Peer Victimization In Children Research Articles

Childhood clumsiness and peer victimization: a case–control study of psychiatric patients

BackgroundPoor motor and social skills as well as peer victimization are commonly reported in both ADHD and autism spectrum disorder. Positive relationships between poor motor and poor social skills, and between poor social skills and peer victimization, are well documented, but the relationship between poor motor skills and peer victimization has not been studied in psychiatric populations.Method277 patients (133 males, 144 females), mean age 31 years, investigated for ADHD or autism spectrum disorder in adulthood and with normal intelligence, were interviewed about childhood peer victimization and examined for gross motor skills. The parents completed a comprehensive questionnaire on childhood problems, the Five to Fifteen. The Five to Fifteen is a validated questionnaire with 181 statements that covers various symptoms in childhood across eight different domains, one of them targeting motor skills. Regression models were used to evaluate the relationship between motor skills and the risk and duration of peer victimization, adjusted for sex and diagnosis.ResultsVictims were described as more clumsy in childhood than their non-victimized counterparts. A significant independent association was found between reportedly poor childhood gross motor skills and peer victimization (adjusted odds ratio: 2.97 [95% confidence interval: 1.46-6.07], n = 235, p = 0.003). In adulthood, the victimized group performed worse on vertical jumps, a gross motor task, and were lonelier. Other factors that were expected to be associated with peer victimization were not found in this highly selected group.ConclusionPoor gross motor skills constitute a strong and independent risk factor for peer victimization in childhood, regardless of sex, childhood psychiatric care and diagnosis.

The effects of teacher-child relationships on children's peer preference and peer victimization

The effects of teacher-child relationships on children's peer preference and peer victimization

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

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. 3,692 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.

Dysregulated Negative Emotional Reactivity as a Predictor of Chronic Peer Victimization in Childhood

This study examined the relations of dysregulated negative emotional reactivity, emotional distress, and chronic peer victimization in childhood. A model was proposed whereby dysregulated reactivity was directly and indirectly related to concurrent peer victimization through victimization-related emotional distress. The model further proposed that dysregulated reactivity directly incrementally predicted longitudinal peer victimization above and beyond the effect of concurrent victimization. Two hundred thirteen 9- to 13-year-old children and their parents completed measures of dysregulated reactivity and victimization experiences at baseline and 6-month follow-up. Children also related narratives of personal victimization experiences at baseline that were coded to assess victimization-related emotional distress. Model testing strongly supported the direct association of dysregulated reactivity with concurrent victimization and incremental predictive effects of dysregulated reactivity on peer victimization over time. Model testing also provided support for an indirect effect of dysregulated reactivity on concurrent peer victimization through victimization-related emotional distress. This study demonstrated the powerful role that dysregulated negative emotional reactivity plays in the development of chronic peer victimization over time.

Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

AbstractThis investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fourth‐ and fifth‐grade students (193 boys; 217 girls) and their teachers (N = 25) were analyzed. Whereas dependency on the teacher predicted heightened victimization from peers, a close relationship with the teacher forecasted less physical aggression toward peers. Moreover, decreases in number of friendships partially mediated the link between dependency on the teacher and heightened relational victimization for boys. These findings have implications for understanding the continuing influence of teacher–child relationships on children's social development in late childhood and for identifying interpersonal risk factors associated with involvement in peer harassment.

