating in a 27-year longitudinal study. The analyses controlled for known risk factors for anti-social behaviour at age 13-14 years. Results Moderate significant associations were found between bullying perpetration and subsequent anti-social behaviour. Associations were more powerful for males than females, and for short-term than long-term outcomes. Engagement in bullying remained a significant predictor of later anti-social behaviour and contact with police or courts even after other risk factors were accounted for. Conclusions These findings suggest that bullying in adolescence may be a marker of risk for a continuing pattern of anti-social behaviour, particularly among young males. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):107-16. doi: 10.1002/cbm.802.

Longitudinal consequences of adolescent bullying perpetration and victimisation: A study of students in Victoria, Australia.

Hemphill SA, Kotevski A, Herrenkohl TI, Bond L, Kim MJ, Toumbourou JW, Catalano RF.

Centre for Adolescent Health, Murdoch Childrens Research Institute, VIC, Australia; Department of Paediatrics, The University of Melbourne, VIC, Australia; Melbourne's Royal Children's Hospital, VIC, Australia; School of Psychology, Deakin University, Geelong Waterfront Campus, VIC, Australia. sheryl.hemphill@acu.edu.au.

Abstract

Aims To examine the associations between self-reported bullying perpetration and victimisation in Years 7 and 10 and a range of psychosocial outcomes in Year 11. Method This analysis draws on data from the International Youth Development Study, a longitudinal study of 5769 students from Victoria, Australia and Washington State, United States who were recruited through schools in Years 5, 7 and 9 in 2002. Data for the current results are taken from participants in the youngest (Year 5) Victorian cohort of the study. Results Rates of bullying victimisation exceeded 30% and up to one in five students had engaged in bullying. Adjusted logistic regression analyses revealed that bullying perpetration, and bullying victimisation in Year 7 did not significantly predict psychosocial outcomes in Year 11. Bullying perpetration in Year 10 was associated with an increased likelihood of theft, violent behaviour and binge drinking. Year 10 bullying victimisation was associated with an increased likelihood of Year 11 depressive symptoms. Conclusions Prevention approaches that target bullying perpetration and victimisation are necessary. Programmes that lessen bullying may also have an impact on other proximally related behaviours, including binge drinking and depression. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):99-106. doi: 10.1002/cbm.799.

Bullying at school as a predictor of delinquency, violence and other anti-social behaviour in adulthood.

Bender D, Lösel F.

Institute of Psychology, University of Erlangen-Nuremberg, Germany.

Abstract

Background Although bullying at school is an important topic, its long-term relation to anti-social development is rarely investigated. Aim To study the relation between bullying in youth and anti-social outcomes in adulthood. Methods A group of 63 males (bullies and victims over-sampled) from the Erlangen-Nuremberg Bullying Study were investigated at ages 15 and 25. Bullying was assessed with the Olweus Bully/Victim Questionnaire. Outcome measures included self-reported delinquency, violence, aggressiveness, drug use, impulsivity and psychopathy. In addition to bivariate correlations, hierarchical regressions were used to control for family and individual risk factors. Results Bullying was a strong predictor of nearly all anti-social outcomes. Physical bullying was more predictive than verbal/indirect bullying. Controlling for family risks and externalising/internalising problems reduced effect sizes, but bullying remained a sound predictor. Victimisation was not related to anti-social outcomes. Conclusions Bullying seems to be a key risk marker for anti-social development. Therefore, studies on whole-school anti-bullying programmes and child-oriented or family-oriented strategies of crime prevention should be more integrated. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):90-8. doi: 10.1002/cbm.801.

Bullying as a predictor of offending, violence and later life outcomes.

Farrington DP, Ttofi MM.

Institute of Criminology, Cambridge University, Cambridge, UK. dpf1@cam.ac.uk.

Abstract

Aim The main aim of this paper is to investigate to what extent self-reported bullying at age 14 predicts later offending, violence and other life outcomes. Method In the Cambridge Study in Delinquent Development, 411 South London males were followed up from age 8-10 to age 48-50, using repeated face-to-face interviews and searches of criminal records. Results Bullying at age 14 predicted violent convictions between ages 15 and 20, self-reported violence at age 15-18, low job status at age 18, drug use at age 27-32, and an unsuccessful life at age 48. These results held up after controlling for explanatory and behavioural childhood risk factors at age 8-10. Conclusions Bullying might increase the likelihood of these later outcomes. Interventions that decrease bullying would most likely be followed by decreases in violent offending, drug use, and unsuccessful lives. Copyright © 2011 John Wiley & Sons, Ltd.

Crim Behav Ment Health. 2011 Apr;21(2):80-9. doi: 10.1002/cbm.808.

The predictive efficiency of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies.

Ttofi MM, Farrington DP, Lösel F, Loeber R.

Institute of Criminology, Cambridge University, Cambridge, UK. mt394@cam.ac.uk.

Abstract

Background Although bullying and delinquency share similar risk factors, no previous systematic review has ever been conducted to examine possible links between school bullying and criminal offending later in life. Aims To investigate the extent to which bullying perpetration at school predicts offending later in life, and whether this relation holds after controlling for other major childhood risk factors. Method Results are based on a thorough systematic review and meta-analysis of studies measuring school bullying and later offending. Effect sizes are based on both published and unpublished studies; longitudinal investigators of 28 studies have conducted specific analyses for our review. Results The probability of offending up to 11 years later was much higher for school bullies than for non-involved students [odds ratio (OR) = 2.50; 95% confidence interval (CI): 2.03-3.08]. Bullying perpetration was a significant risk factor for later offending, even after controlling for major childhood risk factors (OR = 1.82, 95% CI: 1.55-2.14). Effect sizes were smaller when the follow-up period was longer and larger when bullying was assessed in older children. The age of participants when outcome measures were taken was negatively related with effect sizes. Finally, the summary effect size did not decrease much as the number of controlled risk factors increased. Conclusions School bullying is a strong and specific risk factor for later offending. Effective anti-bullying programmes should be promoted, and could be viewed as a form of early crime prevention. Such programmes would have a high benefit : cost ratio. Copyright © 2011 John Wiley & Sons, Ltd.

J Commun Disord. 2011 Feb 28. [Epub ahead of print]

The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum.

Campbell WN, Skarakis-Doyle E.

Doctoral Program in Rehabilitation Science, The University of Western Ontario, Canada.

Abstract

Peer victimization, or bullying, has been identified as a significant child health priority and children with language impairment (LI) are among those who are vulnerable. Given the mandate of educators to provide support for all students who are bullied regardless of language status, research is needed that integrates the study of risk factors for peer victimization among children who are developing typically and children who have LI. Accordingly, this preliminary study explored the degree to which one potential risk factor, peer conflict resolution knowledge, was related to peer victimization in children across the language continuum, and considered whether or not individual differences in language ability influenced that relationship. Participants included 17 girls and 15 boys aged 9-12 years with a wide range of language abilities, six meeting criteria for LI. Participants completed a hypothetical peer conflict resolution task and a measure of peer victimization. Correlational analyses revealed very different patterns of relationships for boys and girls. Whereas boys' reports of peer victimization were meaningfully related to how they responded to hypothetical peer conflicts, girls' reports were most strongly associated with language ability. These preliminary findings suggest that it is important to consider gender when conceptualizing how factors such as peer conflict resolution knowledge might influence children's risk of being bullied. Learning outcomes: Readers will be able to: (1) provide a definition of peer victimization and give examples of different forms of peer victimization; (2) recognize that inadequate peer conflict resolution knowledge may be a risk factor for peer victimization; (3) describe the relationships between peer conflict resolution knowledge, language ability, and peer victimization in this study, and explain how these relationships differed for boys and girls; and (4) identify at least three opportunities for future research that would help to clarify risk factors for peer victimization in boys and girls.

Scand J Caring Sci. 2011 Mar 1. doi: 10.1111/j.1471-6712.2011.00877.x. [Epub ahead of print]

Children's experiences of a drama programme in social and emotional learning.

Joronen K, Häkämies A, Astedt-Kurki P.

Department of Nursing Science, University of Tampere, Tampere, Finland Research and Development, PIRAMK University of Applied Sciences, Tampere, Finland Department of Nursing Science, University of Tampere, Tampere and Science Center, Pirkanmaa Hospital District Science Center, Tampere, Finland.

Abstract

Scand J Caring Sci; 2011 Children's experiences of a drama programme in social and emotional learning The aim of the school-based drama programme was to enhance child social and emotional learning. The programme was implemented by class teachers or teacher-school nurse dyads among fourth and fifth graders (10-12 years old) during the school year 2007-2008. Teachers and school nurses received training before the implementation. One hundred and four students participated. The purpose of the pilot study was to explore student experiences concerning the programme and the learning experiences. After the program, questionnaires with structured and open-ended questions were completed by 90 students (response rate 87%). Additionally, four focus group interviews were conducted. The research data were analysed statistically and by using qualitative data analysis. The quantitative results indicate that most students liked the programme and were enthusiastic about it. According to the qualitative data, students described, e.g. enhanced social and emotional learning and increased understanding of diversity and consequences of bullying. Additionally, drama transformed prosocial behaviour.

Nord J Psychiatry. 2011 Feb 25. [Epub ahead of print]

Exposure to teacher bullying in schools: A study of patients with personality disorders.

Monsvold T, Bendixen M, Hagen R, Helvik AS.

Department of Public Health and General Practice, Faculty of Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway, and St. Olav's Hospital University, Trondheim, Norway.

Abstract

Background: 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.

J Adolesc. 2011 Feb 17. [Epub ahead of print]

Bullying and discrimination experiences among Korean-American adolescents.

Shin JY, D'Antonio E, Son H, Kim SA, Park Y.

Hofstra University, Hempstead, NY, United States.

Abstract

The bullying experiences of Korean-American adolescents (N = 295) were explored in relation to discrimination and mental health outcomes. Bullying experiences 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 Clin Nurs. 2011 Feb 15. doi: 10.1111/j.1365-2702.2010.03693.x. [Epub ahead of print]

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.

Authors: Kristin Haraldstad, MSc, RN, PhD Student, Oslo University College, Faculty of Nursing, Oslo and Department of Public Health and Primary Health Care, University of Bergen, Bergen; Knut-Andreas Christophersen, MSc, Statistician, Institute of Political Science, University of Oslo, Oslo; Hilde Eide, PhD, RN, Oslo University College, Faculty of Nursing, Oslo; Gerd K Nativg, PhD, RN, Professor, Department of Public Health and Primary Health Care, University of Bergen, Bergen; Sølvi Helseth, PhD, RN, Professor, Oslo University College, Faculty of Nursing, Oslo, Norway.

Abstract

Aim. 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.

Psychol Health. 2011 Feb;26(2):187-204.

Effects of the Positive Action programme on problem behaviours in elementary school students: a matched-pair randomised control trial in Chicago.

Li KK, Washburn I, DuBois DL, Vuchinich S, Ji P, Brechling V, Day J, Beets MW, Acock AC, Berbaum M, Snyder F, Flay BR.

Department of Applied Social Studies, City University of Hong Kong, Hong Kong. ben.li@cityu.edu.hk

Abstract

This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems.

Eur Psychiatry. 2011 Feb 8. [Epub ahead of print]

Victims of bullying in childhood and suicide attempts in adulthood.

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

Department of Health Sciences, College of Medicine, Biological Sciences and Psychology, University of Leicester, 22-28, Princess Road West, Leicester LE1 6TP, United Kingdom.

Abstract

PURPOSE: 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 reduce bullying in childhood.

BMC Psychiatry. 2011 Feb 8;11:22.

The association between bullying and early stages of suicidal ideation in late adolescents in Greece.

Skapinakis P, Bellos S, Gkatsa T, Magklara K, Lewis G, Araya R, Stylianidis S, Mavreas V.

Department of Psychiatry, University of Ioannina, School of Medicine, Ioannina, Greece. p.skapinakis@gmail.com.

Abstract

ABSTRACT:

BACKGROUND: Bullying in schools has been associated with suicidal ideation but the confounding effect of psychiatric morbidity has not always been taken into account. Our main aim was to test the association between bullying behavior and early stages of suicidal ideation in a sample of Greek adolescents and to examine whether this is independent of the presence of psychiatric morbidity, including sub-threshold symptoms.

METHODS: 5614 pupils 16-18 years old and attending 25 senior high schools were screened in the first phase and a stratified random sample of 2431 were selected for a detailed interview at the second phase. Psychiatric morbidity and suicidal ideation were assessed with the revised Clinical Interview Schedule (CIS-R) while bullying was assessed with the revised Olweus bully/victim questionnaire.

RESULTS: Victims of bullying behavior were more likely to express suicidal ideation. This association was particularly strong for those who were bullied on a weekly basis and it was independent of the presence of psychiatric morbidity (Odds Ratio: 7.78; 95% Confidence Interval: 3.05 - 19.90). In contrast, being a perpetrator ("bullying others") was not associated with this type of ideation after adjustment. These findings were similar in both boys and girls, although the population impact of victimization in the prevalence of suicidal ideation was potentially higher for boys.

CONCLUSIONS: The strong cross-sectional association between frequent victimization and suicidal ideation in late adolescence offers an opportunity for identifying pupils in the school setting that are in a higher risk for exhibiting suicidal ideation.

Child Dev. 2011 Jan;82(1):311-30. doi: 10.1111/j.1467-8624.2010.01557.x.

A large-scale evaluation of the KiVa antibullying program: grades 4-6.

Kärnä A, Voeten M, Little TD, Poskiparta E, Kaljonen A, Salmivalli C.

Department of Psychology, University of Turku, Turun yliopisto, Finland. ankarna@utu.fi

Abstract

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization.

Child Dev. 2011 Jan;82(1):295-310. doi: 10.1111/j.1467-8624.2010.01556.x.

Understanding bullying and victimization during childhood and adolescence: a mixed methods study.

Guerra NG, Williams KR, Sadek S.

University of California at Riverside, CA, USA. nancy.guerra@ucr.edu

Abstract

In the present study, quantitative and qualitative data are presented to examine individual and contextual predictors of bullying and victimization and how they vary by age and gender. Two waves of survey data were collected from 2,678 elementary, middle, and high school youth attending 59 schools. In addition, 14 focus groups were conducted with 115 youth who did not participate in the survey. Changes in both bullying and victimization were predicted across gender and age by low self-esteem and negative school climate, with normative beliefs supporting bullying predicting increases in bullying only. Focus group comments provided insights into the dynamics of bullying, highlighting its connection to emergent sexuality and social identity during adolescence. Findings are discussed in terms of their implications for preventive antibullying interventions in schools.

Aggress Behav. 2011 Mar-Apr;37(2):177-92. doi: 10.1002/ab.20379. Epub 2010 Nov 10.

The development of the Social Bullying Involvement Scales.

Fitzpatrick S, Bussey K.

Psychology Department, Macquarie University, Sydney, Australia. sally.fitzpatrick@mq.edu.au

Abstract

This study reports findings of a newly developed measure of social bullying based on Underwood's [2003] framework of social aggression. The Social Bullying Involvement Scales (SBIS) consist of four scales measuring the extent to which children experience social victimization, engage in social bullying, witness social bullying, and intervene in social bullying. The sample consisted of 636 participants (311 females and 325 males, age range 11-16 years; 71% White). Confirmatory factor analysis supported a revised version of Underwood's framework for each of the four participant role scales. Internal consistencies for each scale ranged from .93 to .97. Results revealed that social victimization was related to an increase in anxiety, depressive, and externalizing behaviors. Social bullying was associated with an increase in general externalizing behaviors only. Social witnessing was moderately correlated with depression scores. Intervening in social bullying was not linked with psychological maladjustment or externalizing behaviors. The SBIS provides a comprehensive measure of social victimization, social bullying, social witnessing, and social intervening.

Aggress Behav. 2011 Mar-Apr;37(2):133-44. doi: 10.1002/ab.20378. Epub 2010 Nov 23.

Moral disengagement in self-reported and peer-nominated school bullying.

Obermann ML.

Department of Psychology, Aarhus University, Aarhus C, Denmark. mariloui@psy.au.dk

Abstract

This study examined the relation between moral disengagement and different self-reported and peer-nominated positions in school bullying. The aims of this study were to (1) investigate moral disengagement among children for whom self-reported and peer-nominated bully status diverged and (2) compare levels of disengagement among self-reported and peer-nominated pure bullies, pure victims, bully-victims, and children not involved in bullying. A sample of 739 Danish sixth grade and seventh grade children (mean age 12.6) was included in the study. Moral disengagement was measured using a Danish version of the Moral Disengagement Scale and bullying was measured using both self-reports and peer nominations. Results revealed that both self-reported and peer-nominated bullying were related to moral disengagement, and that both pure bullies and bully-victims displayed higher moral disengagement than outsiders. Discrepancies between self-reported and peer-nominated bullying involvement indicates that a person's social reputation has a stronger association with moral disengagement than so far expected. Implications are discussed, highlighting the importance of further research and theory development.

Br J Psychol. 2011 Feb;102(1):71-96. doi: 10.1348/000712610X502826.

Ganging up or sticking together? Group processes and children's responses to text-message bullying.

Jones SE, Manstead AS, Livingstone AG.

School of Psychology, Cardiff University, UK. jonesse21@cf.ac.uk

Abstract

Drawing on social identity theory and intergroup emotion theory (IET), we examined group processes underlying bullying behaviour. Children were randomly assigned to one of three groups: a perpetrator's group, a target's group, or a third party group. They then read a gender-consistent scenario in which the norm of the perpetrator's group (to be kind or unkind towards others) was manipulated, and an instance of cyberbullying between the perpetrator's group and a member of the target's group was described. It was found that group membership, group norms, and the proposed antecedents of the group-based emotions of pride, shame, and anger (but not guilt) influenced group-based emotions and action tendencies in ways predicted by social identity and IET. The results underline the importance of understanding group-level emotional reactions when it comes to tackling bullying, and show that being part of a group can be helpful in overcoming the negative effects of bullying.

J Sch Health. 2011 Feb;81(2):107-13. doi: 10.1111/j.1746-1561.2010.00567.x.

Low-level violence in schools: is there an association between school safety measures and peer victimization?

Blosnich J, Bossarte R.

Department of Community Medicine, West Virginia University, P.O. Box 9190, Morgantown, WV 26506, USA. jblosnich@hsc.wvu.edu

Abstract

BACKGROUND: Low-level violent behavior, particularly school bullying, remains a critical public health issue that has been associated with negative mental and physical health outcomes. School-based prevention programs, while a valuable line of defense to stave off bullying, have shown inconsistent results in terms of decreasing bullying. This study explored whether school safety measures (eg, security guards, cameras, ID badges) were associated with student reports of different forms of peer victimization related to bullying.

METHODS: Data came from the 2007 School Crime Supplement of the National Crime Victimization Survey. Chi-square tests of independence were used to examine differences among categorical variables. Logistic regression models were constructed for the peer victimization outcomes. A count variable was constructed among the bullying outcomes (0-7) with which a Poisson regression model was constructed to analyze school safety measures' impacts on degree of victimization.

RESULTS: Of the various school safety measures, only having adults in hallways resulted in a significant reduction in odds of being physically bullied, having property vandalized, or having rumors spread. In terms of degree of victimization, having adults and/or staff supervising hallways was associated with an approximate 26% decrease in students experiencing an additional form of peer victimization.

CONCLUSIONS: Results indicated that school safety measures overall were not associated with decreased reports of low-level violent behaviors related to bullying. More research is needed to further explore what best promotes comprehensive safety in schools.

Indian J Pediatr. 2011 Jan 11. [Epub ahead of print]

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.

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

Abstract

This 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.

Br J Educ Psychol. 2011 Mar;81(1):112-34. doi: 10.1348/2044-8279.002009. Epub 2010 Dec 3.

Trait emotional intelligence influences on academic achievement and school behaviour.

Mavroveli S, Sánchez-Ruiz MJ.

Imperial College London, London, UK Lebanese American University, Byblos, Lebanon.

Abstract

Background. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. Aims. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). Sample. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. Method. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. Results. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. Conclusions. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

Child Care Health Dev. 2010 Dec 28. doi: 10.1111/j.1365-2214.2010.01181.x. [Epub ahead of print]

Peer relationships and suicide ideation and attempts among Chinese adolescents.

Cui S, Cheng Y, Xu Z, Chen D, Wang Y.

Department of Child, Adolescent and Women's Health, School of Public Health, Peking University Chinese Center for Disease Control and Prevention, National Institute for Health Education Chinese Center for Disease Control and Prevention Department of Psychology, Peking University Health Science Center Department of Epidemiology and Biostatistics, Peking University Health Science Center, Beijing, China.

Abstract

Background 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.

J Adolesc. 2010 Dec 16. [Epub ahead of print]

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.

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

Abstract

Cross-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 bullying as 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.

Arch Pediatr. 2011 Feb;18(2):235-7. Epub 2010 Dec 10.

[Dangerous games in schoolchildren].

[Article in French]

Le Heuzey MF.

Service de psychopathologie de l'enfant et l'adolescent, hôpital Robert-Debré, AP-HP, 48, boulevard Sérurier, 75935 Paris cedex 19, France. marie-france.leheuzey@rdb.aphp.fr

Abstract

Dangerous games inside or outside school are a serious social phenomenon, but unfortunately underrecognized. Aggressive games are a part of school bullying, which is in expansion. Choking games are very dangerous, with many deaths or serious neurologic complications. Pediatricians should be knowledgeable about risky behaviors encountered by their patients, and provide guidance about its dangers.

Addict Behav. 2011 Mar;36(3):256-60. Epub 2010 Nov 10.

Childhood bullying behaviors at age eight and substance use at age 18 among males. A nationwide prospective study.

Niemelä S, Brunstein-Klomek A, Sillanmäki L, Helenius H, Piha J, Kumpulainen K, Moilanen I, Tamminen T, Almqvist F,Sourander A.

