Risk For Peer Victimization Research Articles

Interactive effects of coping strategies and emotion dysregulation on risk for peer victimization

The aim of the current longitudinal study was to examine the interactive effects of six common coping strategies (i.e., adult support seeking, friend support seeking, problem solving, humor, passive coping, and cognitive distancing) and emotion (i.e., anger and sadness) dysregulation on concurrent levels and subsequent trajectories of peer victimization over a 2-year period. Participants were 287 predominantly Caucasian students (53.7% boys; ages 6–9) from an elementary school located in the Midwestern United States. Self-reported coping strategies and emotion dysregulation were assessed at baseline; children also provided ratings of peer victimization annually over a 2-year period. Results indicated that the effectiveness of particular coping strategies may depend on children's overt, undercontrolled displays of anger and sadness. Consistent with recent recommendations, these findings suggest that some youth may require interventions that focus on both enhancing emotion regulation skills and teaching strategies for responding to peer victimization in a more adaptive manner.

Do I Look Gawky? The Association between Pubertal Asynchrony and Peer Victimization.

Pubertal synchrony is defined as the degree of coherence to which puberty-related body changes (e.g., breast development, growth spurt, voice change, underarm hair growth) are coordinated. During the pubertal transition, youth’s body parts grow asynchronously, making each youth’s physical appearance unique. Physical appearance is a known correlate of youth’s psychosocial functioning during adolescence, but we know little about how pubertal asynchrony plays a role in their peer relationships. Using data from an adoption study (the Early Growth and Development Study; n = 413; 237 boys, 176 girls), this study examined the effect of pubertal asynchrony on peer victimization. Results revealed sex-specific effects of pubertal asynchrony; pubertal asynchrony was associated with a higher risk of peer victimization for girls but a lower risk for boys. Findings highlight the intersection of physical development and social context in understanding youth’s experiences of puberty.

Peer victimization and the association with hippocampal development and working memory in children with ADHD and typically-developing children

The symptoms of hyperactivity-impulsivity and inattention displayed by children with ADHD put them at risk of experiencing peer victimization. Hippocampal maturation, may reduce a child’s vulnerability to the experience of peer victimization, as it has been associated with decreased ADHD symptomatology. Working memory is an important executive function in the formation and maintenance of social relationships, which is often impaired in ADHD. We aimed to evaluate the relationship between problem behaviours, peer victimization, hippocampal morphology, and working memory in children with and without ADHD. 218 typically-developing participants (50.5% male) and 232 participants diagnosed with ADHD (77.6% male) were recruited. The ADHD group was subdivided into inattentive (ADHD-I) or combined (ADHD-C) types. The Child Behavior Checklist measured problem behaviours and peer victimization. Children underwent Magnetic Resonance Imaging (MRI). Hippocampal subfield volumes were obtained using FreeSurfer. The Wechsler Intelligence Scale for Children-fifth edition measured working memory (WM). The ADHD-C group displayed significantly higher levels of problem behaviours and peer victimization (all, p < 0.001), compared to the other groups. Left Cornu Ammonis 3 (CA3) volume was a positive predictor of peer victimization (all, p < 0.013). Left CA3 volume was a positive predictor of WM and left Cornu Ammonis 4 (CA4) volume negatively predicted WM (all, p < 0.025). A cluster analysis revealed that children displaying symptoms of hyperactivity-impulsivity are the most at risk for peer victimization. Interventions focusing on minimizing peer victimization may aid in mitigating adverse downstream effects, and assist in promoting brain health and cognitive function.

Association of Different Forms of Child Maltreatment With Peer Victimization in Mexican Children and Adolescents.

