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Interceptive orthodontic treatment in bullied adolescents and its impact on self-esteem and oral-health-related quality of life
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- Suicidal Ideation, Risk Factors, and Communication With Parents.
- Bystander motivation in bullying incidents: to intervene or not to intervene
- METHODS
- RESULTS
- CONCLUSION
Interceptive orthodontic treatment in bullied adolescents and its impact on self-esteem and oral-health-related quality of life.Seehra J, Newton JT, Dibiase AT. Source* Department of Orthodontics, Guy's and St Thomas' NHS Foundation Trust Tower Wing London. AbstractSUMMARYThe aim of this follow-up study was to measure the self-reported frequency and severity of bullying in orthodontic patients previously identified as being bullied, who have commenced interceptive orthodontic treatment, and to investigate the effect on an individual's self-esteem and oral-health-related quality of life (OHRQoL). Forty-three adolescents previously identified as being bullied due to the presence of a malocclusion were invited to take part in a follow-up study following commencement of orthodontic treatment at three UK Hospitals. Validated questionnaires were used to assess the self-reported frequency and severity of bullying, self-esteem and OHRQoL. The participation rate at follow-up was 63 per cent. Following commencement of orthodontic treatment, 21 (78 per cent) participants reported they were currently no longer being bullied due to the presence of their malocclusion. In comparison to their pre-treatment scores, participants reported fewer functional limitations (P = 0.013), decreased emotional (P < 0.001) and social impact (P < 0.001), and improved overall oral health (P = 0.03) and OHRQoL (P = 0.002). In addition, an improvement in functional limitations (P = 0.021), emotional (P = 0.008), social impact (P = 0.008) and OHRQoL (P = 0.02) was reported by participants who were no longer being bullied in comparison to those who continued to report bullying. There appears to be no effect on an individual's self-esteem. Orthodontic treatment may have a positive effect on adolescents experiencing bullying related to their malocclusion and their OHRQoL. Crisis. 2012 Jul 30:1-10. [Epub ahead of print] Suicidal Ideation, Risk Factors, and Communication With Parents.Mark L, Samm A, Tooding LM, Sisask M, Aasvee K, Zaborskis A, Zemaitiene N, Värnik A. SourceEstonian-Swedish Mental Health and Suicidology Institute, Estonian Centre of Behavioural and Health Sciences, AbstractBackground: Suicide is a leading cause of death among youth. In the year 2002, Lithuania had the 2nd, Luxembourg the 5th, and Estonia the 9th highest suicide rates among 15- to 19-year-olds across 90 countries worldwide. Suicidal ideation is a significant precursor to suicide. Aims: To report on the prevalence of and associations between suicidal ideation, smoking, alcohol consumption, physical fighting, bullying, and communication with parents among 15-year-old schoolchildren. Methods: The survey analyzes data from the 2005/2006 HBSC study from Estonia, Lithuania, and Luxembourg (N = 4,954). The risk factors were calculated through multinomial logistic regression analyses. Results: The overall prevalence of suicidal ideation in the preceding year was 17%. Suicidal thoughts were associated with communication difficulties with parents (OR from 2.0 to 4.6) and other risk factors, especially multiple risks (OR for 4-5 concurrent risk factors from 4.5 to 13.6). Parent-child communication had a significant mediating effect by decreasing the odds for suicidality and multiple risks. Limitations: The prevalence estimates were obtained by self-reports. The causal relationships need further investigation. Conclusion: The risk factors studied, particularly multiple risks, were associated with higher odds for suicidal ideation. Good parent-child communication is a significant resource for decreasing suicidal ideation among adolescents. West J Emerg Med. 2012 Aug;13(3):247-52. doi: 10.5811/westjem.2012.3.11792. Bystander motivation in bullying incidents: to intervene or not to intervene?Thornberg R, Tenenbaum L, Varjas K, Meyers J, Jungert T, Vanegas G. AbstractINTRODUCTION:This research sought to extend knowledge about bystanders in bullying situations with a focus on the motivations that lead them to different responses. The 2 primary goals of this study were to investigate the reasons for children's decisions to help or not to help a victim when witnessing bullying, and to generate a grounded theory (or conceptual framework) of bystander motivation in bullying situations. METHODS:Thirty students ranging in age from 9 to 15 years (M = 11.9; SD = 1.7) from an elementary and middle school in the southeastern United States participated in this study. Open- ended, semi-structured interviews were used, and sessions ranged from 30 to 45 minutes. We conducted qualitative methodology and analyses to gain an in-depth understanding of children's perspectives and concerns when witnessing bullying. RESULTS:A key finding was a conceptual framework of bystander motivation to intervene in bullying situations suggesting that deciding whether to help or not help the victim in a bullying situation depends on how bystanders define and evaluate the situation, the social context, and their own agency. Qualitative analysis revealed 5 themes related to bystander motives and included: interpretation of harm in the bullying situation, emotional reactions, social evaluating, moral evaluating, and intervention self-efficacy. CONCLUSION:Given the themes that emerged surrounding bystanders' motives to intervene or abstain from intervening, respondents reported 3 key elements that need to be confirmed in future research and that may have implications for future work on bullying prevention. These included: first, the potential importance of clear communication to children that adults expect bystanders to intervene when witnessing bullying; second, the potential of direct education about how bystanders can intervene to increase children's self-efficacy as defenders of those who are victims of bullying; and third, the assumption that it may be effective to encourage children's belief that bullying is morally wrong. Scand J Psychol. 2012 Aug;53(4):360-7. doi: 10.1111/j.1467-9450.2012.00953.x. Epub 2012 Jun 4. Directory: documents documents -> Concept stage documents -> Concept stage documents -> The great global switch-off documents -> Nonprofit grant application documents -> The Truth about the Rwandan Genocide documents -> Annual InStructional unit plan documents -> Chaos equipment included Download 2.3 Mb. Share with your friends:
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