Department of Psychiatry, University of Turku, Finland. solnie@utu.fi

Abstract

Childhood bullying behaviors (bullying and victimization) were studied as risk factors for substance use among Finnish males. The study design was a nationwide prospective general population study, where information was collected in 1989 and 1999. Bullying behaviors and childhood psychopathology at age eight were collected from teachers, parents and boys themselves. At age 18, self-reports of frequent drunkenness (once a week or more often), daily heavy smoking (10 cigarettes or more per day), and illicit drug use during the past six months were obtained from 78% of the boys attending the study at age eight (n=2946). Being frequently victimized at age eight predicted daily heavy smoking, and this was evident even after adjusting for childhood family background, psychopathology at age eight and at age 18, and other forms of substance use. In multivariate analysis, bullying others frequently predicted illicit drug use, while being a victim of bullying associated with a lower occurrence of illicit drug use. Bullying behaviors had no association with frequent drunkenness independent of other factors. Accordingly, being a victim of bullying predisposes in particular to subsequent smoking. Bullying others in childhood can be regarded as an early indicator to illicit drug use later in life. The screening and intervention possibilities in order to recognize the risk group for later health compromising behaviors are emphasized.

Eur Child Adolesc Psychiatry. 2011 Jan;20(1):49-55. Epub 2010 Dec 7.

Childhood bullying as a predictor for becoming a teenage mother in Finland.

Lehti V, Sourander A, Klomek A, Niemelä S, Sillanmäki L, Piha J, Kumpulainen K, Tamminen T, Moilanen I, Almqvist F.

Department of Child Psychiatry, University of Turku, Itäinen Pitkäkatu 1 / Varia, 20014, Turku, Finland. venla.lehti@utu.fi

Abstract

The aim of this study is to examine the association between bullying behaviour at the age of 8 and becoming a mother under the age of 20. This birth cohort study included 2,867 Finnish girls at baseline in 1989. Register-based follow-up data on births was collected until the end of 2001. Information, both on the main exposure and outcome, was available for 2,507 girls. Both bullies and victims had an increased risk of becoming a teenage mother independent of family-related risk factors. When controlled for childhood psychopathology, however, the association remained significant for bullies (OR 2.2, 95% CI 1.2-4.1) and bully-victims (OR 1.8, 95% CI 1.05-3.2), but not for pure victims. Reports of bullying and victimisation from the girls themselves, their parents and their teachers were all associated with becoming a teenage mother independent of each other. There is a predictive association between being a bully in childhood and becoming a mother in adolescence. It may be useful to target bullies for teenage pregnancy prevention.

Pediatrics. 2011 Jan;127(1):49-57. Epub 2010 Dec 6.

Criminal-justice and school sanctions against nonheterosexual youth: a national longitudinal study.

Himmelstein KE, Brückner H.

Program in Ethics, Politics, and Economics, Yale University, New Haven, Connecticut, USA. kathryn.himmelstein@gmail.com

Abstract

OBJECTIVE: Nonheterosexual adolescents are vulnerable to health risks including addiction, bullying, and familial abuse. We examined whether they also suffer disproportionate school and criminal-justice sanctions.

METHODS: The National Longitudinal Study of Adolescent Health followed a nationally representative sample of adolescents who were in grades 7 through 12 in 1994-1995. Data from the 1994-1995 survey and the 2001-2002 follow-up were analyzed. Three measures were used to assess nonheterosexuality: same-sex attraction, same-sex romantic relationships, and lesbian, gay, or bisexual (LGB) self-identification. Six outcomes were assessed: school expulsion; police stops; juvenile arrest; juvenile conviction; adult arrest; and adult conviction. Multivariate analyses controlled for adolescents' sociodemographics and behaviors, including illegal conduct.

RESULTS: Nonheterosexuality consistently predicted a higher risk for sanctions. For example, in multivariate analyses, nonheterosexual adolescents had greater odds of being stopped by the police (odds ratio: 1.38 [P < .0001] for same-sex attraction and 1.53 [P < .0001] for LGB self-identification). Similar trends were observed for school expulsion, juvenile arrest and conviction, and adult conviction. Nonheterosexual girls were at particularly high risk.

CONCLUSIONS: Nonheterosexual youth suffer disproportionate educational and criminal-justice punishments that are not explained by greater engagement in illegal or transgressive behaviors. Understanding and addressing these disparities might reduce school expulsions, arrests, and incarceration and their dire social and health consequences.

Br J Dev Psychol. 2010 Nov;28(Pt 4):921-39.

Bullying among siblings: the role of personality and relational variables.

Menesini E, Camodeca M, Nocentini A.

Department of Psychology, University of Florence, Italy. menesini@psico.unifi.it

Abstract

This study aimed to investigate: (1) the influence of gender, sibling age, and sibling gender on sibling bullying and victimization; (2) the links between personality characteristics, quality of the sibling relationship, and sibling bullying/victimization; (3) the association between sibling and school bullying/victimization, and the direct and indirect associations between personality variables and school bullying/victimization. The sample comprised 195 children (98 boys and 97 girls, aged 10-12 years). Instruments included: a self-report questionnaire for bullying and victimization, the Big Five Questionnaire for Children and the Sibling Inventory of Behaviour. Results highlighted that the presence of an older brother is a risk factor for the emergence of sibling victimization. For both boys and girls, high levels of conflict in the dyad and low levels of empathy were significantly related to sibling bullying and sibling victimization. For males, energy was associated with sibling bullying and indirectly to school bullying; friendliness and high emotional instability were directly associated with school bullying. School victimization was directly associated with emotional instability for both males and females. Finally, both sibling bullying and sibling victimization were associated with bullying and victimization at school. The discussion highlights the role of a multi-contextual approach to understand and prevent bullying.

Soc Psychiatry Psychiatr Epidemiol. 2010 Dec 1. [Epub ahead of print]

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.

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

Abstract

CONTEXT: 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.

Trials. 2010 Nov 29;11:114.

Protocol for a randomised controlled trial of a school based cognitive behaviour therapy (CBT) intervention to prevent depression in high risk adolescents (PROMISE).

Stallard P, Montgomery AA, Araya R, Anderson R, Lewis G, Sayal K, Buck R, Millings A, Taylor JA.

Department for Health, University of Bath, UK. p.stallard@bath.ac.uk

Abstract

BACKGROUND: Depression in adolescents is a significant problem that impairs everyday functioning and increases the risk of severe mental health disorders in adulthood. Relatively few adolescents with depression are identified and referred for treatment indicating the need to investigate alternative preventive approaches.

STUDY DESIGN: A pragmatic cluster randomised controlled trial evaluating the effectiveness of a school based prevention programme on symptoms of depression in "high risk" adolescents (aged 12-16). The unit of allocation is year groups (n = 28) which are assigned to one of three conditions: an active intervention based upon cognitive behaviour therapy, attention control or treatment as usual. Assessments will be undertaken at screening, baseline, 6 months and 12 months. The primary outcome measure is change on the Short Mood and Feeling Questionnaire at 12 months. Secondary outcome measures will assess changes in negative thoughts, self esteem, anxiety, school connectedness, peer attachment, alcohol and substance misuse, bullying and self harm.

DISCUSSION: As of August 2010, all 28 year groups (n = 5023) had been recruited and the assigned interventions delivered. Final 12 month assessments are scheduled to be completed by March 2011.

Int J Public Health. 2010 Nov 26. [Epub ahead of print]

Screen time and physical violence in 10 to 16-year-old Canadian youth.

Janssen I, Boyce WF, Pickett W.

School of Kinesiology and Health Studies, Queen's University, Kingston, ON, K7L 3N6, Canada, ian.janssen@queensu.ca.

Abstract

OBJECTIVES: To examine the independent associations between television, computer, and video game use with physical violence in youth.

METHODS: The study population consisted of a representative cross-sectional sample of 9,672 Canadian youth in grades 6-10 and a 1-year longitudinal sample of 1,861 youth in grades 9-10. The number of weekly hours watching television, playing video games, and using a computer was determined. Violence was defined as engagement in ≥2 physical fights in the previous year and/or perpetration of ≥2-3 monthly episodes of physical bullying. Logistic regression was used to examine associations.

RESULTS: In the cross-sectional sample, computer use was associated with violence independent of television and video game use. Video game use was associated with violence in girls but not boys. Television use was not associated with violence after controlling for the other screen time measures. In the longitudinal sample, video game use was a significant predictor of violence after controlling for the other screen time measures.

CONCLUSIONS: Computer and video game use were the screen time measures most strongly related to violence in this large sample of youth.

J Psychosom Res. 2010 Dec;69(6):541-7.

Body mass index and victimization during adolescence: the mediation role of depressive symptoms and self-esteem.

Giletta M, Scholte RH, Engels RC, Larsen JK.

Department of Psychology, University of Torino, Torino, Italy. m.giletta@pwo.ru.nl

Abstract

OBJECTIVE: This study applied a multi-method approach to examine the relationship between body mass index (BMI) and the experience of victimization during adolescence by investigating the role of intrapersonal feelings.

METHODS: The sample consisted of 2051 adolescents (M=13.8 years, S.D.=0.7; 51% male) from seven high schools in the Netherlands. Participants' weight and height were measured and they completed self-report questionnaires on victimization, depressive symptoms and self-esteem. Self-reported and peer-reported measures of victimization were collected and combined to create three different victimization types (i.e., self/peer-identified, self-identified, and peer-identified).

RESULTS: Hierarchical logistic regression analyses revealed that higher BMI was associated with both self/peer-identified victimization and self-identified victimization. Intrapersonal feelings (i.e., depressive symptoms and self-esteem) were found to mediate these associations. However, BMI was not associated with peer-identified victimization.

CONCLUSION: These findings suggest that the association between BMI and victimization might be exclusively related to the self-perception of high BMI adolescents. Moreover, the mediation effects indicate that the perception of victimization might be linked to psychological difficulties of adolescents with high BMI. Thus, to fully understand the associations between weight status and victimization, intrapersonal mechanisms need to be examined.

Aggress Behav. 2010 Nov 23. [Epub ahead of print]

Moral disengagement in self-reported and peer-nominated school bullying.

Obermann ML.

Department of Psychology, Aarhus University, Aarhus C, Denmark.

Abstract

J Sch Psychol. 2010 Dec;48(6):533-53.

Supportive school climate and student willingness to seek help for bullying and threats of violence.

Eliot M, Cornell D, Gregory A, Fan X.

Programs in Clinical and School Psychology, University of Virginia, United States. mee6w@virginia.edu

Abstract

This study investigated the relations between student perceptions of support and student willingness to seek help for bullying and threats of violence in a sample of 7318 ninth-grade students from 291 high schools who participated in the Virginia High School Safety Study. Hierarchical linear modeling indicated that students who perceived their teachers and other school staff to be supportive were more likely to endorse positive attitudes toward seeking help for bullying and threats of violence. In schools with more perceived support, there was less of a discrepancy in help-seeking attitudes between girls and boys. Findings suggest that efforts by school staff to provide a supportive climate are a potentially valuable strategy for engaging students in the prevention of bullying and threats of violence.

J Sch Psychol. 2010 Dec;48(6):511-32.

Gender differences in the relative impact of physical and relational bullying on adolescent injury and weapon carrying.

Dukes RL, Stein JA, Zane JI.

Department of Sociology, University of Colorado, Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80918, USA. rdukes@uccs.edu

Abstract

Using structural equation modeling, concurrent associations were assessed among physical bullying, relational bullying, physical victimization, relational victimization, injury and weapon carrying using data from the population of 1300 adolescent girls and 1362 adolescent boys in grades 7-12 in a Colorado school district. For both genders, being a relational bully was a significantly stronger predictor of weapon carrying than being a physical bully, and both bullying types were significant predictors of more weapon carrying. For both genders, being a victim of physical bullying, a victim of relational bullying, or being a relational bully significantly predicted more injury. In latent means comparisons, adolescent girls reported more relational victimization and adolescent boys reported more physical bullying and victimization, more weapon carrying, and more injury. The relative strength of relational bullying on weapon carrying, and the health-related consequences of bullying on interpersonal violence and injury support concerted efforts in schools to mitigate these behaviors. Attention to differences related to age and gender also is indicated in the design of bullying mitigation programs.

Child Adolesc Psychiatry Ment Health. 2010 Nov 23;4:28.

Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents.

Perren S, Dooley J, Shaw T, Cross D.

Jacobs Center for Productive Youth Development, University of Zürich, Culmannstrasse 1, 8001 Zürich, Switzerland. perren@jacobscenter.uzh.ch.

Abstract

ABSTRACT:

BACKGROUND: Cyber-bullying (i.e., bullying via electronic means) has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim of cyber-bullying has the same negative consequences as being a victim of traditional bullying.

METHOD: The current study investigated associations between cyber versus traditional bullying and depressive symptoms in 374 and 1320 students from Switzerland and Australia respectively (52% female; Age: M = 13.8, SD = 1.0). All participants completed a bullying questionnaire (assessing perpetration and victimisation of traditional and cyber forms of bullying behaviour) in addition to scales on depressive symptoms.

RESULTS: Across both samples, traditional victims and bully-victims reported more depressive symptoms than bullies and non-involved children. Importantly, victims of cyber-bullying reported significantly higher levels of depressive symptoms, even when controlling for the involvement in traditional bullying/victimisation.

CONCLUSIONS: Overall, cyber-victimisation emerged as an additional risk factor for depressive symptoms in adolescents involved in bullying.

J Sch Health. 2010 Dec;80(12):614-21; quiz 622-4. doi: 10.1111/j.1746-1561.2010.00548.x.

Cyberbullying and self-esteem.

Patchin JW, Hinduja S.

Department of Political Science, University of Wisconsin-Eau Claire, 105 Garfield Avenue, Eau Claire, WI 54702-4004, USA. patchinj@uwec.edu

Abstract

BACKGROUND: This article examines the relationship between middle school students' experience with cyberbullying and their level of self-esteem. Previous research on traditional bullying among adolescents has found a relatively consistent link between victimization and lower self-esteem, while finding an inconsistent relationship between offending and lower self-esteem. It is therefore important to extend this body of research by determining how bullying augmented through the use of technology (such as computers and cell phones) is linked to differing levels of self-esteem.

METHODS: During March and April 2007, a random sample of 1963 middle school students (mean age 12.6) from 30 schools in one of the largest school districts in the United States completed a self-report survey of Internet use and cyberbullying experiences.

RESULTS: This work found that students who experienced cyberbullying, both as a victim and an offender, had significantly lower self-esteem than those who had little or no experience with cyberbullying.

CONCLUSIONS: A moderate and statistically significant relationship exists between low self-esteem and experiences with cyberbullying. As such, bullying prevention programs incorporated in school curricula should also include substantive instruction on cyberbullying. Moreover, educators need to intervene in cyberbullying incidents, as failure to do so may impact the ability of students to be successful at school.

Aggress Behav. 2010 Nov 10. [Epub ahead of print]

The development of the Social Bullying Involvement Scales.

Fitzpatrick S, Bussey K.

Psychology Department, Macquarie University, Sydney, Australia.

Abstract

Cien Saude Colet. 2010 Oct;15 Suppl 2:3065-76.

[Bullying in Brazilian schools: results from the National School-based Health Survey (PeNSE), 2009].

[Article in Portuguese]

Malta DC, Silva MA, Mello FC, Monteiro RA, Sardinha LM, Crespo C, Carvalho MG, Silva MM, Porto DL.

Coordenação Geral de Doenças e Agravos Não Transmissíveis, Secretaria de Vigilância em Saúde, Ministério da Saúde, Brasília, DF. deborah.malta@saude.gov.br

Abstract

The aim of this study is to identify and describe the occurrence of bullying among students in the 9th year (8th grade) from public and private schools from 26 Brazilian state capitals and the Federal District. It is a cross-sectional study involving 60,973 students and 1,453 public and private schools. Data analysis indicates that 5.4% (IC95%: 5.1%-5.7%) of students reported having suffered bullying almost always or always in the last 30 days, 25.4% (IC95%: 24.8%-26.0%) were rarely or sometimes the victim of bullying and 69.2% (IC95%: 68.5%-69.8%) of students felt no humiliation or provocation at school. The capital with higher frequency of bullying was Belo Horizonte (6.9%; IC95%: 5,9%-7,9%), Minas Gerais, and the lowest was Palmas (3.5%; IC95%: 2.6%-4.5%), Tocantins. Boys reported more bullying (6,0%; IC95%: 5.5%-6.5%) compared with girls (4,8%; IC95%: 4.4%-5.3%). There was no difference between public schools 5.5% (IC95%: 5.1%-5.8%) and private (5.2%) (IC95%: 4.6%-5.8%), except in Aracaju, Sergipe, that show more bullying in private schools. The findings indicate an urgent need for intersectoral action from educational policies and practices that enforce the reduction and prevention of the occurrence of bullying in schools in Brazil.

J Clin Child Adolesc Psychol. 2010 Nov;39(6):789-99.

Do actions speak louder than words? Classroom attitudes and behavior in relation to bullying in early adolescence.

Scholte R, Sentse M, Granic I.

Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands. r.scholte@bsi.ru.nl

Abstract

The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = .63) from 109 middle school classes. Self- and peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying.

Duodecim. 2010;126(17):2033-9.

[Adolescent mental health promotion in school context].

[Article in Finnish]

Kaltiala-Heino R, Ranta K, Fröjd S.

Tampereen yliopisto, lääketieteen laitos ja TAYS, nuorisopsykiatrian vastuualue.

Abstract

School performance, involvement in bullying and frequent absences from school are indicators of not only cognitive and social skills but also mental health. Mental disorders may interfere with learning and adjustment in many ways. Mental disorders may bring about problems in attention and motivation, and failure in schoolwork often makes an adolescent vulnerable to mental disorders. Early recognition of and prompt intervention in specific learning difficulties may prevent mental disorders. Adolescents involved in bullying present with increased risk of both internalising and externalising mental disorders, as do adolescents who are frequently absent from school, whether due to illness or due to truancy. Peer rejection is an important warning sign during adolescent development. These features can fairly easily be recognised at school, and school's psychosocial support systems should have plans for intervention. Mental health promotion in school should comprise approaches that make school safe and involving for all, and individual interventions for those at risk.

Psicothema. 2010 Nov;22(4):784-9.

[Cyberbullying: adolescent victimization through mobile phone and internet].

[Article in Spanish]

Buelga S, Cava MJ, Musitu G.

Universidad de Valencia, Facultad de Psicología, Valencia, Spain. sbuelga@uv.es

Abstract

The aim of this study was to analyse the prevalence of victimization through mobile phone and internet. The differences of gender and academic year in the type of electronic aggression were also examined. The sample comprised 2001 adolescents of both genders and ages between 11 and 17 years. Results indicated that 24.6% of the adolescents had been bullied by mobile phone during the last year, and 29% through internet. In most of the electronic aggressions, girls were more bullied than boys. It was also observed that students attending the first two years of secondary education tended to be more victimized

Acta Paediatr. 2011 Mar;100(3):413-9. doi: 10.1111/j.1651-2227.2010.02016.x. Epub 2010 Oct 8.

Poor performance in physical education - a risk factor for bully victimization. A case-control study.

Bejerot S, Edgar J, Humble MB.

Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden. susanne.bejerot@ki.se

Abstract

AIM: Poor social skills are a risk factor for becoming bullied, which could explain why this frequently occurs to children with autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD). Poor social skills tend to coexist with clumsiness. According to a pilot study, poor performance in physical education (PE) was correlated with bully victimization.

METHODS: Sixty-nine healthy university students reported performance in PE and bully victimization in childhood. In addition, the participants responded to questionnaires for ADHD and ASDs to assess personality traits related to increased risk for bully victimization.

RESULTS: Below average performance in PE was a risk factor of being bullied in school with an odds ratio of 3.6 [95% confidence interval: 1.23-10.5; p = 0.017]. Strong correlations between poor performance in PE and long duration of victimization (p = 0.007) and poor performance in PE and high frequency of victimization (p = 0.008) were found. Autistic traits were related to performance below average in PE.

CONCLUSION: Poor motor skills are a strong risk factor for becoming bullied. Prevention programmes that identify, protect and empower the clumsy children could be an important step to avoid bullying of the most vulnerable children

Indian J Pediatr. 2011 Mar;78(3):307-10. Epub 2010 Oct 20.

Bullying among school children: prevalence and association with common symptoms in childhood.

Ramya SG, Kulkarni ML.

House Surgeon, JJM Medical College, Davangere, India.

Abstract

OBJECTIVE: To estimate the prevalence of bullying among girls and boys in school and examine its association with psychological and psychosomatic symptoms.

METHODS: 500 students aged between 8-14 yrs from 5 randomly selected schools as well as their parents and teachers were interviewed using a pretested questionnaire.

RESULTS: Bullying was reported by 302(60.4%) of the 500 children interviewed. Bullying was seen to be more prevalent among boys than girls, the commonest forms being calling names and making fun of one's looks. Physical abuse was reported by 38 students. Only 65 (39%) parents knew that their children were being bullied. Bullied children were more likely to report symptoms such as headache, loose motions, fever and depression. Teachers were found to be ignorant of the whole issue.

CONCLUSIONS: Bullying is a major problem among school children. Bullied children complained of psychosomatic symptoms which are potentially harmful for development. Teachers must be adequately trained to tackle this problem. Pediatricians should always consider bullying as a causative agent for illness and plan for appropriate interventions.

Prax Kinderpsychol Kinderpsychiatr. 2010;59(7):513-28.

[Emotion understanding of victimized and bullying children in kindergarten--starting points for a prevention?].

[Article in German]

Baumgartner A.