Objective: To examine the relationship between exposure to multiple forms of child abuse and neglect within the family context and peer victimization at school, accounting for the moderator effect of sex and educational level.Methods: Two thousand four hundred fifteen children and adolescents, aged 9 to 15 years, attending public schools in Mexico completed the Childhood Trauma Questionnaire-Short Form and a modified version of the Olweus' Bully/Victim Questionnaire. We used linear regression models to assess the association of five different forms of child abuse (emotional, physical, and sexual abuse, and emotional and physical negligence) with three forms of peer victimization (direct, indirect, and cyberbullying).Results: Direct forms of child abuse within the family (i.e., emotional, physical, and sexual abuse), but not neglect, were significantly and positively associated with a risk for peer victimization. In the fully adjusted models, emotional abuse was significantly associated with the three types of peer victimization: [indirect b = 0.48, t = 6.75, p < 0.001, direct (b = 0.47, t = 4.89, p < 0.001), and cyberbullying (b = 0.85, t = 5.45, p < 0. 001)]; while physical abuse was positive and significantly associated with direct victimization (b = 0.29, t = 3.28, p < 0.001). Boys suffering from sexual abuse within the family context showed higher levels of all subtypes of peer victimization. Students attending secondary school who suffered from sexual abuse showed higher levels of indirect victimization than did students attending primary schools.Conclusion: Child abuse within the family context seems to be associated with the risk of peer victimization. Preventive strategies to address bullying and promote resilience should take family factors into account. Interventions for high-risk families might be useful to prevent child multi-victimization.

Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.

BackgroundBullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a ‘girl-friendly’ school that may reduce the risk of bullying victimization among girls and prevent dropout is understudied in lower- and middle-income countries (LMICs). This study used baseline data from the evaluation of the Room-to-Read (RtR) Girls’ Education Program (GEP) in Nepal to assess the relationship of a conceptually grounded gender-equitable school (GES) index with girls’ risk of direct and relational bullying victimization, adjusted for potential confounders at the individual and school levels.MethodsThe school sample included all 24 RtR GEP schools and 25 community schools attended by girls in a comparison cohort, representing 729 grade six girls with complete outcome data. We employed multilevel negative binomial regression to assess the relationship between the GES score (higher scores indicate greater support for girls), and girls’ risk of peer victimization, controlling for individual- and school-level covariates.ResultsOn average, girls reported 2.84 direct victimizations and 0.27 relational victimizations in the prior week. The first component of the GES index, a generalized measure of school-level support for girls, showed a significant negative relationship with weekly relational bullying victimization in models with all school- and individual-level covariates. In the full model, a one-point higher score on the generalized GES component accounted for a 26% lower risk of relational bullying victimization in the prior week.ConclusionSchool-level policies, practices, and pedagogy designed to support girls may reduce their exposure to relational aggression, a form of bullying that girls most often perpetrate. In LMICs, the school may be an ideal place to raise awareness about the types and effects of peer bullying and to promote prosocial bystander behavior. Further research is needed to identify factors related to other forms of bullying.

Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study.

Background and Purpose Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool children with language difficulties and how it may be related to different paths of language difficulties. This study aimed to investigate associations between language difficulties, peer victimization, and bully perpetration from preschool to school age as well as the risk of peer victimization and bully perpetration for children with different developmental paths of language difficulties and mild language difficulties compared to TD children. Method The sample was drawn from the Norwegian Mother, Father and Child Cohort Study. Participants with completed questionnaires at 3, 5, and 8 years of age (n = 22,628) were included. Paths between latent variables of language skills at 3, 5, and 8 years of age, peer victimization at 5 and 8 years of age, and bully perpetration at 8 years of age were examined with structural equation modeling. Logistic regression was used to investigate peer victimization and bully perpetration for predefined paths of language difficulties. Results Poor language skills at 3 and 5 years of age were associated with peer victimization at 5 years of age. Poor language skills at 5 and 8 years of age were associated with peer victimization and bully perpetration at 8 years of age. The association between poor language skills at 5 years of age and bully perpetration at 8 years of age was stronger for girls. Persistent paths of language difficulties at 3, 5, and 8 years of age showed the highest risk of peer victimization and bully perpetration. Conclusions Language difficulties are associated with peer victimization and bully perpetration. The risk of peer victimization and bully perpetration differs according to different developmental paths of language difficulties from preschool to school age.

