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Exposure to teacher bullying in schools: a study of patients with personality disorders
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- Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development.
Exposure to teacher bullying in schools: a study of patients with personality disorders.Monsvold T, Bendixen M, Hagen R, Helvik AS. SourceDepartment of Public Health and General Practice, Faculty of Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. Toril.Monsvold@stolav.no AbstractBACKGROUND:The aim of this study was to examine the level and affect of exposure to teacher bullying in primary and secondary schools on patients with personality disorders (PD). METHOD:The study group contained 116 people (18-60 years old); 49 patients diagnosed with PD undergoing psychiatric treatment in 10 different psychiatric outpatient clinics in the Southern and Middle part of Norway, and a control group consisting of 67 people who worked in an institution for somatic/elderly people and an institution for people with drug/alcohol dependency in the Middle part of Norway. All study participants filled out a self-report questionnaire, which included demographic data, one item about whether they have been bullied by one or several teachers, and 28 items regarding subjection to negative acts from teachers based on the Negative Acts Questionnaire -Revised (NAQ-R). RESULTS:Patients diagnosed with PD reported significantly more bullying by teachers in both primary school (OR 7.3; 95% CI 1.9-27.7) and secondary school (OR 5.8; 95% CI 1.1-30.5) than healthy controls. Patients with PD also reported a higher prevalence of negative acts from teachers than healthy controls in both primary and secondary schools, such as differential treatment, ridicule, humiliation, and being ignored or neglected at least once weekly. CONCLUSION:Our findings indicate a correlation between bullying from teachers, as reported by PD patients, and the development of PD in adulthood. The problem of teacher bullying deserves more attention with regard to this possible correlation between student victimization and the development of PD. Lang Speech Hear Serv Sch. 2011 Oct;42(4):520-35. doi: 10.1044/0161-1461(2011/10-0078). Epub 2011 Aug 15. Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development.Redmond SM. SourceUniversity of Utah, Salt Lake City, UT, USA. sean.redmond@health.utah.edu AbstractPURPOSE:The potential contributions of behavioral and verbal liabilities to social risk were examined by comparing peer victimization levels in children with specific language impairment (SLI) to those in children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children. METHOD:Sixty children (age range: 7-8 years) participated in the study. Standardized verbal measures and parent ratings of behavioral difficulties were combined with children's self-reports of their school and peer environments to examine the risk for negative peer experiences associated with clinical status. RESULTS:Clinical status was associated with elevated levels of victimization, especially for participants with SLI. A potential buffering effect for number of close friendships was found for participants with ADHD and TD participants, but not for participants with SLI. Peer victimization was associated with elevated levels of hyperactivity and stronger narrative skills for participants with SLI. CONCLUSION:These results highlight the importance of peer victimization in the social adjustment of students with developmental language disorders. J Psychosoc Nurs Ment Health Serv. 2011 Oct;49(10):36-41. doi: 10.3928/02793695-20110831-03. Epub 2011 Sep 16. What is cyberbullying & how can psychiatric-mental health nurses recognize it? Williams SG, Godfrey AJ. Source University of South Alabama, College of Nursing, Mobile, AL, USA. sgwilliams@usouthal.edu Abstract Cyberbullying is an emerging issue within our society, particularly among adolescents. The phenomenon is similar to traditional bullying in that it is hurtful, repetitive behavior involving a power imbalance, often causing psychosocial issues. With the availability of cell phones, Internet, and video gaming systems, adolescents are constantly plugged into technology and therefore at risk of being a victim or a perpetrator of cyberbullying. Both physical and mental health problems can result from cyberbullying, which, in turn, can affect an adolescent's performance in school and other crucial areas of life. Legal action is an option, but many times the law is not clear. Psychiatric-mental health nurses are in a position to help educate children about resources to prevent or cope with cyberbullying in a way that will help not only the patients themselves but also parents, teachers, school administrators, and the community. J Psychosoc Nurs Ment Health Serv. 