Institut Sekundarstufe I, Bern. adrian.baumgartner@phbern.ch

Abstract

Being victimized by peers is one of the most negative social experiences of childhood and adolescence. Emotions play a central role in these kinds of interaction. Surprisingly however, socio-affective skills of victimized and bullying children have only rarely been the subject of investigation. In this study, the emotion understanding of Swiss kindergarten children between the ages of four and seven years was probed with the Test of Emotion Comprehension (TEC) and an emotion recognition task. Individual scores in victimization and bullying behavior were determined using teacher ratings. Ordinal regression analyses showed that problems in recognizing mimic emotions (specifically anger, sadness and fear), understanding external causes of emotions and understanding the possibility of hiding emotions were predictive of more victimization. Likewise, problems in understanding external causes of emotions were related to more bullying behavior. Implications of these results for the prevention of bullying are discussed.

J Sch Nurs. 2011 Apr;27(2):149-59. Epub 2010 Oct 18.

Students feeling unsafe in school: fifth graders' experiences.

Jacobson G, Riesch SK, Temkin BM, Kedrowski KM, Kluba N.

Abstract

Children of late elementary school age (fifth grade) provide evidence that many do not feel safe in their schools. The purpose of this study was to examine how children express their experiences of feeling unsafe in school. Questions guiding the study were What percentage of children in this sample report feeling unsafe at school? What are the aftereffects of feeling unsafe? and How do children describe what makes them feel unsafe? Participants included 243 fifth-grade students who, as part of their participation in a larger study, were asked, "Have you felt unsafe at school?" Children responding affirmatively described what made them feel unsafe. Fifty-seven (23.8%) participants indicated they sometimes or always felt unsafe at school, citing teasing, bullying, or other threats that typically occurred when adults were not present. Of these, nearly a third reported being stressed and almost half felt at slight or great risk because of feeling unsafe. When children feel unsafe in school, there are implications for schools, neighborhoods, and larger communities. The related potential for children's increased involvement in health risk behaviors because they feel unsafe merits immediate and thoughtfully planned action.

J Sch Nurs. 2011 Apr;27(2):139-48. Epub 2010 Oct 18.

Helping Students With Disabilities Better Address Teasing and Bullying Situations: A MASNRN Study.

Vessey JA, O'Neill KM.

Abstract

Students with disabilities are more likely to be chronically teased or bullied and develop related psychosocial problems. Proactive interventions help these youths develop coping skills and become more resilient in handling such situations. The specific aims of this study were to (a) identify children with disabilities, who are at risk for being chronically teased or bullied and (b) intervene using a web-based program to build resiliency for managing teasing and bullying situations. Using materials from the U.S. Health Services Resources Administration's Stop Bullying Now campaign, 11 school nurses conducted a 12-session, biweekly support/discussion group intervention for 65 students with disabilities. Results indicated that after participating in serial brief interventions using a school nurse-led support group model, students reported being significantly less bothered by teasing and possessed significantly improved self-concepts, thus becoming more resilient in managing teasing and bullying situations. This study was conducted by MASNRN: the Massachusetts School Nurse Research Network.

J Obes. 2011;2011. pii: 398918. Epub 2010 Oct 3.

Utility of accelerometers to measure physical activity in children attending an obesity treatment intervention.

Robertson W, Stewart-Brown S, Wilcock E, Oldfield M, Thorogood M.

Health Sciences Research Institute, Warwick Medical School, University of Warwick, Coventry CV4 7AL, UK.

Abstract

Objectives. To investigate the use of accelerometers to monitor change in physical activity in a childhood obesity treatment intervention. Methods. 28 children aged 7-13 taking part in "Families for Health" were asked to wear an accelerometer (Actigraph) for 7-days, and complete an accompanying activity diary, at baseline, 3-months and 9-months. Interviews with 12 parents asked about research measurements. Results. Over 90% of children provided 4 days of accelerometer data, and around half of children provided 7 days. Adequately completed diaries were collected from 60% of children. Children partake in a wide range of physical activity which uniaxial monitors may undermonitor (cycling, nonmotorised scootering) or overmonitor (trampolining). Two different cutoffs (4 METS or 3200 counts·min(-1)) for minutes spent in moderate and vigorous physical activity (MVPA) yielded very different results, although reached the same conclusion regarding a lack of change in MVPA after the intervention. Some children were unwilling to wear accelerometers at school and during sport because they felt they put them at risk of stigma and bullying. Conclusion. Accelerometers are acceptable to a majority of children, although their use at school is problematic for some, but they may underestimate children's physical activity.

Am J Psychiatry. 2011 Jan;168(1):65-72. Epub 2010 Oct 15.

Childhood trauma and children's emerging psychotic symptoms: A genetically sensitive longitudinal cohort study.

Arseneault L, Cannon M, Fisher HL, Polanczyk G, Moffitt TE, Caspi A.

Medical Research Council Social, Genetic, and Developmental Psychiatry Centre, King’s College London, UK. louise.arseneault@kcl.ac.uk

Comment in:

Am J Psychiatry. 2011 Jan;168(1):7-8.

Abstract

OBJECTIVE: Using longitudinal and prospective measures of trauma during childhood, the authors assessed the risk of developing psychotic symptoms associated with maltreatment, bullying, and accidents in a nationally representative U.K. cohort of young twins.

METHOD: Data were from the Environmental Risk Longitudinal Twin Study, which follows 2,232 twin children and their families. Mothers were interviewed during home visits when children were ages 5, 7, 10, and 12 on whether the children had experienced maltreatment by an adult, bullying by peers, or involvement in an accident. At age 12, children were asked about bullying experiences and psychotic symptoms. Children's reports of psychotic symptoms were verified by clinicians.

RESULTS: Children who experienced mal-treatment by an adult (relative risk=3.16, 95% CI=1.92-5.19) or bullying by peers (relative risk=2.47, 95% CI=1.74-3.52) were more likely to report psychotic symptoms at age 12 than were children who did not experience such traumatic events. The higher risk for psychotic symptoms was observed whether these events occurred early in life or later in childhood. The risk associated with childhood trauma remained significant in analyses controlling for children's gender, socioeconomic deprivation, and IQ; for children's early symptoms of internalizing or externalizing problems; and for children's genetic liability to developing psychosis. In contrast, the risk associated with accidents was small (relative risk=1.47, 95% CI=1.02-2.13) and inconsistent across ages.

CONCLUSIONS: Trauma characterized by intention to harm is associated with children's reports of psychotic symptoms. Clinicians working with children who report early symptoms of psychosis should inquire about traumatic events such as maltreatment and bullying.

Forensic Sci Int. 2010 Oct 11. [Epub ahead of print]

Bullying behaviour and criminality: A population-based follow-up study of adolescent psychiatric inpatients in Northern Finland.

Luukkonen AH, Riala K, Hakko H, Räsänen P.

Department of Psychiatry, University of Oulu, P.O. BOX 5000, 90014, Finland.

Abstract

The recent school shootings in Europe and the USA have raised the question of whether victims of bullying run an increased risk of committing violent crimes later in life, but scientific research in this area is scarce. The aim of this work was to investigate whether bullying behaviour is associated with later criminal offences committed in adolescence and young adulthood. We studied a sample of 508 Finnish adolescents (age 12-17 years) admitted to psychiatric inpatient care between April 2001 and March 2006. Data on crimes committed and the age of onset of criminal activity were extracted from the official criminal records of the national Legal Register Centre in October 2008. The Schedule for Affective Disorder and Schizophrenia for School-Age Children, Present and Lifetime (K-SADS-PL) was used to define bullying status, and to obtain DSM-IV-based psychiatric diagnoses for the adolescents. Violent crimes were statistically significantly associated with bullying behaviour, but not non-violent crimes. Furthermore, being a bully was predictive of an early onset of severe violent offences. When controlled for the psychiatric diagnoses of the adolescents, we observed decreased likelihood of criminality among victims. Thus bullying others may increase the risk of violent offences, while being a victim is not a risk factor for criminality.

J Abnorm Child Psychol. 2010 Oct 12. [Epub ahead of print]

Mothers and Children as Informants of Bullying Victimization: Results from an Epidemiological Cohort of Children.

Shakoor S, Jaffee SR, Andreou P, Bowes L, Ambler AP, Caspi A, Moffitt TE, Arseneault L.

MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, Box Number p080, London, SE5 8AF, UK.

Abstract

Stressful events early in life can affect children's mental health problems. Collecting valid and reliable information about children's bad experiences is important for research and clinical purposes. This study aimed to (1) investigate whether mothers and children provide valid reports of bullying victimization, (2) examine the inter-rater reliability between the two informants, (3) test the predictive validity of their reports with children's emotional and behavioral problems and (4) compare the genetic and environmental etiology of bullying victimization as reported by mothers and children. We assessed bullying victimization in the Environmental-Risk (E-Risk) Longitudinal Twin Study, a nationally-representative sample of 1,116 families with twins. We collected reports from mothers and children during private interviews, including detailed narratives. Findings showed that we can rely on mothers and children as informants of bullying victimization: both informants provided information which adhered to the definition of bullying as involving repeated hurtful actions between peers in the presence of a power imbalance. Although mothers and children modestly agreed with each other about who was bullied during primary and secondary school, reports of bullying victimization from both informants were similarly associated with children's emotional and behavioral problems and provided similar estimates of genetic and environmental influences. Findings from this study suggest that collecting information from multiple informants is ideal to capture all instances of bullying victimization. However, in the absence of child self-reports, mothers can be considered as a viable alternative, and vice versa.

J Pediatr (Rio J). 2011 Jan-Feb;87(1):19-23. Epub 2010 Oct 11.

Prevalence and characteristics of school age bullying victims.

[Article in English, Portuguese]

de Moura DR, Cruz AC, Quevedo Lde Á.

Departamento Materno Infantil, Faculdade de Medicina, Universidade Federal de Pelotas, Pelotas, RS, Brazil.

Abstract

OBJECTIVE: To describe the prevalence of bullying victims, the characteristics of those victims and their associated symptoms in the domains of emotion, behavior, hyperactivity and peer relationships.

METHOD: This was a cross-sectional study nested in a cohort that assesses disorders of reading, writing and arithmetic in 1,075 students enrolled in the first to eighth grades of two public schools in a lower-middle-class neighborhood of the city of Pelotas, RS, Brazil. The KIDSCAPE questionnaire was used to evaluate the prevalence of bullying and the Strengths and Difficulties Questionnaire was used to assess victims' behavioral characteristics.

RESULTS: The prevalence of bullying was 17.6%. The most prevalent type of intimidation was verbal, followed by physical, emotional, racial and sexual. After adjustment for confounding factors, bullying was still associated with male sex (PR 1.49 95%CI 1.14-1.96), hyperactivity (PR 1.89 95%CI 1.25-2.87) and peer relationship problems (PR 1.85 95%CI 1.24-2.76). Among the victims of bullying, 47.1% had also initiated bullying.

CONCLUSION: This study has identified the behavioral characteristics of bullying victims which may prove useful for local policies designed to protect the targets of bullying.

Ann Allergy Asthma Immunol. 2010 Oct;105(4):282-6.

Bullying among pediatric patients with food allergy.

Lieberman JA, Weiss C, Furlong TJ, Sicherer M, Sicherer SH.

Elliot and Roslyn Jaffe Food Allergy Institute, Division of Allergy and Immunology, Department of Pediatrics, Mount Sinai School of Medicine, New York, New York, USA. Jay.lieberman@mssm.edu

Comment in:

Ann Allergy Asthma Immunol. 2010 Dec;105(6):410-1.

Abstract

BACKGROUND: There are reports of children and teens with food allergy being harassed because of their food allergy, yet no study to date has attempted to characterize these occurrences.

OBJECTIVES: To determine the presence and characteristics of bullying, teasing, or harassment of food-allergic patients owing to their food allergies.

METHODS: Questionnaires were completed by food-allergic teens and adults and by parents of food-allergic children.

RESULTS: A total of 353 surveys were completed. Because most food-allergic individuals were children, most surveys were completed by parents of food-allergic individuals. The ages of the food-allergic individuals were younger than 4 years (25.9%), 4 to 11 years (55.0%), 12 to 18 years (12.5%), 19 to 25 years (2.6%), and older than 25 years (4.0%). Including all age groups, 24% of respondents reported that the food-allergic individual had been bullied, teased, or harassed because of food allergy. Of those who were bullied, teased, or harassed, 86% reported multiple episodes. Eighty-two percent of episodes occurred at school, and 80% were perpetrated mainly by classmates. Twenty-one percent of those who were bullied, teased, or harassed reported the perpetrators to be teachers or school staff. Overall, 79% of those bullied, teased, or harassed attributed this solely to food allergy. Of those bullied, 57% described physical events, such as being touched by an allergen and having an allergen thrown or waved at them, and several reported intentional contamination of their food with allergen.

CONCLUSIONS: Bullying, teasing, and harassment of children with food allergy seems to be common, frequent, and repetitive. These actions pose emotional and physical risks that should be addressed in food allergy management.

Int J Law Psychiatry. 2010 Nov-Dec;33(5-6):293-305. Epub 2010 Oct 6.

A school peer mediation program as a context for exploring therapeutic jurisprudence (TJ): Can a peer mediation program inform the law?

McWilliam N.

Faculty of Law, University of Technology, Sydney, P.O. Box 2063, Bondi Junction, NSW 1355, Australia. nickym@sydneymediation.com.au

Abstract

This paper reports an exploratory study of a school peer mediation program implemented as an alternative way to manage bullying and other destructive conflict. The study explores the effects of the program on the well-being of members of the school community by examining perceptions of students, staff and a sample of parents and former students. Drawing on therapeutic jurisprudence (TJ) the study explores whether the component parts of the program, separately or together, promote intended or unintended therapeutic effects. The preliminary findings of the study emphasise the importance of peer mediation training and suggest that existing scholarship in the area of school conflict resolution and peer mediation, when viewed through a TJ lens, may provide valuable insights into how to optimally configure programs for development and adoption in schools and other community settings. The study highlights the lack of attention paid by the legal system to valuable scholarship in the area of school conflict resolution and peer mediation, which may have implications for the understanding and development of legal processes and the law in general.

J Nerv Ment Dis. 2010 Oct;198(10):728-33.

Is a history of school bullying victimization associated with adult suicidal ideation?: a South Australian population-based observational study.

Roeger L, Allison S, Korossy-Horwood R, Eckert KA, Goldney RD.

Discipline of General Practice, Flinders University of South Australia, Adelaide, Australia. leigh.roeger@flinders.edu.au

Abstract

The objective of this research was to determine whether a history of school bullying victimization is associated with suicidal ideation in adult life. A random and representative sample of 2907 South Australian adults was surveyed in Autumn, 2008. Respondents were asked "When you were at school, did you experience traumatic bullying by peers that was particularly severe, for example, being frequently targeted or routinely harassed in any way by 'bullies'?" Depression was determined by the mood module of the PRIME-MD which includes a suicidal ideation question; "In the last 2 weeks, have you had thoughts that you would be better off dead or hurting yourself in some way?" The overall prevalence of suicidal ideation in postschool age respondents was 3.4% (95% confidence interval: 2.8%-4.2%) in 2008. Bullying by peers was recalled by 18.7% (17.2%-20.3%). Respondents with a history of being bullied were approximately 3 times (odds ratio: 3.2) more likely to report suicidal ideation compared with those who did not. The association between being bullied and suicidal ideation remained after controlling for both depression and sociodemographic variables (odds ratio: 2.1). The results from the present research suggest that there is a strong association between a history of childhood bullying victimization and current suicidal ideation that persists across all ages. Bullying prevention programs in schools could hold the potential for longer lasting benefits in this important area of public health.

J Clin Nurs. 2010 Jul;19(13-14):1960-8. doi: 10.1111/j.1365-2702.2009.03137.x.

Mothers' experience with 1st-3rd-grade children with asthma assisting their child's adaptation of school life in Taiwan.

Cheng SC, Chen YC, Liou YM, Wang KW, Mu PF.

Department of Nursing, Tsu-Chi College of Technology, Taipei, Taiwan.

Abstract

AIMS AND OBJECTIVES: This study used purposive sampling through semi-structured interviews to obtain the experiences of mothers of 7-11-year-old children with asthma who were assisting their child's adaptation to school life.

BACKGROUND: Children with asthma often have problems with social adaptation, including school absenteeism, limits to their activity and bullying by peers. From kindergarten to elementary school, it is a transitional process where the child experiences multiple changes in the body, mind and social situations. It can be difficult for mothers of children with asthma to assist their children with their adaptation to school life.

DESIGN: A qualitative enquiry design was used.

METHODS: A total of 15 mothers having elementary school children with asthma in grades 1-3 were interviewed. Participants were contacted at the outpatient department of a medical centre in Taiwan. Verbatim transcriptions of the interviews were examined by the content analysis method. After analysis of the interview data of the 15 informants, no new themes had emerged. Lincoln and Guba's trustworthiness criteria were employed to evaluate methodological rigour.

RESULTS: There were four themes that formed part of the mothers' experiences. Those were: (1) being concerned about the child's adaptation to school life, (2) improving attitudes and relieving symptoms, (3) establishing the child's self-management abilities and (4) bearing role strain and normalising the life of the child.

CONCLUSIONS: The findings of this study should help health professionals and schoolteachers to understand the needs of families and mothers who have a child with asthma. The findings provide appropriate information and resources to assist the children's adjustment to school life.

RELEVANCE TO CLINICAL PRACTICE: The findings indicate that nursing professionals should provide child-focused and family-centred care that will assist parents of children with asthma to adjust to school life.

Child Psychiatry Hum Dev. 2010 Oct 1. [Epub ahead of print]

Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits.

Muñoz LC, Qualter P, Padgett G.

School of Psychology, University of Central Lancashire, Darwin Bldg, Preston, Lancashire, PR1 2HE, UK, LMunoz@uclan.ac.uk.

Abstract

Although knowing and feeling the emotions of other people might result in less bullying, we argue that not caring about these feelings will also be important. That is, what good is empathy, if one does not care about the feelings or values of others? We examined self-reports of callous-unemotional traits (CU: Inventory of Callous-Unemotional Traits), bullying, and empathy in 201 children (ages 11-12 years). Results show children high on CU to be lowest in affective empathy and highest in direct bullying. While all subscales of the ICU were related to affective empathy, only the uncaring subscale was uniquely related to cognitive empathy. Empathy did not explain differences in bullying when taking into account CU traits. Therefore, failing to care about others is more important than empathy for explaining the direct and indirect bullying these children take part in. Implications for targeting different forms of empathy in treatment are considered.

Child Abuse Negl. 2010 Oct;34(10):793-803. Epub 2010 Sep 28.

Risk and protective factors for bullying victimization among AIDS-affected and vulnerable children in South Africa.

Cluver L, Bowes L, Gardner F.

Department of Social Policy and Social Work, University of Oxford, UK.

Abstract

OBJECTIVES: To examine whether bullying is a risk factor for psychological distress among children in poor, urban South Africa. To determine risk and protective factors for bullying victimization.

METHOD: One thousand and fifty children were interviewed in deprived neighborhoods, including orphans, AIDS-affected children, streetchildren, and child-headed households. Using standardized scales, children reported on bullying victimization, psychological problems, and potential risk and protective factors at individual, peer, family, and community levels.

RESULTS: 34% of children reported bullying victimization. Bullied children showed higher levels of anxiety, depression, suicidal ideation, and post-traumatic stress, as well as higher levels of clinical-level disorder. Risk factors for being bullied were being a victim of physical or sexual abuse or domestic violence at home, living in a high-violence community, and experiencing AIDS-related stigma (independent of sociodemographic cofactors and child psychological disorder). Protective factors were sibling support and support from friends, although findings suggest that friendship groups may also be sources of bullying for AIDS-affected children.

CONCLUSIONS: Bullying is an independent and important risk factor in child psychological distress in South Africa. Children victimized at home or in the community are more likely to be bullied, suggesting a cycle of violence.

PRACTICE IMPLICATIONS: Those working with children in Southern Africa should be alert to risk of bullying, especially among abused or AIDS-affected children. Interventions combating community violence and AIDS-related stigma may have additional positive impacts on bullying, and promotion of peer and sibling support may reduce bullying victimization among high-risk children.

Addict Behav. 2011 Jan-Feb;36(1-2):6-13. Epub 2010 Sep 24.

Adolescent bullying victimisation and alcohol-related problem behaviour mediated by coping drinking motives over a 12 month period.

Topper LR, Castellanos-Ryan N, Mackie C, Conrod PJ.

MRC Social, Genetic and Developmental Psychiatry Centre, The Institute of Psychiatry, King's College London, UK. lauren.topper@kcl.ac.uk

Abstract

BACKGROUND: Despite the adverse externalising risks associated with bullying victimisation, no study has investigated the underlying mechanisms of adolescent victims' engagement with alcohol. This current study investigated the development of risky coping drinking motives as a mediator in the relationship between adolescent school victimisation and alcohol-related problem behaviour using a longitudinal design over 12 months.

METHOD: We recruited 324 participants, aged 13 to 15 from schools across London, England. Participants were surveyed during class time at 2 time points: baseline and 12 months. At both time points participants answered questions related to bullying victimisation, alcohol-related problem behaviour, drinking motives and the quantity by frequency of alcohol consumption.

RESULTS: The relationships between victimisation, drinking and drinking motives were investigated using Pearson correlations. Path analysis showed that victimisation leads both directly and indirectly, through coping motives to alcohol-related problems, rather than to the quantity and frequency of alcohol use. Significance of mediation was tested using 5000 bias corrected and accelerated bootstrapped intervals. Baseline victimisation was significantly correlated with baseline alcohol-related problem behaviour and predictive of future problems at 12 months. Drinking to cope at 12 months partially mediated the relationship between baseline victimisation and alcohol-related problems at 12 months.

CONCLUSIONS: Results show that victims of bullying are drinking alcohol in a risky style, partly due to the development of self medicating drinking behaviour. Victims of bullying could therefore benefit from coping skills interventions targeting negative affect regulation in order to reduce the risk for future alcohol misuse.

