Cross-sectional study of associations between parenting behaviors and experiences of bullying and victimization in elementary and junior high school students

Abstract

Bullying is a major problem in schools. Many studies conducted in the U.S. and Europe have indicated relationships between parenting behaviors and bullying and peer victimization. However, only a few studies in Japan have investigated these relationships. erefore, the study examined associations between parenting behaviors and experiences of bullying and victimization in all elementary and junior-high schools students in a suburban Japanese city. Parents assessed their parenting behaviors and the degree of their children s experience of bullying behaviors or victimization in the last year using parent-reported measures. Multinomial logistic regression analysis indicated that parental involvement and monitoring was associated with experiences of victimization at school. Furthermore, negative parenting behaviors, especially rigid discipline, was related to all experiences of bullying, including the bully, the victim, and the bully-victim. ese ndings suggest that the improvement of parenting behaviors could prevent children and adolescents from bullying other students or being victimized at schools.

Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.

“…Ijime takes both overt forms (e.g., being hit, kicked, punched, and called names) and relational forms (e.g., being ignored, isolated from peers, being the target of rumors; Kawabata & Onishi, 2017). In a survey of 4,936 fourth through ninth graders in Japan by Murayama et al (2015), approximately 10% of children reported being involved in bullying perpetration or victimization at least once a week. This study also found that children who were victims of bullying were more depressed and at higher risk of self-harm than children who did not experience such bullying perpetration or victimization (Murayama et al, 2015).…”

“…In a survey of 4,936 fourth through ninth graders in Japan by Murayama et al (2015), approximately 10% of children reported being involved in bullying perpetration or victimization at least once a week. This study also found that children who were victims of bullying were more depressed and at higher risk of self-harm than children who did not experience such bullying perpetration or victimization (Murayama et al, 2015). Overall, peer stress resulting from bullying or peer victimization covaries with students’ mental health and well-being (Casper & Card, 2017).…”

Maternal Decentering and Child Maladjustment: A Mediated Maternal Psychological Distress and Parenting Model

“…Regarding children's antisocial behaviors, positive parenting was found to predict fewer conduct problems in children with attention-de cit/hyperactivity disorder [8]. Furthermore, based on Japanese parental reports (n = 7,354), positive parenting (e.g., support) has been negatively associated with children's bullying perpetration, whereas negative parenting (e.g., harsh discipline) has been positively associated with children's bullying victimization [9]. Therefore, interventions aimed at improving parenting practices may have a positive impact on child psychosocial adjustment.…”

Psychometric Validation of the Japanese Version of the Child and Adolescent Social Support Scale (CASSS) in Early Adolescents1,2

“…A main cause of suicide among adolescents has been identified as health problems related to depression, followed by school problems related to peer relationships (National Police Agency, 2019). In addition, the negative association between student mental health and social support from the community was evidenced in the results of a large cross‐sectional survey in Japan (Murayama et al, 2016). Coincidentally, the importance of school‐wide preventive interventions to enhance peer bonding has been emphasized (Rimm‐Kaufman & Hulleman, 2015; Shinkawa, Nihei, Kaneyama, & Tomiie, 2019).…”

“…Since most of the scale items correspond to emotional support, the comprehensiveness of the content is questionable. Although Shimada (1996) and Murayama et al (2016) have provided convenient measure of perceived social support that consists of at least three types of support (i.e., emotional, tangible, and informational), the number of items corresponding to each type is too limited to assess by the content of support. Hosoda and Tajima (2009) assessed how often children and adolescents received social support from each of the four sources (i.e., father, mother, friend, and teacher), using a sufficient number of items corresponding to three support types.…”