Students Behaving Badly

Abstract

Students experience many forms of victimization at school, yet few studies address more than one form of victimization. In this study, we explored the incidence of multiple forms of peer victimization, including direct verbal and physical, relational, and sexual harassment victimization among urban middle school students. We examined the overlap and gender differences among victimization experiences. Further, social cognitive theory was used to better understand how victimization experiences influence beliefs about the acceptability of aggression. Youth in 6th through 8th grades (N=111) completed self-report measures assessing peer victimization experiences and normative beliefs about aggression. Results revealed overlap between victimization experiences, suggesting that students commonly experience multiple forms of victimization by peers. Males who were sexually harassed held the strongest beliefs supporting aggression in situations without provocation. Our findings suggest that direct physical/verbal, relational, and sexual harassment victimization are inter-related experiences among youth, and these experiences differ by sex.     

Teachers’ Perceptions of Bullying: A Focus Group Approach

The current qualitative study used a focus group approach to examine teachers’ perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers’ responses to five questions about risk factors for aggression and victimization, adaptive and maladaptive coping strategies, and advice for victimized youth were analyzed using thematic analysis. Teachers frequently identified family factors as a risk factor for becoming an aggressor. Appearance-based factors, shyness, and emotional reactivity were commonly mentioned as risk factors for victimization. Teachers believed that strong displays of emotions, physical retaliation, and ignoring the situation were ineffective means for victims to respond to peer aggression. Reporting the aggression to an adult, appropriately standing up for oneself, and seeking support from friends were viewed as more effective strategies for responding to peer victimization. Directions for future research and implications for intervention are discussed.     

The benefits of being defended: Perceived bystander participant roles and victims’ emotional and psychosocial adjustment

Despite a wealth of knowledge for factors predicting adolescent defending behaviors, it remains unknown about victims’ adjustment resulting from experiencing the presence of different bystander roles in a victimization episode. This study analyzed 209 Taiwanese adolescents’ reports of school-based peer victimization, perceived bystander actions in the event, and the victims’ emotional responses (e.g., happy, sad), emotional status following the episode (e.g., feeling better, worse), and psychosocial maladjustment (i.e., depression, loneliness, anxiety). Our results showed that bystander participant roles varied by victimization types and that defended victims adjusted better than nondefended victims both emotionally and psychologically. Moreover, adolescent victims who reported the presence of an outsider during the victimization experienced more complex and negative emotional responses than victims who reported the presence reinforcer or assistant of the bully. Implications for interventions and prevention are discussed.     

Parental Self-Efficacy and Bullying in Elementary School

This study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific parent self-efficacy measure. The latter produced two unique factors: (a) self-efficacy to know when one’s child is bullied, and (b) self-efficacy to respond to one’s child being bullied. Child reports of bullying and peer victimization were simultaneously regressed on the three (i.e., one general and two specific) parent self-efficacy factors. Findings revealed that parental self-efficacy to know when one’s child is bullied was uniquely and negatively associated with both bullying and victimization. Additionally, and contrary to expectations, parental self-efficacy to respond when one’s child is being bullied was uniquely and positively associated with victimization.     

Executive functioning and bullying participant roles: Differences for boys and girls

Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to also consider the underlying cognitive processes associated with different bullying roles such as socially oriented cognitive processes associated with executive functions. The goal of the current study was to examine executive functions associated with types of bullying role behavior (aggression, victimization, defending, assisting, and outsider behavior) and differences between boys and girls within a sample of 689 third- to eighth-grade students (51% male, 49% female). Victimization was significantly and negatively associated with each executive function. Defending was positively associated with emotion regulation for upper elementary school students, but not for middle school students. Outsider behavior was significantly and negatively associated with self-monitoring, flexibility, and initiation.     

Adolescents’ Experiences of Victimization: The Role of Attribution Style and Generalized Trust

Positive attribution style, negative attribution style, and generalized peer trust beliefs were examined as mediators in the relationship between adolescents’ peer victimization experiences and psychosocial and school adjustment. A total of 280 (150 female and 130 males, M_age = 13 years 4 months, SD_age = 1 year 1 month) adolescents completed measures of peer victimization, global self-worth, depressive symptoms, social confidence, school liking, loneliness, attribution styles, and generalized trust beliefs. Multigroup path analysis revealed that: (a) negative attribution style mediated the relationship between cyber victimization and school liking and depressive symptoms for males and females; (b) positive attribution style mediated the relationship between cyber victimization, school liking, global self-worth, and depressive symptoms for females; and (c) generalized peer trust beliefs mediated the relationship between social victimization, depressive symptoms, social confidence, and loneliness for females. Consequently, attribution style and generalized trust beliefs differentially influence the relationship between peer victimization and adjustment.     

