Changes In Peer Victimization Research Articles

The role of changes in peer victimization from elementary to high school and autonomic reactivity on adolescent reactive aggression.

The goals of the present study were to investigate links between changes in peer victimization from elementary to high school and adolescent reactive aggression (Goal 1), whether heightened autonomic nervous system (ANS) reactivity to social and nonsocial stress increases risk for adolescent reactive aggression (Goal 2), and whether increased ANS reactivity strengthens the association between changes in victimization and adolescent reactive aggression (Goal 3). Participants included 145 adolescents (Mage = 16; 54% female; 76% European American, 13% African American, 11% Latino American, 7% Asian American, 5% of mixed race or ethnicity; 60% with family incomes of $100,000 or greater). We collected self-report data in elementary (Time 1 [T1]); (Time 2 [T2]); middle (Time 3 [T3]); and high school (Time 4 [T4]) to assess victimization. At T4, we measured self-reported reactive and proactive aggression, and ANS reactivity (preejection period [PEP], respiratory sinus arrhythmia [RSA]) to peer rejection and nonsocial frustration. More positive victimization slope over time (meaning both less decreasing slopes and increasing slopes) predicted greater adolescent reactive, but not proactive aggression (Goal 1). Greater RSA augmentation to peer rejection and more PEP reactivity to nonsocial frustration predicted more reactive, but not proactive aggression (Goal 2). The link between victimization slope and reactive aggression emerged only for adolescents exhibiting RSA augmentation to peer rejection (marginal; Goal 3). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Longitudinal associations between changes in peer victimization and emotion dysregulation across adolescence.

Emotion dysregulation emerges from an interaction between individual factors and environmental factors. Changes in biological, cognitive, and social systems that characterize adolescence create a complex array of environmental factors contributing to emotion dysregulation during this developmental period. In particular, peer victimization (PV) has long-term consequences for emotion dysregulation. Yet, previous research has also indicated that emotion dysregulation can be both an antecedent to and outcome of PV. The present study evaluated reciprocal associations between longitudinal changes within repeated measures of PV and emotion dysregulation across adolescence and into young adulthood. The sample included 167 adolescents (53% male, Mage = 14.07 years at Time 1) who participated in a longitudinal study across five time points, with approximately 1 year between each assessment. Latent change score modeling was used to examine reciprocal associations between PV and emotion dysregulation. Results emphasize bidirectional associations between PV and emotion dysregulation. Consistent with social information processing theory, greater emotion dysregulation predicted greater relational and overt victimization over time. Moreover, higher overt victimization predicted increases in emotion dysregulation. Our results offer insights toward developmentally informed longitudinal, transactional models linking negative social environments, and emotion dysregulation development across adolescence and into young adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Developmental interactions between peer victimization and depressive symptoms in adolescents: A latent change score analysis.

Peer victimization and depressive symptoms are highly relevant risks during adolescence. Understanding the dynamic patterns of interactions between peer victimization and depressive symptoms as well as gender differences in these variables can improve intervention strategies for adolescents navigating this critical transition period. In the present study, a large sample of Chinese adolescents reported peer victimization and depressive symptoms in four survey waves at six-month intervals. A total of 2534 adolescents (51.9% boys, M = 12.98 ± 0.60 years) were included in the latent change score (LCS) analysis. The results supported the reciprocal effects model obtained in the full sample. Changes in peer victimization were influenced by prior changes in depressive symptoms over time, and changes in depressive symptoms were influenced by prior levels of peer victimization. There were also gender differences, with boys exhibiting depressive symptom-driven effects on peer victimization, while girls exhibiting peer victimization-induced depressive symptoms. The dynamic relationships between peer victimization and depressive symptoms that promote and constrain each other in adolescents are elucidated in this study. Differentiating effects on boys and girls is crucial for enhancing the effectiveness of practical interventions.

Transactional Relations Between Peer Victimization and Depressive Symptoms Among Youth at Risk of Developing Depression: Evidence for Gender Differences.

