Ugeskr Laeger.2011 Jun 20;173(25):1785-91.
[Psychological consequences of severe overweight in teenagers].
[Article in Danish]
Grønbæk HN,Holm JC.
Source
Pædiatrisk Afdeling, Enheden for Overvægtige Børn og Unge, Holbæk Sygehus, Smedelundsgade 60, 4300 Holbæk, Denmark.
Abstract
Obese adolescents are adversely affected by the psychosocial consequences of their obesity, which affects their identity development negatively. Further, the obesity-associated psychosocial consequences deteriorate increasingly as the children grow older. Obese adolescents have poor health related quality of life and tend to develop serious emotional and social problems, and a negative body image compared to normal weight peers. Obese adolescents represent approximately 5% of all youths in Denmark, but the treatment options available do not meet the demands of this vulnerable group.
West J Emerg Med.2011 Jul;12(3):305-9.
Pre-Teen Alcohol Use as a Risk Factor for Victimization and Perpetration ofBullyingamong Middle and High School Students in Georgia.
Swahn MH,Topalli V,Ali B,Strasser SM,Ashby JS,Meyers J.
Source
Georgia State University, Institute of Public Health, Atlanta, GA.
Abstract
OBJECTIVE:
We examined the association between pre-teen alcohol use initiation and the victimization and perpetration ofbullyingamong middle and high school students in Georgia.
METHODS:
We computed analyses using data from the 2006 Georgia Student Health Survey (N=175,311) of students in grades 6, 8, 10 and 12. The current analyses were limited to students in grades 8, 10 and 12 (n=122,434). We used multilogistic regression analyses to determine the associations between early alcohol use and reports of both victimization and perpetration ofbullying, perpetration only, victimization only, and neither victimization or perpetration, while controlling for demographic characteristics, other substance use, peer drinking and weapon carrying.
RESULTS:
Pre-teen alcohol use initiation was significantly associated with bothbullyingperpetration and victimization relative to non drinkers in bivariate analyses (OR=3.20 95%CI:3.03-3.39). The association was also significant between pre-teen alcohol use initiation and perpetration and victimization ofbullyingin analyses adjusted for confounders (Adj.OR=1.74; 95%CI:1.61-1.89). Overall, findings were similar for boys and girls.
CONCLUSION:
Pre-teen alcohol use initiation is an important risk factor for both the perpetration and victimization ofbullyingamong boys and girls in Georgia. Increased efforts to delay and reduce early alcohol use through clinical interventions, education and policies may also positively impact other health risk behaviors, includingbullying.
West J Emerg Med.2011 Jul;12(3):316-23.
A case study with an identified bully: policy and practice implications.
Huddleston LB,Varjas K,Meyers J,Cadenhead C.
Source
Georgia State University, Counseling and Psychological Services, Atlanta, GA.
Abstract
OBJECTIVE:
Bullyingis a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to preventbullyingand its negative effects. This paper presents a case study that contributes to the literature by describing an intervention for bullies that has implications for practice and related policies regardingbullying.
METHODS:
An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Self Report Post Traumatic Stress Reaction Index and the Behavior Assessment Scale for Children). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention.
RESULTS:
The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing andbullyingbehaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders.
CONCLUSION:
This case study makes important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student's unique environmental contexts. Contributions also are made by illustrating the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed.
J Sch Health.2011 Jul;81(7):393-9. doi: 10.1111/j.1746-1561.2011.00607.x.
Different forms ofbullyingand their association to smoking and drinking behavior in Italian adolescents.
Vieno A,Gini G,Santinello M.
Source
University of Padova, Italy.
Abstract
BACKGROUND:
Using data from the 2006 Health Behavior in School-aged Children (HBSC) survey, the prevalence of 6 forms ofbullying(physical, verbal, relational, sexual, cyber, and racist), and the role of smoking and drinking inbullyingwas examined among Italian adolescents for this study.
