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Perfectionistic self-presentation, socially prescribed perfectionism, and suicide in youth: a test of the perfectionism social disconnection model

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• Source University of British Columbia, Vancouver, BC, Canada. Abstract
• Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullying experiences among adolescents.
• Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: a post-intervention comparison.
• Mental health difficulties in children with developmental coordination disorder.
• OBJECTIVE
• CONCLUSIONS

Perfectionistic self-presentation, socially prescribed perfectionism, and suicide in youth: a test of the perfectionism social disconnection model. Roxborough HM, Hewitt PL, Kaldas J, Flett GL, Caelian CM, Sherry S, Sherry DL. Source University of British Columbia, Vancouver, BC, Canada. Abstract The role of interpersonal components of perfectionism in suicide outcomes among youth was assessed and the Perfectionism Social Disconnection Model (PSDM) was tested by determining whether the links between socially prescribed perfectionism (SPP) and perfectionistic self-presentation (PSP) and suicide outcomes are mediated by experiences of social disconnection, as indicated by social hopelessness and being bullied. PSP, trait perfectionism, suicide outcomes, and experiences of being bullied and social hopelessness were measured in 152 psychiatric outpatient children and adolescents. Correlational tests confirmed that PSP and SPP were associated with suicide outcomes and these interpersonal perfectionism components were associated significantly with bullying and social hopelessness. Support was also obtained for the PSDM. The relationship between the PSP facets, particularly nondisplay of imperfections, and suicide outcomes were mediated by being bullied. Additionally, the relationship between all interpersonal components of perfectionism and suicide risk was mediated by social hopelessness. Theoretical and clinical implications of interpersonal components of perfectionism and social disconnection in suicide outcomes for youth are discussed. Scand J Psychol. 2012 Apr;53(2):181-90. doi: 10.1111/j.1467-9450.2011.00935.x. Epub 2012 Jan 18. Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullyingexperiences among adolescents. Erentaitė R, Bergman LR, Zukauskienė R. Source Department of Psychology, Mykolas Romeris University, Lithuania. rasae@mruni.eu Abstract Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization. Prev Sci. 2012 Apr;13(2):196-205. doi: 10.1007/s11121-011-0256-z. Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: a post-intervention comparison. Wolfe DA, Crooks CV, Chiodo D, Hughes R, Ellis W. Source CAMH Centre for Prevention Science and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. david_wolfe@camh.net Abstract This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring intervention youth on all measures. Program and research implications are highlighted. Pediatrics. 2012 Apr;129(4):e882-91. doi: 10.1542/peds.2011-1556. Epub 2012 Mar 26. Mental health difficulties in children with developmental coordination disorder. Lingam R, Jongmans MJ, Ellis M, Hunt LP, Golding J, Emond A. Source Centre for Child and Adolescent Health, School of Social and Community Medicine, University of Bristol, Bristol, UK. raghu.lingam@bristol.ac.uk Abstract OBJECTIVE: To explore the associations between probable developmental coordination disorder (DCD) defined at age 7 years and mental health difficulties at age 9 to 10 years. METHODS: We analyzed of prospectively collected data (N = 6902) from the Avon Longitudinal Study of Parents and Children. "Probable" DCD was defined by using Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision criteria as those children below the 15th centile of the Avon Longitudinal Study of Parents and Children Coordination Test, with functional limitations in activities of daily living or handwriting, excluding children with neurologic difficulties or an IQ <70. Mental health was measured by using the child-reported Short Moods and Feelings Questionnaire and the parent-reported Strengths and Difficulties Questionnaire. Multiple logistic regression models, with the use of multiple imputation to account for missing data, assessed the associations between probable DCD and mental health difficulties. Adjustments were made for environmental confounding factors, and potential mediating factors such as verbal IQ, associated developmental traits, bullying, self-esteem, and friendships. RESULTS: Children with probable DCD (N = 346) had an increased odds of self-reported depression, odds ratio: 2.08 (95% confidence interval: 1.36-3.19) and parent-reported mental health difficulties odds ratio: 4.23 (95% confidence interval: 3.10-5.77). The odds of mental health difficulties significantly decreased after accounting for verbal IQ, social communication, bullying, and self-esteem. CONCLUSIONS: Children with probable DCD had an increased risk of mental health difficulties that, in part, were mediated through associated developmental difficulties, low verbal IQ, poor self-esteem, and bullying. Prevention and treatment of mental health difficulties should be a key element of intervention for children with DCD. New Dir Youth Dev. 2012 Spring;2012(133):7-13. doi: 10.1002/yd.20003. 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