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1.
Using cross-sectional data regarding 793 rural children aged 10–16 in Sichuan Province of China, the present study examined the preceding-year rates of seven forms of child victimization (physical assault, property crime, peer/sibling victimization, child maltreatment, sexual victimization, witnessing family violence, and exposure to community violence) and poly-victimization, and found children’s victimization experiences increased as the degree of parental absence increased (from the presence of two biological parents, to parental migration and parental separation and divorce). Elevated levels of depression were also found among left-behind children and children of separated or divorced parents, compared to children living with both biological parents; and child poly-victimization added to the risk of child depression. Certain demographic characteristics (being a boy and younger) and parental factors were associated with child victimization in rural China. This study highlights the need for child protection in rural China, and in particular for parent-absent children.  相似文献   

2.
This 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.  相似文献   

3.
Child maltreatment has been demonstrated to have many short- and long-term harmful consequences for victims, but whether or not child abuse is associated with an increased risk of peer victimization during adolescence is unclear. This study analyzed prospective data from 831 children and parents participating in the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN) to investigate the relationships between child physical and sexual abuse and adolescent victimization by peers, as well as the potential for gender to moderate these relationships. Results from ordinal logit regression models indicated that children who were physically abused prior to age 12, based on official reports, parent reports, and child reports, had a greater risk of experiencing more intimidation and physical assault by peers at age 16. Having a history of sexual abuse predicted more physical assault but not intimidation. There was no evidence that gender moderated these relationships; in all cases, the relationship between abuse and revictimization was similar for boys and girls. The findings emphasize the need to provide victims of abuse with assistance to help prevent a cycle of victimization.  相似文献   

4.
The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (Mage = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children’s received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children’s depressive symptoms through damage to their social self-concept. These findings provide support for the “healthy context paradox” in the Chinese culture, and highlight the mechanisms of this phenomenon.  相似文献   

5.
The purpose of this study was to identify the pathways from childhood physical and sexual abuse to adolescent physical and sexual victimization by assessing behavior symptoms (both internalizing and externalizing) and peer popularity as potential mediating variables. The data derive from Longitudinal Studies of Child Abuse and Neglect (LONGSCAN), which tracks the consequences of child abuse and neglect using five study sites across the US. Child physical and sexual abuse was measured at age 12 using self-reports of life-time maltreatment experiences. Internalizing and externalizing symptoms were assessed at age 12 using the Child Behavior Checklist (CBCL). Peer popularity was assessed at age 14 by teachers. Peer victimization was assessed at age 16 using the modified version of the Juvenile Victimization Questionnaire. The results indicated that physical abuse had no direct effect on either physical or sexual peer victimization, whereas sexual abuse had significant direct effect on both physical and sexual victimization. Assessed at age 12, children who had been physically or sexually maltreated were found to have higher levels of internalizing and externalizing symptoms. These increased symptoms are associated with lower peer popularity at age 14, which in turn is associated with greater physical and sexual peer victimization at age 16. The findings suggest that multiple points for interventions may exist to disrupt the cycle of victimization. Early assessment and treatment for externalizing symptoms and for low peer popularity may be helpful in preventing physical peer victimization among adolescents who have been physically and/or sexually abused.  相似文献   

6.
Being the victim or perpetrator of peer teasing threatens children’s immediate and long-term well-being. Given that many individual and contextual risk factors for peer victimization are transmitted within families, we tested whether fathers’ childhood victimization experiences were directly or indirectly (via poor parenting and poor child adjustment) associated with their children’s increased risk for similar experiences. Generation two (G2) fathers (n = 130) who had been assessed since age 9 years participated in an intergenerational study with their 268 G3 children and the 163 G2 mothers of these children. Peer teasing ratings were collected annually from G1 mothers, fathers, and teachers across G2 ages 9–16 years, and from the same three informant types across the same ages for G3 children. Also assessed was G2 fathers’ poor parenting of G3 at ages 3–7 years and G3 poor adjustment (externalizing and internalizing behaviors, deviant peer association, low social competence) and body mass index (BMI) at ages 7–16 years. Models supported intergenerational stability in being teased that was partially mediated through G2 fathers’ poor parenting and G3 poor adjustment. A direct intergenerational path in being teased remained significant, and G3 BMI uniquely predicted being teased. Childhood peer victimization is perpetuated across generations. Prevention aimed at poor parenting, child poor adjustment, and peer victimization itself may disrupt intergenerational stability in these adverse experiences.  相似文献   

