[Psychological consequences of severe overweight in teenagers]
Prevalence and risk indicators of depressed mood in on-reserve first nations youth
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- OBJECTIVES
- CONCLUSIONS
- Aggressive behavior, bullying, snoring, and sleepiness in schoolchildren.
- BACKGROUND
Prevalence and risk indicators of depressed mood in on-reserve first nations youth.Lemstra ME, Rogers MR, Thompson AT, Redgate L, Garner M, Tempier R, Moraros JS. SourceDepartment of Psychiatry, University of Saskatchewan, Saskatoon, SK. mark.lemstra@usask.ca AbstractOBJECTIVES:The first objective was to determine the prevalence of depressive mood in First Nations youth in school grades 5 through 8 in seven on-reserve communities. The second objective was to determine the unadjusted and adjusted risk indicators associated with depressed mood in these youth. METHODS:Students in grades 5 through 8 in the seven reserve communities of the Saskatoon Tribal Council were asked to complete a paper and pencil, comprehensive youth health survey in May 2010. An eight-stage consent protocol was followed prior to participation. RESULTS:Out of 271 students eligible to participate, 204 youth completed the survey for a response rate of 75.3%. Using the Center for Epidemiological Studies of Depression scale, 25% of the youth had moderate depressive symptoms. After cross-tabulation, 1 socioeconomic variable, 10 social variables, 3 social support variables, 1 self-esteem variable, 5 parental relationship variables and 3 bullying variables were associated with depressed mood. Logistic regression was used to determine four independent risk indicators associated with having depressed mood in First Nations youth, including: 1) not having worked through things that happened during childhood, 2) not having someone who shows love and affection, 3) having a lot of arguments with parents and 4) being physically bullied at least once per week. CONCLUSIONS:Our study found high rates of depressed mood in on-reserve First Nations youth. These youth are now at increased risk for problems later in life unless successful interventions can be implemented. Sleep Med. 2011 Aug;12(7):652-8. doi: 10.1016/j.sleep.2010.11.012. Epub 2011 May 26. Aggressive behavior, bullying, snoring, and sleepiness in schoolchildren.O'Brien LM, Lucas NH, Felt BT, Hoban TF, Ruzicka DL, Jordan R, Guire K, Chervin RD. SourceSleep Disorders Center, Department of Neurology, University of Michigan, Ann Arbor, MI 48109-0845, USA. louiseo@med.umich.edu AbstractBACKGROUND:To assess whether urban schoolchildren with aggressive behavior are more likely than peers to have symptoms suggestive of sleep-disordered breathing. METHODS:Cross-sectional survey of sleep and behavior in schoolchildren. Validated screening assessments for conduct problems (Connor's rating scale), bullying behavior, and sleep-disordered breathing (pediatric sleep questionnaire) were completed by parents. Teachers completed Connor's teacher rating scale. RESULTS:Among 341 subjects (51% female), 110 (32%) were rated by a parent or teacher as having a conduct problem (T-score ⩾65) and 78 (23%) had symptoms suggestive of sleep-disordered breathing. Children with conduct problems, bullying, or discipline referrals, in comparison to non-aggressive peers, more often had symptoms suggestive of sleep-disordered breathing (each p<0.05). Children with vs. without conduct problems were more likely to snore habitually (p<0.5). However, a sleepiness subscale alone, and not a snoring subscale, predicted conduct problems after accounting for age, gender, a measure of socioeconomic status, and stimulant use. CONCLUSIONS:Urban schoolchildren with aggressive behaviors may have symptoms of sleep-disordered breathing with disproportionate frequency. Sleepiness may impair emotional regulation necessary to control aggression. Psychol Rep. 2011 Aug;109(1):167-8. Higher rates of victimization to physical abuse by adults found among victims of school bullying. Björkqvist K, Osterman K, Berg P. Source Abo Akademi University, Vasa, Finland. kaj.bjorkqvist@abo.fi Abstract Retrospective reports of exposure to physical abuse by an adult during childhood was assessed in 874 adolescents (426 boys, 448 girls; M age = 11.5 yr., SD = 0.8) who also reported whether they had been victimized by school bullying. Having been hit by an adult was significantly more common among victims of school bullying (39.5%) than among adolescents not victimized by school bullying (16.8%). No sex difference was found. The finding raises questions about whether victimization by physical abuse puts a child at greater risk for developing a "victim personality". J Youth Adolesc. 2011 Aug;40(8):1052-67. doi: 10.1007/s10964-011-9639-5. Epub 2011 Mar 4. Specifying type and location of peer victimization in a national sample of children and youth. Turner HA, Finkelhor D, Hamby SL, Shattuck A, Ormrod RK. Source Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA. heather.turner@unh.edu Abstract Much of the existing research on the prevalence and consequences of peer victimization focuses on "bullying" at school, often omitting from consideration non-bullying types of peer victimization as well as events that occur outside of school. The purpose of this study was to examine past-year exposure to peer-perpetrated victimization, occurring both within and outside of school contexts, among school-aged children in the United States. The study is based on a representative sample of 2,999 youth ages 6-17 (50% female; 45% non-white) from the 2008 National Survey of Children's Exposure to Violence (NatSCEV). Findings revealed age, gender, race, and family structure variations in many forms of peer victimization and demonstrated significant independent and cumulative effects of six different types of peer victimization (physical assault, physical intimidation, emotional victimization, sexual victimization, property crime, and internet harassment) on trauma symptoms. Findings also showed that, although victimization at school is substantial, a considerable proportion of peer victimizations occur away from school contexts. The findings highlight the importance of comprehensive measurement of multiple forms of peer victimization that occur both at school and elsewhere, rather than focusing exclusively on traditional measures of school-focused bullying. J Sch Psychol. 