Bullying and PTSD Symptoms in Children and Adolescents

Idsøe, Thormod; Dyregrov, Atle; Idsoe, Ella Cosmovici; Nielsen, Morten Birkeland

doi:10.1007/978-3-319-08613-2_101-1

Cited by 4 publications

(4 citation statements)

References 44 publications

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“…Although criterion A refers to exposure to “actual or threatened death, serious injury, or sexual violence,” it is not clear if exposure to bullying satisfies this condition. Idsoe et al's ( 27 ) review concluded that it remains unclear if criterion A is indeed met. However, two studies involving adults suggested that bullying does fulfill the A criterion for PTSD ( 28 , 29 ).…”

Section: Is Bullying a Traumatic Event And Thereby Results In A Traummentioning

confidence: 99%

“…Treatment of bullied children within the conceptual framework of DTD should acknowledge the importance of a dysregulated stress-response system and problems related to emotion regulation. A first step should be to help children feel safe and support them in how to regulate their arousal ( 27 , 44 ). A core issue in the treatment of developmental trauma is the focus on how to change the environments from fear-inducing relationships with others into safe environments for healthy development.…”

Section: Limitationsmentioning

confidence: 99%

“…After stopping the bullying, increasing the number of healthy relationships is helpful for healing traumatized children. They should be given the opportunity to be involved in positive, nurturing, and caring interactions with peers, teachers, and other caregivers ( 27 , 149 ). Idsoe et al ( 27 ) accentuate how the many daily hours children spend in schools put educators and school staff in a unique position to support traumatized children.…”

Section: Limitationsmentioning

confidence: 99%

“…They should be given the opportunity to be involved in positive, nurturing, and caring interactions with peers, teachers, and other caregivers ( 27 , 149 ). Idsoe et al ( 27 ) accentuate how the many daily hours children spend in schools put educators and school staff in a unique position to support traumatized children. Educators can create trauma-sensitive environments and help traumatized children to feel safe and calm down.…”

Section: Limitationsmentioning

confidence: 99%

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Bullying Victimization and Trauma

et al. 2021

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Bullying victimization and trauma research traditions operate quite separately. Hence, it is unclear from the literature whether bullying victimization should be considered as a form of interpersonal trauma. We review studies that connect bullying victimization with symptoms of PTSD, and in doing so, demonstrate that a conceptual understanding of the consequences of childhood bullying needs to be framed within a developmental perspective. We discuss two potential diagnoses that ought to be considered in the context of bullying victimization: (1) developmental trauma disorder, which was suggested but not accepted as a new diagnosis in the DSM-5 and (2) complex post-traumatic stress disorder, which has been included in the ICD-11. Our conclusion is that these frameworks capture the complexity of the symptoms associated with bullying victimization better than PTSD. We encourage practitioners to understand how exposure to bullying interacts with development at different ages when addressing the consequences for targets and when designing interventions that account for the duration, intensity, and sequelae of this type of interpersonal trauma.

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Section: Is Bullying a Traumatic Event And Thereby Results In A Traummentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

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Bullying Victimization and Trauma

et al. 2021

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Understanding Children and Adolescents’ Experiences Being Bullied: A Mixed-Methods Study

Snodgrass,

Smith,

Gregus

2024

Trends in Psychol.

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Bullying is a common experience among youth around the world, but is not commonly thought of as a traumatic event. However, previous research suggests the outcomes and symptoms children and adolescents experience after bullying parallel those experienced after a traumatic event. This mixed-methods study aimed to explore adolescents’ experiences being bullied and the consequences experienced following being bullied. Contextual factors were explored to understand under which circumstances participants endorsed symptoms consistent with trauma. Ten adolescents (Mage = 12.5 years, 50% boys, 90% White) who reported being bullied at least “sometimes” over a period of “weeks” or more, per a single parent report, in the past year agreed to complete surveys and a semi-structured interview about their bullying experiences. Thematic analysis revealed six themes related to consequences of bullying experiences: Emotional Distress, Avoidance of School Settings, Somatic Complaints, Importance of Social Support, Disruptions within Peer Groups, and Impaired School Performance. Nine participants endorsed at least one posttraumatic stress symptom and three participants endorsed clinical levels of PTSD qualitatively. Contextual factors associated with endorsing posttraumatic stress symptoms in this study were gender, duration and frequency of bullying, age and number of perpetrators, and seriousness of bullying. Results from this study suggest that consequences of bullying vary between victims and that while some participants reported consequences consistent with PTSD, other participants’ consequences seem to parallel other depressive or anxiety disorders. These results have implications for future research and interventions for working with youth who have experienced repeated bullying.

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Radical systemic intervention that goes to the root: working alongside inner‐city school children, linking trauma with oppression and consciousness with action

Afuape¹

2020

Journal of Family Therapy

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Trauma can be viewed through the lens of oppression, and a radical systemic approach in groups is an example of this view in practice. Group‐work in an inner‐city secondary school, with twelve 13–14 year‐olds the school was concerned about, and eleven 12–15 year‐olds at risk of exclusion, drew on systemic, narrative and critical consciousness ideas. This approach enabled the young people to link what they understood about trauma and oppression (consciousness) with what they wanted to do about it (action). An independent qualitative evaluation suggested that participants valued being listened to, the improvement in their confidence and behaviour and the opportunity to be change‐makers. Recommendations were made by the participants about future groups and by the participants and group facilitators about whole‐school approaches to wellbeing based on challenging oppression.Practitioner points How we name experience (consciousness) shapes what we deem appropriate in response (action) Levels of consciousness reflect how problems are named, explained and addressed; levels of action range from oppressive to transformative A radical systemic approach to trauma involves joining with the marginalised, naming oppression and collective social action This involves the body as embodied consciousness and as embedded in social, cultural and political contexts In schools, clinicians direct their intervention at the entire system based on the views of the most marginalised pupils

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Bullying and PTSD Symptoms in Children and Adolescents

Cited by 4 publications

References 44 publications

Bullying Victimization and Trauma

Bullying Victimization and Trauma

Understanding Children and Adolescents’ Experiences Being Bullied: A Mixed-Methods Study

Radical systemic intervention that goes to the root: working alongside inner‐city school children, linking trauma with oppression and consciousness with action

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