[Psychological consequences of severe overweight in teenagers]
Bullying experiences among children and youth with autism spectrum disorders
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- Brief report: Emotional intelligence, victimisation and bullying in adolescents.
- Stop bugging me: an examination of adolescents protection behavior against online harassment.
- Effects of the KiVa anti- bullying program on adolescents depression, anxiety, and perception of peers.
- Symptoms of attention-deficit/hyperactivity disorder and social and school adjustment: the moderating roles of age and parenting.
Bullying experiences among children and youth with autism spectrum disorders.Cappadocia MC, Weiss JA, Pepler D. SourcePsychology Department, LaMarsh Centre for Research on Violence and Conflict Resolution, York University, 4700 Keele Street, Toronto, ON, Canada. catcap@yorku.ca AbstractFew studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with ASD based on parent reports by examining rates of various forms of bullying, exploring the association between victimization and mental health problems, and investigating individual and contextual variables as correlates of victimization. Victimization was related to child age, internalizing and externalizing mental health problems, communication difficulties, and number of friends at school, as well as parent mental health problems. Bullying prevention and intervention strategies are discussed. J Adolesc. 2012 Feb;35(1):207-11. doi: 10.1016/j.adolescence.2011.03.002. Epub 2011 Apr 6. Brief report: Emotional intelligence, victimisation and bullying in adolescents.Lomas J, Stough C, Hansen K, Downey LA. SourceBrain Sciences Institute, Swinburne University, Melbourne, Victoria 3122, Australia. AbstractIn order to better understand bullying behaviours we examined for the first time the relationship between emotional intelligence (EI) of adolescents,bullying behaviours and peer victimisation. The sample consisted of 68 adolescents from a secondary college. Participants completed a self-report questionnaire which assessed their EI, how frequently they engaged in bullying behaviours and how often they were the target of peer victimisation. Results of the study indicated that the EI dimensions of Emotions Direct Cognition and Emotional Management and Control, significantly predicted the propensity of adolescents to be subjected to peer victimisation. The EI dimension of Understanding the Emotions of Others was found to be negatively related with bullying behaviours. It was concluded that anti-bullying programs in schools could be improved by addressing deficits in EI in adolescents who bully others as well as those who are at a greater risk of being subjected to peer victimisation. J Adolesc. 2012 Feb;35(1):31-41. doi: 10.1016/j.adolescence.2011.06.007. Epub 2011 Jul 20. Stop bugging me: an examination of adolescents' protection behavior against online harassment.Lwin MO, Li B, Ang RP. SourceDivision of Public and Promotional Communication, Wee Kim Wee School of Communication and Information, Nanyang Technological University, Singapore. tmaylwin@ntu.edu.sg AbstractOnline harassment is a widespread phenomenon with consequential implications, especially for adolescents, who tend to engage in high-risk behavior online. Through the use of Protection Motivation Theory (PMT), we examine the predictors motivating the intention of youths to adopt protection behavior against online harassment. A survey was conducted with 537 youths from a stratified sample in Singapore. Regression analyses showed that perceived severity of online harassment, response efficacy and self efficacy of online protective behavior were significant predictors of behavioral intention with varying weights. The sole exception was perceived susceptibility to online harassment, which did not significantly predict behavioral intention. Gender and age were also found to moderate adolescents' uptake of protective behavior. The results suggest that public service programs targeted at educating youths should aim to increase coping appraisals and emphasize the severity of online harassment. Targeted educational programs could include those aimed at specific age or gender groups. J Abnorm Child Psychol. 2012 Feb;40(2):289-300. doi: 10.1007/s10802-011-9551-1. Effects of the KiVa anti-bullying program on adolescents' depression, anxiety, and perception of peers.Williford A, Boulton A, Noland B, Little TD, Kärnä A, Salmivalli C. SourceSchool of Social Welfare, University of Kansas, Lawrence, KS 66044, USA. awilliford@ku.edu Erratum inJ Abnorm Child Psychol. 2012 Feb;40(2):301-2. AbstractThe present study investigated the effects of the KiVa antibullying program on students' anxiety, depression, and perception of peers in Grades 4-6. Furthermore, it was investigated whether reductions in peer-reported victimization predicted changes in these outcome variables. The study participants included 7,741 students from 78 schools who were randomly assigned to either intervention or control condition, and the program effects were tested with structural equation modeling. A cross-lagged panel model suggested that the KiVa program is effective for reducing students' internalizing problems and improving their peer-group perceptions. Finally, changes in anxiety, depression, and positive peer perceptions were found to be predicted by reductions in victimization. Implications of the findings and future directions for research are discussed. J Abnorm Child Psychol. 2012 Feb;40(2):177-88. doi: 10.1007/s10802-011-9556-9. Symptoms of attention-deficit/hyperactivity disorder and social and school adjustment: the moderating roles of age and parenting.Kawabata Y, Tseng WL, Gau SS. SourceFayetteville State University, Fayetteville, NC, USA. AbstractThis study examined the associations between symptoms of attention-deficit/hyperactivity disorder (ADHD) and social and school adjustment (academic performance, peer relationships, school social problems) and the moderating roles of children's age and maternal parenting (affection and overprotection) in these associations. The sample consisted of 2,463 students who were in the first to ninth grade in northern Taiwan. Results from the linear mixed models demonstrated that ADHD symptoms were inversely associated with academic performance and positively associated with social adjustment problems. Further, children's age and maternal parenting moderated the associations between ADHD symptoms and school and social adjustment. For example, maternal overprotection moderated the relation between hyperactivity and negative peer relationships (i.e., difficulty forming and maintaining friendships), such that this relation was stronger for children who experienced higher levels of overprotection than children who did not. Moreover, children's age moderated the association between attention problems and decreased academic performance, such that this association was stronger for older children and adolescents than for younger children. Furthermore, children's age and maternal affection interacted to influence the association between attention problems and school social problems (i.e., bullying, aggression, and peer rejection) with maternal affection acting as a buffer for older children (grades 4-6) only. These findings are discussed from a developmental psychopathology perspective. Health Educ Res. 2012 Feb;27(1):24-35. doi: 10.1093/her/cyr084. Epub 2011 Sep 7. 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