[Psychological consequences of severe overweight in teenagers]
Peer relationships and suicide ideation and attempts among Chinese adolescents
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- Source Faculty of Health Sciences, University of Sydney, Lidcombe, Australia. anita.bundy@sydney.edu.au Abstract
- METHODS/DESIGN
- DISCUSSION
Peer relationships and suicide ideation and attempts among Chinese adolescents.Cui S, Cheng Y, Xu Z, Chen D, Wang Y. SourceDepartment of Child, Adolescent and Women's Health, School of Public Health, Peking University, Beijing, China. AbstractBACKGROUND:Suicide is a global health concern. Therefore, studying suicide behaviour and identifying the early roots of suicide are critical. To address these issues, the present study examined (i) the association between peer relationships and suicide ideation and attempts among Chinese adolescents; and (ii) whether such associations were moderated or mediated by feeling of loneliness. We hypothesized that problems in peer relationships were positively associated with suicide ideation and attempts, and that feeling of loneliness would moderate and mediate such associations. METHODS:The sample included 8778 Chinese adolescents from a large survey. Measures of peer relationships, suicide ideation and attempts, and feeling of loneliness were obtained through adolescents' self-reports. RESULTS:Results from multivariate logistic regressions suggested that specific problems in peer relationships, such as lack of peer association and being victimized by bullying, were significantly related to suicide ideation and attempts. In addition, the moderating effects of feeling of loneliness on the association between peer relationships and suicide ideation and attempts were found. Finally, some gender effects were also found. CONCLUSIONS:The present study provided strong evidence that suicide ideation and attempts were serious problems among adolescents in China, to which peer relationships played an important role. Further, feeling of loneliness acted as a moderator affecting the association between peer relationships and suicide ideation and attempts. Finally, there were some gender differences that have important implications. Br J Educ Psychol. 2011 Sep;81(Pt 3):409-20. doi: 10.1348/000709910X525804. Epub 2011 Mar 7. Gender differences in the relationships between bullying at school and unhealthy eating and shape-related attitudes and behaviours. Farrow CV, Fox CL. Source School of Sport, Exercise and Health Sciences, Loughborough University, UK. c.v.farrow@lboro.ac.uk Abstract BACKGROUND. Previous research has found links between being a victim of bullying and reporting more unhealthy eating behaviours and cognitions, particularly in girls. However, little is known about the factors that might mediate these relationships. AIM. The present study compared the relationships between bullying, emotional adjustment, restrained eating, and body dissatisfaction in adolescent boys and girls. SAMPLE/METHOD. Self-report data were collected from a sample of 11- to 14-year-olds (N= 376) on experiences of bullying, emotional symptoms, and unhealthy eating and shape-related attitudes and behaviours. RESULTS. Bullying, emotional symptoms, restrained eating, and body dissatisfaction were all correlated. Emotional symptoms were found to significantly mediate the relationships between verbal bullying with body dissatisfaction in girls but not in boys. CONCLUSIONS. Findings suggest that the experience of being verbally bullied places adolescent girls at risk of developing emotional problems which can then lead to body dissatisfaction. Longitudinal research is necessary to disentangle these pathways in more detail to facilitate the development of informed interventions to support children who are being bullied. Body Image. 2011 Sep;8(4):309-14. doi: 10.1016/j.bodyim.2011.04.010. Epub 2011 Jun 12. On being victimized by peers in the advent of adolescence: prospective relationships to objectified body consciousness. Lunde C, Frisén A. Source Department of Psychology, University of Gothenburg, Gothenburg, Sweden. carolina.lunde@psy.gu.se Abstract Previous research indicates that peer victimization is tied to children's negative appearance evaluations. The current study examines whether early peer victimization is also prospectively related to objectified body consciousness. Six-hundred-and-two Swedish boys and girls answered questionnaires at age 10, and again at age 18. Main findings showed that being the target of peer victimization at age 10 was related to more habitual appearance monitoring and body shame at age 18. Gender moderated the relations between victimization and body shame, with victimized girls experiencing stronger body shame than victimized boys. Additionally, whereas boys experienced less body shame than girls, they were equally likely to monitor their appearance. In sum, this study provides preliminary support to the notion that peer victimization is involved in the processes by which young adolescents' self-objectify. Future studies are warranted to further validate these findings. BMC Public Health. 