Bullying during COVID-19: the impact on child and adolescent health

Armitage, Richard

doi:10.3399/bjgp21x715073

Cited by 25 publications

(25 citation statements)

References 5 publications

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“…On the other hand, greater scores on all three factors measured through the CIE-A were also negatively correlated with the Satisfaction with Life index (CV 2 [ 76 ]; all p -values < .001). Finally, the CV 3 (Negative school outcomes [ 13 ]) has been positively correlated with all the CIE-A factors or subscales. In summary, all the correlations were significant and had coherent directions with the hypothesizable in the light of the available literature, thus endorsing the concurrent validity of the instrument and all its three factors.…”

Section: Resultsmentioning

confidence: 99%

“…The first part of the survey inquired about sociodemographic data of participants. Information about age (scalar), gender (nominal; male, female, non-binary), current school grade/year (treated as an ordinal variable) and other basic features related to their educational environment, such as the fact of having failed one of the previous academic grades (nominal/dichotomic) [ 13 ].…”

Section: Methodsmentioning

confidence: 99%

“…The youth peer abuse can be persistent across time and across settings [ 11 ]; and lastly, victimization was more prevalent among boys and tended to slightly decline with age, especially when interventions, environmental changes ( e . g ., school transfer, enter the university) or great variations on social dynamics take place [ 5 , 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

“…As a consequence of these bullying-related victimizations, teenagers commonly report to experience a substantial number of difficulties, including internalizing problems, psychological distress, low life satisfaction relational problems ( i . e ., links and relationships with peers, family, school and community members get impaired), and considerable impairments in terms of academic performance [ 12 , 13 ]. Armitage et al [ 3 ] described victimization during adolescence as a significant risk factor for not only the onset of depression but also poor wellbeing in adulthood, setting a rate over 15% of victims of frequent bullying had a diagnosis of depression at age 18.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric properties, validity and insights of the School Bullying Questionnaire (CIE-A) in secondary schools of the Valencian Community (Spain)

et al. 2021

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Besides its several threats to health, welfare, social and academic development and performance of kids and teenagers, school bullying remains highlighted as one of the most relevant related challenges for educational, behavioral and legal sciences worldwide. Moreover, the lack of research on the field and the crucial but unattended need to count on psychometrically suitable and valid tools to detect school bullying make difficult understanding its contexts, dynamics and possible solutions. Objective The aim of this study was to thoroughly present in detail the psychometric properties and validity issues of the School Bullying Questionnaire (CIE-A) among secondary students. Methods A regionwide sample of 810 (47.2% girls) secondary students attending to 21 schools across the Valencian Community (Spain), aged M = 14.40 (SD = 1.61) years, responded to a paper-based questionnaire containing the 36-item version of the CIE-A and various scales related to psychosocial health and wellbeing, used as criterion variables. Results The outcomes of this study suggest that the CIE-A has a clear factor structure, an optimal set of item loadings and goodness-of-fit indexes. Further, that CIE-A has shown good internal consistency and reliability indexes, coherent associations with other mental health and academic performance variables, and the possibility to assess gender differences on bullying-related factors among secondary students. Conclusion The CIE-A may represent a suitable tool for assessing bullying in a three-factorial approach (i.e., victimization, symptomatology, and intimidation), offering optimal psychometric properties, validity and reliability insights, and the potentiality of being applied in the school environment. Actions aimed at improving the school coexistence and the well-being of secondary students, targeting potential bullied/bully profiles or seeking to assess demographic and psychosocial correlates of bullying among teenagers, might get benefited from this questionnaire.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Psychometric properties, validity and insights of the School Bullying Questionnaire (CIE-A) in secondary schools of the Valencian Community (Spain)

et al. 2021

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“…Finally, another reason why the pandemic may lead to increased stress for children concerns the strong stigma that the virus infection may entail for them [16]. In addition, children might experience severe stress due to cyberbullying, which has significantly increased during the pandemic [18].…”

Section: The Effect On School Childrenmentioning

confidence: 99%

Forecasting the Long-Term Effects of the Pandemic on Children: Towards a COVID-Generation

Pelekasis¹

2021

Anxiety, Uncertainty, and Resilience During the Pandemic Period - Anthropological and Psychological Perspectives

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This study focuses on mapping the existing effects of the pandemic and the measures taken to address it on the mental health of children in order to investigate the long-term consequences that it is expected to have. For infants, preschool, school and adolescent children it seems that intense stress develops for different reasons. As adults these children may experience an increased incidence of anxiety, depressive, obsessive–compulsive and personality disorders, while they are also expected to develop a strong External Locus of Control, low Faith in the Just World and low happiness. At the same time, an absence of distinction within the limits of the physical and digital world is expected. As for children with special educational needs, they are particularly affected due to the pandemic, as early diagnosis and the development of interventions to improve their educational and psychosocial progress are hampered and this might have negative long-term effects on their development. In overall, these negative effects and related experiences seem to be homogeneous across humanity for those who are currently minors and are expected to lead to the view of an autonomous generation, the COVID-generation.

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Happier during lockdown: a descriptive analysis of self-reported wellbeing in 17,000 UK school students during Covid-19 lockdown

Soneson

Puntis

Chapman

et al. 2022

Eur Child Adolesc Psychiatry

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Relatively little research has focused on children and young people (CYP) whose mental health and wellbeing improved during Covid-19 lockdown measures. We aimed to (1) determine the proportion of CYP who self-reported improvement in their mental wellbeing during the first Covid-19 lockdown and (2) describe the characteristics of this group in relation to their peers. We conducted a descriptive analysis of data from the 2020 OxWell Student Survey, a self-report, cross-sectional survey of English CYP. A total of 16,940 CYP primarily aged 8–18 years reported on change in mental wellbeing during lockdown. We characterised these CYP in terms of school, home, relational, and lifestyle factors as well as feelings about returning to school. One-third (33%) of CYP reported improved mental wellbeing during the first UK national lockdown. Compared with peers who reported no change or deterioration, a higher proportion of CYP with improved mental wellbeing reported improved relationships with friends and family, less loneliness and exclusion, reduced bullying, better management of school tasks, and more sleep and exercise during lockdown. In conclusion, a sizeable minority of CYP reported improved mental wellbeing during lockdown. Determining the reasons why these CYP felt they fared better during lockdown and considering how these beneficial experiences can be maintained beyond the pandemic might provide insights into how to promote the future mental health and wellbeing of school-aged CYP. All those working with CYP now have an opportunity to consider whether a systemic shift is needed in order to understand and realise any learnings from experiences during the pandemic.

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Bullying during COVID-19: the impact on child and adolescent health

Cited by 25 publications

References 5 publications

Psychometric properties, validity and insights of the School Bullying Questionnaire (CIE-A) in secondary schools of the Valencian Community (Spain)

Psychometric properties, validity and insights of the School Bullying Questionnaire (CIE-A) in secondary schools of the Valencian Community (Spain)

Forecasting the Long-Term Effects of the Pandemic on Children: Towards a COVID-Generation

Happier during lockdown: a descriptive analysis of self-reported wellbeing in 17,000 UK school students during Covid-19 lockdown

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