Examining Pathways between Bully Victimization, Depression, &amp; School Belonging Among Early Adolescents

Davis, Jordan P.; Merrin, Gabriel J.; Ingram, Katherine M.; Espelage, Dorothy L.; Valido, Alberto; Sheikh, America J. El

doi:10.1007/s10826-019-01340-9

Cited by 46 publications

(66 citation statements)

References 78 publications

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“…Owing to its negative effects on academic and socioemotional development (Vaillancourt et al, 2013;Werth et al, 2015;Graham, 2016), bullying has become an important health issue in schoolaged adolescents (Modecki et al, 2014;Davis et al, 2019). Bullying is defined as repetitive and intentionally aggressive behavior against defenseless victims (Olweus, 1993;Camodeca et al, 2002;Volk et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

et al. 2020

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The relationships among character strengths (forgiveness and gratitude), happiness, and prosocial bystander behavior in bullying were analyzed. The sample includes 500 (early adolescents) and 500 (middle adolescents) of both genders, between 12 and 18 years old (M age = 14.70, SD = 1.58). Two structural equation models were calculated. Results of the first model indicated that forgiveness, gratitude, and happiness had a direct positive relation with prosocial bystander behavior. Furthermore, human strengths were indirectly related to prosocial behavior in bullying for this effect in happiness. The second model showed that prosocial bystander behavior had a positive effect on human strengths and happiness. Multigroup analyses indicated that gender and stage of adolescence did not moderate the relations found in the model. Overall findings suggest a reciprocal relationship between character strengths, happiness, and prosocial bystander behavior.

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Section: Introductionmentioning

confidence: 99%

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

et al. 2020

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“…Así, mayores puntuaciones de victimización por acoso psicológico se relacionaron de manera positiva con la sintomatología emocional, y ésta se asoció también de manera positiva con el desajuste escolar, lo que, a su vez, predijo menores puntuaciones de sentido de pertenencia escolar. Esto es, el modelo sugiere que la experiencia de victimización se traduce en una sintomatología emocional negativa, que a su vez afecta de manera negativa al ajuste escolar de los adolescentes, que en última instancia reportarán un menor sentimiento de pertenencia escolar, pudiendo a su vez favorecer la cronicidad de la situación de victimización y agravar las consecuencias del mismo (Davis et al, 2019). Nuestros resultados confirman estudios previos que relacionaron la victimización por acoso escolar con un menor sentido de pertenencia escolar (Duggins et al, 2016;O'Brennan & Furlong, 2010), así como de ajuste psicológico (Dawes, Chen, Farmer, & Hamm, 2017).…”

Section: Discussionunclassified

“…El sentido de pertenencia escolar se asocia con mayor preocupación y respeto hacia los iguales y los profesores, mayor aceptación hacia aquellos que no pertenecen al grupo de iguales, y más comportamientos altruistas y prosociales (Watson, Battistich, & Solomon, 1998). Pero también según este modelo podría considerarse que el sentido de pertenencia puede amortiguar las consecuencias del acoso escolar sobre las víctimas, particularmente a largo plazo (Davis et al, 2019). Todo ello redundaría en la mejora de la efectividad de los programas de intervención frente al acoso escolar (Polanin, Ewspelage, & Pigott, 2012), y en el desarrollo de un clima escolar incompatible con el desarrollo de conductas violentas entre los alumnos (Meehan, Hughes, & Cavell, 2003;Reddy, Rhodes, & Mulhal, 2003).…”

Section: Discussionunclassified

El efecto mediador del ajuste psicológico en la relación entre la victimización por acoso escolar y el sentido de pertenencia escolar

Sanmarco¹,

Bolívar²,

Martinez³

et al. 2020

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Desde el ámbito educativo, el sentido de pertenencia escolar ha suscitado el interés de los investigadores, por su influencia en el rendimiento y el éxito académico, y más recientemente, se ha asociado con la salud mental, el bienestar social y el ajuste psicológico de los adolescentes. Sin embargo, es escaso el conocimiento de la relación entre los procesos de victimización por acoso escolar, el sentido de pertenencia y el papel mediador que puede desempeñar el ajuste psicológico. Es por ello que nos planteamos este estudio, en el que participaron 140 adolescentes con edades entre 12 y 16 años, a los que se les aplicó una batería de medidas de acoso escolar, ajuste psicológico y pertenencia escolar. Los resultados confirmaron un modelo de ecuaciones estructurales, en el que el factor de victimización por acoso psicológico predice el sentido de pertenencia escolar de manera directa e indirecta, a través del ajuste psicológico (indicadores de alteraciones emocionales y de ajuste escolar). Ni la exclusión ni el acoso relacional mostraron efectos directos o indirectos sobre el sentido de pertenencia. Atendiendo a las limitaciones del estudio, se discute la importancia de fomentar el sentido de pertenencia en la escuela como un factor protector frente al acoso escolar.

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“…In addition to strain and stress theories discussed above; Agnew et al (2002) argued that the effects of multiple types of strain are the best predictors of behavioral health outcomes, including alcohol and illicit drug use (Ganem, 2010). Some theorists have taken this proposition and expanded it into Poly‐victimization Theory (Davis, Merrin et al, 2019; Finkelhor, Ormrod, & Turner, 2007; Turner, Finkelhor, & Ormrod, 2010). The literature on victimization has generally moved away from a sole focus on differences in outcomes by single victimization type and has, instead, identified that exposure to multiple episodes, or different types of victimization, over time (i.e., poly‐victimization ) as a more important risk factor for behavioral health outcomes such as substance use.…”

Section: Theoretical and Empirical Evidence Linking Verbal Aggressionmentioning

confidence: 99%

Effects of homophobic name‐calling and verbal sexual harassment on substance use among young adults

Davis

Tucker

Dunbar

et al. 2020

Aggressive Behavior

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Verbal aggression victimization, such as homophobic name‐calling, has been linked to heavier substance use among young people, but little longitudinal research has examined how different types of victimization may affect substance use or whether certain psychosocial factors moderate these risks. In a diverse cohort (N = 2,663), latent transition analysis was used to model heterogeneity in victimization (age 19) and substance use (age 20). Four victimization (high victimization, homophobic name‐calling only, verbal sexual harassment only, and low victimization) and three substance use (poly‐substance use, alcohol, and cannabis only, low all) classes were identified. The high victimization and homophobic name‐calling only classes had the highest probabilities of transitioning into the poly‐substance use class, and the high victimization class had the highest probability of transitioning into the alcohol and cannabis only class. The probability of transitioning into the low all substance use class was highest in the low victimization class and lowest in the high victimization class. For the high victimization class, greater depressive symptoms increased the odds, and better peer relationship quality decreased the odds, of transitioning into the poly‐substance use and alcohol and cannabis only classes. For the homophobic name‐calling only class, greater depressive symptoms increased the odds of transitioning into the poly‐substance use class. Homophobic name‐calling, alone or in combination with verbal sexual harassment, is a risk factor for escalating substance use in young adulthood, especially among victims with depressive symptoms.

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Examining Pathways between Bully Victimization, Depression, & School Belonging Among Early Adolescents

Cited by 46 publications

References 78 publications

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying

El efecto mediador del ajuste psicológico en la relación entre la victimización por acoso escolar y el sentido de pertenencia escolar

Effects of homophobic name‐calling and verbal sexual harassment on substance use among young adults

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