2011 Sep 1;11:680. doi: 10.1186/1471-2458-11-680. The Sydney playground project: popping the bubblewrap--unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills.Bundy AC, Naughton G, Tranter P, Wyver S, Baur L, Schiller W, Bauman A, Engelen L, Ragen J, Luckett T, Niehues A, Stewart G, Jessup G, Brentnall J. SourceFaculty of Health Sciences, University of Sydney, Lidcombe, Australia. anita.bundy@sydney.edu.au AbstractBACKGROUND:In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. METHODS/DESIGN:This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. DISCUSSION:These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Behav Sci Law. 2011 Sep-Oct;29(5):677-94. doi: 10.1002/bsl.1000. Epub 2011 Jul 24. Gender differences in the assessment, stability, and correlates to bullying roles in middle school children. Crapanzano AM, Frick PJ, Childs K, Terranova AM. Source Department of Psychology, Loyola University. Abstract The current study investigated bullying behaviors in 284 school children in the fourth through seventh grades at the time of the initial assessment. Peer ratings of bullying behavior were obtained at the end of the spring semester of one school year and at the end of the fall semester of the next school year. Importantly, peer ratings were obtained by assessing not only the level at which participants actually bully other students but also whether participants help bullies to hurt the victim (assister), encourage bullies (reinforce), or help the victim of bullying (defender). Our results did not support the utility of differentiating between bullies, assisters, or reinforcers. Specifically, these bullying roles were highly intercorrelated, both concurrently and across school years, and they showed similar correlations with aggression and several characteristics often associated with aggression (i.e., conduct problems, callous-unemotional traits, and positive expectancies about aggression). In contrast, ratings of defending designated a particularly prosocial group of students. Finally, whereas bullying appeared to be very similar in boys and girls, it was somewhat more stable across school years and was related to lower levels of prosocial behavior in boys, both of which could suggest that bullying may be somewhat more related to social group dynamics in girls. Suicide Life Threat Behav. 2011 Oct;41(5):501-16. doi: 10.1111/j.1943-278X.2011.00046.x. Epub 2011 Jul 27. High school bullying as a risk for later depression and suicidality. Klomek AB, Kleinman M, Altschuler E, Marrocco F, Amakawa L, Gould MS. Source School of Psychology, Interdisciplinary Center (IDC) Herzliya, Israel. Abstract This is the first study to examine whether high school students experiencing frequent bullying behaviors are at risk for later depression and suicidality. A total of 236 students who reported frequent bullying behavior without depression or suicidality during a suicide screening were interviewed 4 years later to reassess depression, suicidal ideation, attempts, substance problems, and functional impairment and were compared to at-risk youth identified during the screen, including 96 youth who also experienced bullying behavior. Youth who only reported frequent bullying behaviors (as bullies, victims, or both) did not develop later depression or suicidality and continued to have fewer psychiatric problems than students identified as at-risk for suicide. Students who experienced bullying behaviors and depression or suicidality were more impaired 4 years later than those who had only reported depression or suicidality. Thus, assessment of bullying behaviors in screening protocols is recommended. Percept Mot Skills. 2011 Oct;113(2):353-64. Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem. Blood GW, Blood IM, Tramontana GM, Sylvia AJ, Boyle MP, Motzko GR. Source Department of Communication Sciences and Disorders, 308 Ford Building, The Pennsylvania State University, University Park, PA 16802, USA. f2x@psu.edu Abstract Self-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed. Nord J Psychiatry. 2011 Oct;65(5):323-9. doi: 10.3109/08039488.2010.546881. Epub 2011 Feb 25.
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