Early life stress and psychopharmacology

The concept of early life stress (ELS) has long been a central focus in clinical psychiatry and psychology, owing in no small part to the primacy of this concept in psychoanalytic theory. Perhaps in response to that legacy, both clinical and preclinical biologically oriented researchers have become increasingly invested in understanding the adult sequelae of adverse environmental factors occurring early in development. Several factors stand out in considering the drivers of this changing zeitgeist: (1) new efforts to integrate preclinical and clinical findings on the pathogenesis of major psychiatric disorders, especially by focusing on model neurobiological systems (e.g., Heim et al. 1997); (2) empirical demonstration of the relevance of the classic diathesis-stress theory using gene×environment (G×E) experimental designs (e.g., Caspi et al. 2003) and, more recently, epigenetic approaches (e.g., McGowan and Szyf 2010); (3) increased recognition of the adverse psychiatric and biomedical sequelae of ELS (e.g., Gluckman and Hanson 2004; Scott et al. 2010); (4) convincing demonstration of ELS as a major global public health challenge (e.g., Krug et al. 2002). The diversity of work covered in this Special Issue reflects the remarkable progress that has been made in this area in a relatively brief span of time. The relationship between ELS and clinical phenotypes remains a major focus of investigation. The review by Yehuda et al. (2010), published in October as a prelude to the present issue, examines how ELS interacts with adulthood stressors in the pathogenesis of post-traumatic stress disorder. The review by Enoch (2010) of the role of ELS in the development of alcohol and drug abuse underscores the pluripotentiality of early adversity. From the developmental perspective, Rudolph et al. (2010) present a study showing how individual differences in stress sensitivity shape the clinical response to peer victimization in children. This is mirrored in the preclinical arena, with findings that animals exposed to ELS are affected in their response to drugs of abuse (Rodrigues et al. 2010), cognitive function (Hedges and Woon 2010; Jones et al. 2010; Oomen et al. 2010), anxiety-related behaviors (Peleg-Raibstein and Feldon 2010), depressionand psychosis-related behaviors (Markham and Koenig 2010), stress sensitivity and hypothalamic–pituitary–adrenal (HPA) axis function (Claessens et al. 2010), and sleep (Pryce et al. 2010), as well as in the brain–gut axis (modeling aspects of irritable bowel syndrome) (O'Mahony et al. 2010). Certainly, limitations to these models do exist (Schmidt et al. 2010; Van Waes et al. 2010), reflecting a variety of individual differences (Claessens et al. 2010), including whether animals are tested during adolescence or adulthood (Peleg-Raibstein and Feldon 2010). Long-term cognitive sequelae of ELS are now well documented, and two reviews in this issue address this burgeoning literature. Hedges and Woon (2010) organize the findings with an emphasis on specific functional effects, while Pechtel and Pizzagali (2010) utilize a neurodevelopmental framework to integrate observations on cognitive and affective processes. The seminal preclinical studies of ELS and the HPA axis (Claessens et al. 2010; O'Malley et al. 2010), which L. H. Price (*) Department of Psychiatry and Human Behavior, The Warren Alpert Medical School of Brown University, Butler Hospital, 345 Blackstone Blvd., Providence, RI 02906, USA e-mail: lawrence_price_md@brown.edu

The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum

Peer victimization, or bullying, has been identified as a significant child health priority and children with language impairment (LI) are among those who are vulnerable. Given the mandate of educators to provide support for all students who are bullied regardless of language status, research is needed that integrates the study of risk factors for peer victimization among children who are developing typically and children who have LI. Accordingly, this preliminary study explored the degree to which one potential risk factor, peer conflict resolution knowledge, was related to peer victimization in children across the language continuum, and considered whether or not individual differences in language ability influenced that relationship. Participants included 17 girls and 15 boys aged 9–12 years with a wide range of language abilities, six meeting criteria for LI. Participants completed a hypothetical peer conflict resolution task and a measure of peer victimization. Correlational analyses revealed very different patterns of relationships for boys and girls. Whereas boys’ reports of peer victimization were meaningfully related to how they responded to hypothetical peer conflicts, girls’ reports were most strongly associated with language ability. These preliminary findings suggest that it is important to consider gender when conceptualizing how factors such as peer conflict resolution knowledge might influence children's risk of being bullied. Learning outcomes: Readers will be able to: (1) provide a definition of peer victimization and give examples of different forms of peer victimization; (2) recognize that inadequate peer conflict resolution knowledge may be a risk factor for peer victimization; (3) describe the relationships between peer conflict resolution knowledge, language ability, and peer victimization in this study, and explain how these relationships differed for boys and girls; and (4) identify at least three opportunities for future research that would help to clarify risk factors for peer victimization in boys and girls.

Responding to peer victimisation in middle childhood: what is a victim to do?