The Positive Role of School Climate on School Victimization,Depression, and Suicidal Ideation Among School-Attending Homeless Youth

Although homeless youth face a higher risk of victimization and mental health problems, little is known about school victimization and mental health outcomes for school-attending homeless youth. This study examined the relationship between school climate and school-related victimization and mental health problems among homeless youth. Multivariate analyses were conducted to examine the relationship between school climate factors and school victimization, suicidal ideation, and depression tendency in a representative sample of 1,169 school-attending homeless youth in 9th and 11th grades in California. Findings show that school-attending homeless youth are at high risk of being victimized at school and have high rates of depression tendency and suicidal ideation. Positive school climate, especially perceived high expectations from teachers and safety in school, was associated with lower rates of school victimization and mental health problems. The role of supportive school climate in the lives of school-attending homeless youth is discussed and future implications are suggested.     

Doing Nothing is Sometimes Worse: Comparing Avoidant versus Approach Coping Strategies with Peer Victimization and Their Association to Depression and Suicide Ideation

ABSTRACT

Peer victimization is a major stressor adolescents often face in the school environment, and has been linked to depression and suicidal risk. This study analyzed the associations between three behavioral coping strategies (avoidance, seeking social support from adults/peers, and retaliation) and depression and suicidal ideation. Participants included 4,254 victimized students who were part of the Saving and Empowering Young Lives in Europe (SEYLE) study that compared three school-based prevention interventions and collected information on health risk behaviors in adolescents from 11 European countries. Results showed behavioral avoidance to be associated with an increase in levels of depression, as compared to the other coping strategies (adult social support, peer social support, retaliation). Seeking social support from adults was associated with lower depression and suicidal ideation rates. A more than 25% increase in suicidal ideation was associated with behavioral avoidance, compared to seeking social support from adults. By contrast, retaliation to peer victimization was not found to be associated with increased depression or suicidal ideation. The findings support the Coping Deficit model and may suggest that abstaining by doing nothing when victimized can be associated with certain adverse emotional outcomes.     

Depressive Symptoms in Young,Urban Schoolchildren: Environmental,Social, and Cognitive Risk

This study examined relations among stressors, perceived social competence, attributional style, and depressive symptoms in young urban schoolchildren. Data were collected from 85 5- to 11-year-olds, mostly African American, who attended a public elementary school in a low-income urban area. Social competence was examined as a potential mediator, and attributional style was examined as a potential moderator of the relation between stressful life events and depressive symptoms. Separate analyses were conducted by age and gender. For older children and girls, main effects were found for stressful life events as predictors of depressive symptoms. Mediational analyses indicated that perceived peer acceptance served as a mediator of the relation between stressful life events and depressive symptoms for girls. In addition, attributional style moderated the relation between stressors and depressive symptoms in the older children. Together, findings suggest that significant relations exist among stressful life events, social and cognitive processes, and depressive symptoms in young urban children and that these relations are influenced by gender and development.     

The Victimization of LGBTQ Students at School: A Meta-Analysis

ABSTRACT

Although research suggests that LGBTQ youth are at risk for victimization at school, it remains unclear just how much more likely they are to be victimized relative to heterosexual or cisgender youth, or the conditions under which their risks for victimization are highest. Accordingly, we conducted a meta-analysis on the relationship between LGBTQ identification and school victimization. Multilevel analysis of 276 effect size estimates, from 55 studies, revealed a moderate overall mean effect size (r = .155). Moderator analyses indicated the relationship was stronger for transgender youth, homophobic victimization, and students in the Western United States; and weaker for questioning youth. We conclude with recommendations for policy and future research, and suggest that theories of victimization be broadened to better explain the risks that LGBTQ students face.     

The relationship between peer victimization,cognitive appraisals,and adjustment: A systematic review

Underpinned by the transactional model of stress (TMS), this systematic review synthesizes research testing the role of primary and secondary appraisals in the relationship between peer victimization and adjustment. A comprehensive literature search was undertaken and 23 articles were included in the review. Primary appraisals of threat and control, but not blame, mediated the relationship between peer victimization and adjustment. Secondary appraisals of self-efficacy and perceived social support were found to mediate and moderate the relationship. The findings of the review highlight the utility of the TMS in developing our understanding of individual differences in the relationship between peer victimization and adjustment. The development of the TMS in a peer victimization context, and future areas of research are discussed.     

Warning Signs of Problems in Schools

SUMMARY

One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.     