Offspring of mothers with a history of major depressive disorder (MDD) are at high risk of developing the disorder themselves, yet specific mechanisms of risk remain unclear. One hypothesized mechanism is interpersonal stress, which has been shown to be elevated in offspring of mothers with a history of MDD. The goal of this study was to examine the role of a specific form of interpersonal stress, peer victimization (overt and relational). In doing so, we not only examined the impact of peer victimization on changes in youth depression, but also youth depression on changes in peer victimization, consistent with stress generation models. Participants were 251 mothers with (n = 129) or without (n = 122) a history of MDD and their child (aged 8-14 years at baseline) who were assessed every six months for two years. Using random intercepts cross-lagged panel models (RI-CLPM), we were able to separate between-subject effects (mother MDD group differences in average levels of peer victimization and offspring depressive symptoms) and within-subject effects (transactional influences between within-subject fluctuations in peer victimization and depressive symptoms among offspring over time). Overall, these effects were stronger for relational victimization than for overt victimization and stronger for girls than boys. These results support the role of peer victimization, particularly relational victimization, as a risk factor among offspring of mothers with MDD, particularly girls, and highlight transactional relations between relational victimization and depressive symptoms in girls over time, which may create a vicious cycle of risk.

Associations between developmental trajectories of peer victimization, hair cortisol, and depressive symptoms: a longitudinal study.

Peer victimization has been associated with long-lasting risks for mental health. Prior research suggests that stress-related systems underlying adaptation to changing environments may be at play. To date, inconsistent findings have been reported for the hypothalamic-pituitary-adrenal (HPA) axis, and its end product cortisol. This study tested whether peer victimization was associated with hair cortisol concentrations (HCC), and whether this association varied according to sex, timing, and changes in exposure. We also examined whether peer victimization differentially predicted depressive symptoms according to HCC. The sample comprised 556 adolescents (42.0%; 231 males) who provided hair for cortisol measurement at 17years of age. Peer victimization was reported at seven occasions between the ages of 6 and 15years. Peer victimization was nonlinearly associated with HCC for boys only, whereas changes in peer victimization were related to HCC for boys and girls. Peer victimization predicted more depressive symptoms for all participants, except those with lower HCC. Our findings provide further support for persistent dysregulation of the HPA axis following exposure to chronic adversity, of which the expression may change according to sex and the severity of victimization.

Dynamic Changes in Peer Victimization and Adjustment Across Middle School: Does Friends' Victimization Alleviate Distress?

Although some adolescents are chronically bullied throughout middle school, others may only experience peer victimization temporarily. This study examined the effects of time-invariant (average level) and time-varying (year-to-year) victimization experiences across middle school on adolescents' depressive symptoms, somatic complaints, and self-blame. A key question was whether friends' victimization buffered students from their victimization-related distress. The diverse sample (n=5,991) was surveyed four times between sixth and eighth grade (Mage at sixth grade=11.54years). Three-level multilevel models revealed both time-invariant and time-varying effects of victimization on adjustment, but these maladaptive associations were attenuated when adolescents' friends experienced more victimization across middle school. The results suggest that even temporarily victimized youth may have unmet mental health needs, and sharing social plight with friends can protect victims.

Aggression Predicts Changes in Peer Victimization that Vary by Form and Function

Peer victimization is predictive of serious problems in adjustment, especially among children who are both victimized and aggressive. This study investigated how different types of aggression contribute to later victimization. Specifically, we examined prospective relationships between the types of aggression that children perpetrated and the types that they experienced at the hands of others. Trained observers coded schoolyard behavior of 553 children in grades 3-6 during the initial year of a bullying intervention program. Both observed aggression and victimization were specified by form (direct, indirect) and function (proactive, reactive). Total hourly rates of victimization were highest in the upper grades. Direct-reactive aggression uniquely predicted increases in victimization, while direct-proactive aggression predicted decreases, particularly in direct-proactive victimization. Indirect-proactive aggression (e.g., derogatory gossip) predicted increases in indirect-proactive victimization only in the control group. Indirect-reactive aggression and victimization occurred too rarely to detect change. Aggression-victimization relationships did not differ for boys and girls. Discussion considers why children might risk direct reactive aggression in the face of increased victimization. Different sequelae for different forms and functions of aggression highlight the need to resolve theoretical ambiguities in defining proactive and reactive aggression.