METHODS:
The sample was composed of 2667 Italian middle and secondary school students (49.9% girls) randomly selected. The revised Olweus Bully/Victim Questionnaire was used to measure physical, verbal, relational, sexual, cyber, and racist forms ofbullying. For each form, 3 categories were created and compared with students "not involved inbullying": bully, victim, and bully-victim. Logistic regressions were applied to test the connections among the 3 forms of involvement in different types ofbullyingand smoking and drinking.
RESULTS:
Prevalence of having been bullied or having bullied others at school at least once in the last 2 months was 11.6% for physical, 52% for verbal, 47.9% for relational, 18.5% for sexual, 19.4% for cyber, and 9.4% for racistbullying. Compared to girls, boys were more likely to be involved in physicalbullying; moreover, boys were more involved as bullies in verbal, sexual, cyber, and racistbullying. In contrast, girls were more likely to be victims of verbal, relational, sexual, and cyberbullyingthan were boys. Logistic regressions showed the connection between the different forms of involvement inbullyingand smoking and drinking.
CONCLUSIONS:
Our results indicate that all forms ofbullyingbehavior are associated with legal substance use. Implication for prevention program was discussed.
J Psychol.2011 Jul-Aug;145(4):313-30.
The role of affective and cognitive empathy in physical, verbal, and indirect aggression of a Singaporean sample of boys.
Yeo LS,Ang RP,Loh S,Fu KJ,Karre JK.
Source
Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616.
Abstract
Bullyingbehavior is a serious form of school violence, affecting many children. This study investigated the contributions of 2 specific components of empathy (affective and cognitive empathy) on the 3 forms of aggressive behaviors in a sample of 241 Grade 4 and Grade 5 boys from Singapore. The 2 components of empathy differed in their relation with the 3 types of aggression. After accounting for cognitive empathy, affective empathy was associated with physical aggression. Neither affective empathy nor cognitive empathy was associated with verbal aggression. With control for affective empathy, cognitive empathy was associated with indirect aggression. Results suggest that empathy training based on specific deficits may be helpful in intervention and prevention of specific aggressive behaviors.
Hawaii Med J.2011 Jul;70(7 Suppl 1):4-10.
Adolescent at-risk weight (overweight and obesity) prevalence in Hawai'i.
Nigg C,Shor B,Tanaka CY,Hayes DK.
Source
John A. Burns School of Medicine, University of Hawai'i, Honolulu, HI, USA.
Abstract
OBJECTIVE:
To present prevalence rates of adolescents in Hawai'i at-risk weight (85 percentile or higher = overweight or obese) and the relationship with comorbidities.
METHODS:
The Hawai'i Youth Risk Behavior Survey aggregated for 2005, 2007, and 2009 was analyzed addressing at-risk weight prevalence by sex, race/ethnicity, and grade. Comorbidities were related to at-risk weight using regression.
RESULTS:
Over 1/4 of Hawai'i adolescents were at-risk weight. There were no differences by grade, but boys had higher prevalence (31.0%) than girls (22.4%). Overall, Other Pacific Islanders and Hawaiians had the highest prevalence (43.9% and 37.4%, respectively), followed by multi-race (27.1%), Filipino (25.7%), and Whites with the lowest (16.1%). Most associations between at-risk weight and various co-morbidities (including sexual behavior, nutrition, physical activity, mental health,bullying, alcohol, and other drug use) were not significant (p>.05). However, girls and boys trying to lose weight; and boys with 3+ hours of screen time (TV, video, or computer games) each day were at increased odds of at-risk weight (p<.05).
CONCLUSION:
Adolescent gender and ethnic disparities exist such that a single intervention approach (one size fits all) may be counterproductive. More research is required on the determinants and mechanisms to guide weight management interventions.
Dev Psychol.2011 Jul;47(4):1090-107. doi: 10.1037/a0023769.
Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence.
Yeager DS,Trzesniewski KH,Tirri K,Nokelainen P,Dweck CS.
Source
School of Education and Department of Psychology, Stanford University, Stanford, CA 94305, USA.