Children's responses to peer victimisation are thought to influence the duration of victimisation, yet research has not clearly indicated the best ways for young people to respond. In the current study, students (n = 403, mean age of nine years, 11 months, 55% female, 53% Caucasian) reported on their peer victimisation experiences and responses at the beginning and end of a school year. Teachers also reported on students' victimisation experiences. Cross‐lagged path analysis indicated a reciprocal association between externalising responses and victimisation. Victimisation early in the school year also resulted in increased internalising responses. Findings also suggest that coping responses are more reliably linked to subsequent victimisation rates in young people who are not yet experiencing high levels of victimisation.

Immigrant children's peer acceptance and victimization in kindergarten: The role of local language competence

The study investigates peer acceptance and victimization of immigrant and Swiss children in kindergarten classes. Our first aim is to compare peer acceptance and victimization of Swiss and immigrant children. Secondly, we explore the role of their local language competences (LLCs). The sample was drawn from kindergartens in communities in the German-speaking part of Switzerland. A representative sample of 568 boys and 522 girls (mean age 5.8 years) took part in the research. Teachers completed questionnaires on children's victimization, bullying, and LLC. The nationality background of parents was indicated by teachers and parents. To assess peer acceptance, a peer nomination method was used. Immigrant children showed less acceptance by peers and were more often victimized than their Swiss peers. There was a significant interaction effect for LLC and national background of mothers, showing that LLC was positively associated with peer acceptance for children of an immigrant background but not for Swiss children. Furthermore, peer acceptance mediated the effect of national background of mothers on victimization. Results are discussed in terms of the need to improve immigrant children's LLC.

Parent Alcohol Problems and Peer Bullying and Victimization: Child Gender and Toddler Attachment Security as Moderators

This study examined the association between parents' alcoholism and peer bullying and victimization in middle childhood in 162 community-recruited families (80 girls and 82 boys) with and without alcohol problems. Toddler–mother attachment was assessed at 18 months of child age, and child reports of peer bullying and victimization were obtained in 4th grade. There was a direct association between fathers' alcohol symptoms and bullying of peers, as well as indirect association via toddler–mother attachment security. Multiple group models indicated that the direct association between parents' alcohol symptoms and bullying was significant for boys but not girls. The association between maternal alcohol symptoms and bullying was significant for secure but not insecure boys or secure/insecure girls. The association between fathers' alcohol symptoms and bullying was significant for insecure boys but not secure boys or secure/insecure girls.

Children’s Peer Victimization, Empathy, and Emotional Symptoms

This study investigated the concurrent and longitudinal relations among children's peer victimization, empathy, and emotional symptoms. The sample consisted of 175 children (85 girls, mean age = 6.1 years) recruited from kindergartens in Switzerland and followed for 1 year (Time 2). Parents and teachers reported on the children's emotional symptoms, empathy, and victimization. Children reported their empathy and victimization experiences. Peer victimization was a predictor of emotional symptoms at Time 1; this association was stronger for children with average or high levels of empathy. Increases in peer victimization predicted increases in boys' emotional symptoms, and increases in victimization were related to decreases in empathy. The results emphasize the role of negative peer relations and children's social-emotional information processing for the development of emotional symptoms.

Prospective Study of Peer Victimization in Childhood and Psychotic Symptoms in a Nonclinical Population at Age 12 Years

Psychotic symptoms are commonly experienced in nonclinical populations of adolescents and adults and have been shown to be predictive of later schizophreniform disorders. Associations between adverse experiences in childhood and psychotic symptoms in adulthood have been demonstrated. To examine whether peer victimization is associated with psychotic symptoms in a population-based sample of 12-year-olds. Prospective cohort study. Assessment clinic for 12-year-old members of the Avon Longitudinal Study of Parents and Children birth cohort in Bristol, England, where parents had participated since pregnancy and their children completed a range of physical and psychological annual assessments since age 7 years. A total of 6437 respondents with complete interviews (mean age, 12.9 years). The Psychosis-like Symptoms Interview developed for the study using stem questions, glossary definitions, and rating rules, adapted from the National Institute of Mental Health Diagnostic Interview Schedule for Children-IV and the Schedules for Clinical Assessment in Neuropsychiatry. The interview, carried out by trained psychology graduates, investigated respondents' experience of psychotic symptoms (hallucinations, delusions, and thought disorders) over the previous 6 months. The risk of psychotic symptoms was increased about 2-fold (odds ratio = 1.94; 95% confidence interval, 1.54-2.44) among victims of bullying at ages 8 and/or 10 years, independent of other prior psychopathology, family adversity, or child's IQ. Similar results were found using mother and teacher reports of victimization. Associations were stronger (up to odds ratio = 4.60; 95% confidence interval, 3.24-6.50) when victimization was chronic or severe (ie, experience of relational as well as overt victimization reported). Peer victimization in childhood, especially if it is chronic or severe, is associated with psychotic symptoms in early adolescence. These results lend further support to the relevance of psychosocial factors in the etiology of psychotic symptoms in nonclinical populations, which may increase the risk of adult-onset psychotic disorders.