2011 Aug;49(4):385-98. doi: 10.1016/j.jsp.2011.04.002. Epub 2011 Apr 20. Parental strategies and trajectories of peer victimization in 4 to 5 year olds. Bonnet M, Goossens FA, Schuengel C. Source Department of Clinical Child and Family Studies, Faculty of Psychology and Education, EMGO Institute for Health and Care Research, VU University Amsterdam, The Netherlands. m.bonnet@psy.vu.nl Abstract This study was designed to examine how parental strategies contribute to explaining trajectories of peer victimization in young children. A total of 73 4 and 5 year old children identified as victims of peer aggression in the fall semester and their parents were recruited from 46 classrooms in 18 schools in the Netherlands. All children were followed-up twice in order to determine for whom victimization was stable. Hypothetical vignettes describing various forms of victimization were presented to one parent of each child in order to assess parental responses to victimization events. Findings indicated that autonomy supporting and autonomy neutral strategies were associated with a decrease of victimization in the first semester of the school year. No protective effects were found in the second semester. Autonomy undermining strategies were not related to the course of peer victimization. These findings underscore the importance of joint and coordinated efforts of teachers and parents as partners in supporting victimized young children at school. J Sch Psychol. 2011 Aug;49(4):443-64. doi: 10.1016/j.jsp.2011.04.005. Epub 2011 May 18. Stability of peer victimization in early adolescence: effects of timing and duration. Rueger SY, Malecki CK, Demaray MK. Source Northern Illinois University, Department of Psychology, DeKalb, IL, USA. syurueger@gmail.com Abstract The current study investigated the stability of peer victimization and the impact of the timing and duration of victimization on psychological and academic outcomes for boys and girls on a sample of 863 middle school students. Results demonstrated strong support for the onset hypothesis and concurrent effects of maladjustment in anxiety, depression, self-esteem, poor school attitude, GPA, and attendance. Support for the cessation hypothesis was mixed, depending on the outcome and gender: boys demonstrated recovery from internalizing distress, whereas girls demonstrated residual effects, even after the cessation of victimization. Girls also demonstrated residual effects of victimization on grades, and both boys and girls evidenced residual effects of victimization on attendance. Regarding duration of victimization, there was strong support for the life-events model of stress and coping across almost all outcomes, suggesting that even temporary experiences of victimization could have a negative impact on psychological and academic outcomes. Overall, results demonstrated the importance of considering the timing and duration of victimization in understanding the risks and damaging effects of victimization. The results from this study also highlight both the need and the potential to intervene during early adolescence when peer relationships are taking on increasing importance, as well as the importance of helping students regain social-emotional and academic functioning, even after victimization ceases. J Adolesc. 2011 Aug;34(4):639-52. doi: 10.1016/j.adolescence.2010.09.008. Epub 2010 Dec 17. Negative school perceptions and involvement in school bullying: a universal relationship across 40 countries. Harel-Fisch Y, Walsh SD, Fogel-Grinvald H, Amitai G, Pickett W, Molcho M, Due P, de Matos MG, Craig W; Members of the HBSC Violence and Injury Prevention Focus Group. Collaborators (7) Source The International Research Program on Adolescent Well-Being and Health, School of Education, Bar Ilan University, Ramat Gan, Israel. Abstract Cross-national analyses explore the consistency of the relationship between negative school experiences and involvement in bullying across 40 European and North American countries, using the 2006 (40 countries n = 197,502) and 2002 (12 countries, n = 57,007) WHO-HBSC surveys. Measures include two Cumulative Negative School Perception (CNSP) scales, one based on 6 mandatory items (2006) and another including an additional 11 items (2002). Outcome measures included bullying perpetration, victimization and involvement as both bully and victim. Logistic regression analyses suggested that children with only 2-3 negative school perceptions, experience twice the relative odds of being involved in bullyingas compared with children with no negative school perceptions. Odds Ratios (p < 0.001) increase in a graded fashion according to the CNSP, from about 2.2 to over 8.0. Similar consistent effects are found across gender and almost all countries. Further research should focus on the mechanisms and social context of these relationships. Int J Public Health. 2011 Aug;56(4):419-27. doi: 10.1007/s00038-011-0258-4. Epub 2011 May 5.
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