Abstract
Why do some adolescents respond to interpersonal conflicts vengefully, whereas others seek more positive solutions? Three studies investigated the role of implicit theories of personality in predicting violent or vengeful responses to peer conflicts among adolescents in Grades 9 and 10. They showed that a greater belief that traits are fixed (an entity theory) predicted a stronger desire for revenge after a variety of recalled peer conflicts (Study 1) and after a hypothetical conflict that specifically involvedbullying(Study 2). Study 3 experimentally induced a belief in the potential for change (an incremental theory), which resulted in a reduced desire to seek revenge. This effect was mediated by changes in bad-person attributions about the perpetrators, feelings of shame and hatred, and the belief that vengeful ideation is an effective emotion-regulation strategy. Together, the findings illuminate the social-cognitive processes underlying reactions to conflict and suggest potential avenues for reducing violent retaliation in adolescents.
Child Adolesc Psychiatr Clin N Am.2011 Jul;20(3):447-65. doi: 10.1016/j.chc.2011.03.004.
Cornered: an approach to schoolbullyingand cyberbullying, and forensic implications.
Bostic JQ,Brunt CC.
Source
Department of Psychiatry, Massachusetts General Hospital, Harvard Medical School, Boston, USA.
Abstract
Bullyingis an abuse of power and control that can cause significant harm to individuals. School systems have the difficult task of trying to police this behavior to maintain a safe learning environment for their students. Although there may be an identified bully, the ramifications of the behavior affect the system as a whole. Bullies, targeted victims, and bystanders play an integral role in ameliorating this problem. A change of culture within the school system is often the best, yet often the most difficult, intervention. In addition, cyberbullying has become a powerful avenue forbullying, resulting in significant morbidity within schools.
Can J Public Health.2011 Jul-Aug;102(4):258-63.
Prevalence and risk indicators of depressed mood in on-reserve first nations youth.
Lemstra ME,Rogers MR,Thompson AT,Redgate L,Garner M,Tempier R,Moraros JS.
Source
Department of Psychiatry, University of Saskatchewan, Saskatoon, SK.
Abstract
OBJECTIVES:
The first objective was to determine the prevalence of depressive mood in First Nations youth in school grades 5 through 8 in seven on-reserve communities. The second objective was to determine the unadjusted and adjusted risk indicators associated with depressed mood in these youth.
METHODS:
Students in grades 5 through 8 in the seven reserve communities of the Saskatoon Tribal Council were asked to complete a paper and pencil, comprehensive youth health survey in May 2010. An eight-stage consent protocol was followed prior to participation.
RESULTS:
Out of 271 students eligible to participate, 204 youth completed the survey for a response rate of 75.3%. Using the Center for Epidemiological Studies of Depression scale, 25% of the youth had moderate depressive symptoms. After cross-tabulation, 1 socioeconomic variable, 10 social variables, 3 social support variables, 1 self-esteem variable, 5 parental relationship variables and 3bullyingvariables were associated with depressed mood. Logistic regression was used to determine four independent risk indicators associated with having depressed mood in First Nations youth, including: 1) not having worked through things that happened during childhood, 2) not having someone who shows love and affection, 3) having a lot of arguments with parents and 4) being physically bullied at least once per week.
CONCLUSIONS:
Our study found high rates of depressed mood in on-reserve First Nations youth. These youth are now at increased risk for problems later in life unless successful interventions can be implemented.
Sleep Med.2011 Aug;12(7):652-8. doi: 10.1016/j.sleep.2010.11.012. Epub 2011 May 26.
Aggressive behavior,bullying, snoring, and sleepiness in schoolchildren.
O'Brien LM,Lucas NH,Felt BT,Hoban TF,Ruzicka DL,Jordan R,Guire K,Chervin RD.
Source
Sleep Disorders Center, Department of Neurology, University of Michigan, Ann Arbor, MI 48109-0845, USA.
Abstract
BACKGROUND:
To assess whether urban schoolchildren with aggressive behavior are more likely than peers to have symptoms suggestive of sleep-disordered breathing.
METHODS:
Cross-sectional survey of sleep and behavior in schoolchildren. Validated screening assessments for conduct problems (Connor's rating scale),bullyingbehavior, and sleep-disordered breathing (pediatric sleep questionnaire) were completed by parents. Teachers completed Connor's teacher rating scale.