Peer victimization in children with Attention‐Deficit/Hyperactivity Disorder

AbstractThis study explored peer victimization in 9‐ to 14‐year‐old children with and without Attention‐Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self‐reported victimization by peers and parent‐ and teacher‐reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of ADHD symptoms predicted self‐reported victimization by peers. Neither parent‐rated anxious‐shy behaviors nor parent‐ and teacher‐rated social skills predicted victimization by peers over and above ADHD symptoms. Parent ratings of oppositional behavior mediated the relationship between ADHD symptoms and parent‐ and teacher‐rated bullying. © 2008 Wiley Periodicals, Inc.

Peer Victimization in Children with Learning Disabilities

This study examined the nature and psychosocial correlates of peer victimization in a clinical sample of children with Learning Disabilities (LD). A total of 303 patient charts were searched at a university child psychiatry clinic, and 77 participants met LD diagnostic criteria. Data collected included the Child Behavior Checklist (which contains items assessing peer victimization), Conners Parent Rating Scale, Revised Children’s Manifest Anxiety Scale, and Children’s Depression Inventory. Peer victimization was positively correlated with parent reports of withdrawal, anxiety, depressive symptoms, social problems, thought problems, attention problems, and disruptive behavior. Children with LDs who had comorbid psychiatric diagnoses reported a significantly higher amount of peer victimization than children without a comorbid psychiatric condition. Implications of this study regarding the role of peer victimization and healthy psychological adjustment among children with LDs are discussed.

Peer victimization in children with attention-deficit hyperactivity disorder

This study examined the correlation of peer victimization to psychosocial adjustment in a sample of children diagnosed with attention-deficit hyperactivity disorder (ADHD). A total of 303 files of youth who received a psycho-educational assessment were reviewed; of these, 116 had an ADHD diagnosis. The data collected included the Child Behavior Checklist (which includes items assessing peer victimization), Conner's Parent Rating Scale, Revised Children's Manifest Anxiety Scale and Children's Depression Inventory. Peer victimization was positively correlated with parent reports of anxiety, depression, social problems, delinquent behavior and aggressive behavior. Children with a comorbid psychiatric diagnosis with ADHD reported higher rates of peer victimization than those without a comorbid diagnosis. Children diagnosed with ADHD along with a comorbid externalizing psychiatric diagnosis experienced higher rates of peer victimization than those with a comorbid internalizing psychiatric diagnosis. The implications of this study concerning peer victimization and psychosocial adjustment in children with ADHD are discussed.

Peer Victimization in Youth with Tourette’s Syndrome and Chronic Tic Disorder: Relations with Tic Severity and Internalizing Symptoms

The present study analyzed rates of peer victimization in children with a chronic tic disorder as compared to children with type 1 diabetes and healthy controls. The associations among peer victimization, tic symptom severity, and psychological symptoms, as well as the potential mediating relationship between peer victimization, tic severity, and child internalizing symptoms, were also explored. Children with tics displayed higher rates of peer victimization than control groups, and peer victimization in children with tics was positively correlated with tic symptom severity, loneliness, anxiety symptoms, and parent report of child internalizing symptoms. Results also supported the hypothesis that peer victimization mediates the relationship between tic symptom severity and loneliness. Findings highlight the importance of the assessment and treatment of psychosocial variables in children with chronic tic disorders, including social functioning and peer relationships.

Relation between childhood peer victimization and adult perfectionism: are victims of indirect aggression more perfectionistic?

