Longitudinal examination of the associations between emotional dysregulation, coping responses to peer provocation, and victimisation in children

Spence, Susan H.; Young, Alexandra De; Toon, Carolyn; Bond, Suzanne I.

doi:10.1080/00049530802259076

Cited by 51 publications

(38 citation statements)

References 39 publications

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“…Their mean scores, which differed significantly from males at pre-test, were the same as the male responses at post-test (see Table 3). This finding is in accord with the results obtained by Koegl et al (2008) and Pahl and Barrett (2010), who also found males and females respond differently to the same program; and that males and females employ different coping responses and experience various emotions in relation to bullying (Frydenberg & Lewis, 2000;Naylor et al, 2001;Spence et al, 2009). Based on these results at post-test, females compared to males showed a decrease in irrational evaluations and negative emotions to bullying vignettes.…”

Section: Femalesupporting

confidence: 94%

“…For the purpose of this study, coping represents the cognitive, behavioural, and emotional efforts undertaken by children to manage bullying, with the goal of successful adaptation to these challenging experiences. In a study conducted by Spence, Young, Toon, and Bond (2009), the results suggest high levels of victimisation are associated with emotional dysregulation of anger and sadness. Furthermore, research suggests strengthening coping responses through educational interventions is associated with children's greater ability to deal with bullying (e.g., Cross et al, 2011).…”

Section: Figures Provided By Kids Helpmentioning

confidence: 87%

“…Children were limited in the amount of time to practise the skills taught in the Bullying: The Power to Cope program. Long-term follow-up of children would allow for a better assessment of program efficacy and skill sustainability (Spence et al, 2009). …”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Markopoulos

Bernard

2015

J. relat. res.

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This study evaluated the Bullying: The Power to Cope program (Bernard, 2012), which is designed to teach children the ideas espoused in the practice of rational emotive behaviour therapy (REBT) to employ in response to bullying. Self-report data were collected at pre-and post-test of children's cognitive, behavioural, and emotional coping responses to four written bullying vignettes. At pre-test, children's personal qualities of intrinsic resiliency were also measured. The sample consisted of 139 participants in Melbourne, Australia (n = 80 in the experimental group and n = 59 in the control group), aged from 10 to 14 years. Results indicated children in the experimental group improved in cognitive and emotional coping responses relative to children in the control group. Females showed greater improvement than males in coping responses to bullying as a consequence of the intervention. Entering levels of intrinsic resiliency did not moderate the effects of the intervention program on children's coping responses. The cognitive and emotional coping responses of females to bullying vignettes (pre-test) were significantly more negative and emotionally intense than males. The implications of these findings are discussed, as well as limitations and directions for future research.

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Section: Femalesupporting

confidence: 94%

Section: Figures Provided By Kids Helpmentioning

confidence: 87%

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Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Markopoulos

Bernard

2015

J. relat. res.

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“…Youth who have difficulty managing their emotions are more likely to be targeted as bully victims and are overrepresented in aggression groups (Schwartz, 2000;Spence, De Young, Toon, & Bond, 2009). Emotional dysregulation among early adolescence often includes youth acting impulsively, which is then associated with an increase in aggression and victimization McMahon et al, 2013).…”

Section: Emotion Regulationmentioning

confidence: 99%

Espelage

Low

Polanin

et al. 2015

Journal of Applied Developmental Psychology

116

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“…4 1993), lash out angrily with unskilled aggression when provoked (Perry, Perry, & Kennedy, 1992), which also results in worsening victimization over time (Spence, De Young, Toon, & Bond, 2009). Hence for both passive and provocative victims of bullying, strong emotional reactions can inadvertently reinforce a chronic pattern of victimization over time.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Randomized Controlled Trial of a Family Intervention for Children Bullied by Peers

Healy

Sanders

2014

Behavior Therapy

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This study examined the effects of a family intervention on victimization and emotional distress of children bullied by peers. The intervention, Resilience Triple P, combined facilitative parenting and teaching children social and emotional skills relevant to developing strong peer relationships and addressing problems with peers. Facilitative parenting is parenting which supports the development of children's peer relationship skills. A randomized controlled trial was conducted with 111 families who reported chronic bullying of children aged six to 12 years. Families were randomly allocated to either an immediate start to Resilience Triple P (RTP) or an assessment control (AC) condition. Assessments involving children, parents, teachers and observational measures were conducted at 0 (pre), 3(post) and 9 months follow-up. RTP families had significantly greater improvements than AC families on measures of victimization, child distress, child peer and family relationships, Key words: school bullying, facilitative parenting, family intervention, controlled trial, victim A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT3 Randomized Controlled Trial of a Family Intervention for Children Bullied by PeersBullying is hurtful behavior which is typically repeated (Olweus, 1993). It can take physical, verbal and relational forms (e.g. deliberate exclusion) and can be carried out in person or through technology. Children who bully do not distribute their aggressive behavior evenly across all available peers; they selectively target a minority of 10% of children (Perry, Kusel & Perry, 1988). For this targeted minority, victimization tends to be quite stable throughout primary school (Boulton & Smith, 1994), and across the transition into middle or high school (Paul & Cillessen, 2003), resulting in the same children being victimized over many years. Bullying in primary school has serious mental health consequences for victims including higher rates of internalizing problems two years later (Arseneault et al., 2008), higher rates of self-harm and psychotic problems by 12 years of age (Fisher et al., 2012;Schreier et al., 2009) and increased incidence of depression and psychiatric problems in early adulthood and up to 32 years later (Sourander et al. 2007;Farrington, Loeber, Stallings, & Ttofi, 2011), after controlling for early adjustment and family factors.There is evidence that children who are bullied demonstrate social behavior which can attract more bullying over time. Poor social competence is one of the strongest predictors for being bullied (Cook, Williams, Guerra, Kim & Sadek, 2010). Children who are bullied have fewer friends than other students, which places them at greater risk of ongoing victimization (Fox & Boulton, 2006). Being emotionally reactive is also a risk factor for victimization. The majority of bullied children act as "passive victims", who demonstrate "internalizing" behaviors of submissiveness, depression and anxiety which act as both risk factors and consequences of bullying, resultin...

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Longitudinal examination of the associations between emotional dysregulation, coping responses to peer provocation, and victimisation in children

Cited by 51 publications

References 39 publications

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Clinical trial of Second Step© middle-school program: Impact on aggression & victimization

Randomized Controlled Trial of a Family Intervention for Children Bullied by Peers

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