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Involvement in bullying and suicidal ideation in middle adolescence: a 2-year follow-up study
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- Examining school-based bullying interventions using multilevel discrete time hazard modeling.
- The potential of forgiveness as a response for coping with negative peer experiences.
- Individualism and socioeconomic diversity at school as related to perceptions of the frequency of peer aggression in fifteen countries.
Involvement in bullying and suicidal ideation in middle adolescence: a 2-year follow-up study.Heikkilä HK, Väänänen J, Helminen M, Fröjd S, Marttunen M, Kaltiala-Heino R. SourceUniversity of Tampere, Medical School, 33014, Tampere, Finland. AbstractThe objective of the study was to ascertain whether involvement in bullying increases the risk for subsequent suicidal ideation. A total of 2,070 Finnish girls and boys aged 15 were surveyed in the ninth grade (age 15) in schools, and followed up 2 years later in the Adolescent Mental Health Cohort Study. Involvement in bullying was elicited at age 15 by two questions focusing on being a bully and being a victim of bullying. Suicidal ideation was elicited by one item of the short Beck Depression Inventory at age 17. Baseline depressive symptoms and externalizing symptoms, age and sex were controlled for. Statistical analyses were carried out using cross-tabulations with Chi-square/Fisher's exact test and logistic regression. Suicidal ideation at age 17 was 3-4 times more prevalent among those who had been involved in bullying at age 15 than among those not involved. Suicidal ideation at age 17 was most prevalent among former victims of bullying. Being a victim of bullying at age 15 continued to predict subsequent suicidal ideation when depressive and externalizing symptoms were controlled for. Being a bully at age 15 also persisted as borderline significantly predictive of suicidal ideation when baseline symptoms were controlled for. Findings indicate adolescent victims and perpetrators of bullying alike are at long-term risk for suicidal ideation. Prev Sci. 2012 Oct;13(5):539-50. doi: 10.1007/s11121-012-0280-7. Examining school-based bullying interventions using multilevel discrete time hazard modeling.Ayers SL, Wagaman MA, Geiger JM, Bermudez-Parsai M, Hedberg EC. SourceSouthwest Interdisciplinary Research Center, College of Public Programs, Arizona State University, Phoenix, AZ, USA. stephanie.l.ayers@asu.edu AbstractAlthough schools have been trying to address bullying by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K - 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR = 0.65, p < .01) and Loss of Privileges (AOR = 0.71, p < .10) were significant in reducing the rate of the reoccurrence of bullying and aggressive behaviors. By using a social-ecological framework, schools can develop strategies that deter the reoccurrence of bullying by identifying key factors that enhance a sense of connection between the students' mesosystems as well as utilizing disciplinary strategies that take into consideration student's microsystem roles. J Adolesc. 2012 Oct;35(5):1215-23. doi: 10.1016/j.adolescence.2012.04.004. Epub 2012 May 19. The potential of forgiveness as a response for coping with negative peer experiences.Flanagan KS, Vanden Hoek KK, Ranter JM, Reich HA. SourcePsychology Department, Wheaton College, 501 College Ave., Wheaton, IL 60187, USA. Kelly.Flanagan@wheaton.edu AbstractCoping strategies employed by adolescents in response to negative peer experiences are related to their adjustment. This study examines the potential of forgiveness as a coping response for negative peer experiences in early adolescence. Participants were 616 6th through 8th grade students at a middle school (46% girls) who completed self-report measures of bullying and victimization experiences, general coping strategies in response to bullying, social anxiety, self-esteem, and a measure of forgiveness to a self-identified experience of being bullied or hurt by a peer. Forgiveness was positively associated with conflict resolution, advice and support seeking strategies, and negatively associated with revenge seeking. Forgiveness was also positively associated with concurrent self-esteem and negatively associated with social anxiety. Further, forgiveness was related to social anxiety and self-esteem after accounting for bullying behavior and victimization experiences, general coping responses, and gender. Developmental considerations of forgiveness and implications for this response are considered. J Adolesc. 2012 Oct;35(5):1285-94. doi: 10.1016/j.adolescence.2012.04.013. Epub 2012 May 24. Individualism and socioeconomic diversity at school as related to perceptions of the frequency of peer aggression in fifteen countries.Menzer MM, Torney-Purta J. SourceUniversity of Maryland, College Park, USA. mmenzer@umd.edu AbstractThe purpose of this study was to examine two aspects of context for peer aggression: national individualism and distributions of socioeconomic status in the school. School administrators for each school reported on their perceptions of the frequency of bullying and violence in their school. The sample comprised 990 school principals/headmasters from nationally representative samples of schools in 15 countries surveyed as part of the larger IEA Civic Education Study (Torney-Purta, Lehmann, Oswald, & Schulz, 2001). A national context of individualism was associated with violence but not bullying. Schools with high socioeconomic diversity had more bullying than homogeneously low or high socioeconomic status schools. In addition, diverse schools had more violence than affluent schools. Results suggest that bullying and violence should be investigated as separate constructs. Furthermore, contexts, such as national culture and school socioeconomic diversity, are important in understanding the prevalence ofbullying and violence in schools internationally. J Adolesc. 2012 Oct;35(5):1351-60. doi: 10.1016/j.adolescence.2012.05.003. Epub 2012 Jun 13. 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