Heightened Risks of Bullying Victimization among Gender-Diverse Youth with Autism Spectrum Disorder

Background: In light of mounting evidence that the prevalence of gender-diverse behaviors is increased among individuals with autism spectrum disorders (ASDs), there is a need for research aimed at evaluating the unique psychosocial challenges faced by transgender/gender-diverse (TGD) youth with ASD. Although TGD youth and youth with ASD have separately been shown to be at a heightened risk of peer victimization, the prevalence of victimization among TGD youth with ASD has never been studied. …

Uncovering the Associations between Child Sexual Abuse, Peer Victimization and Behavior Problems Using Child, Parent and Teacher Reports

ABSTRACT Sexual abuse and peer victimization often co-occur and generate similar repercussions. The current study aimed to determine the extent to which child sexual abuse is associated to peer victimization. The unique contribution of these two distinct forms of victimization to the prediction of behavior problems was also investigated in a sample of 532 school-aged victims of sexual abuse and non-victims. Child sexual abuse was associated with a two-fold increased risk of peer victimization, as evaluated by the parent and the teacher. Results revealed that parent and teacher reports of peer victimization, but not the child’s, were associated with higher levels of internalized and externalized behavior problems, beyond the effect of child sexual abuse. The results suggest that child sexual abuse and peer victimization have unique and cumulative effects on behavior problems in children.

Peer Victimization and Communication Skills in Adolescents with Down Syndrome: Preliminary Findings.

In this preliminary study, we examined peer victimization in adolescents with Down syndrome (DS) and how it relates to language and communication skills. We modified the Childrens' Social Experience Questionnaire (Crick and Grotpeter in Dev Psychopathol 8:367-380, 1996) to better suit adolescents with DS by simplifying vocabulary and syntax, using two step interview response format. Internal reliability was adequate, and all peer victimization measures were significantly elevated compared to a typically developing sample. Further, peer victimization (especially relational victimization) correlated with speech intelligibility, pragmatic judgment, conversational behavior, and receptive vocabulary. These preliminary data suggest that having DS may put adolescents at risk for peer victimization, but having relatively good language/communication skills may be a protective factor. Further research is warranted on this topic.

Anxiety Sensitivity and Children's Risk for Both Internalizing Problems and Peer Victimization Experiences.

In this study, we examined the degree to which children's level of anxiety sensitivity (AS) was a precursor to both internalizing problems and peer victimization experiences. Participants were 581 fourth-grade children (M age = 9.31; 51.8% girls; 42.3% Hispanic/Latinx) and their teachers. Measures of AS, internalizing problems, and peer victimization were collected across a single academic year (Fall, Spring). Structural equation modeling and logistic regression analyses indicated AS predicted future internalizing symptoms as well as self- and teacher-reports of peer victimization. Also, children with heightened AS were 2.70 times more likely to reach elevated levels of self-rated peer victimization and 11.53 times more likely to have clinically elevated internalizing problems. This is the first study to examine prospectively the link between AS and children's peer victimization experiences. We discuss implications of the findings for developing preventative interventions for children at risk for peer victimization and internalizing difficulties.

Longitudinal relations between emotional awareness and expression, emotion regulation, and peer victimization among urban adolescents

IntroductionThere are potential long-term psychosocial effects of experiencing peer victimization during adolescence, including: internalizing symptoms, externalizing behaviors, and risks behaviors such as substance use. While social-emotional theories of development note associations between deficits in emotion competencies and peer victimization in childhood, these associations are less established among adolescent samples. Identifying which inadequacies in emotional competence place particular adolescents at risk for peer victimization may provide insight into the developmental pathways leading to unfavorable outcomes. MethodsThe current study examined the relation between emotional competence and overt peer victimization among adolescents. Adolescents living in a mid-sized urban city in the southeastern region of the United States (N = 357; Mage = 12.14 years, 92% African American) reported their emotional awareness and reluctance to express emotion at baseline. Two years later, adolescents reported their regulation of anger and caregivers reported on adolescents' global emotion regulation. Adolescents also reported on occurrences of overt peer victimization during the previous 30 days at baseline and during the two-year follow up. ResultsOur hypothesized model fit the data adequately. Greater emotion awareness was associated with higher scores on caregiver-rated emotion regulation and adolescent-rated anger regulation two years later, and in turn, lower frequencies of overt victimization by peers. Further, greater expressive reluctance was associated with greater anger regulation, and in turn, lower frequencies of overt victimization by peers. Patterns of associations did not vary by sex or age. ConclusionsThe present study extends models of social-emotional development and peer interactions into the development age stage of adolescence.