Development of the Friendships and Social Skills Test (FASST): A Parent Report Measure

This paper describes the initial development of the Friendships and Social Skills Test (FASST), a clinically oriented 25-item parent report measure of child peer relationships and social skills in a community (N = 423) and clinical sample (N = 159) of elementary school age children. Confirmatory factor analyses supported five factors measuring pro-social skills, negative peer directed behavior, friendship interactions, peer victimization, and the level of concern expressed about a child’s social functioning. Internal consistency and test–retest reliability of the FASST factors predominately ranged from moderate to very good. Validity was supported through higher scores in at-risk and clinical groups compared to children in the community and through correlations with an existing measure of social skills and emotional and behavioral functioning. Cross-informant validity was supported by correlations with teacher-report. Moreover, the scales measuring negative social behaviors and pro-social skills predicted changes in peer victimization and concern expressed about the child over a 1-year duration. By assessing positive and negative aspects of peer-directed behaviors and relationships the FASST has the potential to facilitate the identification and treatment of childhood social deficits in mental health settings.

Bullying and school transition: Context or development?

The relative impact of school transition versus development on peer victimization and bullying perpetration were examined in a natural experiment involving 698 students where half transitioned into middle school from Grade 5 to Grade 6 and the other half remained in their elementary school over the same period. Results indicated that, on average, peer victimization decreased over the transition period while bullying perpetration remained stable for the whole sample. Multilevel modeling was used to investigate the effects of school transition and sex on changes in victimization and perpetration. Results indicated that the effect of transition status on changes in peer victimization was moderated by sex. Middle school transition status predicted decreases in peer victimization for girls, but not for boys, who transitioned. However, school transition status and participants’ sex (and their interaction) did not predict changes in perpetration over time. Our findings indicate that changes in student involvement with peer victimization are better understood as a contextual rather than a typical developmental process, whereas bullying perpetration may be better understood as developmental.

Lunch Buddy Mentoring for Children Victimized by Peers: Two Pilot Studies

The authors describe two pilot studies examining the potential benefits of Lunch Buddy (LB) mentoring, a manualized approach to school-based mentoring. LB mentoring takes place during the school lunch period and is designed to promote positive changes in children's peer relationships. In both studies, changes in peer victimization were assessed after one and three semesters of LB mentoring. In the first study, LB mentors were paired with elementary school children (N = 24) identified by child and teacher reports as victimized by peers. Results revealed significant declines in self- and teacher-rated victimization after one and three semesters of mentoring. In the second study, LB mentors were paired with victimized children who also engaged in bullying behavior (N = 23). Results indicated significant declines in self- and teacher-ratings of peer victimization after three semesters of mentoring. In both studies, ratings of perceived harm were low and ratings of satisfaction were high. Discussed are the implications of these findings for future research and for efforts to develop a nonharmful way to help children who are repeatedly victimized.

With Whom and Where You Play: Preschoolers' Social Context Predicts Peer Victimization.

This short-term longitudinal study assessed the relations between the social context of children's play (play-group size, play-group gender composition, and play setting) in the fall and peer victimization in the spring for low-income, minority, preschool girls and boys. Gender differences in these associations, as well as the moderating effect of children's individual problem behavior, were considered. Using a multiple-brief observation procedure, preschoolers' (N = 255, 49% girls) naturally occurring play in each type of social context was recorded throughout the fall semester. Observers also rated children's victimization and problem behaviors in the fall, and teachers rated children's victimization at the end of the school year. Findings suggested that social context variables predicted spring victimization above and beyond fall victimization and individual levels of problem behavior and that these associations varied for boys and girls. The findings signify the importance of the social context on changes in peer victimization.

Peer Victimization and Internalizing Symptoms From Adolescence Into Young Adulthood: Building Strength Through Emotional Support.