Using two independent samples and two different measures of perfectionism, this study investigated the hypothesized relation between retrospective accounts of perceived peer-inflicted emotional abuse during childhood and perfectionism in adulthood. Emotional victimization ('indirect' aggression) is characterized by behavior in which mental harm is inflicted on victims through exclusionary acts, gossiping, and rumor spreading. Study one: Self-reported questionnaires of indirect victimization [DIAS; Bjorkqvist, Lagerspetz, and Osterman, 1992] and perfectionism [multidimensional perfectionism scale; Hewitt and Flett, 1991] were administered to 162 (mean age=20.14 years) female undergraduate psychology students. Results support the predicted positive relationship between recalled indirect peer victimization and current socially prescribed/self-oriented perfectionism. Study two: self-reports of indirect peer victimization and perfectionism (eating disorder inventory-perfectionism) were collected from 196 (mean age=19.5 years) female undergraduate students. Again, recalled indirect peer victimization was a statistically significant predictor of current socially prescribed/self-oriented perfectionism whereas recalled direct (physical, verbal) peer victimization held no relation. Discussion addresses the implications of these results, which hold importance for both the bullying and perfectionism literatures.

The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization

Ninety-four low- and middle-income preschoolers (48 boys, 46 girls) were recruited from two sites in a large southwestern city. Children's positive attributions of peer intent, social problem-solving decisions, and attributions of peers' feelings about the provocation were evaluated from individual interviews. In addition, children's anger perception accuracy and their global emotion situation knowledge were assessed. Teachers and their assistants reported on the children's social competence, internalizing and externalizing behavior, and the degree to which children were physically and relationally victimized. Social competence was a negative predictor of relational and physical victimization, and externalizing behavior was a positive predictor of both types of victimization. Anger perception accuracy was negatively related to physical victimization, and global emotion situation knowledge and attributions of sorrow to provoking peers were positive predictors. Results support a conceptual framework that emphasizes the importance of social and emotion-related social cognitive variables for understanding young children's peer-related victimization.

Peer Victimization in Children With Obsessive–Compulsive Disorder: Relations With Symptoms of Psychopathology

This study examined the frequency of peer victimization and psychological symptom correlates among youth with obsessive-compulsive disorder (OCD). The Schwartz Peer Victimization Scale, Children's Depression Inventory, and Asher Loneliness Scale were administered to 52 children and adolescents diagnosed with OCD. The child's parent or guardian completed the Child Behavior Checklist, and a trained clinician administered the Children's Yale-Brown Obsessive–Compulsive Scale (CY– BOCS). Fifty-two healthy controls and 52 children with Type 1 diabetes (T1D) who were administered the Schwartz Peer Victimization Scale as part of another study were included for comparison purposes. Greater rates of peer victimization were reported in youth with OCD relative to healthy controls and children with Type 1 diabetes (T1D). Peer victimization in the OCD sample was positively related to loneliness, child-reported depression, parent-reported internalizing and externalizing symptoms, and clinician-rated OCD severity. Peer victimization fully mediated the relation between OCD severity and both depression and parent reports of child externalizing behaviors and partially mediated the relation between OCD severity and loneliness. Recognition of the magnitude of the problem and contribution problematic peer relations may play in comorbid psychological conditions is important for clinicians who see children with OCD.

Common Visual Defects and Peer Victimization in Children

To investigate whether wearing glasses, having manifest strabismus, or having a history of wearing an eye patch predisposes preadolescent children to being victimized more frequently at school and whether the impact may be different on boys than on girls. Data were examined on 6536 children from the Avon Longitudinal Study of Parents and Children (ALSPAC) based in the United Kingdom. At 7.5 years, the children undertook a detailed eye examination by orthoptists, including a cover test and visual acuity assessment. At 8.5 years, trained psychologists assessed the children's bullying involvement as either victim or perpetrator for overt and relational bullying, in a standard interview. Children currently wearing glasses or with a history of wearing eye patches were 35% to 37% more likely to be victims of physical or verbal bullying, even after adjustment for social class and maternal education. No interactions were found between sex and visual problems in the prediction of bullying. For those children who require glasses, opticians should be aware of the risks of bullying, and strategies should be developed and discussed that help reduce their vulnerability.