The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

Horrevorts, Esther M. B.; Monshouwer, Karin; Wigman, Johanna T. W.; Vollebergh, Wilma

doi:10.1007/s00787-014-0524-0

Cited by 10 publications

(15 citation statements)

References 42 publications

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“…Isolan et al [ 13 ] also reported that the rate of those who were both bullies and victims was higher. However, in contrast to our results, several other studies have reported lower incidence of the Bully + Victim group [ 5 , 9 , 23 , 28 ]. In the present study, the survey questions concerned six concrete behaviors that are thought to constitute bullying rather than using the word “bullying” in the survey itself.…”

Section: Discussioncontrasting

confidence: 99%

Relationship between the experience of being a bully/victim and mental health in preadolescence and adolescence: a cross-sectional study

et al. 2017

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BackgroundSeveral studies have proven that the experiences of being bullied or bullying others are associated with poor mental health among adolescent youths. Our study aims to investigate the relationship between the experience of the bully/victim and mental health among preadolescents and adolescents.MethodsSubjects were the Japanese fifth and sixth grade elementary school students (preadolescents: mean age = 11.3 years; n = 338) and junior high school students (adolescents: mean age = 13.8 years; n = 486). A self-report questionnaire was administered containing items concerning the experience of being a bully/victim and the Youth Self Report (YSR).ResultsFour groups relating to the experience of being a bully/victim were formed: “Victim Only,” “Bully Only,” “Victim and Bully,” and “Neither.” Approximately 65% of preadolescents and approximately 25% of adolescents engaged in bullying behaviors. Of these, the rate of participants in the “Bully Only” group was low, and that in the “Victim and Bully” group was high. Regarding the relationship between the experience of being a bully/victim and mental health, both preadolescents and adolescents of the “Victim Only” group had significantly higher scores on the YSR’s internalizing problems compared with the “Neither” group. Moreover, both preadolescents and adolescents of the “Bully Only” group had significantly higher scores on the YSR’s externalizing problems compared with the “Neither” group. Regarding the relationship between the experience of being a bully/victim and suicidal ideation for both preadolescent and adolescent girls, the relative risks of suicidal ideation were significantly higher in the “Victim and Bully” group than in the “Neither” group.ConclusionsPreadolescents indicated a higher rate of bullying behaviors than adolescents. In both preadolescents and adolescents, different effect patterns on mental health were found for the “Victim Only,” “Bully Only,” and “Victim and Bully” groups. The prevention and intervention methods for mental health should be tailored according to the type of experience associated with being a bully/victim and according to the developmental stages of preadolescence or adolescence.

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Section: Discussioncontrasting

confidence: 99%

Relationship between the experience of being a bully/victim and mental health in preadolescence and adolescence: a cross-sectional study

et al. 2017

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“…For the perpetrators, school bullying might result in even criminality or antisocial behavior [ 4 ], and it was found to be a predictor of delinquency [ 5 ], problems adapting to the demands of adulthood (e.g., housing problems, relationship problems, employment problems, involvement in fights, drug and alcohol abuse), and other social and economic problems [ 6 ] in adulthood. For the victims, school bullying may cause multiple physical and psychological health consequences [ 7 ], such as lower academic achievement [ 8 ], pain-related complaints [ 9 ], anxiety, depression [ 10 ], subclinical psychotic experiences [ 11 ], self-injurious behaviors [ 12 ], and even suicidal ideation and suicide attempts [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study

Wang

Zhang

Hui

et al. 2018

IJERPH

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School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = −0.275, 95% CI = −0.381–−0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = −0.136, 95% CI = −0.245–−0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

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“…Students who were involved in bullying, both as aggressor and as victims, were subject to investigation of subclinical psychotic experience in relation to the school climate. The results were presented based on regressive analysis (Horrevorts, Monshouwer, Wigman, & Vollenbergh, 2014). The school climate research verifi es also theoretical models.…”

Section: Research Of School Climatementioning

confidence: 75%

Relations Among Students - School Climate Factors

Grecmanová¹,

Blaštíková²

2017

S.P.P.

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The area of school climate has been a hot topic both in Czech and in international studies; it must be dealt with also with respect to the needs of practice, if relations among students are to be improved. The article discusses the climate of the senior elementary school (6 th-9 th year), primarily in connection with its essential factors, i.e. students. The text presents theoretical foundations of school climate from selected national and international authors. Basic research tools that served as source of inspiration for the actual research are stated; the research is described in the next part of the article and it is based on the project implemented in 2015. Our goal consists in presenting the results of the research aimed at revealing the relations among students in selected elementary schools from the perspective of students, teachers and parents. The method of questionnaire research was used. Weak, but signifi cant correlations among important areas of school life were revealed.

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The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

Cited by 10 publications

References 42 publications

Relationship between the experience of being a bully/victim and mental health in preadolescence and adolescence: a cross-sectional study

Relationship between the experience of being a bully/victim and mental health in preadolescence and adolescence: a cross-sectional study

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study

Relations Among Students - School Climate Factors

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