Med Pr. 2010;61(4):467-77.

[Individual and environmental antecedents of mobbing].

[Article in Polish]

Moscicka A, Drabek M.

Zaklad Psychologii Pracy, Instytut Medycyny Pracy im. prof. J. Nofera, Lódz. moscicka@imp.lodz.pl

Abstract

The aim of the article is to present the most common risk factors of bullying at the workplace. In the relevant literature one can find two main classes of bullying risk factors: environmental and individual. The most important environmental predictors of bullying are negative social climate, ineffective social communication and poor work organization. Among individual risk factors of bullying the most frequently pointed are functional features, such as low level of assertiveness, lack of social skills, ineffective coping with difficult situations and the few relatively stable individual characteristics, like neuroticism, trait anxiety, hostility and aggression. Most authors underline the crucial role of environmental factors in the development of bullying, and the individual characteristics of persons involved in this pathological relation are usually seen as the modifiers of bullying process.

Postgrad Med. 2010 Sep;122(5):62-8.

The association of bullying and health complaints in children with attention-deficit/hyperactivity disorder.

Holmberg K.

Department of Women's and Children's Health, Section for Paediatrics, Central Unit of Child Healthcare, Uppsala University Children's Hospital, SE-751 85, Uppsala, Sweden. kirsten.holmberg@kbh.uu.se

Abstract

BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) in schoolchildren is often associated with troublesome relationships with family members and peers as well as difficulties in the classroom. The aims of this study were to assess the associations between attention-deficit/hyperactivity disorder (ADHD), recurrent subjective health complaints, and bullying in the peer group in schoolchildren.

METHOD: Cohort study of 577 fourth graders (10-year-olds) in 1 municipality in Stockholm County, Sweden. All children were screened for attention and behavior problems through interviews with their parents and teachers. Children with high scores underwent further clinical and cognitive assessments. Information about health complaints and bullying was collected from the children themselves in a classroom questionnaire. The 516 children for whom there was information from all 3 data sources were included in the final study population.

RESULTS: Attention-deficit/hyperactivity disorder was associated with a 2-fold increased risk for recurrent abdominal pain (RAP), sleeping problems, and tiredness, while there was no association with headache. Bullying other students as well as being bullied were strongly associated with ADHD. There was a 2-fold increased risk for all kinds of health complaints among children being bullied, while bullies were more likely to report tiredness than other children.

CONCLUSIONS: Evaluation and treatment strategies for ADHD need to include an effective evaluation and treatment of RAP, tiredness, and sleeping disturbances as well as assessment and effective interventions for bullying. Evaluation of ADHD should be considered in children with recurrent health complaints and in children involved in bullying. Antibullying interventions are important to prevent health problems in all children.

J Deaf Stud Deaf Educ. 2011 Spring;16(2):236-53. Epub 2010 Sep 20.

Bullying and cyberbullying among deaf students and their hearing peers: an exploratory study.

Bauman S, Pero H.

Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, AZ 85721, USA. sherib@u.arizona.edu

Abstract

A questionnaire on bullying and cyberbullying was administered to 30 secondary students (Grades 7-12) in a charter school for the Deaf and hard of hearing and a matched group of 22 hearing students in a charter secondary school on the same campus. Because the sample size was small and distributions non-normal, results are primarily descriptive and correlational. No significant differences by hearing status were detected in rates of conventional or cyberbullying or both forms of victimization. Cyberbullying and cybervictimization were strongly correlated, as were conventional bullying and victimization. Moral disengagement was positively correlated only with conventional bullying. Implications for practice and future research are discussed.

Br J Dev Psychol. 2010 Sep;28(Pt 3):679-97.

Immigrant children's peer acceptance and victimization in kindergarten: the role of local language competence.

von Grünigen R, Perren S, Nägele C, Alsaker FD.

Department of Psychology, University of Bern, Switzerland.

Abstract

The study investigates peer acceptance and victimization of immigrant and Swiss children in kindergarten classes. Our first aim is to compare peer acceptance and victimization of Swiss and immigrant children. Secondly, we explore the role of their local language competences (LLCs). The sample was drawn from kindergartens in communities in the German-speaking part of Switzerland. A representative sample of 568 boys and 522 girls (mean age 5.8 years) took part in the research. Teachers completed questionnaires on children's victimization, bullying, and LLC. The nationality background of parents was indicated by teachers and parents. To assess peer acceptance, a peer nomination method was used. Immigrant children showed less acceptance by peers and were more often victimized than their Swiss peers. There was a significant interaction effect for LLC and national background of mothers, showing that LLC was positively associated with peer acceptance for children of an immigrant background but not for Swiss children. Furthermore, peer acceptance mediated the effect of national background of mothers on victimization. Results are discussed in terms of the need to improve immigrant children's LLC.

Scand J Public Health. 2011 Feb;39(1):17-25. Epub 2010 Sep 16.

Deliberate self-harm and associated factors in 17-year-old Swedish students.

Landstedt E, Gillander Gådin K.

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

Abstract

BACKGROUND: Deliberate self-harm (DSH) in young people is an important public health issue. To prevent DSH, more knowledge is needed about its prevalence and associated contextual factors in community samples of adolescents.

AIMS: To determine the prevalence of deliberate self-harm in 17-year-old Swedish students and to explore the association of demographic variables, psychological distress, experiences of violence, and school-related factors with DSH.

METHODS: Data were derived from a cross-sectional study in which 17-year-old students completed questionnaires during school hours (n = 1,663; 78.3%). The variables used in this analysis are as follows: deliberate self-harm, demographic variables, psychological distress, experiences of violence, and school-related factors. Data were analysed using chi-squared statistics and logistic regression.

RESULTS: The lifetime prevalence of DSH was 17%, and it was more common among girls (23.3%) than boys (10.5%). There were considerable socioeconomic differences in reports of DSH. Psychological distress was strongly associated with DSH in both boys and girls, as were experiences of bullying, sexual harassment, physical violence and sexual assault. Social support, safety and academic factors in school were related to reports of DSH in both girls and boys. There were some gender differences with respect to which factors were associated with DSH.

CONCLUSIONS: Deliberate self-harm is common and more frequently reported by girls than boys. Psychological distress, experiences of different types of violence, and school-related factors (academic, social and safety-related), should be considered risk factors for DSH in young people. Findings can be applied to health-promotion policy and interventions in various contexts, for example schools.

J Rheumatol. 2010 Oct;37(10):2174-9. Epub 2010 Sep 15.

En coup de sabre scleroderma and Parry-Romberg syndrome in adolescents: surgical options and patient-related outcomes.

Palmero ML, Uziel Y, Laxer RM, Forrest CR, Pope E.

Section of Dermatology, Division of Paediatric Medicine, Hospital for Sick Children, Toronto, Ontario, Canada.

Erratum in:

J Rheumatol. 2010 Nov;37(11):2444.

Abstract

OBJECTIVE: There is little information regarding surgical options and outcomes in patients with facial localized scleroderma. We evaluated the surgical outcomes of procedures performed for linear scleroderma of the face in the pediatric age group; and assessed psychosocial effects of surgical interventions on the affected children.

METHODS: A retrospective chart review was performed of children with en coup de sabre scleroderma (ECDS) and Parry-Romberg syndrome (PRS) who underwent surgical intervention; this included demographic data, clinical features, and type of surgical interventions. A questionnaire of 13 questions covering 4 domains (physical, emotional, social, and symptoms) was sent to patients who consented to take part in the survey. Surgical treatments and outcomes were analyzed retrospectively.

RESULTS: Seventeen patients underwent surgical intervention (autologous fat injections, Medpor implants, bone paste cranioplasty, and free groin flap) to correct facial asymmetry. Ten patients answered the questionnaire (58.8% response rate). Unhappiness with their appearance, loss of confidence, and bullying were cited as reasons for surgery. The appearance subscale of the survey demonstrated the lowest standardized scores and greatest negative effect on the patients' quality of life compared to the 3 other subscales. All subjects would consider another surgery and would recommend surgery to other patients with ECDS and PRS.

CONCLUSION: Surgical treatment is a potential useful intervention in children with facial disfigurement. Prospective data are needed.

J Sch Nurs. 2010 Dec;26(6):436-42. Epub 2010 Sep 13.

Risky internet behaviors: a case study of online and offline stalking.

Dowdell EB, Bradley PK.

Villanova University, College of Nursing, Villanova, PA, USA.

Abstract

Today's youth are more technologically savvy than any other generation possessing the ability to go online anytime. This increase in use of and access to technology has also provided adolescents with increasing opportunities to experience online relationships, which can place them in a vulnerable position and risk for harassment, bullying, stalking, exploitation, sexual solicitation, and victimization. A case study of a 15-year-old, 10th-grade girl who demonstrated characteristics of risky Internet and health risk behaviors and experienced online and offline stalking is presented along with tips for Internet Safety for school nurses, parents, and teachers are offered. In the diverse and complex health care settings of the 21st century, professionals are increasingly encountering risk situations defined by the technology being used by both victim and offender. Adolescents who form online relationships should be informed about the risks and rewards, just as the adults who interact with them should be.

Soc Sci Med. 2010 Oct;71(8):1399-408. Epub 2010 Aug 5.

Longing to belong: social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia.

Correa-Velez I, Gifford SM, Barnett AG.

La Trobe University, Australia. i.correa-velez@latrobe.edu.au

Abstract

For young people with refugee backgrounds, establishing a sense of belonging to their family and community, and to their country of resettlement is essential for wellbeing. This paper describes the psychosocial factors associated with subjective health and wellbeing outcomes among a cohort of 97 refugee youth (aged 11-19) during their first three years in Melbourne, Australia. The findings reported here are drawn from the Good Starts Study, a longitudinal investigation of settlement and wellbeing among refugee youth conducted between 2004 and 2008. The overall aim of Good Starts was to identify the psychosocial factors that assist youth with refugee backgrounds in making a good start in their new country. A particular focus was on key transitions: from pre-arrival to Australia, from the language school to mainstream school, and from mainstream school to higher education or to the workforce. Good Starts used a mix of both method and theory from anthropology and social epidemiology. Using standardized measures of wellbeing and generalised estimating equations to model the predictors of wellbeing over time, this paper reports that key factors strongly associated with wellbeing outcomes are those that can be described as indicators of belonging - the most important being subjective social status in the broader Australian community, perceived discrimination and bullying. We argue that settlement specific policies and programs can ultimately be effective if embedded within a broader socially inclusive society - one that offers real opportunities for youth with refugee backgrounds to flourish.

Dev Psychol. 2010 Nov;46(6):1580-9.

Gender-nonconforming lesbian, gay, bisexual, and transgender youth: school victimization and young adult psychosocial adjustment.

Toomey RB, Ryan C, Diaz RM, Card NA, Russell ST.

Family Studies and Human Development, University of Arizona, Tucson, AZ 85721-0078, USA. toomey@email.arizona.edu

Abstract

Past research documents that both adolescent gender nonconformity and the experience of school victimization are associated with high rates of negative psychosocial adjustment. Using data from the Family Acceptance Project's young adult survey, we examined associations among retrospective reports of adolescent gender nonconformity and adolescent school victimization due to perceived or actual lesbian, gay, bisexual, or transgender (LGBT) status, along with current reports of life satisfaction and depression. The participants included 245 LGBT young adults ranging in age from 21 to 25 years. Using structural equation modeling, we found that victimization due to perceived or actual LGBT status fully mediates the association between adolescent gender nonconformity and young adult psychosocial adjustment (i.e., life satisfaction and depression). Implications are addressed, including specific strategies that schools can implement to provide safer environments for gender-nonconforming LGBT students.

Br J Educ Psychol. 2010 Sep 6. [Epub ahead of print]

Gender differences in the relationships between bullying at school and unhealthy eating and shape-related attitudes and behaviours.

Farrow CV, Fox CL.

Abstract

Background 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.

Aggress Behav. 2010 Nov;36(6):371-89.

Prosocial/hostile roles and emotion comprehension in preschoolers.

Belacchi C, Farina E.

University of Urbino Carlo Bo-Psychology, Urbino, Italy. carmen.belacchi@uniurb.it

Abstract

Bullying occurs at approximately the same rate in kindergarten as in elementary school, but few studies inquired into preschool years [Alsaker and Nägele, 2008; Stassen Berger, 2007]. This study aimed at: (1) verifying the presence in preschoolers of two additional participant roles (Consoler and Mediator), besides the six traditional roles detected by Salmivalli et al. [1996], grouped in four latent macroroles, by means of teacher report version of the Eight Participant Roles Questionnaire (PRQ) [Belacchi, 2008]; (2) linking prosocial and hostile behaviors to age and gender; and (3) investigating the relationship between roles and emotion understanding. Two hundred and nineteen children (54% boys; aged 3-6 years: mean age 4;10) were administered the Italian version of the Test of Emotion Comprehension [Albanese and Molina, 2008]; 20 teachers (2 for each class) filled in the questionnaire, attributing frequency scores on 24 items (3 for each role) to each pupil. A confirmatory analysis supported the fit of the hetero-report version of the Eight PRQ, revealing four macroroles: Hostile Roles (Bully, Reinforcer and Assistant), Prosocial Roles (Defender, Consoler, and Mediator), Victim, and Outsider. Satisfactory interteachers agreement not only confirms the macroroles hypothized, but also their expected distribution for gender and age. Moreover, the Prosocial roles presented a significant positive correlation with all subdimensions of emotion comprehension (External, Mental, and Reflective). The Victim and Outsider roles negatively correlated only with the External subdimension. The implications of these results for prevention and intervention purposes are discussed.

Eur Child Adolesc Psychiatry. 2010 Nov;19(11):803-11. Epub 2010 Sep 3.

Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12- to 15-year-old Norwegian adolescents.

Undheim AM, Sund AM.

Norwegian University of Science and Technology, Trondheim, Norway. anne.m.undheim@ntnu.no

Abstract

The aim of this study was to examine the relationships between being bullied and aggressive behavior and self-reported mental health problems among young adolescents. A representative population sample of 2,464 young Norwegian adolescents (50.8% girls) aged 12-15 years was assessed. Being bullied was measured using three items concerning teasing, exclusion, and physical assault. Self-esteem was assessed by Harter's self-perception profile for adolescents. Emotional and behavioral problems were measured by the Moods and Feelings Questionnaire (MFQ) and the youth self-report (YSR). Aggressive behavior was measured by four items from the YSR. One-tenth of the adolescents reported being bullied, and 5% reported having been aggressive toward others during the past 6 months. More of the students being bullied and students being aggressive toward others reported parental divorce, and they showed higher scores on all YSR subscales and on the MFQ questions, and lower scores on the global self-worth subscale (Harter) than students not being bullied or aggressive. A few differences emerged between the two groups being bullied or being aggressive toward others: those who were aggressive showed higher total YSR scores, higher aggression and delinquency scores, and lower social problems scores, and reported higher scores on the social acceptance subscale (Harter) than bullied students. However, because social problems were demonstrated in both the involved groups, interventions designed to improve social competence and interaction skills should be integrated in antibullying programs.

J Abnorm Child Psychol. 2011 Feb;39(2):225-38.

Stability of early identified aggressive victim status in elementary school and associations with later mental health problems and functional impairments.

Burk LR, Armstrong JM, Park JH, Zahn-Waxler C, Klein MH, Essex MJ.

Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, Madison, WI 53719, USA. burk@wisc.edu

Abstract

Aggressive victims-children who are both perpetrators and victims of peer aggression-experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors, or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on children's involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms, externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems.

Prog Community Health Partnersh. 2010 Fall;4(3):189-96.

A community-based approach to preventing youth violence: what can we learn from the playground?

Drabick DA, Baugh D.

Temple University, USA.

Abstract

BACKGROUND: Aggression, bullying, and victimization represent tremendous public health concerns among youth. These behaviors occur frequently in unstructured settings, such as the playground. Direct observations of the playground permit examination of these peer processes and are readily accomplished using community-based participatory research (CBPR).

OBJECTIVES: To present alternative viewpoints regarding the use of playground observations to evaluate peer aggression, bullying, and victimization.

METHODS: We used a (1) child-specific observational coding system and (2) naturalistic observation of the playground to examine playground behaviors.

RESULTS: Peer-child processes have differential associations with conduct disorder (CD) and depression symptoms. Group-based observations suggested a number of strengths and some areas that would be amenable to intervention.

CONCLUSION: A CBPR framework is useful for identifying youth involved in bullying and victimization; providing immediate support, interventions, and problem-solving strategies; and predicting potential negative outcomes, which can inform violence prevention and intervention efforts.

Compr Psychiatry. 2010 Sep-Oct;51(5):458-61. Epub 2010 Mar 20.

Being bullied in childhood: correlations with borderline personality in adulthood.

Sansone RA, Lam C, Wiederman MW.

Psychiatry and Internal Medicine at Wright State University School of Medicine in Dayton, Ohio, USA. randy.sansone@khnetwork.org

Abstract

OBJECTIVE: This study was designed to explore correlations between a history of being bullied in childhood and borderline personality disorder (BPD) in adulthood, several externalizing behaviors, and mental health care utilization.

METHOD: Using a cross-sectional consecutive sample of internal medicine outpatients (N = 414), we examined the relationship between history of being bullied in childhood and 2 measures of BPD: the borderline personality scale of the Personality Diagnostic Questionnaire-4 and the Self-Harm Inventory. We also explored whether having ever been bullied was related to a number of externalizing behaviors (eg, rage reactions, road rage, excessive spending, alcohol and substance misuse, binge eating) as well as greater mental health care utilization.

RESULTS: In this study, a history of being bullied in childhood demonstrated statistically significant correlations with both measures of BPD as well as a number of externalizing behaviors and the measures for mental health care utilization.

CONCLUSIONS: A history of being bullied in childhood demonstrates a positive correlation with BPD in adulthood, externalizing behaviors, and mental health care utilization. Although this does not necessarily imply causality, the nature of this relationship warrants further investigation.

J Clin Child Adolesc Psychol. 2010 Sep;39(5):681-92.

Parental maltreatment, bullying, and adolescent depression: evidence for the mediating role of perceived social support.

Seeds PM, Harkness KL, Quilty LC.

Department of Psychology, University of Western Ontario, Ontario, Canada.

Abstract

The support deterioration model of depression states that stress deteriorates the perceived availability and/or effectiveness of social support, which then leads to depression. The present study examined this model in adolescent depression following parent-perpetrated maltreatment and peer-perpetrated bullying, as assessed by a rigorous contextual interview and rating system. In 101 depressed and nondepressed community adolescents between the ages of 13 and 18 (M = 15.51, SD = 1.27), peer bullying and father-perpetrated maltreatment were associated with lower perceptions of tangible support and of belonging in a social network. These forms of support mediated the association of bullying and father-perpetrated maltreatment with greater depression severity. In contrast, mother-perpetrated maltreatment was associated with higher perceptions of tangible support.

Soc Sci Med. 2010 Oct;71(7):1300-7. Epub 2010 Jul 15.

Bullying victimisation, self harm and associated factors in Irish adolescent boys.

McMahon EM, Reulbach U, Keeley H, Perry IJ, Arensman E.

National Suicide Research Foundation, Cork, Ireland.

Abstract

School bullying victimisation is associated with poor mental health and self harm. However, little is known about the lifestyle factors and negative life events associated with victimisation, or the factors associated with self harm among boys who experience bullying. The objectives of the study were to examine the prevalence of bullying in Irish adolescent boys, the association between bullying and a broad range of risk factors among boys, and factors associated with self harm among bullied boys and their non-bullied peers. Analyses were based on the data of the Irish centre of the Child and Adolescent Self Harm in Europe (CASE) study (boys n = 1870). Information was obtained on demographic factors, school bullying, deliberate self harm and psychological and lifestyle factors including negative life events. In total 363 boys (19.4%) reported having been a victim of school bullying at some point in their lives. The odds ratio of lifetime self harm was four times higher for boys who had been bullied than those without this experience. The factors that remained in the multivariate logistic regression model for lifetime history of bullying victimisation among boys were serious physical abuse and self esteem. Factors associated with self harm among bullied boys included psychological factors, problems with schoolwork, worries about sexual orientation and physical abuse, while family support was protective against self harm. Our findings highlight the mental health problems associated with victimisation, underlining the importance of anti-bullying policies in schools. Factors associated with self harm among boys who have been bullied should be taken into account in the identification of boys at risk of self harm.

Arch Suicide Res. 2010 Jul;14(3):206-21.

Bullying, cyberbullying, and suicide.

Hinduja S, Patchin JW.

Department of Criminology and Criminal Justice, Florida Atlantic University, Jupiter, Florida 33458-2906, USA. hinduja@fau.edu

Abstract

Empirical studies and some high-profile anecdotal cases have demonstrated a link between suicidal ideation and experiences with bullying victimization or offending. The current study examines the extent to which a nontraditional form of peer aggression--cyberbullying--is also related to suicidal ideation among adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of the largest school districts in the United States completed a survey of Internet use and experiences. Youth who experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression. Also, victimization was more strongly related to suicidal thoughts and behaviors than offending. The findings provide further evidence that adolescent peer aggression must be taken seriously both at school and at home, and suggest that a suicide prevention and intervention component is essential within comprehensive bullying response programs implemented in schools

J Am Acad Child Adolesc Psychiatry. 2010 Aug;49(8):830-40. Epub 2010 May 13.

Serotonin transporter gene moderates the development of emotional problems among children following bullying victimization.

Sugden K, Arseneault L, Harrington H, Moffitt TE, Williams B, Caspi A.

Department of Psychology and Neuroscience, Duke University, 2020 West Main Street, Suite 201, Box 104410, Durham, NC 27708, USA. karen.sugden@duke.edu

Abstract

OBJECTIVE: Bullying is the act of intentionally and repeatedly causing harm to someone who has difficulty defending him- or herself, and is a relatively widespread school-age phenomenon. Being the victim of bullying is associated with a broad spectrum of emotional problems; however, not all children who are bullied go on to develop such problems.

