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Prevalence, risk indicators and outcomes of bullying among on-reserve First Nations youth
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- OBJECTIVE
- DISCUSSION
- Peer victimization, depressive symptoms, and high salivary cortisol predict poorer memory in children.
- Modeling the bullying prevention program design recommendations of students from grades five to eight: a discrete choice conjoint experiment.
- Source Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada. cunnic@hhsc.ca Abstract
- School bullying : its nature and ecology.
- CONCLUSIONS
Prevalence, risk indicators and outcomes of bullying among on-reserve First Nations youth.Lemstra M, Rogers M, Redgate L, Garner M, Moraros J. SourceDepartment of Psychiatry, University of Saskatchewan, Health Sciences Building, 107 Wiggins Road, Saskatoon, SK S7N 5E5. mark.lemstra@usask.ca AbstractOBJECTIVE:Bullying is common and multifaceted. There is no published literature focusing on bullying in First Nations youth on-reserve in Canada. The purpose of this paper is to examine the prevalence, risk indicators and impact of bullying within a First Nations youth population currently living on-reserve. METHODS:Students in grades 5 through 8 (age 10 to 16 years) within the Saskatoon Tribal Council were asked to complete a youth health survey. Among the seven schools, 271 students were eligible to participate. RESULTS:204 youth completed the eight-stage consent protocol and the school survey for a response rate of 75.3%. Overall, 35.8% of youth reported being physically bullied, 59.3% verbally bullied, 47.5% socially bullied and 30.3% electronically bullied at least once or twice in the previous four weeks. After regression analysis, having a father who works in a professional occupation, doing well in school, and having the perception that parents expect too much from them were found to be independent risk indicators of being bullied. Irrespective of the type of bullying, youth who were bullied were at least twice as likely to suffer from depressed mood. DISCUSSION:We have found that bullying is more common for First Nations youth living on-reserve, compared to other Canadian youth. Given that the independent risk indicators also appear to be different, we hope that this new information can aid in the design of effective bullying strategies. Brain Cogn. 2011 Nov;77(2):191-9. doi: 10.1016/j.bandc.2011.06.012. Epub 2011 Aug 19. Peer victimization, depressive symptoms, and high salivary cortisol predict poorer memory in children.Vaillancourt T, Duku E, Becker S, Schmidt LA, Nicol J, Muir C, Macmillan H. SourceFaculty of Education and School of Psychology, University of Ottawa, Ottawa, Ontario, Canada. tracy.vaillancourt@uottawa.ca AbstractThe predictive relations of peer victimization, depressive symptoms, and salivary cortisol on memory in 168 children aged 12 at Time 1 (T1) were examined using a longitudinal design in which data were collected on four occasions over a 2-year period. Results indicated that: (1) peer victimization, depressive symptoms, and evening cortisol were stable over time, (2) peer victimization and elevated symptoms of depression were concurrently linked at each time, (3) T1 peer victimization predicted elevated symptoms of depression at T2 which in turn predicted lower cortisol levels at T3, and (4) controlling for earlier associations, T3 peer victimization, depressive symptoms, and higher morning and evening cortisol levels uniquely predicted memory deficits at T4. The links between elevated cortisol, symptoms of depression, and poor memory are consistent with published research on depressed adults and extend the findings to children exposed to peer victimization. These findings highlight that peer abuse is harmful and may impact children's long-term mental health and memory functioning. Aggress Behav. 2011 Nov-Dec;37(6):521-37. doi: 10.1002/ab.20408. Epub 2011 Aug 22. Modeling the bullying prevention program design recommendations of students from grades five to eight: a discrete choice conjoint experiment.Cunningham CE, Vaillancourt T, Cunningham LJ, Chen Y, Ratcliffe J. SourceDepartment of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada. cunnic@hhsc.ca AbstractWe used a discrete choice conjoint experiment to model the bullying prevention recommendations of 845 students from grades 5 to 8 (aged 9-14). Students made choices between experimentally varied combinations of 14 four-level prevention program attributes. Latent class analysis yielded three segments. The high impact segment (27.1%) recommended uniforms, mandatory recess activities, four playground supervisors, surveillance cameras, and 4-day suspensions when students bully. The moderate impact segment (49.5%) recommended discretionary uniforms and recess activities, four playground supervisors, and 3-day suspensions. Involvement as a bully or bully-victim was associated with membership in a low impact segment (23.4%) that rejected uniforms and surveillance cameras. They recommended fewer anti-bullying activities, discretionary recess activities, fewer playground supervisors, and the 2-day suspensions. Simulations predicted most students would recommend a program maximizing student involvement combining prevention with moderate consequences. The simulated introduction of mandatory uniforms, surveillance cameras, and long suspensions reduced overall support for a comprehensive program, particularly among students involved as bullies or bully-victims. Int J Adolesc Med Health. 2011 Nov 4;24(1):3-10. doi: 10.1515/ijamh.2012.002. School bullying: its nature and ecology.Espelage DL, De La Rue L. SourceDepartment of Educational Psychology, University of Illinois, Urbana-Champaign, IL, USA. espelage@illinois.edu AbstractBACKGROUND:Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. OBJECTIVE:Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. METHODS:Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. CONCLUSIONS:Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools. Int J Adolesc Med Health. 2011 Nov 4;24(1):11-6. doi: 10.1515/ijamh.2012.003. 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