Asthma is associated with bullying victimization in rural adolescents

Ancheta, April J.; Cunningham, Phillippe B.; Liu, Jianfang; Powell, Jennifer S.; Halliday, Colleen A.; Bruzzese, Jean-Marie

doi:10.1080/02770903.2022.2151466

Cited by 3 publications

(2 citation statements)

References 44 publications

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“…To the best of our knowledge, there is no previous research on what happens if a schoolchild's perception of school's physical environment deviates from that of their schoolmates. However, there is evidence that asthmatic children have an increased risk of being bullied at a school (Ancheta et al, 2023), where allergens and poor indoor air can trigger asthma symptoms (Esty & Phipatanakul, 2018). This provides indirect evidence that deviance from the shared experience of physical environment can lead to marginalization also among schoolchildren.…”

Section: Perceived Environmental Stressors and Anxietymentioning

confidence: 99%

The Identification Environment Matters: Students’ Social Identification, Perceived Physical School Environment, and Anxiety – A Cross-Level Interaction Model

Finell

Tolvanen

Shuttleworth

et al. 2023

Preprint

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The social identity approach to health argues that well-being depends on the psychosocial circumstances of the groups to which individuals belong. However, little is known about how the average level of identification in the group – ‘the identification environment ’ – buffers the negative health consequences of stressors. We used multilevel modelling to investigate whether identification environment in a school modified the association between the students’ perceptions of the quality of their school’s physical environment and their reported levels of anxiety. In two representative samples of Finnish school students (N=678 schools/71,392 students; N=704 schools/85,989 students), weak identification environment was related to increased anxiety. In addition, in schools where identification environment was weaker, the student-level relationship between perceived physical environment and anxiety was stronger, and students were more anxious. Our results provide evidence that identification environment needs to be considered when we analyse how group memberships affect well-being.

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Section: Perceived Environmental Stressors and Anxietymentioning

confidence: 99%

The Identification Environment Matters: Students’ Social Identification, Perceived Physical School Environment, and Anxiety – A Cross-Level Interaction Model

Finell

Tolvanen

Shuttleworth

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

The identification environment matters: Students' social identification, perceived physical school environment, and anxiety – A cross‐level interaction model

Finell,

Tolvanen,

Shuttleworth

et al. 2023

British J Social Psychol

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The social identity approach to health argues that well‐being depends on the psychosocial circumstances of the groups to which individuals belong. However, little is known about how the average level of identification in the group – ‘the identification environment’ – buffers the negative health consequences of stressors. We used multilevel modelling to investigate whether identification environment in a school modified the association between the students' perceptions of the quality of their school's physical environment and their reported levels of anxiety. In two representative samples of Finnish school students (N = 678 schools/71,392 students; N = 704 schools/85,989 students), weak identification environment was related to increased anxiety. In addition, in schools where identification environment was weaker, the student level relationship between perceived physical environment and anxiety was stronger, and students were more anxious. Our results provide evidence that identification environment needs to be considered when we analyse how group membership affects well‐being.

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Systematic review and meta analysis of psychological interventions to prevent or treat pediatric chronic disease in rural communities

Lancaster,

Hefner,

Leslie-Miller

et al. 2024

Journal of Pediatric Psychology

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Objective The purpose of this systematic review and meta-analysis was to examine the effectiveness of psychological interventions at improving physical or mental health outcomes for youth living in rural communities who have, or are at-risk for, any chronic medical condition in comparison to control interventions conducted in rural communities. Methods Following prospective registration (OSF.IO/7TDQJ), 7 databases were searched through July 1, 2023. Studies were included if they were a randomized control trial of a psychological intervention conducted with youth living in a rural area who had, or were at-risk for, a chronic medical condition. Risk of bias was assessed with the Cochrane risk of bias version 2 tool. A qualitative synthesis and meta-analysis were conducted. Results 15 studies met inclusion criteria. Obesity studies (n = 13) primarily focused on body mass index metrics, with limited significant findings across studies. Asthma treatment interventions (n = 2) showed no impact on hospitalizations. 3 studies evaluated mental health outcomes with no significant group differences observed. We meta-analytically analyzed 9 studies that evaluated body mass index z-scores and identified an overall null effect (Hedge’s g = 0.01, 95% CI [−0.07, 0.09], p = .85). Conclusions Most included studies focused on pediatric obesity, and there was a limited range of health outcomes reported. Compared to controls, minimal significant improvements in health outcomes were identified for psychological interventions for youth living in rural communities. Future efforts may benefit from situating this work more systematically within a health disparities framework with a focus on understanding mechanisms of disparities and translating this work into interventions and policy changes.

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Asthma is associated with bullying victimization in rural adolescents

Cited by 3 publications

References 44 publications

The Identification Environment Matters: Students’ Social Identification, Perceived Physical School Environment, and Anxiety – A Cross-Level Interaction Model

The Identification Environment Matters: Students’ Social Identification, Perceived Physical School Environment, and Anxiety – A Cross-Level Interaction Model

The identification environment matters: Students' social identification, perceived physical school environment, and anxiety – A cross‐level interaction model

Systematic review and meta analysis of psychological interventions to prevent or treat pediatric chronic disease in rural communities

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