METHOD: We tested the hypothesis that the relationship between bullying victimization and emotional problems was moderated by variation in the serotonin transporter (5-HTT) gene in 2,232 British children comprising the Environmental Risk (E-Risk) study cohort.

RESULTS: Our data supported the hypothesis that children's bullying victimization leads to their developing emotional problems, and that genetic variation in the 5-HTTLPR moderates this relationship. Specifically, frequently bullied children with the SS genotype were at greater risk for developing emotional problems at age 12 than were children with the SL or LL genotype. Furthermore, we demonstrated that this genetic moderation persisted (a) after controlling for children's previctimization emotional problems by assessing intraindividual change in problems between ages 5 and 12 years, and (b) after controlling for other risk factors shared by children growing up in the same family by comparing emotional problems in twins discordant for bullying victimization.

CONCLUSIONS: These findings are further evidence that the 5-HTTLPR moderates the risk of emotional disturbance after exposure to stressful events.

Int J Offender Ther Comp Criminol. 2010 Jul 16. [Epub ahead of print]

Program Effectiveness of a Restorative Whole- School Approach for Tackling School Bullying in Hong Kong.

Wong DS, Cheng CH, Ngan RM, Ma SK.

Abstract

With 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.

J Adolesc. 2010 Jul 15. [Epub ahead of print]

Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.

Rothon C, Head J, Klineberg E, Stansfeld S.

Centre for Psychiatry, Wolfson Institute of Preventive Medicine, Old Anatomy Building, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, Charterhouse Square, London EC1M 6BQ, UK.

Abstract

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended.

Am J Orthopsychiatry. 2010 Jul;80(3):362-74.

Cyber bullying behaviors among middle and high school students.

Mishna F, Cook C, Gadalla T, Daciuk J, Solomon S.

Factor-Intwentash Faculty of Social Work, University of Toronto, Toronto, ON, Canada. f.mishna@utoronto.ca

Abstract

Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents.

Am J Psychiatry. 2010 Dec;167(12):1464-71. Epub 2010 Jul 15.

Hurtful words: association of exposure to peer verbal abuse with elevated psychiatric symptom scores and corpus callosum abnormalities.

Teicher MH, Samson JA, Sheu YS, Polcari A, McGreenery CE.

McLean Hospital, Department of Psychiatry, Harvard Medical School, Boston, MA, USA. martin_teicher@hms. harvard.edu

Erratum in:

Am J Psychiatry. 2011 Feb;168(2):213.

Comment in:

Am J Psychiatry. 2010 Dec;167(12):1422-4.

Abstract

OBJECTIVE: Previous studies have shown that exposure to parental verbal abuse in childhood is associated with higher rates of adult psychopathology and alterations in brain structure. In this study the authors sought to examine the symptomatic and neuroanatomic effects, in young adulthood, of exposure to peer verbal abuse during childhood.

METHOD: A total of 848 young adults (ages 18-25 years) with no history of exposure to domestic violence, sexual abuse, or parental physical abuse rated their childhood exposure to parental and peer verbal abuse and completed a self-report packet that included the Kellner Symptom Questionnaire, the Limbic Symptom Checklist-33, and the Dissociative Experiences Scale. Diffusion tensor images were collected for a subset of 63 young adults with no history of abuse or exposure to parental verbal abuse selected for varying degrees of exposure to peer verbal abuse. Images were analyzed using tract-based spatial statistics.

RESULTS: Analysis of covariance revealed dose-dependent effects of peer verbal abuse on anxiety, depression, anger-hostility, dissociation, "limbic irritability," and drug use. Peer and parental verbal abuse were essentially equivalent in effect size on these ratings. Path analysis indicated that peer verbal abuse during the middle school years had the most significant effect on symptom scores. Degree of exposure to peer verbal abuse correlated with increased mean and radial diffusivity and decreased fractional anisotropy in the corpus callosum and the corona radiata.

CONCLUSIONS: These findings parallel results of previous reports of psychopathology associated with childhood exposure to parental verbal abuse and support the hypothesis that exposure to peer verbal abuse is an aversive stimulus associated with greater symptom ratings and meaningful alterations in brain structure.

J Youth Adolesc. 2010 Sep;39(9):1041-52. Epub 2009 Nov 22.

Clueless or powerful? Identifying subtypes of bullies in adolescence.

Peeters M, Cillessen AH, Scholte RH.

Behavioural Science Institute, Radboud Universiteit Nijmegen, 6500 HE Nijmegen, The Netherlands. peetersmargot@gmail.com

Abstract

This study examined the heterogeneity of bullying among adolescents. It was hypothesized that bullying behavior serves different social functions and, depending on these functions, bullies will differ in their skills, status and social behavior. In a total sample of 806 8th graders, 120 adolescents (52 boys, 68 girls) were identified as bullies based on peer nominations. An additional group of 50 adolescents (25 boys, 25 girls) served as the non-bully comparison group. Cluster analysis revealed three corresponding bully subtypes for boys and girls: a popular-socially intelligent group, a popular moderate group, and an unpopular-less socially intelligent group. Follow-up analyses showed that the clusters differed significantly from each other in physical and verbal aggression, leadership, network centrality, peer rejection, and self-perceptions of bullying. The results confirm the heterogeneous nature of bullies and the complex nature of bullying in the adolescent peer group.

Aggress Behav. 2010 Sep;36(5):271-81.

The relationship between self-perception of physical attractiveness and sexual bullying in early adolescence.

Cunningham NJ, Taylor M, Whitten ME, Hardesty PH, Eder K, DeLaney N.

University of Louisville, Louisville, Kentucky 40292, USA. nancy.cunningham@louisville.edu

Abstract

The relationship between self-perception of physical attractiveness and four measures of sexual bullying behavior (victimization, perpetration, having friends who sexually bully, and observation of sexual bullying among peers at school) was examined in a sample of 396 middle school age students. Students who perceived themselves to be more physically attractive than their peers reported sexually bullying others more, being sexually bullied by others more, observing more sexual bullying, and having more friends who sexually bully others than did students who perceived themselves as average looking. In addition, males who perceived themselves to be less physically attractive than their peers reported being victimized more and reported observing more sexual bullying in the school environment. These findings highlight the importance of physical attractiveness in the early initiation of sexual harassment. Implications for future research and interventions with early adolescents are discussed.

J Fluency Disord. 2010 Jun;35(2):92-109. Epub 2010 Apr 10.

Bullying in children who stutter: speech-language pathologists' perceptions and intervention strategies.

Blood GW, Boyle MP, Blood IM, Nalesnik GR.

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

Abstract

Bullying in school-age children is a global epidemic. School personnel play a critical role in eliminating this problem. The goals of this study were to examine speech-language pathologists' (SLPs) perceptions of bullying, endorsement of potential strategies for dealing with bullying, and associations among SLPs' responses and specific demographic and practice-oriented variables. A survey was developed and mailed to 1000 school-based SLPs. Six vignettes describing episodes of physical, verbal, and relational bullying of hypothetical 10-year students who stutter were developed. Three vignettes described bullying specifically mentioning stuttering behaviors, while three described bullying without mentioning stuttering behavior. The data from 475 SLPs were analyzed. SLPs rated physical bullying as most serious and in need of intervention, followed by verbal bullying. Relational bullying was rated as not serious or in need of intervention. SLPs also responded to the likelihood of using strategies for dealing with bullying. Physical and verbal bullying elicited the use of "talking with the teacher", "working with school personnel", and "reassuring the child of his safety" strategies. Relational bullying elicited "ignore the problem" and "be more assertive" strategies. Correlations among variables are reported. The seriousness of physical and verbal bullying, likelihood of intervention, and the lack of knowledge about relational bullying is discussed. Educational objectives: Readers should be able to: (1) summarize the research describing the negative effects of three major types of bullying, (2) summarize the research describing bullying and children with communication disorders, especially stuttering, (3) report results of a survey of speech-language pathologists' (SLPs) perceptions of bullying in school-age children, (4) explain the perceived seriousness of the problem by SLPs and likelihood of intervention, and (5) describe the need for continued prevention and intervention activities for children who stutter.

Soc Sci Med. 2010 Sep;71(5):975-85. Epub 2010 Jun 8.

Exploring children's stigmatisation of AIDS-affected children in Zimbabwe through drawings and stories.

Campbell C, Skovdal M, Mupambireyi Z, Gregson S.

Institute of Social Psychology, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, UK. c.campbell@lse.ac.uk

Abstract

AIDS-related stigma is a major contributor to the health and psychosocial well-being of children affected by AIDS. Whilst it is often suggested that AIDS-affected children may be stigmatised by other children, to date no research focuses specifically on child-on-child stigma. Using social representations theory, we explore how Zimbabwean children represent AIDS-affected peers, examining (i) whether or not they stigmatise, (ii) the forms stigma takes, and (iii) the existence of non-stigmatising representations that might serve as resources for stigma-reduction interventions. Our interest in identifying both stigmatising and non-stigmatising representations is informed by a theory of change which accords a central role to community-level debate and dialogue in challenging and reframing stigmatising representations. In late 2008, 50 children (aged 10-12) were asked to "draw a picture of a child whose family has been affected by AIDS in any way", and to write short stories about their drawings. Thematic analysis of stories and drawings revealed frequent references to stigmatisation of AIDS-affected children--with other children refusing to play with them, generally keeping their distance and bullying them. However children also frequently showed a degree of empathy and respect for AIDS-affected children's caring roles and for their love and concern for their AIDS-infected parents. We argue that a key strategy for stigma-reduction interventions is to open up social spaces in which group members (in this case children) can identify the diverse and contradictory ways they view a stigmatised out-group, providing opportunities for them to exercise agency in collectively challenging and renegotiating negative representations. Contrary to the common view that drawings enable children to achieve greater emotional expression than written stories, our children's drawings tended to be comparatively stereotypical and normative. It was in written stories that children most eloquently expressed meanings and emotions, and an awareness of the complexity of the scenarios they portrayed.

J Child Psychol Psychiatry. 2010 Nov;51(11):1208-16. doi: 10.1111/j.1469-7610.2010.02276.x.

Trajectories of antisocial behaviour towards siblings predict antisocial behaviour towards peers.

Ensor R, Marks A, Jacobs L, Hughes C.

Centre for Family Research, University of Cambridge, Free School Lane, Cambridge, UK. rad35@cam.ac.uk

Abstract

BACKGROUND: Young siblings' antisocial behaviour is common yet its impact has received relatively little research attention.

METHODS: We examined trajectories of antisocial behaviour for a socially diverse sample (n = 99, 58 boys and 41 girls) who were filmed with their older siblings (52 boys and 47 girls) at ages 3 and 6 and with unfamiliar peers at age 6. Latent growth models were used to analyse three indicators of antisocial behaviour (refusal to share/interact, bullying and harming).

RESULTS: The average trajectory of antisocial behaviour towards siblings was stable and particularly high for boys with brothers and for children of mothers with no educational qualifications. Sustained and escalating antisocial behaviours towards siblings predicted bullying and refusals to share/interact with unfamiliar peers, independent of associations with concurrent antisocial behaviour towards sibling.

CONCLUSIONS: These findings highlight the importance of a developmental perspective when examining antisocial behaviour between young siblings.

J Prim Prev. 2010 Aug;31(4):209-22.

"That Could Be Me Squishing Chips on Someone's Car." How Friends Can Positively Influence Bullying Behaviors.

Burns S, Cross D, Maycock B.

Curtin Health Innovation Research Institute, School of Public Health, Curtin University of Technology, GPO Box U198, Perth, WA, 6845, Australia. s.burns@curtin.edu.au

Abstract

Semi-structured one-on-one interviews with a purposive sample of 51 grade 7 students (12 years old) who reported bullying others explored what might encourage students to stop bullying others. The theoretical perspectives of symbolic interactionism, in particular the development of self and definition of the situation, were used to inform this study. Dissonance theory was used to understand how students felt about their bullying behaviors. The theme of peer group emerged as an influence when considering desisting bullying others. Feelings of dissonance reinforced by peers and the need to be accepted by peers facilitated positive changes if significant peers disapproved of bullying. Some students changed friendship groups to move away from negative situations, representing significant development of self. School-based programs can work to enhance the positive influence of prosocial students, to focus on the development of self, and to reduce the social status achieved by some through bullying others.

J Youth Adolesc. 2010 Oct;39(10):1123-33. Epub 2010 Jun 26.

When biased language use is associated with bullying and dominance behavior: the moderating effect of prejudice.

Poteat VP, Digiovanni CD.

Department of Counseling, Developmental, and Educational Psychology, Boston College, Campion Hall 307, 140 Commonwealth Ave, Chestnut Hill, MA 02467, USA. poteatp@bc.edu

Abstract

Biased language related to sexual orientation is used frequently among students and is related to prominent social concerns such as bullying. Prejudice toward gay, lesbian, bisexual, and transgender individuals also has been examined among adolescents, but separately from these behaviors. This study tested whether biased language use was associated with bullying and dominance irrespective of sexual prejudice or if sexual prejudice moderated these associations among 290 high school students (50% female; 56% White). Sexual prejudice was associated with biased language use among boys only. Biased language was associated with bullying regardless of levels of sexual prejudice for boys. However, this association was dependent on sexual prejudice for girls. For dominance behavior, its association with biased language was moderated by sexual prejudice for boys, but not girls. However, girls' engagement in all behaviors was significantly less than boys. These results indicate nuanced ways in which multiple factors contribute to the use of sexual orientation biased language. Also, they underscore the need to address biased language and prejudice as part of anti-bullying programs.

Crisis. 2010;31(3):143-8.

Participant roles in bullying behavior and their association with thoughts of ending one's life.

Rivers I, Noret N.

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

Abstract

BACKGROUND: Studies have shown that students who are bullied at school are at an increased risk of poor mental health and suicide. Little is known, however, about those who have other participant roles in bullying interactions (e.g., bystanders).

AIMS: To better understand the implications exposure to bullying has upon thoughts of ending life among students who have multiple participant roles.

METHODS: This study was a cross-sectional survey of a representative sample of 2,002 students (55% boys, 45% girls) aged 12 to 16 years (M = 13.60, SD = 1.06) attending 14 schools in the North of England.

RESULTS: The majority of students in this study were involved in bullying behavior at school as victims, bullies, bystanders, or a combination of all three. Those with multiple roles (victim, bully, and bystander) were significantly more likely to report having had thoughts of ending their life.

CONCLUSIONS: The findings from this study have significant implications for clinicians, educational, and school psychologists working with students involved in bullying behavior. Whole school antibullying initiatives are necessary to reduce the psychological distress and thoughts of ending life found among members of the school population. Further studies exploring covictimization among bystanders and revictimization among former victims of bullying are recommended.

Disabil Rehabil. 2010;32(18):1517-26.

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

Coates J, Vickerman P.

Faculty of Education, Community and Leisure, Liverpool John Moores University, Liverpool, England, UK.

Abstract

PURPOSE: The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools.

METHOD: This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE).

RESULTS: Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities.

CONCLUSION: As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

Riv Psichiatr. 2010 Mar-Apr;45(2):107-11.

[Bullying: disease or social phenomenon? An experimental research].

[Article in Italian]

Di Terresena LG, Diolosà C, Inga F, Caruso S.

Dottorato di Ricerca in Medicina Neurovegetativa, Università di Catania.

Abstract

The phenomenon of bullying has multidimensional character: it involves young people above all, but it is amplified by hush and passivity of the adults. Main objective of our research is to explore the several factors of this phenomenon, in order to identify prevention strategies and to increase the awareness among scholastic authorities.

J Community Health. 2011 Feb;36(1):132-40.

Utility of the physical activity resource assessment for child-centric physical activity intervention planning in two urban neighborhoods.

DeBate RD, Koby EJ, Looney TE, Trainor JK, Zwald ML, Bryant CA, McDermott RJ.

Department of Community and Family Health, College of Public Health, University of South Florida, 13201 Bruce B. downs Blvd, MDC Box 56, Tampa, FL 33612, USA. rdebate@health.usf.edu

Abstract

Children's physical activity (PA) may be determined, in part, by environmental influences such as access to diverse and safe places to play. As part of the development of a community-based PA program, a PA asset assessment was conducted in two low-income urban neighborhoods that support elementary schools serving minority youth. Resources were rated using an adapted version of the Physical Activity Resource Assessment (PARA), a multi-dimensional instrument that rates various venues on their features, amenities, and incivilities. Seventy-one child-centric venues (e.g., parks, playgrounds, community centers, sports facilities, fitness centers, etc.) were assessed within a three-mile radius of each school. Community member feedback via interviews with parent-child dyads revealed issues (e.g., bullying) not captured by the PARA that can influence venue use. Whereas the PARA can be a useful needs assessment and program planning tool for community-based PA programs, supplementing PARA data with community-based input may reduce contextual error in program development.

J Adolesc Health. 2010 Jul;47(1):99-101. Epub 2010 Feb 4.

Bullying victimization among underweight and overweight U.S. youth: differential associations for boys and girls.

Wang J, Iannotti RJ, Luk JW.

Prevention Research Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD 20892, USA. wangji2@mail.nih.gov

Comment in:

J Adolesc Health. 2010 Aug;47(2):209; author reply 209-10.

Abstract

To examine the associations between body weight and physical, verbal, relational, and cyber victimization among U.S. boys and girls in grade 6 through 10. Underweight boys and girls were more likely to be physical and relational victims, respectively. Overweight boys and obese girls were more likely to be verbal victims.

Cyberpsychol Behav Soc Netw. 2010 Apr;13(2):195-9.

Comparing children and adolescents engaged in cyberbullying to matched peers.

Twyman K, Saylor C, Taylor LA, Comeaux C.

Department of Pediatrics, Saint Louis University, St. Louis, Missouri 63104, USA. Twymank@slu.edu

Abstract

Although characteristics of traditional bullying participants have been identified and studied for years, research on cyberbullying is limited. The purpose of this study is to expand the literature on cyberbullying with a particular focus on the relationships among cyberbullying characteristics, typical social activities, and more traditional forms of bullying. The typical activities and experiences with traditional bullying and cyberbullying of 52 children ages 11 to 17 were compared to those of 52 matched controls. Children exposed to cyberbullying, whether as a cyberbully, cybervictim, or both (bully/victim), spent more time on computer-based social activities. Nearly two thirds of cyberbully/victims were also traditional bully/victims. While preliminary, results suggest that efforts to prevent cyberbullying may need to focus on patterns of Internet use, amount and type of social activities, and exposure to traditional bullying as risk factors for engaging in cyberbullying.

J Interpers Violence. 2010 Jun 3. [Epub ahead of print]

An Ecological Systems Approach to Bullying Behaviors Among Middle School Students in the United States.

Lee CH.

University of Arkansas at Little Rock.

Abstract

The aim of this study is to identify an ecological prediction model of bullying behaviors. Based on an ecological systems theory, this study identifies significant factors influencing bullying behaviors at different levels of middle and high school. These levels include the microsystem, mesosystem, exosystem, and macrosystem. More specifically, the ecological factors investigated in this multilevel analysis are individual traits, family experiences, parental involvement, school climate, and community characteristics. Using data collected in 2008 from 485 randomly selected students in a school district, this study identifies a best-fitting structural model of bullying behavior. Findings suggest that the ecological model accounted for a high portion of variance in bullying behaviors. All of the ecological systems as well as individual traits were found to be significant influences on bullying behaviors either directly or indirectly.

Biomed Environ Sci. 2010 Apr;23(2):108-12.

Relationships between weight status and bullying victimization among school-aged adolescents in Guangdong Province of China.

Guo QZ, Ma WJ, Nie SP, Xu YJ, Xu HF, Zhang YR.

Department of Noncommunicable Disease Control and Prevention, Guangdong Provincial Center for Disease Control and Prevention, Guangzhou 510300, Guangdong, China.

Abstract

OBJECTIVE: To examine relationships between weight status and different forms of bullying victimization among adolescents aged 11-18 years.

METHODS: The relationships between weight status and bullying victimization (physical, verbal, and relational) were examined utilizing data from the Guangdong Provincial Youth Health Behavior Survey. Data on height, weight, and victimization behaviors were collected by self-reporting from 12 439 subjects. , test and logistic regression were used to analyze relationships between weight and bullying victimization.

RESULTS: The incidence of victimization for adolescents aged 11-18 years was 8.6%, with higher rates for boys (12.4%) than for girls (4.7%). For children with normal, overweight and obese body mass index (BMI), the incidence rates of victimization were 8.2%, 17.3%, and 11.5%, respectively. Compared to normal weight, overweight was a risk factor for bullying victimization(OR = 1.60, 95% CI: 1.18-2.17), and it also increased children's risk of being teased in a hurtful way (OR = 2.13, 95% CI: 1.41-3.24) and being made fun of due to physical appearance (OR = 3.58, 95% CI: 2.27-5.67). Obesity only increased the risk for children of being made fun of due to physical appearance (OR = 2.45, 95% CI: 1.44-4.15).

CONCLUSIONS: The victimization for children at school is common in Guangdong province, China. Overweight and obese children are more likely to be victims of bullying behaviors, especially verbal victimization.

Prax Kinderpsychol Kinderpsychiatr. 2010;59(4):266-81.

[Tuitional-based promotion of social competencies and prevention of bullying in adolescence--the fairplayer.manual: results of a pilot evaluation study].

[Article in German]

Scheithauer H, Bull HD.