7.
The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.  相似文献   

8.
Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre‐ and postdisaster (n = 96, mean [M] = 10.9 years old, 53% female), and a comparison group from a nearby area was assessed over the same time interval 1 year prior (n = 120, M = 10.2 years old, 52% female). Within the hurricane group, relations between symptoms of post‐traumatic stress disorder (PTSD) with bullying and victimization also were examined. Following the hurricane, the hurricane group reported increased relational and overt bullying relative to the nonhurricane group, and PTSD symptoms predicted increased victimization. Thus, school personnel should be vigilant and prepared to respond to increased bullying following disasters and for increased victimization in youth experiencing PTSD symptoms. © 2009 Wiley Periodicals, Inc.  相似文献   

9.
The purpose of this study was to examine the prevalence and child and family-level correlates of direct and indirect victimization by peers among children ages 6–9. Four hundred and twenty-five children were included in the final sample. Data for this study were drawn from the first wave of the Developmental Victimization Survey. Logistic regression models were used to examine associations between children's demographics, anxiety, depression, anger, parent–child relationship, and exposure to family violence and children's experience of direct or indirect victimization by peers. The results showed that increased depression scores and exposure to family violence were associated with increased risk for direct and indirect victimization by peers. Black children were more likely to experience direct victimization and less likely to experience indirect victimization compared to White children. Child's race significantly moderated the association between parental criticism and indirect victimization. Child's gender did not significantly moderate these associations. Implications for developmentally specific prevention and intervention approaches that are grounded in a social-ecological framework are discussed.  相似文献   

10.
This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.  相似文献   

11.
This study examines the role of several resilience resources in the relationship between lifetime victimization and mental health problems among adolescents in care. The sample comprised 127 adolescents (53.% females, aged 12–17 years) from residential care facilities in Catalonia, Spain. The Juvenile Victimization Questionnaire, the Youth Self-Report, and the Adolescent Resilience Questionnaire were used to assess victimization, psychological symptoms, and resilience respectively. Results indicated that poly-victimization was associated with fewer resources, and with an increased risk of mental health problems. Self-resources mediated the relationship between victimization and internalizing and externalizing symptoms; community support mediated the relationship between victimization and internalizing symptoms. Self, school and peer support moderated the relationship between victimization and externalizing symptoms. Adolescents with fewer self-resources and less school support reported more externalizing symptoms, as did those with more peer support. However, poly-victimized youths reported symptoms within the clinical range, regardless of their level of resources. The findings stress the importance of preventing poly-victimization and of empowering poly-victimized adolescents, who appear to present low levels of resources. Researchers and clinicians should continue to study the poly-victimization/psychopathology relationship, and also design interventions and prevention programs which incorporate the most relevant resilience resources.  相似文献   

12.
Peer victimization is a well‐established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed in two subsamples taken from a full sample of 523 children nested in 28 classrooms, followed over the course of a school year. Results from a subsample of 213 students suggested that higher classroom levels of victimization predicted attenuated growth in children's reading achievement as well as greater stability of reading achievement over the course of the year. Results from a subsample of 490 children suggested that lower levels of classroom victimization predicted reduced stability of peer social preference and mitigated the trajectory between children's externalizing behavior and poor social preference. Implications for prevention of and interventions targeting peer victimization are discussed.  相似文献   

13.
A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; peer, self, and teacher reports of victimization; and peer reports of peer acceptance were obtained. A systematic examination of nested structural equation models provided support for a symptoms-driven model whereby depressive symptoms contributed to peer difficulties; no evidence was found for interpersonal risk or transactional models. Analyses further revealed that victimization mediated the association between prior depressive symptoms and subsequent peer acceptance. Results extend knowledge about the temporal ordering of depressive symptoms and peer difficulties and elucidate one process through which depressive symptoms disrupt peer relationships.  相似文献   

14.
OBJECTIVE: It is widely presumed that when children are hit by peers or siblings, it is not as serious as similar acts between adults or older youth, which would be termed, "assaults" and "violent crimes". The goal of this study was to compare the violent peer and sibling episodes of younger children to those of older youth in terms of their seriousness and association with symptoms that might indicate traumatic effects. METHOD: The study collected reports of past year's violent victimizations and childhood symptoms in a national probability telephone sample of 2030 children and youth ages 2-17. The experiences of 10-17-year olds were obtained via self-reports and those of the 2-9-year olds from caregivers. RESULTS: The younger children's peer and sibling victimizations were not less serious than the older youth on the dimensions of injury, being hit with an object that could cause injury or being victimized on multiple occasions. Younger children and older youth also had similar trauma symptom levels associated with both peer and sibling victimization. CONCLUSION: There was no basis in this study for presuming peer and sibling victimizations to be more benign when they involve younger children. The findings provide justification for being concerned about such peer and sibling violence in schools and families and for counting such victimizations in victimization inventories and clinical assessments.  相似文献   

