Income Inequality and School Bullying: Multilevel Study of Adolescents in 37 Countries

Elgar, Frank J.; Craig, Wendy; Boyce, William; Morgan, Antony; Vella-Zarb, Rachel A

doi:10.1016/j.jadohealth.2009.04.004

Cited by 200 publications

(180 citation statements)

References 31 publications

Supporting

Mentioning

170

Contrasting

Unclassified

Order By: Relevance

“…This highlights the common nature of peer victimisation and discrimination. Thus, the results here add to the observations that in egalitarian societies peer victimisation is less frequent (Elgar, Craig, Boyce, Morgan & Vella-Zarb, 2009). …”

Section: Patterns Of Adjustment To Social Victimisationsupporting

confidence: 82%

Resilience in the face of peer victimisation and discrimination: The who, when and why in five patterns of adjustment

Freitas

Coimbra

Marturano

et al. 2017

Journal of Adolescence

View full text Add to dashboard Cite

Victimisation has a negative effect on psychosocial functioning. Based on the resilience theory, and with a sample of 2,975 Portuguese students, the present study aims to: i) identify patterns of adjustment in the face of peer victimisation and perceptions of discrimination; ii) explore the association between the patterns of adjustment and the characteristics of participants (the who) and of the victimisation (the when and why). Cluster analysis revealed five patterns of adjustment: Unchallenged; Externally Maladjusted; Internally Maladjusted; Resilient, and At-Risk. The results suggest that there is no complete resilience in the face of social victimisation. Group differences were found regarding: i) gender, type of course, sexual orientation, ethnicity, nationality, parental educational level and religious beliefs; ii) the age at which peer victimisation was more frequent, and; iii) the motives underlying discrimination. Globally considered, peer victimisation is representative of the wider cultural environment and interventions should also target social prejudices.

show abstract

Section: Patterns Of Adjustment To Social Victimisationsupporting

confidence: 82%

Resilience in the face of peer victimisation and discrimination: The who, when and why in five patterns of adjustment

Freitas

Coimbra

Marturano

et al. 2017

Journal of Adolescence

View full text Add to dashboard Cite

show abstract

“…There is emerging research showing a strong association between the level of bullying and other forms of interpersonal aggression among children and youth with the level of income inequity for a municipality (Chaux et al 2009) and for a country (Elgar et al 2009). In their research on national levels of income inequity, Wilkinson and Pickett (2009) illustrate the strong association between national levels of income inequities and indices of IPV.…”

Section: What Develops?mentioning

confidence: 99%

The Development of Dating Violence: What Doesn’t Develop, What Does Develop, How Does it Develop, and What Can We Do About It?

Pepler

2012

Prev Sci

View full text Add to dashboard Cite

Before starting this commentary, I need to put my biases on the table: I believe that healthy development depends on healthy relationships. This is the central tenet of our national network -Promoting Relationships and Eliminating Violence Network (PREVNet). In considering intimate partner violence (IPV), therefore, I am predisposed to look at how these maladaptive relationship styles develop, what role relationships play in guiding youths onto troubled pathways and, conversely, what role relationships can play in diverting youths onto healthy development and relationship pathways. This set of papers provides a strong foundation for considering the development of dating aggression, as well as the mechanisms that might underlie the development and maintenance of aggression in intimate relationships. With this developmental perspective, we can also consider potential strategies to prevent and intervene to move youths off this troubled pathway and onto a healthy relationship pathway. What Doesn't Develop?The collection of papers in this Special Section provides important pieces in the puzzle of how youths come to a point where they use aggression in their intimate relationships. Langhinrichsen-Rohling and Turner (2012), who report on an intervention for teen mothers, provide a good starting point in our consideration of what critical relationship capacities do not develop by reviewing six characteristics of respectful nonviolent relationships as identified by the Centers for Disease Control and Prevention (CDC 2008). These are: (a) belief in nonviolent conflict resolution; (b) effective communication skills; (c) ability to negotiate and adjust to stress; (d) belief in partner's right to autonomy; (e) shared decision-making; and (f) trust. We can hypothesize that youths who engage in intimate partner violence fail to develop an understanding of, and capacity for, these elements of healthy relationships. Langhinrichsen-Rohling and Turner note that a reduced understanding of what constitutes a healthy intimate relationship has been associated with experiencing IPV. Consistent with this perspective of IPV as a problem with development, Chiodo et al. (2012) found that delinquency and sexual harassment perpetration predicted membership in a group characterized by mutual intimate partner violence. Although delinquency is different than IPV, youths who are delinquent may fail to consider the consequences of their behaviors on others and fall short in non-violent conflict resolution.Ehrensaft and Cohen (2012) point to the lack of development in self-regulation for youths who are both antisocial and engage in IPV. Within the brain, a lack of development of self-regulation implies less capacity for executive functioning, cold cognition, and effective social problem solving. This lack of neural regulation is reflected in impulsive, uninhibited and difficult social behavior. In our observations, we found that aggressive youths' behaviors were unpredictable: They were more likely to engage in "mixed" behaviors -one moment they w...

show abstract

“…Responses to each question could be: 'I have not bullied another pupil (/been bullied) in the past couple of months' (1), 'it has happened once or twice' (2), '2 or 3 times a month' (3), 'about once a week' (4), 'several times a week' (5). These questions were preceded by a definition of bullying (Olweus, 1996) which has been well-used and validated in empirical studies in multiple countries (Due et al, 2005;Elgar, Craig, Boyce, Morgan, & Vella-Zarb, 2009). Reports of two/three or more experiences of bullying (perpetrator or victim) a month have been considered chronic bullying (Dube et al, 2009;Harel-Fisch et al, 2011).…”

Section: Bullying Others and Being Bulliedmentioning

confidence: 99%

Adolescents at Risk

2016

Innocenti Working Papers

View full text Add to dashboard Cite

Income Inequality and School Bullying: Multilevel Study of Adolescents in 37 Countries

Cited by 200 publications

References 31 publications

Resilience in the face of peer victimisation and discrimination: The who, when and why in five patterns of adjustment

Resilience in the face of peer victimisation and discrimination: The who, when and why in five patterns of adjustment

The Development of Dating Violence: What Doesn’t Develop, What Does Develop, How Does it Develop, and What Can We Do About It?

Adolescents at Risk

Contact Info

Product

Resources

About