Fachbereich Erziehungswissenschaft und Psychologie, Wissenschaftsbereich Psychologie, Arbeitsbereich Entwicklungswissenschaft und Angewandte Entwicklungspsychologie, Freie Universität Berlin. hscheit@zedat.fu-berlin.de

Abstract

The fairplayer.manual (Scheithauer u. Bull, 2008), a manualized, tuitional-based preventive intervention programme to facilitate social competence and prevent school bullying consists of at least 15 to 17 consecutive, ninety-minute-lessons using cognitive-behavioural methods (e. g. role plays, model-learning, social reinforcement, behaviour-feedback) and moral dilemma discussions amongst others. We present results from a pilot evaluation study with 138 students (between 13 and 21 years of age, from comprehensive and vocational school) and their teachers. Students and teachers were administered structured questionnaires considering e. g. the occurrence of bullying, prosocial behavior and student's empathy as well as legitimation of violence. For 113 students we obtained data for the two measurement points (pre-post). Due to a high attrition rate information of an initially recruited control group could not be considered. Results indicated partially impressive positive changes concerning the total number of bullies and victims as well as prosocial behavior. Results concerning legitimation of violence and empathy differed for classes according to treatment integrity.

J Pediatr Psychol. 2010 Nov;35(10):1103-12. Epub 2010 May 20.

Co-occurrence of victimization from five subtypes of bullying: physical, verbal, social exclusion, spreading rumors, and cyber.

Wang J, Iannotti RJ, Luk JW, Nansel TR.

Prevention Research Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD 20892-7510, USA. wangji2@mail.nih.gov

Abstract

OBJECTIVE: To examine co-occurrence of five subtypes of peer victimization.

METHODS: Data were obtained from a national sample of 7,475 US adolescents in grades 6 through 10 in the 2005/2006 Health Behavior in School-Aged Children (HBSC) study. Latent class analyses (LCA) were conducted on victimization by physical, verbal, social exclusion, spreading rumors, and cyber bullying.

RESULTS: Three latent classes were identified, including an all-types victims class (9.7% of males and 6.2% of females), a verbal/relational victims class (28.1% of males and 35.1% of females), and a nonvictim class (62.2% of males and 58.7% of females). Males were more likely to be all-type victims. There was a graded relationship between the three latent classes and level of depression, frequency of medically attended injuries, and medicine use, especially among females.

CONCLUSIONS: Increased co-occurrence of victimization types put adolescents at greater risks for poorer physical and psychological outcomes.

Can J Psychiatry. 2010 May;55(5):282-8.

The association of suicide and bullying in childhood to young adulthood: a review of cross-sectional and longitudinal research findings.

Brunstein Klomek A, Sourander A, Gould M.

Interdisciplinary Center, Herzliya, Israel. klomeka@childpsych.columbia.edu <klomeka@childpsych.columbia.edu>

Abstract

OBJECTIVE: To review the research addressing the association of suicide and bullying, from childhood to young adulthood, including cross-sectional and longitudinal research findings.

METHOD: Relevant publications were identified via electronic searches of PsycNet and MEDLINE without date specification, in addition to perusing the reference lists of relevant articles.

RESULTS: Cross-sectional findings indicate that there is an increased risk of suicidal ideation and (or) suicide attempts associated with bullying behaviour and cyberbullying. The few longitudinal findings available indicate that bullying and peer victimization lead to suicidality but that this association varies by sex. Discrepancies between the studies available may be due to differences in the studies' participants and methods.

CONCLUSIONS: Bullying and peer victimization constitute more than correlates of suicidality. Future research with long-term follow-up should continue to identify specific causal paths between bullying and suicide.

Psychiatry Res. 2010 Jun 30;178(1):166-70. Epub 2010 May 14.

Bullying behavior in relation to psychiatric disorders and physical health among adolescents: a clinical cohort of 508 underage inpatient adolescents in Northern Finland.

Luukkonen AH, Räsänen P, Hakko H, Riala K; STUDY-70 Workgroup.

Collaborators (10)

University of Oulu, Department of Psychiatry, University of Oulu, Finland. anuhelmi@paju.oulu.fi

Abstract

The aim was to investigate the association of bullying behavior with psychiatric disorders and physical health in a sample of adolescent psychiatric patients, as there have to our knowledge been no previous studies using actual psychiatric diagnoses examining this relationship in boys and girls. We studied 508 Finnish adolescents (age 12-17) admitted to psychiatric inpatient care between April 2001 and March 2006 from the geographically large area of Northern Finland. The Schedule for Affective Disorder and Schizophrenia for School-Age Children, Present and Lifetime (K-SADS-PL) was used to obtain psychiatric diagnoses of adolescents according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) and information on bullying behavior. Logistic regression analyses showed that having an externalizing disorder increased the likelihood of being a bully or a bully-victim (i.e. a person who is both a bully and a victim of bullying) among both the boys (odds ratio, OR=14.4, P=0.001) and the girls (OR=10.0, P<0.001). In addition, having an internalizing disorder increased the likelihood of being a victim of bullying among the boys (OR=3.4, P=0.008), but not the girls. Chronic somatic diseases were also significantly associated with being bullied among the boys (OR=2.5, P=0.041). Our results suggest that adolescents who are involved in bullying behavior should be evaluated psychiatrically, as this might be an early marker of psychiatric disorders.

Br J Psychol. 2010 May 12. [Epub ahead of print]

Ganging up or sticking together? Group processes and children's responses to text-message bullying.

Jones SE, Manstead AS, Livingstone AG.

Abstract

J Interpers Violence. 2011 Mar;26(5):991-1011. Epub 2010 May 11.

Father's and Mother's Psychological Violence and Adolescent Behavioral Adjustment.

Melançon C, Gagné MH.

Université Laval, Québec City, Canada. claudiane.melancon.1@ulaval.ca.

Abstract

Maternal and paternal psychological violence were examined as potential risk factors for internalized and externalized behavior problems displayed by adolescents. Childhood family violence (physical and psychological parental violence), current extrafamily violence (bullying and dating violence), and family structure were taken into account. A sample of 278 adolescents (mean age: 14.2) were recruited in three public schools located in low to high socioeconomic areas. Participants were in the 7th, 8th, and 9th grades, and each completed a self-administered questionnaire. Frequency of current psychological violence is about the same for each parental figure. The three most frequent and least frequent psychologically violent parental practices were also the same for both parental figures. Psychological violence of both parents was related to internalized and externalized behavior problems over and above family structure, childhood family violence, and current extrafamily violence.

Pediatrics. 2010 Jun;125(6):e1301-7. Epub 2010 May 3.

Weight status as a predictor of being bullied in third through sixth grades.

Lumeng JC, Forrest P, Appugliese DP, Kaciroti N, Corwyn RF, Bradley RH.

Center for Human Growth and Development, 300 North Ingalls St, 10th Floor, University of Michigan, Ann Arbor, MI 48109-5406, USA. jlumeng@umich.edu

Abstract

OBJECTIVES: Childhood obesity and bullying both are pervasive public health problems. The objective of this study was to determine the relationship between childhood obesity and being bullied in third, fifth, and sixth grades while testing for potential confounding and moderation.

METHODS: A total of 821 children who were participating in the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (50% male, 81% white, 17% obese, 15% overweight in third grade) were studied. Generalized estimating equations were used to evaluate the relationship between child weight status and the odds of being bullied as reported by child, mother, and teacher, accounting for repeated measures and adjusting for grade level in school, child gender, child race, family income-to-needs ratio, school racial and socioeconomic composition, and mother- and teacher-reported child social skills and child academic achievement.

RESULTS: In sixth grade, 33.9%, 44.5%, and 24.9% of the children were reported to be bullied per teacher-, mother-, and self-report, respectively. There was a significant independent association between being obese and being bullied (odds ratio: 1.63 [95% confidence interval: 1.18-2.25]). The relationship between being obese and being bullied was attenuated but not eliminated by all covariates except gender. The relationship was not moderated by any of the covariates.

CONCLUSIONS: Children who are obese are more likely to be bullied, regardless of a number of potential sociodemographic, social, and academic confounders. No protective factors were identified. Effective interventions to reduce bullying of obese children need to be identified.

Child Dev. 2010 Mar-Apr;81(2):480-6.

The complex relation between bullying, victimization, acceptance, and rejection: giving special attention to status, affection, and sex differences.

Veenstra R, Lindenberg S, Munniksma A, Dijkstra JK.

Sociology, University of Groningen, Grote Rozenstraat 31, Groningen 9712 TG, the Netherlands. d.r.veenstra@rug.nl

Abstract

To understand the complex nature of bullies' acceptance and rejection, this article considered goal-framing effects of status and affection as they relate to the gender of the bully (male vs. female bullies), the target (male vs. female victims), and the evaluator (acceptance and rejection from male vs. female classmates). The hypotheses were tested with data from a social network questionnaire conducted in 26 elementary school classes (N = 481 children; M(age) = 10.5 years). The findings revealed that bullies were only rejected by those for whom they were a potential threat and that bullies generally chose their victims so as to minimize loss of affection by choosing victims who were not likely to be defended by significant others.

J Community Health Nurs. 2010 Apr;27(2):107-18.

Nurturing healthy relationships through a community-based interactive theater program.

Fredland NM.

School of Nursing, The University of Texas at Austin, 1700 Red River, Austin, TX 78701, USA. nfredland@mail.nur.utexas.edu

Abstract

Promoting healthy relationships and preventing unhealthy behaviors, such as bullying and teen dating violence, among young adolescents was the goal of this study. This developmentally appropriate project used interactive theater to deliver a healthy message. Students in 7th grade health classes (N = 114) participated in the interactive theater intervention, a program that consisted of three consecutive performances and one follow-up day. This article reports on community-based research related to the development of a theater script in collaboration with a local theater group, the feasibility of using this innovative format as an intervention method, and lessons learned in collaborating with community partners.

Eur Psychiatry. 2010 Nov;25(7):382-9.

Bullying behaviour and substance abuse among underage psychiatric inpatient adolescents.

Luukkonen AH, Riala K, Hakko H, Räsänen P; Study-70 workgroup.

University of Oulu, Finland. anuhelmi@paju.oulu.fi

Abstract

BACKGROUND AND OBJECTIVE: Only a few studies have examined the putative association between substance use and bullying others, and to our knowledge none of the previous studies have investigated substance abuse among victims or those who are both bullies and victims. The aim of our study was to investigate substance use among all of these three bullying subgroups and to examine the putative association between substance use and bullying behaviour.

METHODS: The study sample consisted of 508 Finnish adolescents (age 12-17) admitted to psychiatric inpatient care between April2001 and March2006. We used the Schedule for Affective Disorder and Schizophrenia for School-Age Children Present and Lifetime (K-SADS-PL) to obtain DSM-IV psychiatric diagnoses, information about bullying behaviour and substance abuse of the adolescents. The level of nicotine dependence (ND) was assessed by using the modified Fagerström Tolerance Questionnaire (mFTQ).

RESULTS: Our study showed that both among boys and girls, regular daily smoking and alcohol use among boys were statistically significantly associated with bullying behaviour. Further, among girls, but not among boys, there was also an association between bullying behaviour and more severe substance use, such as ND, use of cannabis and hard drugs.

CONCLUSION: Since an association between bullying and severe substance use was found in this study, our novel finding needs replication in adolescent general population samples.

Paediatr Nurs. 2010 Apr;22(3):27-9.

Tackling homophobic attitudes and bullying in youth settings.

Bekaert S.

City and Hackney Young People's Services, London.

Abstract

This article offers practical guidance on how to tackle homophobia in all settings for young people. It provides advice on tackling homophobic attitudes and bullying on several levels. The areas covered are: use of language and individual interactions, examining institutional policy and ethos, staff training, and holding workshops with young people.

J Youth Adolesc. 2010 Jun;39(6):634-45. Epub 2009 Jul 2.

Bullying and depressive symptomatology among low-income, African-American youth.

Fitzpatrick KM, Dulin A, Piko B.

Department of Sociology, University of Arkansas, Fayetteville, AR, USA. kfitzpa@uark.edu

Abstract

Utilizing a risk and protective factors approach, this research examined the relationship between self-reported depressive symptomatology, group membership (bully, victim, bully-victim) risks, and protection among a sample of African-American youths. Self-report data were collected in spring, 2002. Youth in grades 5-12 were sampled (n = 1,542; 51% female) from an urban school district in the Southeast. African-American youths self-identifying as bullies, victims, or bully-victims, reported higher levels of depressive symptoms compared to their nonbullied-nonvictimized counterparts. Additionally, multivariate results highlight a significant set of risk and protective factors associated with depressive symptomatology, even after controlling for the effects of self-identified group membership. These findings further contribute to our general understanding of the interplay among bullying, victimization, risk and protective factors, and their effects on depressive symptoms among a group of understudied African-American youth.

Prev Sci. 2010 Dec;11(4):355-9.

Bullying victimization and substance use among U.S. adolescents: mediation by depression.

Luk JW, Wang J, Simons-Morton BG.

Department of Psychology, University of Washington, Box 351525, Seattle, WA 98195-1525, USA. jwluk@uw.edu

Abstract

This study examined the link between bullying victimization and substance use and tested the mediating role of depression in male and female adolescents. Cross-sectional data were collected from a national sample of 1,495 tenth graders who participated in the 2005/06 Health Behaviors in School-aged Children U.S. Survey. Victimization, depression and substance use were all measured as latent variables. Substance use was measured by drinking alcohol, being drunk, smoking cigarettes and using marijuana in the past 30 days. Multiple-group structural equation modeling showed that victimization was linked to substance use in both males and females. Among females, depression was positively associated with both victimization and substance use and mediated the association between the two latter variables. Among males, depression was associated with victimization but not with substance use. Results highlight the elevated risk for victimization and substance use problems that depression poses among adolescent females.

J Clin Child Adolesc Psychol. 2010 May;39(3):341-50.

Parent alcohol problems and peer bullying and victimization: child gender and toddler attachment security as moderators.

Eiden RD, Ostrov JM, Colder CR, Leonard KE, Edwards EP, Orrange-Torchia T.

Research Institute on Addictions, University at Buffalo, State University of New York, Buffalo, NY 14203, USA. eiden@ria.buffalo.edu

Abstract

This study examined the association between parents' alcoholism and peer bullying and victimization in middle childhood in 162 community-recruited families (80 girls and 82 boys) with and without alcohol problems. Toddler-mother attachment was assessed at 18 months of child age, and child reports of peer bullying and victimization were obtained in 4th grade. There was a direct association between fathers' alcohol symptoms and bullying of peers, as well as indirect association via toddler-mother attachment security. Multiple group models indicated that the direct association between parents' alcohol symptoms and bullying was significant for boys but not girls. The association between maternal alcohol symptoms and bullying was significant for secure but not insecure boys or secure/insecure girls. The association between fathers' alcohol symptoms and bullying was significant for insecure boys but not secure boys or secure/insecure girls.

Am J Orthopsychiatry. 2010 Jan;80(1):124-34.

Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program.

Olweus D, Limber SP.

University of Bergen, Norway.

Abstract

The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed.

J Homosex. 2010 Mar;57(3):347-63.

Wearing pink as a stand against bullying: why we need to say more.

Naugler D.

Department of Sociology, Kwantlen Polytechnic University, Surrey, British Columbia, Canada.

Abstract

This article presents a contextual discourse analysis of the media response to a campaign against bullying that was developed in the spring of 2007 in the Canadian province of Nova Scotia. As a feature of masculine socialization, male-on-male bullying secures the reproduction of an aggressive and heteronormative hegemonic masculinity (Connell, 1987) for boys and young men in contemporary North American mainstream culture. I argue that the celebration of the "Pink Campaign" is illustrative of the normalizing silences, or "unremarkability," about the related discourses of sexism and homophobia that motivate everyday practices of male-on-male bullying.

Percept Mot Skills. 2010 Feb;110(1):48-60.

Sensitivity to violence measured by ratings of severity increases after nonviolence training.

Collyer CE, Johnson KL, de Mesquita PB, Palazzo LA, Jordan D.

Department of Psychology, University of Rhode Island, Kingston, RI 02881, USA. collyer@uri.edu

Abstract

It was hypothesized that training in nonviolence would increase participants' sensitivity to violence because such training emphasizes both the harm and the avoidability of many kinds of violence. This research built upon earlier studies, which had proposed that ratings of the severity of violent behaviors (e.g., murder, bullying, cursing) can be interpreted as measuring sensitivity to violence. Two quasi-experiments examined changes in ratings of severity obtained before and after nonviolence training. In Study 1, 28 college-age traffic offenders who received nonviolence training judged stimulus behaviors ranging from life-threatening physical harm to verbal disrespect as more violent after their training. An untrained comparison group did not show this change. In Study 2, 30 student teachers who received instruction in nonviolence also rated behaviors as more violent after training; an untrained comparison group did not. Results are interpreted as showing increased sensitivity to violence following exposure to nonviolence.

AIDS Care. 2010 Mar;22(3):308-13.

Breaking down the wall of silence around children affected by AIDS in Thailand to support their psychosocial health.

Ishikawa N, Pridmore P, Carr-Hill R, Chaimuangdee K.

Bureau of International Cooperation, International Medical Center of Japan, Tokyo, Japan. n-ishikawa@it.imcj.go.jp

Abstract

This study examines the psychosocial needs of the children affected by AIDS. Eight primary school children aged 10-13 years who lost parents to AIDS or whose parents were living with HIV were closely followed for a period of one year and qualitative data on the psychosocial challenges they faced were collected using semi-structured interviews, observation, drawings and diaries. Data were also collected from their caregivers and classroom teachers using semi-structured interviews, as well as data from their classmates using a self-completion questionnaire. The findings strongly suggested that adults were creating a "wall of silence" around children affected by AIDS by hiding the parents' HIV status from them and avoid talking to them about HIV and AIDS. The silence was intended to protect the children from sadness, embarrassment, bullying and discrimination. In reality, however, the silence was found to have isolated them and increased their psychosocial vulnerability by blocking open communication with family members, peers and teachers, and left them to cope with their problems on their own. It is argued that to support the psychosocial health of these children, it is necessary for the adults to recognise the negative impact of silence and for the families and the school to be involved in a process of participatory learning and action to find culturally appropriate ways to break down the wall of silence, and promote more open communication.

Scand J Caring Sci. 2011 Mar;25(1):70-80. doi: 10.1111/j.1471-6712.2010.00792.x.

Witnessing and experiencing domestic violence: a descriptive study of adolescents.

Lepistö S, Luukkaala T, Paavilainen E.

Department of Nursing Science, University of Tampere, Finland. sari.j.lepisto@uta.fi

Abstract

OBJECTIVE: The aim of the study was to describe the experiences of different types of domestic violence among adolescents and associations between the family background and different types of domestic violence.

METHODS: The survey included 1393 ninth-graders from one Finnish municipality.

RESULTS: Domestic violence is fairly common in the lives of adolescents. Sixty-seven percent of respondents had experienced parental symbolic aggression, 55% mild violence and 9% severe violence during their childhood. Twelve percent of adolescents had witnessed parent-to-parent violence. Witnessing domestic violence and exposure to parental violence is associated with a number of adolescents' background factors such as self-perceived health, satisfaction with life, family relationships, parenting practice, school bullying and sexual activity.

CONCLUSIONS: The findings stress the relevance of corporal punishment and witnessing domestic violence as a risk factor for more severe domestic violence and sexual abuse. Different types of domestic violence have a major effect on adolescent well-being and risk behaviours. To break the negative cycle, nurses and other professionals working with adolescents in different settings should pay attention to all forms of violence, including the milder ones.

J Abnorm Child Psychol. 2010 Aug;38(6):829-42.

Explicit- and implicit bullying attitudes in relation to bullying behavior.

van Goethem AA, Scholte RH, Wiers RW.

Institute of Developmental Psychology, University of Utrecht, P.O. Box 80140, 3584 CS, Utrecht, The Netherlands. A.A.J.vanGoethem@uu.nl

Abstract

The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.

Scand J Public Health. 2010 Jun;38(4):359-67. Epub 2010 Mar 22.

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

Meland E, Rydning JH, Lobben S, Breidablik HJ, Ekeland TJ.

Department of Public Health and Primary Health Care, University of Bergen, Bergen, Norway. eivind.meland@isf.uib.no

Abstract

AIMS: To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools.

METHODS: A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway.

RESULTS: Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement.

CONCLUSIONS: Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

J Adolesc Health. 2010 Apr;46(4):366-71. Epub 2010 Jan 29.

Sexual orientation and bullying among adolescents in the growing up today study.

Berlan ED, Corliss HL, Field AE, Goodman E, Austin SB.

Section of Adolescent Medicine, Nationwide Children's Hospital, Columbus, Ohio 43205, USA. Elise.berlan@nationwidechildrens.org

Abstract

PURPOSE: To examine the relationship between sexual orientation and past-year reports of bullying victimization and perpetration in a large sample of American youth.

METHODS: Survey data from 7,559 adolescents aged 14-22 who responded to the 2001 wave questionnaire of the Growing Up Today Study were examined cross-sectionally. Multivariable generalized estimating equations regression was performed using the modified Poisson method. We examined associations between sexual orientation and past-year bully victimization and perpetration with heterosexuals as the referent group, stratifying by gender and controlling for age, race/ethnicity, and weight status.

RESULTS: Compared to heterosexual males, mostly heterosexual males (risk ratio [RR]: 1.45; 95% confidence interval [CI]: 1.13, 1.86) and gay males (RR 1.98; CI: 1.39, 2.82) were more likely to report being bullied. Similarly, mostly heterosexual females (RR: 1.72, 95% CI: 1.45, 2.03), bisexual females (RR: 1.63, 95% CI: 1.14, 2.31), and lesbians (RR: 3.36, 95% CI: 1.76, 6.41) were more likely to report being bullied than were heterosexual females. Gay males (RR: 0.34, 95% CI: 0.14, 0.84) were much less likely to report bullying others than were heterosexual males. Mostly heterosexual females (RR: 1.70, 95% CI: 1.42, 2.04) and bisexual females (RR: 2.41, 95% CI: 1.80, 3.24) were more likely to report bullying others than heterosexual females. No lesbian participants reported bullying others.

