Bullying victimization and depression among left-behind children in rural China: Roles of self-compassion and hope

Zhang, Huiping; Chi, Peilian; Long, Haili; Ren, Xiaoying

doi:10.1016/j.chiabu.2019.104072

Cited by 94 publications

(82 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The underlying reasons of association between bullying victimization and life satisfaction are not clear now, but there are some possible speculations. Firstly, because being bullied may lead to many negative mental problems, such as depression, social anxiety, and even suicide attempts ( 6 , 53 – 55 ), these outcomes of being bullied substantially decrease the level of perceived life satisfaction. Secondly, low self-esteem could be a possible mediator for the association between school life satisfaction and being bullied ( 4 ).…”

Section: Discussionmentioning

confidence: 99%

Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study

et al. 2021

View full text Add to dashboard Cite

Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction.Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses.Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p < 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p < 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004).Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.

show abstract

Section: Discussionmentioning

confidence: 99%

Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Children are more vulnerable and may encounter more difficulties in their lives if their parents are absent (Chen & Chan, 2016). Studies have suggested that parental absence in situations such as parental divorce or parental deportation has a detrimental impact on the emotional and behavioral functioning of children (Aasen Nilsen et al, 2018; Bryant et al, 2017; Chen & Chan, 2016; Zhang et al, 2019). Children often fail to understand why a parent is leaving and often see themselves as the guilty party.…”

Section: Discussionmentioning

confidence: 99%

Relatıonship bullying in adolescent period with family functionalities and child behaviors

Bozan

Evgi̇n

Beşer

2021

Psychology in the Schools

View full text Add to dashboard Cite

This descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale, and Assessment of Child and Adolescent Behavior Scale. In evaluating the data: descriptive statistics, Χ 2, Mann–Whitney U, Kruskal–Wallis tests, and Spearman correlation analysis were used. It has been determined that verbal and physical bullying was high in the older age group (p < 0.05), in seventh‐grade students (p < 0.05), and that those who do not like school tend to bully others at a higher rate (p < 0.001). Students who were separated from their parents, who witnessed the violence among the family members, and who stated that the violence was applied by family members were more frequent in the bullying cycle (p < 0.05). There was a high‐level positive relationship between the anxiety/depression subscale and social problems subscale (p < 0.001). This study confirms that peer bullying is a problem that is highly correlated with family functionalities and child behaviors.

show abstract

“…Among them, crying and fatigue are not the most central symptoms according to the previous report [ 42 ]. Our finding about fatigue and sadness can be explained by the fact that left-behind children experience more bullying or abuse [ 52 ], and they can only reduce the risk of depression through self-sympathy [ 21 ]. Fatigue symptoms stem from more manual labor they need to shoulder when living with grandparents.…”

Section: Discussionmentioning

confidence: 99%

“…For example, in rural areas of Mexico, the children whose father works in other places have 39% higher incidence of disease than the non-left-behind children, and their incidence of diarrhea is increased by 51% [19]. In addition, the risk of physical and mental disorders in the left-behind children is higher than that in the non-leftbehind children, such as car accidents, falls [3], sexual abuse, neglect [20] and bullying [21], and less communication with parents [6]. It is worth noting whether the negative life events experienced by left-behind children aggravate their depressive symptoms.…”

Section: Introductionmentioning

confidence: 99%

Network analysis of the relationship between negative life events and depressive symptoms in the left-behind children

Ren

et al. 2021

BMC Psychiatry

View full text Add to dashboard Cite

Background There are 68.77 million left-behind children in China, who are at a great risk of depression associated with negative life events. Our study aims to investigate the most central symptoms of depression in left-behind children and the relationship between depressive symptoms and negative life events using network analysis. Method A cross-sectional data set (N = 7255) was used, which included children and adolescents aged 7 to 17. Network analysis was used to evaluate: 1) the most central symptoms among the items included in Child Depression Inventory (CDI) of the left-behind children; 2) bridge symptoms between depressive disorder and Adolescent Self-Rating Life Events Check List (ASLEC) of the left-behind children; 3) differences in networks of depressive disorders between left-behind and non-left-behind children, and 4) differences in the network of depression and negative life events between left-behind and non-left-behind children. The stability and centrality indices of the network were also evaluated in the study. Results The most central symptoms in the CDI among the left-behind children included self-hatred, crying, fatigue, and sadness. The items with the highest bridge strength centrality in the CDI-ASLEC network included academic stress, discrimination, and school performance decrement. Higher bridge strength values indicate a greater risk of contagion to other communities. The connections in the CDI-ASLEC network are denser in the left-behind children than in non-left-behind children. Limitations The study which was conducted based on cross-sectional data shows that network analysis can only make undirected estimation, but not causal inferences. Conclusions We identified the core symptoms of depression and the bridge symptoms between negative life events and depression in the left-behind children. These findings suggest that more attention should be paid to self-hatred, sadness, and fatigue in the treatment of depression in left-behind children. Intervention for academic stress and discrimination of the left-behind children may help to reduce the contagion of negative life events to depression symptoms.

show abstract

Bullying victimization and depression among left-behind children in rural China: Roles of self-compassion and hope

Cited by 94 publications

References 60 publications

Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study

Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study

Relatıonship bullying in adolescent period with family functionalities and child behaviors

Network analysis of the relationship between negative life events and depressive symptoms in the left-behind children

Contact Info

Product

Resources

About