15.
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.  相似文献   

16.
Two prospective studies examined a theoretical model wherein exposure to victimization, resulting from early behavioral risk, heightens children's social alienation and subsequent deviant peer affiliation (DPA). Across Study 1 (298 girls, 287 boys; K–7th grade; 5–12 years) and Study 2 (338 girls, 298 boys; 2nd–6th grade; 8–12 years), children, parents, peers, and teachers reported on children's externalizing behavior and internalizing symptoms, peer victimization, social alienation, and DPA. Path analyses supported the proposed pathway: Peer victimization predicted social alienation, which then predicted DPA. Early externalizing behavior set this path in motion and made an independent contribution to DPA. This research identifies an important pathway through which externalizing behavior and consequent peer victimization launch children onto a risky social trajectory.  相似文献   

17.
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18.
BackgroundBullying victimization among school-aged children is an important public health issue that may affect their well-being and mental health. However, few studies have been conducted on left-behind children in rural China, who are defined as the children who stay in rural areas for more than six months and have one or both parents migrating to urban areas for work. The mechanisms through which bullying victimization will influence depression have disproportionally adopted a psychopathological perspective, and the protective factors are understudied.ObjectiveThis study aims at investigating the factors that might contribute to breaking up the vicious circle between bullying victimization and developmental problems, focusing on the protective role of self-compassion and hope in the association between bullying victimization and depression.MethodsUsing questionnaires, data were collected from a sample of 1091 school-aged left-behind children from west and central China.ResultsCompared with rural children living with their parents, left-behind children reported a higher level of bullying victimization. Bullying victimization was positively associated with depression through decreased self-compassion and hope, and self- compassion played a more crucial role than hope in the linkage between bullying victimization and depression.ConclusionsOur study's findings suggest that it is necessary to incorporate self-compassion and hope in mental health prevention and intervention programs targeting left-behind children with bullying victimization experiences.  相似文献   

19.
OBJECTIVE: To understand to the degree to which a broad variety of victimizations, including child maltreatment, conventional crime, peer, and sexual victimizations, persist for children from 1 year to the next. DESIGN: A national sample of 1467 children aged 2-17 recruited through random digit dialing and assessed via telephone interviews (with caretakers and youth themselves) about a comprehensive range of victimization experiences in the previous year, and then re-assessed (72.3% of baseline sample) after a 1-year interval. RESULTS: The risk for re-victimization in Year 2 was high for children victimized in Year 1, with risk ratios ranging from 2.2 for physical assault to 6.9 for sexual victimization. Victimization of any one type left substantial vulnerability even for different types of subsequent re-victimization (e.g., property crime victimization was associated with higher risk of sexual victimization the next year). Children with four or more types of victimization in Year 1 ("poly-victims") were at particularly high risk of persisting poly-victimization. Persisting poly-victimization was more likely for children who scored high on anger/aggression and who had recent life adversities. Desistence from poly-victimization was associated with having more good friends. Onset of poly-victimization in Year 2, in contrast to persistence from Year 1, was associated with violent or maltreating families, family problems such as alcohol abuse, imprisonment, unemployment and family disruption. Having more older siblings acted as both a risk factor and a protective factor for different groups of youth. CONCLUSION: Children previously victimized in 1 year are at higher risk of continued victimization, and the poly-victims are at particular risk. These findings suggest the potential merit of identifying these high-risk children and making them priority targets for prevention efforts.  相似文献   

20.
Children who are abused at home are at an increased risk of bullying perpetration and bullying victimization. Within that context, the purpose of the present study was to test Agnew’s general strain theory and the peer deviancy training hypothesis by utilizing structural equation modeling to empirically examine pathways linking punitive parenting to bullying perpetration and bullying victimization. This study adds to the literature in two important ways. First, potential mediating linkages between punitive parenting and bullying perpetration and bullying victimization were examined, including socially withdrawn behavior and deviant peer affiliation. Second, these relationships were considered in a longitudinal sample of South Korean adolescents, which is a novel examination given that parenting in South Korea is guided largely by Confucianism which reinforces parental control, restrictiveness, and a punitive nature. Results indicate that: (1) punitive parenting is directly related to bullying perpetration but not bullying victimization; (2) punitive parenting was found to have indirect effects only on bullying perpetration; (3) deviant peer affiliation increased the likelihood of bullying perpetration and victimization; and (4) socially withdrawn behavior only affected bullying perpetration via its effect on deviant peer affiliation.  相似文献   

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