Health-Related Quality of Life and Mental Health of Adolescents Involved in School Bullying and Homophobic Verbal Content Bullying

Abstract

Bullying has been traditionally related to a significant reduction in well-being and Health-Related Quality of Life (HRQoL) of adolescents. This negative impact on HRQoL seems to be modulated by the developed role in bullying (uninvolved, bully, victim or bully-victim). However, no studies have identified if these negative results are the same when other types of bullying, such as homophobic bullying, are evaluated. The main aim of the present study was to analyze the prevalence of different roles of bullying and homophobic bullying and the relationship between these roles in both types of bullying with HRQoL, depression and anxiety levels in a sample of 1723 Spanish adolescents. Although results exhibited lower prevalence of homophobic bullying roles when compared to traditionally bullying in general, in the case of victims, the prevalence was high in the case of homophobic bullying. When differences between roles in HRQoL, depression and anxiety were evaluated, in both types of bullying, uninvolved adolescents showed the best results and bully-victim adolescents the worst. The obtained results suppose an improvement in the understanding of the negative effects of different types of bullying on HRQoL and mental health in adolescents. Future research could advance in this comprehension, analyzing possible differences with other types of bullying, such as cyberbullying.

Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

“…Victims of bullying are found to internalize their problems, they tend to have poor social skills, a tendency to isolate themselves [ 18 ], have low self-esteem, frustration, suicidal thoughts [ 17 , 20 , 21 , 22 ], and report greater defenselessness [ 23 ]. According to different studies, cyberaggressors display a lack of empathy, and a dependence on technologies and truancy [ 24 ]; in a high percentage of the cases, the perpetrator was known by the victim [ 25 ]; and individuals with disabilities were particularly at risk for cyberbullying [ 26 ].…”

“…The importance of EI in the educational field has been highlighted by various scientific studies. Based on research, it is evident that high levels of EI are related to greater self-esteem and leadership [ 47 ]; better prosocial behaviors [ 32 , 48 ]; social interaction and emotional regulation [ 49 ]; fewer disruptive behaviors and less school absenteeism [ 42 ]; better adaptation in the classroom, greater interpersonal sensitivity and empathy [ 32 ]; lower anxiety, rumination, and depression levels; higher levels of coping with problems; lower levels of suicidal ideation and suicidal attempts [ 22 , 32 ]; lower impulsive actions and aggressive temperament [ 50 ]; and better socio-academic adjustment in relation to academic performance [ 51 ].…”

Preventing Violence toward Sexual and Cultural Diversity: The Role of a Queering Sex Education

“…It produces discourses in which the sexual desire of women is absent [ 27 ] and the virgin/whore binary is transmitted [ 28 , 29 ]. In fact, LGBTIQ-inclusive sex education is not available to most young people [ 30 , 31 , 32 , 33 , 34 , 35 ], which has significant consequences for the well-being and safety of sexually diverse students at school [ 23 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ].…”

Prevalencia e influencia de la violencia homofóbica sobre la sintomatología depresiva y el nivel de autoestima

“…Asimismo, desde este marco es importante tener en cuenta que la victimización por motivos de orientación sexual supone gran sufrimiento y consecuencias negativas sobre la salud mental de las personas afectadas (Albaladejo-Blázquez et al, 2019;D'haese et al, 2016;FELGTB, 2012). Diversos estudios revelan que estas experiencias discriminatorias y de hostigamiento están relacionadas con la presencia de síntomas de depresión (Marchueta, 2014;Teasdale y Bradley-Engen, 2010), baja autoestima (Huebner, Rebchook y Kegeles, 2004;Marchueta, 2014), consumo/abuso de sustancias (Lehavot y Simoni, 2011) e ideación y /o conducta suicida (Teasdale y Bradley-Engen, 2010).…”