Bullying and Difference

Abstract

Why are students who have special educational needs at greater risk of bullying than their peers when educated in mainstream settings? This case study of one mainstream secondary school describes the various facets of the peer group dynamics that underpinned social aggression and exclusion towards students who were hearing impaired. These students were subject to the same social pressures as their mainstream peers but in addition were at risk of stigmatisation. As a result of their deafness they were treated as second class citizens (discredited). This in turn could lead to denigration and actual bullying, as well as social exclusion/marginalisation.     

Identification of Bullies and Victims

SUMMARY

Bullying studies frequently rely on student self-report to identify bullies and victims of bullying, but research in the broader field of peer aggression makes greater use of other informants, especially peers, to identify aggressors and victims. This study compared self, peer, and teacher identification of bullies and bully victims in a sample of 416 middle school students. Overall, there was poor correspondence between self-reports and reports made by peers or teachers, but consistently better agreement between peers and teachers, in identifying both bullies and victims of bullying. Peer and teacher identification of bullies were more consistently associated with subsequent school disciplinary infractions than were self-reports. These results raise concern about reliance on student self-reports of bullying and bully victimization.     

Context Matters: Reactive and Proactive Bystander Action to Prevent Sexual and Dating Violence in High Schools

ABSTRACT

Given high rates of relationship violence among adolescents, there is a need to understand variables that influence adolescents’ helping behaviors to reduce risk for dating and sexual violence (reactive) and promote prevention before violence happens or risk factors are evident (proactive). The current paper examined individual and school variables related to greater actionism in a large sample of high school students. Baseline, cross-sectional data used in the current analyses were gathered before intervention as part of a prevention program evaluation across 25 high schools in New England from students in grades 9–12 (N= 3,404). Students who self-reported a greater number of proactive actions taken were students who identified as sexual minorities, had a history of victimization, and were in schools with supportive peer norms. The current findings suggest a model for prevention that might include training individuals and attending to school level variables.     

Vietnamese Youth Gangs in Honolulu

SUMMARY

Traditional theories of the connection between immigrant youth and gangs have not been sufficient in explaining why some are not in gangs. Therefore, this study examines Vietnamese youth gangs in Honolulu and the factors contributing to Vietnamese delinquency and youth gang participation. Twenty-six interviews were conducted with agency, school, police, Vietnamese adults, and Vietnamese youth. Results suggest that though the content of the delinquency model is different for immigrant and nonimmigrant youth, the process is the same. Problems in the home, school, or neighborhood facilitate contact with delinquent youth, and association with delinquent peers increases the likelihood for delinquency and gang involvement. Therefore, participation inyouth gangs depends on peer relationships. This finding is congruent with the perceptions of youth, while adults appear less aware of the effects of peer relationships among youth.     

Responding to Children Victimized by Their Peers

Abstract

Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.     

Protective Factors Interrupting the Continuity From School Bullying to Later Internalizing and Externalizing Problems: A Systematic Review of Prospective Longitudinal Studies

A systematic review is presented, based on prospective longitudinal studies, on protective factors that interrupt the continuity from bullying perpetration at school to externalizing problem behaviors later in life; and from bullying victimization to later internalizing problems. Some common factors were established, which seem to interrupt the continuity from school bullying perpetration and victimization to later maladjustment problems. These included having a good performance at school and good social skills, coming from a stable (undisrupted) family, being attached to parents, and having prosocial friends. Findings are consistent with the wider resilience literature on factors that confer emotional and behavioral adjustment to school youth. This is not surprising given the interconnectedness and common pathways between bullying and other risk behaviors. Effective antibullying and other multicomponent programs may successfully interrupt this long-term continuity. Future intervention research should be informed by the resilience literature and incorporate existing findings in future program planning.     

The Awareness of Risky Peer Group Behaviors on School Grounds as Predictors of Students' Victimization on School Grounds

Abstract

This study examined the effects of the awareness of risky peer group behaviors (e.g., drug use, students carrying weapons, or vandalism on school grounds) on students' experiences of school victimization. This is one of the few studies conducted in the Middle East that examine issues of school violence. This article (Part I) focuses on elementary school students. Part II is forthcoming in a future article and will focus on junior high school students. The sample was drawn from central and northern Israel and consisted of 1346 Arab and 1478 Jewish students (4th-6th grades). Students completed an anonymous self-report questionnaire, which was based on the California School Climate Survey (Furlong et al, 1997). The findings from a hierarchical regression analysis show that elementary school students' awareness of risky peer group behaviors in school contexts is one of the strongest predictors of their own personal victimization, controlling for gender, ethnicity, and grade level. Theoretical and practical implications are discussed.