This longitudinal study investigated how changes in peer victimization were associated with changes in internalizing symptoms among 662 adolescents across a 4-year period. The moderating effects of initial levels of father, mother, and friend emotional support on this association were also examined. Gender and age group differences (early adolescent group aged 12-15 years; late adolescent group aged 16-18 years) were tested. Increases in physical and relational victimization were related to increases in internalizing symptoms. Friend emotional support was more protective in reducing internalizing symptoms for adolescent males than adolescent females in both the early and late adolescent groups. Gender differences also moderated the effects of mother and father emotional support.

Prospective linkages between peer victimization and externalizing problems in children: a meta-analysis

Previous meta-analytic research has shown both concurrent and prospective linkages between peer victimization and internalizing problems in youth. However, the linkages between peer victimization and externalizing problems over time have not been systematically examined, and it is therefore unknown if externalizing problems are antecedents of victimization, consequences of victimization, both, or neither. This study provides a meta-analysis of 14 longitudinal studies examining prospective linkages between peer victimization and externalizing problems (n = 7,821). Two prospective paths were examined: the extent to which peer victimization at baseline predicts future residualized changes in externalizing problems, as well as the extent to which externalizing problems at baseline predict future residualized changes in peer victimization. Results revealed significant associations between peer victimization and subsequent residualized changes in externalizing problems, as well as significant associations between externalizing problems and subsequent residualized changes in peer victimization. Hence, externalizing problems function as both antecedents and consequences of peer victimization.

Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies

Objective A recent meta-analytic review of cross-sectional studies examining correlations between peer victimization and indices of internalizing problems indicates that victims of bullying are highly distressed. However, the reliance on cross-sectional studies precludes interpretation of the direction of effects. The present study was designed to investigate if internalizing problems are antecedents of victimization, consequences of victimization, or both. Method This paper provides a meta-analysis of 18 longitudinal studies examining prospective linkages between peer victimization and internalizing problems ( n = 13,978). Two prospective paths were examined: the extent to which peer victimization at baseline predicts changes in internalizing problems, as well as the extent to which internalizing problems at baseline predict changes in peer victimization. Results Results revealed significant associations between peer victimization and subsequent changes in internalizing problems, as well as significant associations between internalizing problems and subsequent changes in peer victimization. Several moderator effects were observed. Conclusions Internalizing problems function as both antecedents and consequences of peer victimization. These reciprocal influences suggest a vicious cycle that contributes to the high stability of peer victimization. Practice implications This study should further encourage steps to reduce bullying at schools.

Trajectories of Peer Victimization: The Role of Multiple Relationships.

This study examined early elementary school children's trajectories of peer victimization with a sample of 218 boys and girls. Peer victimization was assessed (via peer report) in kindergarten, 1(st), 2(nd), and 5(th) grades. Hierarchical linear modeling (HLM) was used to examine multiple types of relationships (mother-child, student-teacher, friendship) as predictors of kindergarten levels of peer victimization and changes in peer victimization across time. Results indicated that the mother-child relationship predicted kindergarten levels of peer victimization, and that the student-teacher relationship did not provide additional information, once the mother-child relationship was accounted for in the analyses. Friendship predicted changes in peer victimization during the elementary school years. Results are discussed in a developmental psychopathology framework with special emphasis on the implication for understanding the etiology of peer victimization.

Peer Victimization: The Role of Emotions in Adaptive and Maladaptive Coping

AbstractMediator models were examined in which children's emotional reactions to peer aggression were hypothesized to mediate their selection of coping strategies and subsequent peer victimization and internalizing problems. Self‐report data were collected from 145 ethnically diverse kindergarten through fifth grade children (66 females and 79 males) who attended a predominantly low‐ to middle‐class school. Hypothetical scenarios were used to assess children's anticipated responses to peer aggression. Victims reported more intense negative emotions (e.g., fear and anger) than did nonvictims. Fear emerged as a predictor of advice seeking which, in turn, predicted conflict resolution and fewer internalizing problems. Conflict resolution was associated with reductions in victimization. Anger and embarrassment predicted revenge seeking which, in turn, was associated with increases in victimization. Additional pathways predicting changes in peer victimization across a single academic year as a function of children's emotional and coping responses to peer abuse are discussed.