RESULTS:
Among 341 subjects (51% female), 110 (32%) were rated by a parent or teacher as having a conduct problem (T-score ⩾65) and 78 (23%) had symptoms suggestive of sleep-disordered breathing. Children with conduct problems,bullying, or discipline referrals, in comparison to non-aggressive peers, more often had symptoms suggestive of sleep-disordered breathing (each p<0.05). Children with vs. without conduct problems were more likely to snore habitually (p<0.5). However, a sleepiness subscale alone, and not a snoring subscale, predicted conduct problems after accounting for age, gender, a measure of socioeconomic status, and stimulant use.
CONCLUSIONS:
Urban schoolchildren with aggressive behaviors may have symptoms of sleep-disordered breathing with disproportionate frequency. Sleepiness may impair emotional regulation necessary to control aggression.
Psychol Rep.2011 Aug;109(1):167-8.
Higher rates of victimization to physical abuse by adults found among victims of schoolbullying.
Björkqvist K,Osterman K,Berg P.
Source
Abo Akademi University, Vasa, Finland.
Abstract
Retrospective reports of exposure to physical abuse by an adult during childhood was assessed in 874 adolescents (426 boys, 448 girls; M age = 11.5 yr., SD = 0.8) who also reported whether they had been victimized by schoolbullying. Having been hit by an adult was significantly more common among victims of schoolbullying(39.5%) than among adolescents not victimized by schoolbullying(16.8%). No sex difference was found. The finding raises questions about whether victimization by physical abuse puts a child at greater risk for developing a "victim personality".
J Youth Adolesc.2011 Aug;40(8):1052-67. doi: 10.1007/s10964-011-9639-5. Epub 2011 Mar 4.
Specifying type and location of peer victimization in a national sample of children and youth.
Turner HA,Finkelhor D,Hamby SL,Shattuck A,Ormrod RK.
Source
Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA.
Abstract
Much of the existing research on the prevalence and consequences of peer victimization focuses on "bullying" at school, often omitting from consideration non-bullyingtypes of peer victimization as well as events that occur outside of school. The purpose of this study was to examine past-year exposure to peer-perpetrated victimization, occurring both within and outside of school contexts, among school-aged children in the United States. The study is based on a representative sample of 2,999 youth ages 6-17 (50% female; 45% non-white) from the 2008 National Survey of Children's Exposure to Violence (NatSCEV). Findings revealed age, gender, race, and family structure variations in many forms of peer victimization and demonstrated significant independent and cumulative effects of six different types of peer victimization (physical assault, physical intimidation, emotional victimization, sexual victimization, property crime, and internet harassment) on trauma symptoms. Findings also showed that, although victimization at school is substantial, a considerable proportion of peer victimizations occur away from school contexts. The findings highlight the importance of comprehensive measurement of multiple forms of peer victimization that occur both at school and elsewhere, rather than focusing exclusively on traditional measures of school-focusedbullying.
J Sch Psychol.2011 Aug;49(4):385-98. doi: 10.1016/j.jsp.2011.04.002. Epub 2011 Apr 20.
Parental strategies and trajectories of peer victimization in 4 to 5 year olds.
Bonnet M,Goossens FA,Schuengel C.
Source
Department of Clinical Child and Family Studies, Faculty of Psychology and Education, EMGO Institute for Health and Care Research, VU University Amsterdam, The Netherlands.
Abstract
This study was designed to examine how parental strategies contribute to explaining trajectories of peer victimization in young children. A total of 73 4 and 5 year old children identified as victims of peer aggression in the fall semester and their parents were recruited from 46 classrooms in 18 schools in the Netherlands. All children were followed-up twice in order to determine for whom victimization was stable. Hypothetical vignettes describing various forms of victimization were presented to one parent of each child in order to assess parental responses to victimization events. Findings indicated that autonomy supporting and autonomy neutral strategies were associated with a decrease of victimization in the first semester of the school year. No protective effects were found in the second semester. Autonomy undermining strategies were not related to the course of peer victimization. These findings underscore the importance of joint and coordinated efforts of teachers and parents as partners in supporting victimized young children at school.