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Reprint of: bullying victimisation, self harm and associated factors in Irish adolescent boys
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- Youth victimization: school climate or deviant lifestyles
Reprint of: bullying victimisation, self harm and associated factors in Irish adolescent boys.McMahon EM, Reulbach U, Keeley H, Perry IJ, Arensman E. SourceNational Suicide Research Foundation, 1 Perrott Avenue, College Road, Cork, Ireland. AbstractSchool 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. Psicothema. 2012 Feb;24(1):42-7. [Justification of violence as a mediator between exposure to violence and aggressive behavior in children].[Article in Spanish] Orue I, Calvete E. SourceFacultad de Psicología y Educación, Universidad de Deusto, 48080 Bilbao, Spain. izaskun.orue@deusto.es AbstractThe aim of this study was to evaluate the mediating role of the justification of violence schema in the relationship between exposure to violence and reactive and proactive aggressive behavior. We differentiated between direct and indirect exposure in four contexts: home, neighborhood, school and TV. A total of 675 children, aged between 8 and 12 years, participated in the study. They answered questionnaires about exposure to violence, justification of violence, and proactive and reactive aggressive behavior in two waves six months apart. The results showed that witnessing violence at home and on TV predicted aggressive behavior, and this relationship was mediated by the justification of violence. Victimization in all contexts predicted aggressive behavior and this relationship was generally mediated by the justification of violence. Nurs Stand. 2012 Feb 1-7;26(22):22-3. Afraid to be different.Trueland J. AbstractHomophobic bullying in schools leaves young people isolated, depressed and at risk of serious harm. School nurses can support individuals and encourage a culture that celebrates diversity. There are positive signs that the problem is being taken more seriously and attitudes are changing. J Youth Adolesc. 2012 Feb;41(2):191-201. doi: 10.1007/s10964-011-9669-z. Epub 2011 May 3. Microcontextual characteristics of peer victimization experiences and adolescents' daily well-being.Nishina A. SourceDepartment of Human and Community Development, University of California, One Shields Avenue, Davis, CA 95616, USA. anishina@ucdavis.edu AbstractMicrocontextual factors (i.e., contextual characteristics of the specific victimization incident) may help to explain the association between adolescents' daily peer victimization experiences and well-being. In the present study, daily report methodology was used to assess sixth (N = 150; 53% girls) and ninth grade (N = 150; 50% girls) students' current well-being and peer victimization earlier in the day on 5 random school days within a 2-week period. Associations between peer victimization microcontextual factors (number of aggressors, presence of witnesses, and receipt of help) and fluctuations in adolescents' daily well-being (humiliation, worry, and physical symptoms) were examined in an ethnically diverse sample of White, Latino, Asian, African American, and multiethnic students. Humiliation increased on days in which students reported public victimization, multiple aggressors, and no help. Worry increased on days students experienced private victimization and when boys (but not girls) experienced private victimization, victimization by a single aggressor, and received peer help. Physical symptoms were higher on days that victimization occurred, regardless of context, but only for sixth graders and not ninth graders. These findings suggest that the victimization microcontext can offer insight about the types of peer victimization exposure that might produce the greatest daily risk for adolescents. J Interpers Violence. 2012 Feb;27(3):431-52. doi: 10.1177/0886260511421678. Epub 2011 Oct 10. Youth victimization: school climate or deviant lifestyles?Zaykowski H, Gunter W. SourceUniversity of Massachusetts-Boston, MA, USA. heather.zaykowski@umb.edu Erratum inJ Interpers Violence. 2012 May;27(8):1625-7. AbstractDespite much focus on school violence, there has been little research that explores the relationship between offending and victimization in various school climates. School climate theory suggests that the school's social system, culture, milieu, and ecological structure affect student outcomes including academic performance, delinquency, and more recently, victimization. Hierarchical analysis of data from 5,037 11th-grade students in 33 schools found that offending behavior was the strongest predictor for both minor and more serious forms of victimization. School climate, specifically the social cohesion of schools, reduced serious violent victimization risk. However, school climate did not affect the relationship between offending and victimization, and was not substantially modified when characteristics of the school environment were considered. J Autism Dev Disord. 2012 Feb;42(2):266-77. doi: 10.1007/s10803-011-1241-x. 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