School Climate, Bullying and Mental Health among Chilean Adolescents

Varela, Jorge J.; Sánchez, Paulina A.; Tezanos‐Pinto, Pablo De; Chuecas, María Josefina; Benavente, Mariavictoria

doi:10.1007/s12187-021-09834-z

Cited by 20 publications

(9 citation statements)

References 57 publications

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“…They also reported the importance of having good relationships with other students at school to prevent them from being victimized. These results aligned with findings from studies in Chile that showed the importance of school variables, school climate, and relationships with other students at school to prevent bullying victimization [26][27].…”

Section: Needs Alternative Solutionssupporting

confidence: 86%

Designing of Bullying Prevention Psychoeducational Intervention for Victims

Borualogo¹,

Kusdiyati²,

Wahyudi³

et al. 2022

Advances in Social Science, Education and Humanities Research

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Bullying is a serious problem that affects children's mental health and well-being. The number of bullying cases in Indonesia is among the highest in Asia. However, the bullying prevention programs are limited and have not decreased the number of bullying cases in Indonesia. Therefore, this study aims to design the bullying prevention psychoeducational intervention for the victims. This mixed-methods study using internet-based data collection was conducted in Bandung City, West Java, Indonesia. The study participants were elementary students (N = 3, two girls and a boy) aged nine years old who were school bullying victims. Bullying actions were measured by the reported frequency of experiencing being bullied by other children at school. Children also reported their perception of school climate. Two focus group discussions were conducted for needs analysis and discussed the design, which was prepared based on the need analysis results. Results showed that group psychoeducational intervention was needed to assist children from being victimized. Group psychoeducational intervention was designed through two phases of development (conceptual phase and operational phase), where each phase includes three steps. Results were discussed using Furr's model for the design of a structured group psychoeducational program.

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Section: Needs Alternative Solutionssupporting

confidence: 86%

Designing of Bullying Prevention Psychoeducational Intervention for Victims

Borualogo¹,

Kusdiyati²,

Wahyudi³

et al. 2022

Advances in Social Science, Education and Humanities Research

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“…School is a central environment that the vast majority of adolescents interact with daily [ 14 , 85 ], which may operate together with deviant peer affiliation to explain why IPC is associated with risk-taking behavior. Specifically, school climate is a lasting and stable environmental characteristic and can reflect all aspects of the school experience of adolescents [ 89 ].…”

Section: The Moderation Effect Of School Climatementioning

confidence: 99%

Longitudinal association between interparental conflict and risk-taking behavior among Chinese adolescents: testing a moderated mediation model

Dou

Wang

et al. 2023

Child Adolesc Psychiatry Ment Health

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Background The interparental conflict has been associated with an increased adolescents’ engagement in risk-taking behaviors. However, few studies have examined the potential mediation of deviant peer affiliation and the potential moderation of school climate. Grounded in the ecological system theory, this study aimed to explore the mediating role of deviant peer affiliation and the moderating role of school climate between the association of interparental conflict and risk-taking behavior. Methods This study conducted a longitudinal design (3 time points, 3 months apart) with the sample comprising 550 middle school students in southeastern China (52.91% males; mean age at Time 1 = 15.37). The performed measurements encompassed interparental conflict (T1), deviant peer affiliation (T2), school climate (T3), risk-taking behavior (T1/T2/T3), and demographic information. Results The moderated mediation model revealed that after controlling for T1/T2 risk-taking behavior, T1 interparental conflict was longitudinally and positively correlated with T3 risk-taking behavior through T2 deviant peer affiliation. Furthermore, moderated mediation analysis demonstrated that a positive school climate ameliorated the adverse impact of deviant peer affiliation on risk-taking behavior, thereby mitigating the indirect effect of interparental conflict on risk-taking behavior among adolescents. Conclusions Our findings propose a nuanced explanation of the processing mechanisms between interparental conflict and risk-taking behaviors among Chinese adolescents. The theoretical and practical implications of the findings are discussed.

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“…The SEHS-S-2020 was added to the California Healthy Kids core module's during the 2021-2022 academic year, further emphasizing the importance of this measure being examined for use with middle school age students. Additionally, schools in eight US states and in Japan (Iida et al, 2019), Chile (Varela et al, 2022), Spain (Piqueras et al, 2019) use it for universal screening to inform school-based mental health research and services. As the SEHS-S-2020 use expands, we offer three considerations for thoughtful interpretation.…”

Section: Sehs-s-2020 Interpretation Considerationsmentioning

confidence: 99%

Extending Validation of a Social Emotional Health Measure For Middle School Students

Furlong

Paz

Carter

et al. 2022

Contemp School Psychol

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The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7–8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6–8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students’ psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses.

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School Climate, Bullying and Mental Health among Chilean Adolescents

Cited by 20 publications

References 57 publications

Designing of Bullying Prevention Psychoeducational Intervention for Victims

Designing of Bullying Prevention Psychoeducational Intervention for Victims

Longitudinal association between interparental conflict and risk-taking behavior among Chinese adolescents: testing a moderated mediation model

Extending Validation of a Social Emotional Health Measure For Middle School Students

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