Peer victimization and depression in early–mid adolescence: A longitudinal study

Sweeting, Helen; Young, Robert; West, Patrick; Der, Geoff

doi:10.1348/000709905x49890

Cited by 220 publications

(185 citation statements)

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“…Other studies have shown that children with internalising and externalising problems are more likely to later become victims of bullying [8,22]. Hodges and Perry [22] and Sweeting et al [56] particularly concluded that associations between bullying and internalising and social problems were reciprocal. This was also suggested by Sourander et al [53] in a follow-up from childhood to adolescence.…”

Section: Introductionmentioning

confidence: 99%

Involvement in bullying and depression in a 2-year follow-up in middle adolescence

Kaltiala-Heino

Fröjd

Marttunen

2009

Eur Child Adolesc Psychiatry

175

137

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The main objective was to analyse whether involvement in bullying at school predicts depression, and whether depression predicts involvement in bullying in middle adolescence. A total of 2,070 15-year-old girls and boys in two Finnish cities were surveyed at ninth grade (age 15) at schools, and followed up 2 years later in the Adolescent Mental Health Cohort Study (AMHC). Depression was measured by a Finnish modification of the 13-item short Beck Depression Inventory. Involvement in bullying was elicited by three questions focusing on being a bully, being a victim to bullying, and being left alone by peers against one's wishes. Similar questions were posed at both time points. Statistical analyses were carried out using cross-tabulations with chi-square/Fisher's Exact Test statistics, and logistic regression. The results summarized that, both being a victim to bullying and being a bully predicted later depression among boys. Among girls, depression at T1 predicted victimisation at T2. Depression at T1 predicted experience of being left alone at T2 among both sexes. It was concluded that victimisation to bullying may be a traumatising event that results in depression. However, depression also predicts experience of victimisation and of being left alone against one's wishes. Depression may impair an adolescent's social skills and self-esteem so that the adolescent becomes victimised by peers. However, depression may also distort and adolescent's experiences of social interactions.

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Section: Introductionmentioning

confidence: 99%

Involvement in bullying and depression in a 2-year follow-up in middle adolescence

Kaltiala-Heino

Fröjd

Marttunen

2009

Eur Child Adolesc Psychiatry

175

137

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“…Conversely, internalizing problems may not just be the consequences but also, although weak, the antecedents of victimization (r=.08) -a reciprocal influence, which may lead to a vicious circle (Kaltiala-Heino et al 2010;Sweeting et al 2006). This further illustrates the importance of controlling for internalizing symptoms which predate the onset of victimization in study designs.…”

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confidence: 99%

“…Victimization in adolescence significantly predicts depression symptoms in both the short term (1-4 years later) (Bond et al 2001;KaltialaHeino et al 2010;Sweeting et al 2006) and long term (Klomek et al 2008). For example, Klomek and colleagues (2008) showed that those who were bully-victims (children who were both bullies and victims) at the age of 8 years had 4 times increased odds of severe depression scores 10 years later.…”

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confidence: 99%

“…If the former is found general prevention efforts would be required to reduce depression (Rose 1981). Fourthly, only a handful of studies (Kaltiala-Heino et al 2010;Sweeting et al 2006) have re-examined the same depression outcome over time, a method which would allow the investigation of the impact of peer victimization on symptom persistence. Finally, most existing studies were school based rather than general population based; hence were not able to control for mental health problems prior to school age.…”

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confidence: 99%

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Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Zwierzynska

Wolke

Lereya

2012

J Abnorm Child Psychol

232

169

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Traumatic childhood experiences have been found to predict later internalizing problems. This prospective longitudinal study investigated whether repeated and intentional harm doing by peers (peer victimization) in childhood predicts internalizing symptoms in early adolescence. 3692 children from the Avon Longitudinal Study of Parents and Children (ALSPAC), as well as their mothers and teachers, reported on bullying in childhood (7-10 years) and internalizing problems in early adolescence (11-14 years). Controlling for prior psychopathology, family adversity, gender and IQ, being a victim of bullying was associated with higher overall scores, as well as increased odds of scoring in the severe range (>90 th percentile) for emotional and depression symptoms. Victims were also more likely to show persistent depression symptoms over a 2-year period. These associations were found independent of whether mothers, teachers or the children reported on bullying. It is concluded that peer victimization in childhood is a precursor of both short-lived and persistent internalizing symptoms, underlining the importance of environmental factors such as peer relationships in the etiology of internalizing problems.

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“…Researchers have described associations between bullying by peers and a number of different dimensions of internal distress and social problems. Students affected by bullying will be at higher risk of developing depression, anxiety, loneliness, mistrust of others, low self-esteem, poor social adjustment, poor academic achievement, and poor health as compared to others (Aluede, Adeleke, Omoike, & Afen-Akpaida, 2008;Beran, 2009;Cassidy, 2009;ConnersBurrow, Johnson, Whiteside-Mansell, McKelvey, & Gargus, 2009;DeRosier & Mercer, 2009;Fleming & Jacobsen, 2009;Hawker & Boulton, 2000;Prinstein, Boergers, & Vernberg, 2001;Ranta, Kaltiala-Heino, Pelkonen, & Marttunen, 2009;Rigby, 2003;Roland, 2002;Sweeting, Young, West, & Der, 2006;Thijs & Verkuyten, 2008).…”

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confidence: 99%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

111

123

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The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations of bullying causes appear to be linked to the more general process of social categorization and seem in many bullying cases to promote moral disengagement among the children

This is the author’s version of the following article: Robert Thornberg, Schoolchildren's social representations on bullying causes, 2010, Psychology in the schools, (47), 4, 311-327. http://dx.doi.org/10.1002/pits.20472 Copyright: John Wiley & Sons, Ltd http://eu.wiley.com/WileyCDA/Brand/id-35.html

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Peer victimization and depression in early–mid adolescence: A longitudinal study

Abstract: Current policy focuses on victimization as a cause of distress; however, professionals should be aware that vulnerable children and young people are likely to be the targets of victimization.

Cited by 220 publications

References 65 publications

Involvement in bullying and depression in a 2-year follow-up in middle adolescence

Involvement in bullying and depression in a 2-year follow-up in middle adolescence

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Schoolchildren's social representations on bullying causes

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