6. The Effects of Involvement in Physical Activity and Organized Athletics on the Prevalence of Peer Victimization in Adolescents

Physical activity is encouraged among adolescents to teach healthy living while also protecting youth by reducing the risk of many physical and mental health issues. Involvement in organized athletics, a common avenue for participation in physical activity among adolescents but may also inadvertently contribute to peer victimization. The goal of this paper was to assess if involvement in organized athletics moderates the relationship between physical activity and peer victimization. 21420 adolescent Canadian students completed the 2010 Health Behaviour Survey for School-aged Children, which included measures assessing physical activity, involvement in organized athletics, and involvement in bullying. Moderated regressions indicated that poor health, low physical activity, absence of involvement in organized athletics, lower grade, and gender were associated with increased peer victimization. These findings suggest that although involvement in organized athletics offers adolescents an opportunity to be physically active, it may come at cost due to an increased risk for peer victimization. This research has implications for both practice and policy.

Applying the Lifestyle Routine Activities Theory to Understand Physical and Nonphysical Peer Victimization

ABSTRACTPeer victimization is a serious problem, and understanding where, with whom, and how long victims spend their time is important. Applying the lifestyle routine activities theory (LRAT), this study examines the association between 4 components of LRAT and physical and nonphysical peer victimization. Using the 2007 National Crime Victimization Survey, we examined Poisson and negative binomial regression models to explain whether physical and nonphysical peer victimization was affected by measures of routine activities. Our findings indicate that students’ exposure and proximity to motivated offenders, school environment, capable guardianship, and target attractiveness were associated with risk of peer victimization. Findings also reveal that risk factors varied depending on the type of victimization.

For Better or Worse: Friendship Choices and Peer Victimization Among Ethnically Diverse Youth in the First Year of Middle School.

As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children's own victimization, taking into account the ethnic group representation of children in their classes. Over 3000 6th grade students (52% female; M=11.33years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type-reciprocal, desired, and undesired-and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends' victimization from fall to spring of 6th grade had a differential impact on children's own victimization by friendship type and that the benefits and consequences of change in friends' victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority.

The association between peer victimization, PTSD, and dissociation in child victims of sexual abuse

BackgroundSexually abused children present a host of psychological difficulties, including dissociation and post-traumatic stress (PTSD) symptoms. Negative repercussions associated with sexual abuse may interfere with children’s ability to interact competently with their peers, and might put them at risk for peer victimization. The aims of the study were 1) to describe peer victimization experiences of sexually abused children using a multi-informant approach (self, parents, teachers), and 2) to examine if peer victimization experiences are associated with clinical levels of PTSD and dissociation after controlling for relevant variables. MethodParticipants were 158 children (104 girls and 54 boys; Mean age=9.10) and their non-offending parents consulting after the disclosure of sexual abuse. Children, parents, and teachers completed a measure assessing peer victimization (Self-Report Victimization Scale). Measures of trauma-related symptoms (PTSD and dissociation) were used as outcome variables. ResultsMore than half (60%) of sexually abused children reported being picked on, 51% reported sustaining verbal victimization and a third (35%) physical victimization by peers in the school context. Inter-informant agreement was higher between parents and teachers than between self-reports and adults’ reports. Peer victimization experiences increased the odds by up to three-fold for clinical levels of dissociation and PTSD symptoms. LimitationsOur findings are based on cross-sectional data, and therefore, causal relationships cannot be inferred. No control group was included in the study. ConclusionsResults have significant relevance for prevention and intervention. Clinicians should include assessment of peer victimization experiences when evaluating sexually abused school-aged children. Prevention initiatives in terms of peer victimization could indirectly prevent worsening of symptoms in abused children.

