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Bullying victimization is associated with dysfunctional emotional traits and affective temperaments
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- Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment.
- The Incremental Utility of Callous-Unemotional Traits and Conduct Problems in Predicting Aggression and Bullying in a Community Sample of Boys and Girls.
Bullying victimization is associated with dysfunctional emotional traits and affective temperaments.Frizzo MN, Bisol LW, Lara DR. SourceInstituto Cenecista de Ensino Superior de Santo Ângelo (CNEC-IESA) and Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ), Ijuí, RS 98700-000, Brazil; Faculdade de Biociências, Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, RS 90619-900, Brazil. AbstractBACKGROUND:Being bullied has been increasingly recognized as a risk factor for the development of psychiatric disorders, but there is very limited evidence on the association of bullying with temperament. METHODS:The data was collected in a large web-survey on psychological and psychiatric measures (BRAINSTEP). Bullying was assessed with a question on time exposed to bullying (none, <1 year, 1-3 years and >3 years) during childhood and adolescence. Emotional traits and affective temperaments were evaluated with the Affective and Emotional Composite Temperament Scale (AFECTS). The final sample consisted of 50,882 subjects (mean age 30.8±10.4 years, 73.4% females) with valid answers. RESULTS:About half of the sample reported exposure to bullying and ∼10% reported being victimized by peers for longer than 3 years. Longer exposure to bullying was associated with lower Volition, Coping and Control scores, and more Emotional Sensitivity, Anger and Fear, with statistical significance between all groups. To a lower degree, exposure to bullying was associated with lower Caution and higher Desire scores. Bullyingvictimization was also associated with a much lower proportion of euthymic and hyperthymic types in both genders, which was compensated by an increase mainly in the proportion of depressive, cyclothymic and volatile types. LIMITATIONS:Retrospective assessment of bullying with a single question on time exposed to bullying and use of self-report instruments only. CONCLUSIONS:Being bullied was associated with a broad and profound impact on emotional and cognitive domains in all dimensions of emotional traits, and with internalized and unstable affective temperaments. J Youth Adolesc. 2012 Dec 14. [Epub ahead of print] Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment.Espinoza G, Gonzales NA, Fuligni AJ. SourceUCLA Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Los Angeles, CA, 90095-1563, USA, g.espinoza@ucla.edu. AbstractSchool bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents' who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent's mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents' adjustment, across multiple domains. Psychol Assess. 2012 Dec 17. [Epub ahead of print] The Incremental Utility of Callous-Unemotional Traits and Conduct Problems in Predicting Aggression andBullying in a Community Sample of Boys and Girls.Thornton LC, Frick PJ, Crapanzano AM, Terranova AM. AbstractThe current study tested whether callous-unemotional (CU) traits explained unique variance in measures of aggression and bullying, and in measures assessing cognitive and affective correlates to aggression, when controlling for conduct problem severity. In a sample of 284 ethnically diverse students (ages 9 to 14 years), a self-report measure of CU traits did not explain unique variance in self-report measures of reactive aggression but did interact with conduct problems in predicting proactive aggression, with conduct problems being more strongly related to proactive aggression in students high on CU traits. Conduct problems were also more strongly related to peer-reports of bullying in girls high on CU traits. Further, CU traits were negatively related to behaviors that defend victims of bullying, independent of conduct problem severity. Finally, conduct problems were more strongly related to anger dysregulation in students low on CU traits, and conduct problems were more strongly related to positive expectations for aggressive behavior in girls high on CU traits. These findings provide support for the proposal to include CU traits as a specifier for the diagnosis of conduct disorder. (PsycINFO Database Record (c) 2012 APA, all rights reserved). Psychol Assess. 2012 Dec 17. [Epub ahead of print] 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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