Parenting Practices, Children’s Peer Relationships and Being Bullied at School

Healy, Karyn L.; Sanders, Matthew R.; Iyer, Aarti

doi:10.1007/s10826-013-9820-4

Cited by 48 publications

(41 citation statements)

References 56 publications

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“…Interventions should also consider the inclusion of strategies intended to improve family communication to help children and adolescents to socialize positively in other spaces, such as the school 41 . Additionally, family bonds and the relationship with the community can be enhanced by public policies and territorial base programs.…”

Section: Discussionmentioning

confidence: 99%

“…Moderate F* Bowes et al 10 Foster e Brooks-Gunn 34 Lereya e Wolke 40 Low e Espelage 25 Moon et al 23 Yang et al 28 Barboza et al 20 Bayraktar 37 Bowes et al 27 Cuervo et al 22 Healy et al 41 Lepisto et al 19 Kokkinos 38 Magklara et al 29 Murray-Harvey e Slee 39 Papadaki e Giovazolias 42 Pinheiro e Williams 33 Povedano et al 24 Romaní e Gutiérrez 30 Romaní et al 31 Sentenac et al 13 Sevda e Sevim 32 Teisl et al 35 Totura et al 36 Uribe et al…”

Section: Strongmentioning

confidence: 99%

See 1 more Smart Citation

Saúde do escolar: uma revisão integrativa sobre família e bullying

Oliveira

Silva

Sampaio

et al. 2017

Ciênc. saúde coletiva

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Section: Discussionmentioning

confidence: 99%

Section: Strongmentioning

confidence: 99%

Saúde do escolar: uma revisão integrativa sobre família e bullying

Oliveira

Silva

Sampaio

et al. 2017

Ciênc. saúde coletiva

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“…Compared to victims of bullying, children who were not bullied reported a greater level of parenting that supports the development of social skills and healthy peer relationships (Healy, Sanders, & Iyer, 2013). In a recent randomized controlled trial of the Resilience Triple P intervention for bullied children, families receiving the intervention (combining facilitative parenting and social skills training for children with parents present for all eight sessions) showed greater improvements than families in the assessment control condition on multiple outcome measures, including overt aggression towards peers, overt victimization, internalizing feelings, and depressive symptoms (Healy & Sanders, 2015). This suggests that coaching parents to be more effective and facilitating in the way they interact with their children can be a promising avenue to intervene with bullying behaviors.…”

Section: Parenting Styles and Involvement In Bullying Behaviorsmentioning

confidence: 99%

Bullying Perpetration and Victimization as Externalizing and Internalizing Pathways: A Retrospective Study Linking Parenting Styles and Self-Esteem to Depression, Alcohol Use, and Alcohol-Related Problems

Luk

Patock‐Peckham

Medina

et al. 2016

Substance Use & Misuse

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Emerging research suggests significant positive associations between bullying and substance use behaviors. However, these studies typically focused either on the link between substance use and bullying perpetration or victimization, and few have conceptualized bullying perpetration and/or victimization as mediators. In this study, we simultaneously tested past bullying perpetration and victimization as mediational pathways from retrospective report of parenting styles and global self-esteem to current depressive symptoms, alcohol use and alcohol-related problems. Data were collected from a college sample of 419 drinkers. Mediation effects were conducted using a bias-corrected bootstrap technique in structural equation modeling. Two-path mediation analyses indicated that mother and father authoritativeness were protective against bully victimization and depression through higher self-esteem. Conversely, having a permissive or authoritarian mother was positively linked to bullying perpetration, which in turn was associated with increased alcohol use, and to a lesser degree, more alcohol-related problems. Mother authoritarianism was associated with alcohol-related problems through depressive symptoms. Three-path mediation analyses suggested a trend in which individuals with higher self-esteem were less likely to report alcohol-related problems through lower levels of bullying victimization and depression. Results suggested that bullying perpetration and victimization may respectively serve as externalizing and internalizing pathways through which parenting styles and self-esteem are linked to depression and alcohol-related outcomes. The present study identified multiple modifiable precursors of, and mediational pathways to, alcohol-related problems which could guide the development and implementation of prevention programs targeting problematic alcohol use.

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“…Within the school environment, Farmer et al's (2011) metaphor of the invisible hand could also be applied encouraging teachers to guide and reinforce social interactions and opportunities. In addition, family-based interventions indicated by Healy et al (2015) could also be used to scaffold and support skills and strategies to improve a child's friendships and coaching social problem-solving. Furthermore, as described in the current study, participation in activities of interest outside of school may also provide opportunities to form friendships with like-minded peers as well as provide access to older children and adults.…”

Section: Difficult Peer Relationshipsmentioning

confidence: 99%

“…Lastly, there should be adequate adult-to-child supervision rates especially in the older primary school years where the incidence of bullying tends to escalate (Peterson & Ray, 2006) Steps to buffer against bullying at home are found in the key findings of the research of Healy et al (2015), whereby facilitative parenting could be used as an intervention for children susceptible to bullying.…”

mentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Parenting Practices, Children’s Peer Relationships and Being Bullied at School

Abstract: This is a repository copy of Parenting practices, children's peer relationships and being bullied at school.

Cited by 48 publications

References 56 publications

Saúde do escolar: uma revisão integrativa sobre família e bullying

Saúde do escolar: uma revisão integrativa sobre família e bullying

Bullying Perpetration and Victimization as Externalizing and Internalizing Pathways: A Retrospective Study Linking Parenting Styles and Self-Esteem to Depression, Alcohol Use, and Alcohol-Related Problems

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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