Do episodes of peer victimization trigger physical injury? A case-crossover study of Swedish school children

Engström, Karin; Hallqvist, Johan; Möller, Jette; Laflamme, Lucie

doi:10.1080/14034940410028253

Cited by 12 publications

(8 citation statements)

References 22 publications

(31 reference statements)

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“…A Swedish study (Engström et al 2005) has shown that victimization by peers at school considerably increased the risk of being directly afterwards involved in accident causing serious injuries and requiring hospital care.…”

Section: Safetymentioning

confidence: 97%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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Section: Safetymentioning

confidence: 97%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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“…Children bullied at school typically experience anxiety, depression (10) , loneliness, rejection, low self-esteem (9) , injuries (11) , and take medicine more frequently than their non-bullied peers (12) . Deliberate self-harm has been associated with bullying victims of both genders (13,14) , but the literature disputes whether the risk for self-harm by bullied individuals is greater among boys (14) or among girls (13) .…”

Section: Introductionmentioning

confidence: 99%

Bullying in middle school: results from a 2008 survey

Pergolizzi¹,

Pergolizzi

Gan³

et al. 2011

International Journal of Adolescent Medicine and Health

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A survey conducted in 2008 among 346 American middle school students in several cities determined that 82.7 % of respondents found bullying to be a problem of some degree, with 46.0 % rating it a " medium " , " bad " , or " very bad " problem. It was found that 89 % had witnessed an act of bullying and 49.1 % said they had been the victim of a bully. Boys were signifi cantly more likely than girls to say that a victim deserved to be bullied (11.1 % vs. 1.3 % , p = 0.01), whereas girls were signifi cantly more likely than boys to fail to intervene because they did not know what to do (30.3 % for girls vs. 11.1 % , p < 0.01). There was no signifi cant difference in this study between boys and girls in terms of being a bully: 43.6 % admitted they had bullied another (46.2 % boys, 41.1 % girls, p = 0.34); however, girls were signifi cantly more likely than boys to bully by excluding others and gossiping about them than by hitting, teasing, or threatening. Cyberbullying, surveyed as a distinct entity, had affected 31.1 % of respondents directly, with similar results from 2006 to 2007 surveys. Of those who found conventional bullying a " bad " or " very bad " problem at their schools, numbers fell from 17.3 % in 2006 -2007 vs. 11.3 % in 2008.

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“…Earlier studies, performed among both young people and adults, show that emotional stress influences the risk of being injured. In a study among children aged 10–15 we have established that different kinds of emotional states, caused by peer victimization as well as perceived school failure have the potential to trigger unintentional injuries [ 12 - 15 ]. Another study has shown that although anger is strongly related to intentional injuries among adult men and women it does not seem to have the same impact on fall injuries [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Emotional stress as a trigger of falls leading to hip or pelvic fracture. Results from the ToFa study – a case-crossover study among elderly people in Stockholm, Sweden

et al. 2009

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Do episodes of peer victimization trigger physical injury? A case-crossover study of Swedish school children

Abstract: Peer victimization may trigger the occurrence of unintentional injuries in childhood and the effect is short lasting. The results need to be replicated and special attention should be given to separating lesson time from break time to avoid confounding by time of day.

Cited by 12 publications

References 22 publications

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Bullying in middle school: results from a 2008 survey

Emotional stress as a trigger of falls leading to hip or pelvic fracture. Results from the ToFa study – a case-crossover study among elderly people in Stockholm, Sweden

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