CONCLUSIONS: There are significant differences in reports of bullying victimization and perpetration between heterosexual and sexual minority youth. Clinicians should inquire about sexual orientation and bullying, and coordinate care for youth who may need additional support.

Child Abuse Negl. 2010 Apr;34(4):244-52. Epub 2010 Mar 20.

Peer victimization and internalizing problems in children: a meta-analysis of longitudinal studies.

Reijntjes A, Kamphuis JH, Prinzie P, Telch MJ.

Utrecht University, 3508 TC, Utrecht, The Netherlands.

Abstract

OBJECTIVE: A recent meta-analytic review of cross-sectional studies examining correlations between peer victimization and indices of internalizing problems indicates that victims of bullying are highly distressed. However, the reliance on cross-sectional studies precludes interpretation of the direction of effects. The present study was designed to investigate if internalizing problems are antecedents of victimization, consequences of victimization, or both.

METHOD: This paper provides a meta-analysis of 18 longitudinal studies examining prospective linkages between peer victimization and internalizing problems (n=13,978). Two prospective paths were examined: the extent to which peer victimization at baseline predicts changes in internalizing problems, as well as the extent to which internalizing problems at baseline predict changes in peer victimization.

RESULTS: Results revealed significant associations between peer victimization and subsequent changes in internalizing problems, as well as significant associations between internalizing problems and subsequent changes in peer victimization. Several moderator effects were observed.

CONCLUSIONS: Internalizing problems function as both antecedents and consequences of peer victimization. These reciprocal influences suggest a vicious cycle that contributes to the high stability of peer victimization.

PRACTICE IMPLICATIONS: This study should further encourage steps to reduce bullying at schools.

J Adolesc. 2010 Oct;33(5):615-23. Epub 2010 Mar 19.

The psychological impact of peer victimization: exploring social-cognitive mediators of depression.

Barchia K, Bussey K.

Macquarie University, Department of Psychology, Sydney, New South Wales, Australia. kirstin.sayers@psy.mq.edu.au

Abstract

Although the association between peer victimization and depression is well established (Hawker & Boulton, 2000; Nansel et al., 2001), little research has examined the processes whereby victimization may lead to depression. This study examined the social-cognitive processes that mediate the relationship between peer victimization and depression. A questionnaire measuring peer victimization, depression, depression rumination, self efficacy to enlist support, and collective school efficacy to stop peer aggression at two time points during one school year was completed by 1167 secondary school children. Rumination, collective school efficacy and self efficacy to enlist support from a friend partially mediated the relationship between victimization and depression. Children who were victimized ruminated more, which lead to increased levels of depression. Victims were also less likely to believe that students and teachers could work together to stop peer aggression, which impacted their propensity to access the support of friends leading to higher depression.

Pediatrics. 2010 Apr;125(4):e778-86. Epub 2010 Mar 15.

Adolescent violence perpetration: associations with multiple types of adverse childhood experiences.

Duke NN, Pettingell SL, McMorris BJ, Borowsky IW.

Center for Adolescent Nursing, School of Nursing, Division of Academic General Pediatrics, Department of Pediatrics, University of Minnesota, 5-140 Weaver-Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, USA. duke0028@umn.edu

Abstract

OBJECTIVE: Adverse childhood experiences are associated with significant functional impairment and life lost in adolescence and adulthood. This study identified relationships between multiple types of adverse events and distinct categories of adolescent violence perpetration.

METHODS: Data are from 136 549 students in the 6th, 9th, and 12th grades who responded to the 2007 Minnesota Student Survey, an anonymous, self-report survey examining youth health behaviors and perceptions, characteristics of primary socializing domains, and youth engagement. Linear and logistic regression models were used to determine if 6 types of adverse experiences including physical abuse, sexual abuse by family and/or other persons, witnessing abuse, and household dysfunction caused by family alcohol and/or drug use were significantly associated with risk of adolescent violence perpetration after adjustment for demographic covariates. An adverse-events score was entered into regression models to test for a dose-response relationship between the event score and violence outcomes. All analyses were stratified according to gender.

RESULTS: More than 1 in 4 youth (28.9%) reported at least 1 adverse childhood experience. The most commonly reported adverse experience was alcohol abuse by a household family member that caused problems. Each type of adverse childhood experience was significantly associated with adolescent interpersonal violence perpetration (delinquency, bullying, physical fighting, dating violence, weapon-carrying on school property) and self-directed violence (self-mutilatory behavior, suicidal ideation, and suicide attempt). For each additional type of adverse event reported by youth, the risk of violence perpetration increased 35% to 144%.

CONCLUSIONS: Multiple types of adverse childhood experiences should be considered as risk factors for a spectrum of violence-related outcomes during adolescence. Providers and advocates should be aware of the interrelatedness and cumulative impact of adverse-event types. Study findings support broadening the current discourse on types of adverse events when considering pathways from child maltreatment to adolescent perpetration of delinquent and violent outcomes.

J Abnorm Child Psychol. 2010 Aug;38(6):815-27.

Active defending and passive bystanding behavior in bullying: the role of personal characteristics and perceived peer pressure.

Pozzoli T, Gini G.

Department of Developmental and Social Psychology, University of Padua, via Venezia, 8, 35131, Padova, Italy. tiziana.pozzoli@unipd.it

Abstract

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

Fam Community Health. 2010 Apr-Jun;33(2):82-93.

Cyberbullying: a review of the literature on harassment through the internet and other electronic means.

Kiriakidis SP, Kavoura A.

Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece. skyriak@syros.aegean.gr

Abstract

The present article is a review of the literature of cyberbullying. Main findings are summarized regarding issues of definition of cyberbullying, differences, and similarities with traditional bullying; its extent; the forms of cyberbullying; the characteristics of cyberbullies and cybervictims; the effects of cyberbullying on the psychosocial development of youth; age and gender differences of cyberbullying; and perceived causes of cyberbullying. In addition, the steps that can be undertaken by youth, parents, teachers, and schools to deal with the problem and possible pathways for interventions, from a public health perspective, at the individual, class, organizational, and community levels are presented from the literature. Finally, possible legal solutions deriving from both criminal and civil law are presented.

Scand J Caring Sci. 2010 Dec;24(4):791-8. doi: 10.1111/j.1471-6712.2010.00777.x.

School children's experience of being bullied--and how they envisage their dream day.

Kvarme LG, Helseth S, Saeteren B, Natvig GK.

Diakonova University College, Oslo, Norway. lisbeth.kvarme@diakonova.no

Abstract

Bullying may have a number of negative health impacts on children. Previous studies have mainly explored negative health consequences related to being bullied. A different approach is to explore how these phenomena are related to the school child's quality of life (QOL). The role of the school nurse is to promote health and prevent sickness, and school nurses therefore need knowledge of what promotes or threatens QOL in children. No previous research has explored how bullied children envisage their dream day or a day with good QOL. There is a need for more qualitative research on how school children experience being bullied and the kind of help they need from their school, and school nurse, to realize their dream day. The aim of this study was to explore how school children experience bullying in their everyday lives, what constitutes their dream day and what kind of help they need. An explorative qualitative design was chosen, and data were collected through focus group interviews. Data collection was conducted throughout 2007 and during the spring of 2008. The sample consisted of 17 school children, aged 12-13 years, in four different groups. An interview guide was used, and the group responses were audio-taped, transcribed and coded into themes. The data were analysed according to Kvale's three contexts of interpretation within a phenomenological and hermeneutic framework. Four main themes were identified: teasing and fighting, emotional reactions to being left alone or excluded, the need for friends to achieve the dream day and stopping the bullying immediately. The participants said that being bullied made them feel helpless, lonely and excluded. They wanted the bullying to be recognized, assistance from the school staff to stop the bullying, and to be included by their peers.

J Adolesc. 2011 Feb;34(1):59-71. Epub 2010 Mar 3.

Is low empathy related to bullying after controlling for individual and social background variables?

Jolliffe D, Farrington DP.

Department of Criminology, University of Leicester, 154 Upper New Walk, Leicester, England LE1 7QA, UK. dj39@le.ac.uk

Abstract

This paper examines the relationship between low empathy and bullying while also controlling for the impact of a number of other individual and social background variables linked with bullying. This included the relationship to the prevalence of bullying, but also to the frequency and type of bullying. Questionnaires were completed by 720 adolescents (344 females, 376 males) aged 13-17 in three secondary schools in England. The results suggested that low affective empathy was independently related to bullying by males, but not females. There was no evidence that low cognitive empathy was independently related to bullying, but high impulsivity was related to all forms of male bullying and to female bullying. The implications of the findings for research and practice are discussed.

Arch Pediatr Adolesc Med. 2010 Mar;164(3):238-42.

Trends in childhood violence and abuse exposure: evidence from 2 national surveys.

Finkelhor D, Turner H, Ormrod R, Hamby SL.

Crimes Against Children Research Center, University of New Hampshire, 126 Horton Social Science Center, 20 College Road, Durham, NH 03824, USA. david.finkelhor@unh.edu

Abstract

OBJECTIVE: To assess trends in children's exposure to abuse, violence, and crime victimizations.

DESIGN: An analysis based on a comparison of 2 cross-sectional national telephone surveys using identical questions conducted in 2003 and 2008.

SETTING: Telephone interview.

PARTICIPANTS: Experiences of children aged 2 to 17 years (2030 children in 2003 and 4046 children in 2008) were assessed through interviews with their caretakers and the children themselves. Outcome Measure Responses to the Juvenile Victimization Questionnaire.

RESULTS: Several types of child victimization were reported significantly less often in 2008 than in 2003: physical assaults, sexual assaults, and peer and sibling victimizations, including physical bullying. There were also significant declines in psychological and emotional abuse by caregivers, exposure to community violence, and the crime of theft. Physical abuse and neglect by caregivers did not decline, and witnessing the abuse of a sibling increased.

CONCLUSION: The declines apparent in this analysis parallel evidence from other sources, including police data, child welfare data, and the National Crime Victimization Survey, suggesting reductions in various types of childhood victimization in recent years.

Psychiatr Q. 2010 Sep;81(3):183-95.

Psychiatric correlates of bullying in the United States: findings from a national sample.

Vaughn MG, Fu Q, Bender K, DeLisi M, Beaver KM, Perron BE, Howard MO.

School of Social Work, Saint Louis University, St. Louis, MO, USA. mvaughn9@slu.edu

Abstract

The aim of this study was to examine the psychiatric correlates of bullying behavior in the United States. Data were derived from the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of US adults. Structured psychiatric interviews (N = 43,093) were completed by trained lay interviewers between 2001 and 2002. Six percent of US adults reported a lifetime history of bullying others. Respondents who were men, 18 to 34, Asian/Native American, earned <or=$35,000 annually, were born in the US, and received no college education had significantly higher rates of bullying. Multivariate logistic regression analyses identified significant associations between bullying and bipolar disorder, lifetime alcohol and marijuana use disorders, nicotine dependence, conduct disorder, antisocial, paranoid, and histrionic personality disorders, and family history of antisocial behavior. Prevention and treatment targeting bullying behaviors, comorbid conditions, and their precursors could potentially reduce the prevalence and consequences of bullying.

Am J Prev Med. 2010 Mar;38(3):323-30.

Poly-victimization in a national sample of children and youth.

Turner HA, Finkelhor D, Ormrod R.

Crimes Against Children Research Center, University of New Hampshire, 20 Academic Way, Durham, NH 03857, USA. haturner@cisunix.unh.edu

Abstract

BACKGROUND: Most studies of children's exposure to violence focus on separate, relatively narrow categories of victimization (such as sexual abuse, physical maltreatment, or bullying), paying less attention to exposure to multiple forms of victimization.

PURPOSE: This study documents children's lifetime exposure to multiple victimization types (i.e., "poly-victimization") and examines the association between poly-victimization and extent of trauma symptomatology.

METHODS: Analyses were based on telephone interviews conducted between January 2008 and May 2008 with a nationally representative sample of 4053 children aged 2-17 years and their caregivers.

RESULTS: Exposure to multiple forms of victimization was common. Almost 66% of the sample was exposed to more than one type of victimization, 30% experienced five or more types, and 10% experienced 11 or more different forms of victimization in their lifetimes. Poly-victims comprise a substantial portion of the children who would be identified by screening for an individual victimization type, such as sexual assault or witnessing parental violence. Poly-victimization is more highly related to trauma symptoms than experiencing repeated victimizations of a single type and explains a large part of the associations between individual forms of victimization and symptom levels.

CONCLUSIONS: Studies focusing on single forms of victimization are likely to underestimate the full burden of victimization that children experience and to incorrectly specify the risk profiles of victims. Research, clinical practice, and intervention strategies are likely to improve with more comprehensive assessments of victimization exposure.

Am J Prev Med. 2010 Mar;38(3):258-67.

Overweight, obesity, youth, and health-risk behaviors.

Farhat T, Iannotti RJ, Simons-Morton BG.

Prevention Research Branch, Division of Epidemiology, Statistics and Prevention Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, 6100 Executive Boulevard, Bethesda MD 20892-7510, USA. farhatti@mail.nih.gov

Abstract

BACKGROUND: The prevalence and severity of obesity have increased among children and adolescents. Although the medical and psychosocial consequences of youth obesity have been well documented, comparatively less information exists on the association of overweight/obesity with health-risk behaviors, which are considered to be a primary threat to adolescent health.

PURPOSE: This study aims to examine the association of overweight and obesity with health-risk behaviors among U.S. youth.

METHODS: Self-reported height and weight, substance use, violence, and bullying were assessed in a nationally representative sample of students aged 11-17 years (N=7825) who participated in the 2005-2006 Health Behaviors in School-Aged Children survey. Data were analyzed in 2009.

RESULTS: Significant gender and age differences in the relationship of overweight/obesity with risk behaviors were observed. Overweight and obesity were significantly associated with substance use among girls only: Frequent smoking and drinking were associated with overweight and obesity among younger girls, whereas these behaviors were associated with obesity among older girls. Frequent smoking and cannabis use were associated with overweight among younger girls only. Relationships between violent behavior and overweight/obesity were mainly observed among boys: Younger obese boys were more likely to be victims of bullying, whereas older obese boys were more likely to carry weapons compared to boys of normal weight.

CONCLUSIONS: Overweight and obese young people are at risk of developing health-compromising behaviors that may compound medical and social problems associated with excess weight.

Arch Dis Child. 2010 Feb;95(2):136-40. Epub 2010 Feb 4.

Stress and psychosomatic symptoms in Chinese school children: cross-sectional survey.

Hesketh T, Zhen Y, Lu L, Dong ZX, Jun YX, Xing ZW.

UCL Centre for International Health and Development, 30 Guilford Street, London WC1N 1EH, UK. t.hesketh@ich.ucl.ac.uk

Abstract

OBJECTIVE: The Chinese educational system is highly competitive from the start of primary school with great emphasis on academic performance and intolerance of failure. This study aimed to explore the pressures on primary schoolchildren, and to determine the relationship between these pressures and psychosomatic symptoms: abdominal pain and headache.

DESIGN: Cross-sectional survey using self-completion questionnaires.

SETTING/PARTICIPANTS: 9- to 12-year-olds in primary schools in urban and rural areas of Zhejiang Province, eastern China.

OUTCOME MEASURES: Proportion of children with defined school-related stressors and frequency of psychosomatic illness.

RESULTS: Completed questionnaires were obtained from 2191 children. All stressors were common in boys and girls and in urban and rural schools. Eighty-one per cent worry 'a lot' about exams, 63% are afraid of the punishment of teachers, 44% had been physically bullied at least sometimes, with boys more often victims of bullying, and 73% of children are physically punished by parents. Over one-third of children reported psychosomatic symptoms at least once per week, 37% headache and 36% abdominal pain. All individual stressors were highly significantly associated with psychosomatic symptoms. Children identified as highly stressed (in the highest quartile of the stress score) were four times as likely to have psychosomatic symptoms.

CONCLUSIONS: The competitive and punitive educational environment leads to high levels of stress and psychosomatic symptoms in Chinese primary schoolchildren. Measures to reduce unnecessary stress on children in schools should be introduced urgently.

J Child Psychol Psychiatry. 2010 Jul;51(7):809-17. Epub 2010 Feb 3.

Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect.

Bowes L, Maughan B, Caspi A, Moffitt TE, Arseneault L.

MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, UK.

Abstract

BACKGROUND: Bullied children are at risk for later emotional and behavioural problems. 'Resilient' children function better than would be expected given their experience of bullying victimisation. This study examined the role of families in promoting resilience following bullying victimisation in primary school.

METHOD: Data were from the Environmental Risk (E-Risk) Study which describes a nationally representative sample of 1,116 twin pairs and their families. We used mothers' and children's reports to examine bullying victimisation during primary school and mothers' and teachers' reports to measure children's emotional and behavioural adjustment at ages 10 and 12. We used mothers' and interviewers' reports to derive measures of protective factors in the home including maternal warmth, sibling warmth and positive atmosphere at home.

RESULTS: Results from linear regression models showed that family factors were associated with children's resilience to bullying victimisation. Maternal warmth, sibling warmth and a positive atmosphere at home were particularly important in bullied children compared to non-bullied children in promoting emotional and behavioural adjustment. We used a twin differences design to separate out environmental protective factors in twins who are genetically identical. Differences in maternal warmth between twins from genetically identical monozygotic pairs concordant for bullying victimisation were correlated with twin differences in behavioural problems (r = -.23) such that the twin who received the most warmth had fewer behavioural problems. This shows that maternal warmth has an environmental effect in protecting children from the negative outcomes associated with being bullied.

CONCLUSIONS: Warm family relationships and positive home environments help to buffer children from the negative outcomes associated with bullying victimisation. Warm parent-child relationships can exert an environmentally mediated effect on children's behavioural adjustment following bullying victimisation. Identifying protective factors that promote resilience to bullying victimisation could lead to improved intervention strategies targeting the home environment.

Acta Paediatr. 2010 Apr;99(4):597-603. Epub 2010 Jan 18.

Health-related quality of life and bullying in adolescence.

Frisén A, Bjarnelind S.

Department of Psychology, University of Gothenburg, Gothenburg, Sweden. ann.frisen@psy.gu.se

Abstract

OBJECTIVE: To investigate if adolescents' HRQL (Health-Related Quality of Life) is associated with experiences of school bullying.

METHOD: A total of 758 adolescents completed a questionnaire to help examine HRQL and the prevalence of bullying.

RESULTS: Associations were found between being bullied and all of the examined aspects of HRQL. To be involved in bullying--both as a bully and bully/victim (both bully and victim)--is related to experiences of physical and emotional difficulties. Being bullied during the latter school years affects aspects of HRQL to a greater extent than being bullied during earlier school years.

CONCLUSION: Peers have a pronounced influence on the adolescents' life, which can be seen in the association between experiences of bullying and its association with HRQL. Being bullied is associated with significantly poorer ratings of HRQL for adolescents in nearly every aspect of day-to-day functioning and quality of life.

J Dev Behav Pediatr. 2010 Jan;31(1):1-8.

Bullying and ostracism experiences in children with special health care needs.

Twyman KA, Saylor CF, Saia D, Macias MM, Taylor LA, Spratt E.

Division of Developmental Pediatrics and Genetics, Department of Pediatrics, Medical University of South Carolina, Charleston, SC, USA. twymank@slu.edu

Abstract

OBJECTIVE: Bullying experiences are becoming increasingly common in children and can have devastating consequences. Ostracism threatens a child's need for self-esteem, sense of belonging, sense of control, and meaningful existence. Recent literature suggests that children with special health care needs may be at risk for these negative events and consequences. This study compares bullying and ostracism experiences in children with and without various special health care needs.

METHODS: Participants aged 8 to 17 years completed questionnaires during a routine primary care or subspecialty clinic visit. Children with learning disabilities (N = 34), attention deficit or hyperactivity disorder (N = 100), autism spectrum disorders (N = 32), behavioral or mental health disorders (N = 33), and cystic fibrosis (CF, N = 22) were compared with 73 control children with no diagnosis on Reynolds' Bully-Victimization Scale scores and a 15-item pilot ostracism scale.

RESULTS: Compared with the control group, children in the learning disabilities, autism spectrum disorders, and attention deficit or hyperactivity disorder groups exhibited significant victimization scores on the Bully-Victimization Scale, whereas the behavioral or mental health disorders group had increased mean victimization scores. The learning disabilities group also reported clinically significant bullying. The CF group did not report involvement as bullies or victims. All children with special health care needs groups had increased mean frequency of threats to basic needs related to ostracism, and children with attention deficit or hyperactivity disorder and autism spectrum disorders were at higher risk for ostracism experiences.

CONCLUSION: Children with special health care needs may be at higher risk for bullying, victimization, and ostracism. Further research is needed to explore this relationship, especially as it relates to child adjustment. Children with special health care needs should be asked about bullying and ostracism experiences and potential effects as part of mental health screening.

J Youth Adolesc. 2010 May;39(5):446-59. Epub 2010 Jan 14.

Bullying victimization and adolescent self-harm: testing hypotheses from general strain theory.

Hay C, Meldrum R.

College of Criminology and Criminal Justice, Florida State University, Tallahassee, FL 32306-1127, USA. chay@fsu.edu

Abstract

Self-harm is widely recognized as a significant adolescent social problem, and recent research has begun to explore its etiology. Drawing from Agnew's (1992) social psychological strain theory of deviance, this study considers this issue by testing three hypotheses about the effects of traditional and cyber bullying victimization on deliberate self-harm and suicidal ideation. The data come from a school-based survey of adolescents in a rural county of a southeastern state (n = 426); 50% of subjects are female, their mean age was 15 years, and non-Hispanic whites represent 66% of the sample. The analysis revealed that both types of bullying are positively related to self-harm and suicidal ideation, net of controls. Moreover, those relationships are partially mediated by the negative emotions experienced by those who are bullied and partially moderated by features of the adolescent's social environment and self. Regarding the latter, exposure to authoritative parenting and high self-control diminished the harmful effects of bullying victimization on self-harm and suicidal ideation. The article concludes by discussing the implications of these conclusions for future research and for policy efforts designed to reduce self-harm.

