Influence of Family Therapy on Bullying Behaviour, Cortisol Secretion, Anger, and Quality of Life in Bullying Male Adolescents: A Randomized, Prospective, Controlled Study

Nickel, Marius; Muehlbacher, Moritz; Kaplan, Patrick; Krawczyk, Jakub; Buschmann, Wiebke; Kettler, Christian; Rother, Nadine; Egger, Christoph; Rother, Wolfhardt K.; Loew, Thomas H.; Nickel, Cerstin

doi:10.1177/070674370605100604

Cited by 33 publications

(16 citation statements)

References 32 publications

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“…Child maltreatment and aggression use have both been linked to low cortisol in previous studies [e.g. Bremner and Vermetten, 2001;DeBellis and Putnam, 1994;McBurnett et al, 2000;Nickel et al, 2006;Pajer et al, 2001]. Another issue with the Kliewer study was that the range of time for the home morning samples was 7 hours and 15 minutes.…”

Section: Discussionmentioning

confidence: 97%

“…Specifically, this study controls for child maltreatment [e.g. Cicchetti and Rogosch, 2001], foster care placement [Dozier et al, 2006], aggression [McBurnett et al, 2000;Nickel et al, 2006;Pajer et al, 2001], psychotropic medication [e.g. Hibel et al, 2007;Tucker et al, 2004], oral contraception use [Adam, 2006;Kirschbaum et al, 1995], sex [Rosmalen et al, 2005], age [Kudielka et al, 2004;Rosmalen et al, 2005], pubertal status [Adam, 2006;Netherton et al, 2004;Rosmalen et al, 2005], depression [e.g.…”

Section: Introductionmentioning

confidence: 99%

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Variation in hypothalamic–pituitary–adrenal axis activity among bullied and non‐bullied children

Vaillancourt

Duku

deCatanzaro

et al. 2007

Aggressive Behavior

133

100

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We examined the relationship between being bullied during childhood and activity of the hypothalamic-pituitary-adrenal (HPA) axis as assessed through repeated measures of salivary cortisol. A non-clinical sample of 154 (74 boys) predominantly Caucasian middle-class 12-year-olds each provided detailed information about their experiences with bullying and six saliva samples were standardized across time and day. Children with a history of child maltreatment, diagnosed psychiatric illness, foster care placement, medication use (psychotropic and oral contraception) and aggression directed toward peers and/or family members were excluded. Using multilevel regression and applying orthogonal polynomial contrasts to model the observed circadian pattern in the data, we found that occasional and frequent verbal peer victimization was associated with hyposecretion of cortisol when controlling for sex, pubertal status, age, depression and anxiety. This relation, however, was moderated by sex. For boys, occasional exposure was associated with higher cortisol levels, whereas for girls exposure was associated with lower cortisol levels. The present study highlights the need to consider the plight of peer-victimized children seriously, as it is associated with alterations to the HPA axis that affect males and females differently, and likely diminishes a person's ability to cope with stress, possibly placing them at risk for psychopathology and ill health.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Variation in hypothalamic–pituitary–adrenal axis activity among bullied and non‐bullied children

Vaillancourt

Duku

deCatanzaro

et al. 2007

Aggressive Behavior

133

100

View full text Add to dashboard Cite

show abstract

“…In another study conducted with male students who engaged in bullying behavior, short-term strategic family therapy was conducted [40]. The anger and health behavior related to quality of life of male adolescents who engage in bullying were tried to be changed.…”

Section: Group Studies Toward Intervening In Peer Bullying and Their mentioning

confidence: 99%

Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

Gökkaya¹

2017

Child and Adolescent Mental Health

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Students face few problems in schools. Some of these conlicts may be deined with the bullying concept. The concept of bullying is deined as "to repetitively expose a student/ students to negative efects of another student or students." "Negative efects" includes students geting disturbed as well as geting hurt from the same kind of negative behavior; it also may be done by atempting to hurt someone, deliberately harming someone verbally or physically. Bullying behavior should include an "inequivalent power" between opponents and this needs to be "permanent" and "intentional." Bullying at school afects lots of students around the schools who witness bullying behavior in diferent dimensions; thus, it is an important problem that needs to be prevented. While some of the studies encompass interventions toward the whole school system, some studies were conducted by determining separate groups and working on those. In this paper, irst, some whole school approach-based prevention programs and the efectiveness of these programs and then intervention programs for groups, which are provided to reduce and intervene bullying, will be explained. Second, cognitive behavioral therapy and its use in preventing bullying will be briely explained. Finally, the context of a cognitive-behavioral based peer bullying intervention program.

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“…BSFT, relative to supportive listening, reduced bullying and state/trait anger while it improved mental health and social functioning in boys (Nickel, Muehlbacher, et al, 2006). …”

Section: Tablementioning

confidence: 99%

Taking Brief Strategic Family Therapy from Bench to Trench: Evidence Generation Across Translational Phases

2016

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In this article, we review the research evidence generated over 40 years on Brief Strategic Family Therapy illustrating the NIH stages of intervention development and highlighting the translational process. Basic research (Stage 0) led to the discovery of the characteristics of the population and the nature of the problems that needed to be addressed. This step informed the selection of an intervention model that addressed the problems presented by the population, but in a fashion that was congruent with the population's culture, defined in terms of its value orientations. From this basic research, an intervention that integrated structural and strategic elements was selected and refined through testing (Stage I). The second stage of translation (Stage II) included efficacy trials of a specialized engagement module that responded to challenges to the provision of services. It also included several other efficacy trials that documented the effects of the intervention, mostly in research settings or with research therapists. Stages III/IV in the translational process led to the testing of the effectiveness of the intervention in real-world settings with community therapists and some oversight from the developer. This work revealed that an implementation/organizational intervention was required to achieve fidelity and sustainability of the intervention in real-world settings. The work is currently in Stage V in which new model development led to an implementation intervention that can ensure fidelity and sustainability. Future research will evaluate the effectiveness of the current implementation model in increasing adoption, fidelity, and long-term sustainability in real-world settings.

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Influence of Family Therapy on Bullying Behaviour, Cortisol Secretion, Anger, and Quality of Life in Bullying Male Adolescents: A Randomized, Prospective, Controlled Study

Cited by 33 publications

References 32 publications

Variation in hypothalamic–pituitary–adrenal axis activity among bullied and non‐bullied children

Variation in hypothalamic–pituitary–adrenal axis activity among bullied and non‐bullied children

Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

Taking Brief Strategic Family Therapy from Bench to Trench: Evidence Generation Across Translational Phases

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