2011 Oct;49(10):22-9. doi: 10.3928/02793695-20110830-01. Epub 2011 Sep 28. Two sides of the coin: the bully and the bullied. Warren BJ. Source The Ohio State University, College of Nursing, Columbus, OH, USA. warren.4@osu.edu Abstract Bullying has become a worldwide phenomenon that produces serious individual and societal consequences when it is ignored. There are two sides of the coin that require consideration when psychiatric-mental health (PMH) nurses conduct assessments of situations that involve bullying behaviors. Both the bully and the bullied can incur serious, negative, and debilitating psychological effects. In some cases, physical injury and/or death occurs as a result of bullying. Deciphering the biopsychosocial mental health issues associated with bullying is challenging. PMH nurses have the clinical expertise to develop coping interventions and strategies that stop bullying, as well as enhance the mental health and wellness of both those who bully and who are bullied. This article presents PMH nursing biopsychosocial strategies for both sides of the bullying coin. Exemplars are provided to aid implementation of the strategies. J Couns Psychol. 2011 Oct;58(4):597-609. doi: 10.1037/a0025095. The effects of general and homophobic victimization on adolescents' psychosocial and educational concerns: the importance of intersecting identities and parent support. Poteat VP, Mereish EH, Digiovanni CD, Koenig BW. Source Department of Counseling, Developmental, and Educational Psychology, Boston College, Chestnut Hill, MA 02467, USA. PoteatP@bc.edu Abstract Many adolescents experience peer victimization, which often can be homophobic. Applying the minority stress model with attention to intersecting social identities, this study tested the effects of general and homophobic victimization on several educational outcomes through suicidality and school belonging among 15,923 adolescents in Grades 7 through 12 on account of their sexual orientation and race/ethnicity. Parent support also was tested as a moderator of these effects. Homophobic victimization had different effects on suicidality across groups, indicating the importance of considering individuals' multiple social identities. However, homophobic victimization had universal negative effects on school belonging for all groups. Nearly all indirect effects of general and homophobic victimization on reported grades, truancy, and importance of graduating were significant through suicidality and school belonging across groups. Parent support was most consistent in moderating the effects of general and homophobic victimization on suicidality for heterosexual White and racial/ethnic minority youth. In nearly all cases, it did not moderate the effects of general or homophobic victimization for lesbian, gay, bisexual, transgender, and questioning youth. Furthermore, in most cases, parent support did not moderate the effects of general or homophobic victimization on school belonging. Findings underscore the need for counseling psychologists to work with parents of all youth on ways to provide support to those who experience homophobic victimization. Furthermore, they highlight the need for counseling psychologists to be involved as social justice advocates in the passage and implementation of school policies that address homophobic bullying and other forms of bias-based bullying and harassment. J Anxiety Disord. 2011 Oct;25(7):924-31. doi: 10.1016/j.janxdis.2011.05.005. Epub 2011 May 24. Anxiety, social skills, friendship quality, and peer victimization: an integrated model. Crawford AM, Manassis K. Source Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, Canada. melissa.crawford@ycdsb.ca Abstract This cross-sectional study investigated whether anxiety and social functioning interact in their prediction of peer victimization. A structural equation model linking anxiety, social skills, and friendship quality to victimization was tested separately for children with anxiety disorders and normal comparison children to explore whether the processes involved in victimization differ for these groups. Participants were 8-14 year old children: 55 (34 boys, 21 girls) diagnosed with an anxiety disorder and 85 (37 boys, 48 girls) normal comparison children. The final models for both groups yielded two independent pathways to victimization: (a) anxiety independently predicted being victimized; and (b) poor social skills predicted lower friendship quality, which in turn, placed a child at risk for victimization. These findings have important implications for the treatment of childhood anxiety disorders and for school-based anti-bullying interventions, but replication with larger samples is indicated. J Adolesc. 2011 Oct;34(5):873-83. doi: 10.1016/j.adolescence.2011.01.004. Epub 2011 Feb 18.
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