Int J Eat Disord. 2011 Jan;44(1):58-64. doi: 10.1002/eat.20774.

Startle as an objective measure of distress related to teasing and body image.

Spresser CD, Keune KM, Filion DL, Lundgren JD.

Department of Psychology, University of Missouri-Kansas City, 4825 Troost Ave., Kansas City, MO 64110, USA. cds985@umkc.edu

Abstract

OBJECTIVE: The startle reflex was used to assess negative emotion in response to body image cues in persons with and without body-related teasing histories.

METHOD: Fifty-three female college students viewed photos of themselves both unaltered and morphed to look heavier and thinner. Participants with a teasing history were compared to participants without a teasing history on self-report measures and the affect modulated startle paradigm when viewing the photos.

RESULTS: All participants, regardless of teasing history, self-reported that the photo morphed to look heaviest was more unpleasant than the neutral photo. When assessed by the affect modulated startle paradigm, a significant teasing history by photo interaction was found between the neutral and morphed to look heaviest photos and the neutral and morphed to look smallest photo. Those with a teasing history had greater startle response to the morphed images in comparison to the neutral images than did those without a teasing history.

DISCUSSION: College-aged women with weight-related teasing histories may have negative emotional reactions to personally relevant body image cues, as measured by the startle reflex, even when they subjectively report no distress. Objective measures, such as the startle reflex should be considered when assessing emotional reactions to body image cues.

Psychol Med. 2010 Nov;40(11):1811-9. Epub 2010 Jan 8.

Factors associated with deliberate self-harm among Irish adolescents.

McMahon EM, Reulbach U, Corcoran P, Keeley HS, Perry IJ, Arensman E.

National Suicide Research Foundation, Cork, Republic of Ireland.

Abstract

BACKGROUND: Deliberate self-harm (DSH) is a major public health problem, with young people most at risk. Lifetime prevalence of DSH in Irish adolescents is between 8% and 12%, and it is three times more prevalent among girls than boys. The aim of the study was to identify the psychological, life-style and life event factors associated with self-harm in Irish adolescents.

METHOD: A cross-sectional study was conducted, with 3881 adolescents in 39 schools completing an anonymous questionnaire as part of the Child and Adolescent Self-harm in Europe (CASE) study. There was an equal gender balance and 53.1% of students were 16 years old. Information was obtained on history of self-harm life events, and demographic, psychological and life-style factors.

RESULTS: Based on multivariate analyses, important factors associated with DSH among both genders were drug use and knowing a friend who had engaged in self-harm. Among girls, poor self-esteem, forced sexual activity, self-harm of a family member, fights with parents and problems with friendships also remained in the final model. For boys, experiencing bullying, problems with schoolwork, impulsivity and anxiety remained.

CONCLUSIONS: Distinct profiles of boys and girls who engage in self-harm were identified. Associations between DSH and some life-style and life event factors suggest that mental health factors are not the sole indicators of risk of self-harm. The importance of school-related risk factors underlines the need to develop gender-specific initiatives in schools to reduce the prevalence of self-harm.

J Interpers Violence. 2010 Aug;25(8):1489-502. Epub 2009 Dec 29.

Self-esteem in pure bullies and bully/victims: a longitudinal analysis.

Pollastri AR, Cardemil EV, O'Donnell EH.

Frances L. Hiatt School of Psychology, Clark University, 950 Main Street, Worcester, MA 01610, USA. apollastri@clarku.edu

Abstract

Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure victims, bully/victims, and noninvolved children in a sample of 307 middle school students. Analyses of cross-sectional and longitudinal results supported the importance of distinguishing between pure bullies and bully/victims. In addition, results revealed some interesting sex differences: girls in the pure bully and bully/victim groups reported significant increases in self-esteem over time, with girls in the pure bully group reporting the greatest increase, whereas boys in these groups reported no significant changes in self-esteem over time.

Aggress Behav. 2010 Mar;36(2):81-94.

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies.

Pornari CD, Wood J.

Department of Psychology, University of Kent, Canterbury, United Kingdom. pornaric@gmail.com

Abstract

This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying.

J Interpers Violence. 2010 Oct;25(10):1912-27. Epub 2009 Dec 18.

Collective efficacy in the school context: does it help explain victimization and bullying among Greek primary and secondary school students?

Sapouna M.

University of Warwick, Coventry, UK. Maria.Sapouna@scotland.gsi.gov.uk

Abstract

Collective efficacy, defined as informal social controls that operate under social norms of trust, is an emerging theoretical concept that has been applied to explain violence rates in neighborhoods, affiliation with deviant peers, partner violence, and adolescent delinquency. This study employed a multilevel design to examine the association between collective efficacy at the class-level and individual-level bullying perpetration and victimization using survey data from 1,729 Greek students, aged 11 to 14 years. School class collective efficacy was defined as cohesion and trust among class members combined with their willingness to intervene in the case of aggressive or bullying incidents. Our findings indicate that individual-level victimization is more frequent in classes with lower levels of collective efficacy. We conclude that the notion of collective efficacy might also prove useful in explaining bullying involvement.

J Abnorm Child Psychol. 2010 May;38(4):433-45.

Patterns of physical and relational aggression in a school-based sample of boys and girls.

Crapanzano AM, Frick PJ, Terranova AM.

Department of Psychology, University of New Orleans, New Orleans, LA 70148, USA.

Abstract

The current study investigated the patterns of aggressive behavior displayed in a sample of 282 students in the 4th through 7th grades (M age = 11.28; SD = 1.82). Using cluster analyses, two distinct patterns of physical aggression emerged for both boys and girls with one aggressive cluster showing mild levels of reactive aggression and one group showing high levels of both reactive and proactive aggression. Both aggressive clusters showed problems with anger dysregulation, impulsivity, thrill and adventure seeking, positive outcome expectancies for aggression, and higher rates of bullying. However, the combined cluster was most severe on all of these variables and only the combined aggressive group differed from non-aggressive students on their level of callous-unemotional traits. Similar patterns of findings emerged for relational aggression but only for girls.

Gac Sanit. 2010 Mar-Apr;24(2):103-8. Epub 2009 Dec 14.

[Factors related to bullying in adolescents in Barcelona (Spain)].

[Article in Spanish]

Garcia Continente X, Pérez Giménez A, Nebot Adell M.

Servicio de Evaluación y Métodos de Intervención, Agencia de Salud Pública de Barcelona, Spain.

Abstract

OBJECTIVES: Violence and bullying in the school setting are a serious social and health problem that have created great alarm in the last few years. We aimed to describe bullying and factors related to this phenomenon in students in the city of Barcelona.

METHODS: We performed a cross-sectional study of a representative sample of 2,727 students from 66 secondary schools in Barcelona. Bullying was defined as having been laughed at, hit or marginalized four or more times, or as having been the target of all three of these behaviors at least once, in the last 12 months. To analyze the associations among bullying and related factors including sociodemographic variables, attitudes and behaviors, we used bivariate and multivariate logistic regression.

RESULTS: The prevalence of bullying was 18.2%, 10.9% and 4.3% in boys and 14.4%, 8.5% and 4.5% in girls in the 8th, 10th and 12th grades, respectively. Factors associated with an increased likelihood of being bullied were negative mood states and violent behavior, while being older, alcohol consumption, cannabis use and going to bars and discos were negatively associated with being bullied.

CONCLUSIONS: This study confirms that bullying is a serious problem in our context and identifies certain factors, such as negative mood states and other risk behaviors. These factors should be further analyzed in longitudinal studies in order to design and implement appropriate prevention programs.

Aust N Z J Psychiatry. 2009 Dec;43(12):1163-70.

Does school bullying affect adult health? Population survey of health-related quality of life and past victimization.

Allison S, Roeger L, Reinfeld-Kirkman N.

Flinders University of South Australia, and Southern Child and Adolescent Mental Health Service, Flinders Medical Centre, Bedford Park, Adelaide, SA 5042, Australia. stephen.allison@flinders.edu.au

Abstract

OBJECTIVE: The purpose of the present study was to determine the proportion of adult South Australians who report having experienced school bullying and to examine the relationship between past victimization and adult health-related quality of life.

METHOD: A representative sample (n=2833) of metropolitan and country South Australian adults were asked in a face-to-face interview whether they had experienced bullying when they were at school. Health-related quality of life was measured using the Medical Outcomes Study Short Form 36-item health survey questions (SF-36). Regression analyses (linear and logistic) were performed, taking into account survey weights.

RESULTS: Nearly one-fifth of adults reported having experienced bullying when they were at school. Older persons and those born overseas were less likely to report having been bullied. Those reporting that they had been bullied experienced significantly poorer mental and physical health compared to those who had not been bullied.

CONCLUSIONS: Adults commonly reported experiencing bullying while at school and these reports were associated with lower health-related quality of life in adulthood. School bullying needs further investigation as a preventable cause of mental health problems across the lifespan.

Br J Dev Psychol. 2009 Nov;27(Pt 4):853-73.

Birds of a feather bully together: group processes and children's responses to bullying.

Jones SE, Manstead AS, Livingstone A.

School of Psychology, Cardiff University, Cardiff, UK. jonesse21@cardiff.ac.uk

Abstract

Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither engaging in bullying nor being bullied. Participants read a story in which a bully, supported by his or her group, was described as acting unkindly towards a child in a different group. Gender of protagonists and the bully's group norm (to be kind or unkind to other children) were varied. Identification affected responses to the bullying incident, such that those who identified more highly with each group favoured this group. Moreover, children's group membership predicted the group-based emotions they reported, together with the associated action tendencies. Implications for understanding the processes underlying bullying behaviour are discussed.

Br J Dev Psychol. 2009 Nov;27(Pt 4):835-51.

Who escapes or remains a victim of bullying in primary school?

Wolke D, Woods S, Samara M.

Department of Psychology, University of Warwick, Warwick Medical School, Coventry, UK. Wolke@warwick.ac.uk

Abstract

The stability of both direct and relational victimization and factors that contribute to remaining, escaping or becoming a victim of bullying were investigated. 663 children at baseline aged 6-9 (years 2-4) were interviewed about their bullying experiences and parents completed a behaviour and health measure. Children's perception of the degree of social hierarchical structuring and social prominence in their class was determined by peer nominations. 432 children participated in the follow-up either 2 or 4years after baseline aged 10-11 (year 6) and completed a bullying questionnaire. Relational victims and children from classes with a high hierarchical structure were more likely to have dropped out of the study compared to neutral children, and children from classes with a low hierarchical structure. Relative risk analyses indicated a twofold increased risk of remaining a direct victim at follow-up, compared to a child not involved at baseline becoming a victim over the follow-up period. In contrast, relational victimization increased but was not found to be stable. Logistic regression analyses revealed that being a girl, and receiving few positive peer nominations predicted remaining a direct victim. Becoming a relational victim at follow-up was predicted by a strong class hierarchy. The implications for future study of early recognition of likely long term victims and early preventative bullying initiatives are discussed.

Ital J Pediatr. 2009 Nov 25;35(1):38.

Bullying victimization and physical fighting among Venezuelan adolescents in Barinas: results from the Global School-Based Health Survey 2003.

Muula AS, Herring P, Siziya S, Rudatsikira E.

Department of Public Health, Division of Community Health, University of Malawi, College of Medicine, Blantyre, Malawi. muula@email.unc.edu.

Abstract

ABSTRACT:

BACKGROUND: Violence among adolescents has untoward psycho-social and physical health effects among this age group. Most of the literature on this topic has been from high-income nations, and little information has come from middle- and low-income nations. This study was done to assess the relationship between physical fighting and bullying victimization among Venezuelan school-going adolescents in Barinas.

METHOD: We used data from the 2003 Global School-Based Health Survey conducted among in-school adolescents in Barinas, Venezuela. We estimated the prevalence of bullying victimization and physical fighting. We also conducted Logistic regression analysis to assess the association between a selected list of explanatory variables and physical fighting. We hypothesized that there would be a dose-response relationship between physical fighting and number of times the adolescent reported being a bullied in the past 30 days.

RESULTS: A total of 2,249 adolescent students participated in the survey. However data on sex (gender) were available for only 2,229 respondents, of whom 31.2 (47.4% males and 17.0% females) reported having been involved in a physical fight in the last 12 months. Some 31.5% (37.0% males and 27.0% females) reported having been bullied in the past 30 days. There was a dose-response relationship between bullying victimization and physical fighting (p-trend < 0.001). Compared to subjects who were not bullied, those who reported being bullied were more likely to engage in physical fighting after controlling for age, sex, substance use (smoking, alcohol drinking or drug use), and parental supervision.

CONCLUSION: Physical fighting and bullying victimization experience is common among in-school adolescents in Barinas, Venezuela. The fact that victims of bullying were more likely to have engaged in physical fighting may be evidence supporting the notion that "violence begets more violence".

Br J Educ Psychol. 2010 Jun;80(Pt 2):183-98. Epub 2009 Nov 21.

The association between adolescents' beliefs in a just world and their attitudes to victims of bullying.

Fox CL, Elder T, Gater J, Johnson E.

School of Psychology, University of Keele, UK. c.fox@psy.keele.ac.uk

Abstract

BACKGROUND: Research which has investigated children's attitudes to bullying has found that the majority of children display anti-bullying attitudes. However, a small minority of children do appear to admire the bully and lack sympathy for victims of bullying. The just world belief theory has received a great deal of attention in recent years with evidence emerging in support of a two-dimensional model distinguishing between beliefs in a just world (BJW) for self and BJW for others. BJW-self (and not BJW-others) has been found to uniquely predict psychological well-being, whereas BJW-others (and not BJW-self) uniquely predicts harsh social attitudes and derogation of victims.

AIM: The aim of the present study was to measure BJW-self and others in a sample of UK secondary schoolchildren and to see whether BJW-others can account for adolescents' negative attitudes towards victims of bullying.

SAMPLE: In total, 346 pupils aged 11-16 years of age (270 males, 76 females) from two schools took part in the study.

METHODS: The participants completed measures of BJW-self and others, attitudes to victims of bullying, empathy, and self-esteem on a whole class basis.

RESULTS: It was found that BJW-others uniquely predicted adolescents' attitudes to victims but in the opposite direction to that which was predicted - high BJW were associated with stronger anti-bullying attitudes. As predicted, BJW-self (but not BJW-others) was positively and uniquely correlated with self-esteem.

CONCLUSION: The findings are discussed in the context of research which has found that the direction of the relationship between BJW-others and derogation of victims appears to depend on the nature of the injustice, with people with strong BJW less tolerant of severe injustices.

Int J Law Psychiatry. 2010 Jan-Feb;33(1):43-51. Epub 2009 Nov 8.

Staff and prisoner perceptions of physical and social environmental factors thought to be supportive of bullying: the role of bullying and fear of bullying.

Allison MD, Ireland JL.

School of Psychology Department, HMP Leeds, UK.

Abstract

The current study explored the relationship between social and physical environmental factors supportive of bullying, levels of bullying and fear of bullying. Participants were 261 adult male prisoners. All completed the Direct and Indirect Prisoner Checklist-Scaled Version Revised (DIPC-SCALED-r Ireland, 2007), the Prison Environment Scale (PES Allison, 2007), and a Brief Measure of Fear of Bullying Scale (BMFBS). The PES was explored initially using 100 male prisoners randomly selected from the main sample and 100 prison officers. It was predicted that increased bullying would be associated with increased evidence of environmental factors supportive of bullying; that increased levels of fear of bullying would be associated with increased evidence of environmental factors supportive of bullying; and that actual experience of bullying would represent better predictors of fear levels than the presence of environmental factors supportive of bullying. Those perceiving greater levels of environmental factors reported more fear of bullying and more behaviours indicative of bullying (perpetration and victimisation), with this holding for indirect and direct behaviours indicative of bullying. Bullying behaviours (direct perpetration and indirect victimisation) predicted fear of bullying more than the presence of environmental factors. The environmental factor of rules, regulations and security were found to predict bullying perpetration.

Res Dev Disabil. 2010 Mar-Apr;31(2):376-80. Epub 2009 Nov 7.

Outcomes of anti-bullying intervention for adults with intellectual disabilities.

McGrath L, Jones RS, Hastings RP.

CoAction Slip, Bantry, Co. Cork, Ireland.

Abstract

Although existing research is scarce, evidence suggests that children and adults with intellectual disabilities may be at increased risk of being bullied (as they are for maltreatment generally) and possibly more likely than those without disabilities to also engage in bullying behavior. Despite significant clinical interest in bullying, we could find no published research on the outcomes of bullying intervention for individuals with intellectual disabilities. Adults with intellectual disabilities in three work center settings participated in one of two interventions for perpetrators and/or victims of bullying: (a) psychoeducational intervention with a cognitive behavioral orientation (n=20), or (b) the same intervention but with additional involvement of community stakeholders such as parents, the police, and local schools (n=22). A third work center (n=18) acted as a waiting list control comparison. Pre-intervention, 43% of participants reported that they had been bullied within the preceding three months and 28% identified themselves as having bullied others. Reports of being bullied decreased significantly within the two intervention groups over time but not in the control group. There were no differences between the two intervention groups, and no statistically significant reduction in self-reported bullying behavior. Initial data on this intervention suggest that its effects might be clinically meaningful with an associated Numbers Needed to Treat for reduction in exposure to bullying of 5.55.

Child Abuse Negl. 2009 Dec;33(12):914-23. Epub 2009 Nov 5.

The relationship between staff maltreatment of students and bully-victim group membership.

Khoury-Kassabri M.

School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91905, Israel.

Abstract

OBJECTIVES: The current study presents the prevalence of students' reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students' category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).

METHOD: This study is based on a large, nationally representative sample of 16,604 students in grades 7-11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students' gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.

RESULTS: Significant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.

CONCLUSION: The findings showed that levels of staff maltreatment toward students vary according to the category of students' involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.

PRACTICE IMPLICATION: The findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a "whole school" approach that includes students, school staff, and parents.

Cyberpsychol Behav. 2009 Nov 3. [Epub ahead of print]

Comparing Children and Adolescents Engaged in Cyberbullying to Matched Peers.

Twyman K, Saylor C, Taylor LA, Comeaux C.

1 Department of Pediatrics, Saint Louis University , St. Louis, Missouri.

Abstract

Abstract Although characteristics of traditional bullying participants have been identified and studied for years, research on cyberbullying is limited. The purpose of this study is to expand the literature on cyberbullying with a particular focus on the relationships among cyberbullying characteristics, typical social activities, and more traditional forms of bullying. The typical activities and experiences with traditional bullying and cyberbullying of 52 children ages 11 to 17 were compared to those of 52 matched controls. Children exposed to cyberbullying, whether as a cyberbully, cybervictim, or both (bully/victim), spent more time on computer-based social activities. Nearly two thirds of cyberbully/victims were also traditional bully/victims. While preliminary, results suggest that efforts to prevent cyberbullying may need to focus on patterns of Internet use, amount and type of social activities, and exposure to traditional bullying as risk factors for engaging in cyberbullying.

Health Promot Int. 2010 Mar;25(1):73-84. Epub 2009 Nov 2.

Bullying among middle-school students in low and middle income countries.

Fleming LC, Jacobsen KH.

Department of Global and Community Health, College of Health and Human Services, George MasonUniversity, Fairfax, Virginia, USA.

Abstract

This analysis of data from the Global School-based Student Health Survey examined the prevalence of bully victimization in middle-school students in 19 low- and middle-income countries and also explored the relationship between bullying, mental health and health behaviors. In most countries, boys were more likely than girls to report being bullied and the prevalence of bullying was lower with increasing age. Students who reported being bullied in the past month were more likely than non-bullied students to report feelings of sadness and hopelessness, loneliness, insomnia and suicidal ideation. Bullied students also reported higher rates of tobacco use, alcohol use, drug use and sexual intercourse.

BMC Public Health. 2009 Oct 31;9:403.

Supporting adolescent emotional health in schools: a mixed methods study of student and staff views in England.

Kidger J, Donovan JL, Biddle L, Campbell R, Gunnell D.

Department of Social Medicine, University of Bristol, Canynge Hall, 39, Whatley Road, Bristol BS8 2PS, UK. judi.kidger@bristol.ac.uk

Abstract

BACKGROUND: Schools have been identified as an important place in which to support adolescent emotional health, although evidence as to which interventions are effective remains limited. Relatively little is known about student and staff views regarding current school-based emotional health provision and what they would like to see in the future, and this is what this study explored.

METHODS: A random sample of 296 English secondary schools were surveyed to quantify current level of emotional health provision. Qualitative student focus groups (27 groups, 154 students aged 12-14) and staff interviews (12 interviews, 15 individuals) were conducted in eight schools, purposively sampled from the survey respondents to ensure a range of emotional health activity, free school meal eligibility and location. Data were analysed thematically, following a constant comparison approach.

RESULTS: Emergent themes were grouped into three areas in which participants felt schools did or could intervene: emotional health in the curriculum, support for those in distress, and the physical and psychosocial environment. Little time was spent teaching about emotional health in the curriculum, and most staff and students wanted more. Opportunities to explore emotions in other curriculum subjects were valued. All schools provided some support for students experiencing emotional distress, but the type and quality varied a great deal. Students wanted an increase in school-based help sources that were confidential, available to all and sympathetic, and were concerned that accessing support should not lead to stigma. Finally, staff and students emphasised the need to consider the whole school environment in order to address sources of distress such as bullying and teacher-student relationships, but also to increase activities that enhanced emotional health.

CONCLUSION: Staff and students identified several ways in which schools can improve their support of adolescent emotional health, both within and outside the curriculum. However, such changes should be introduced as part of a wider consideration of how the whole school environment can be more supportive of students' emotional health. Clearer guidance at policy level, more rigorous evaluation of current interventions, and greater dissemination of good p