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

Intrinsic Religiosity Buffers the Longitudinal Effects of Peer Victimization on Adolescent Depressive Symptoms

Peer victimization is a common and potentially detrimental experience for many adolescents. However, not all youth who are exposed to peer victimization experience maladaptive outcomes, such as depression. Thus, greater attention to potential moderators of peer victimization is particularly important. The current study examined the potential moderating effect of intrinsic religiosity and religious attendance on the longitudinal association between physical and relational victimization and depressive symptoms. A diverse sample of adolescents (N = 313; Mage = 17.13 years; 54% female; 49% Caucasian, 24% African American, 19% Latino, 8% mixed race/other; 80% Christian religious affiliation) were recruited from a rural, low-income setting. Adolescents completed self-report measures of religious attendance and intrinsic religiosity, and two forms of victimization (i.e., physical and relational) were assessed using sociometric procedures in 11th grade. Depressive symptoms were measured in both 11th and 12th grade. Results suggest that relational victimization is associated prospectively with depressive symptoms only under conditions of adolescents’ low intrinsic religiosity. Findings may contribute to efforts aimed at prevention and intervention among adolescents at risk for peer victimization and depression.

Peer-Victimization and Mental Health Problems in Adolescents: Are Parental and School Support Protective?

The aim of this study was to investigate the frequency and effects of peer-victimization on mental health problems among adolescents. Parental and school support were assumed as protective factors that might interact with one another in acting as buffers for adolescents against the risk of peer-victimization. Besides these protective factors, age and gender were additionally considered as moderating factors. The Social and Health Assessment survey was conducted among 986 students aged 11–18 years in order to assess peer-victimization, risk and protective factors and mental health problems. For mental health problems, the Strengths and Difficulties Questionnaire (SDQ) was used. Effects of peer-victimization on mental health problems were additionally compared with normative SDQ data in order to obtain information about clinically relevant psychopathology in our study sample. Results of this study show that peer-victimization carries a serious risk for mental health problems in adolescents. School support is effective in both male and female adolescents by acting as a buffer against the effect of victimization, and school support gains increasing importance in more senior students. Parental support seems to be protective against maladjustment, especially in peer-victimized girls entering secondary school. Since the effect of peer-victimization can be reduced by parental and school support, educational interventions are of great importance in cases of peer-victimization.

Do Friendships and Sibling Relationships Provide Protection against Peer Victimization in a Similar Way?

AbstractBased on the notion that friendship may serve an important protective function against peer victimization, this study examined the moderating effect of reciprocal friends' prosociality on the link between a child's reactive aggression and victimization. The study also investigated whether a similar moderating effect could be found with respect to sibling's prosociality, given that sibling relationships have been found to provide social benefits comparable to friendships. These questions were addressed using a sample of 246 six‐year‐old twin pairs (246 boys and 246 girls). The results showed that a child's own reactive aggression uniquely contributed to the risk of victimization for both boys and girls. The link between reactive aggression and victimization was, however, moderated by reciprocal friends' prosocial behavior and siblings' prosocial behavior, respectively. The results are discussed in terms of their theoretical and prevention‐related implications for children at risk for peer victimization.

Longitudinal Associations Between Submissive/Nonassertive Social Behavior and Different Types of Peer Victimization

Previous research, primarily in North America, has found that submissive and nonassertive behaviors are associated with peer victimization during childhood. A limitation of this work has been the failure to examine the relationships between such behaviors and different types of peer victimization. To overcome this weakness, we developed an inventory to assess the bidirectional longitudinal associations between three different types of victimization and submissive/nonassertive social behavior. The inventory was completed by 449 children aged 9 to 11 years at two time points over the course of an academic year. The inventory generated self-report scores and peer nominations. A robust finding was that submissive/nonassertive social behavior predicted an increase in social exclusion only. In examining the other direction of the relationship, we found that only social exclusion predicted changes in submissive/nonassertive social behavior over time. The findings advance our understanding of the social skills deficits that put children at risk for peer victimization, and of the implications of victimization for the development of submissive/nonassertive social skills problems.