Peer Victimization and Mental Health During Early Adolescence

Department of Educational Psychology, University of Wisconsin, Madison, Wisconsin
Theory Into Practice (Impact Factor: 0.63). 04/2007; 46(2):138-146. DOI: 10.1080/00405840701233081


In this article, the authors describe recent re-search on peer victimization and its mental health consequences during early adolescence. They begin with a working definition of peer victim-ization that distinguishes it from lethal school violence and from simple conflict between peers. They then present a psychosocial profile of youth who are chronic victims of harassment, with a particular focus on their mental health chal-lenges. To aid the understanding of the plight of victims, the authors contrast their profiles with those of bullies and with those of adolescents who have characteristics of both bullies and victims. Some unanswered questions in the peer victim- ization literature are then considered, such as whether there are gender and ethnic differences in the experience of victimization and the stability of victim status. The article concludes with a dis-cussion of implications for both school-wide and targeted interventions to reduce victimization and with suggestions to teachers for concrete actions they can take to promote a safer environment for their students.

18 Reads
  • Source
    • "Araştırmadan elde edilen bu bulgu alan yazın ile örtüşmemektedir. Yapılan birçok çalışmada özellikle kurban konumundaki çocuk ve ergenlerin yalnızlık düzeylerinin yüksek olduğunu göstermektedir (Boivin ve Hymel, 1997; Graham ve Bellmore, 2007; Kochenderfer ve Ladd, 1996; Ladd ve ark., 1997; Schafer ve ark., 2004; Storch ve Masia-Warner, 2004) . Frerichs (2009) yüksek düzeyde ilişkisel zorbalığa maruz kalan erinlerin, ilişkisel zorbalığa daha az maruz kalan öğrencilere nazaran daha yüksek depresif belirtiler sergilediğini ve yalnızlık/sosyal memnuniyetsizlik yaşadığını belirtmiştir. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Previous studies indicated that bullying was quite pervasive among early adolescents and associated with some psychosocial correlates. Thus, the purpose of the present study was to investigate associations among different bully status (victim, bully, bully/victim and bystander), school attachment and loneliness among early adolescents. The sample of the study was comprised of 415 students (F= 214, M= 201) coming from three elementary schools representing different socio-economic groups in Diyarbakir city center. There were significant differences among students with different bully status in terms of school attachment and attachment to friends, but not attachment to teachers. Moreover, there was no significant difference among students with different bully status. Findings also suggest that gender is a significant variable in identifying bully status. Findings of the study were discussed with regard to current literature.
    Eğitim ve Bilim 08/2014; 39(174). DOI:10.15390/EB.2014.2435 · 0.32 Impact Factor
  • Source
    • "Adults should refrain from bullying students and other adults (i.e., colleagues , parents) at school (Graham & Bellmore, 2007). In addition, teachers also need to incorporate school climate interventions into the regular curriculum and use teachable moments to openly discuss difficult topics (e.g., popularity, power, social ostracism) related to bullying (Cohen & Geier, 2010; Graham & Bellmore, 2007). Last but not least, bullying is not only a behavior problem, but also a mental health problem. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Research has shown a negative association between positive school climate and bullying behavior. This article reviews research on school climate and bullying behavior and proposes that an unhealthy and unsupportive school climate (e.g., negative relationship between teachers and students, positive attitudes towards bullying) provides a social context that allows bullying behavior to occur. We provide information on how to evaluate the school climate and intervene to promote a more positive school climate and to reduce bullying behavior. Although there has been an increased interest among school personnel, parents, and students to reduce bullying behavior, the issue of how to assess the myriad of factors that may cause and maintain bullying behaviors, and to select evidence-based prevention and intervention programs, remains a challenge for many educators. This article seeks to address these two issues by highlighting the importance of school climate in bullying prevention and reviewing some school climate evaluations and intervention programs.
    Theory Into Practice 10/2013; 52(4):296-302. DOI:10.1080/00405841.2013.829735 · 0.63 Impact Factor
  • Source
    • "The results show that student psychological health is not directly associated with victimization by students and student maltreatment by teachers. The findings are consistent with large-scale empirical studies on school victimization conducted in Taiwan or other countries (e.g., Chen & Wei, 2011b; Malecki et al., 2008), but conflict with theories and most Western studies indicating strong direct associations between school victimization and student psychological health (e.g., Baldry, 2003, 2004; Chen & Wei, 2011a; Flannery et al., 2004; Gladstone et al., 2006; Graham & Bellmore, 2007). The findings may imply that the direct impact of exposure to school violence on student psychological health in Taiwan is weaker than in most Western countries (Chen & Wei, 2011b). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health. Methods: Data were obtained from a large-scale random sample of 1650 junior-high students (grades 7-9) in one diverse county of Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. Results: The results of structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 26% of the variance in student psychological health. Overall findings showed that student psychological health is not significantly directly associated with victimization by students and student maltreatment by teachers; however, student psychological health is indirectly associated with victimization by students, mediated through peer social support. Similar findings were found for both male and female and both Han Chinese and Indigenous students. Conclusion: The findings imply that peer social support plays an important mediating role between exposure to school violence and student psychological health. The findings provide empirical evidence and information to help school practitioners and policymakers justify developing or incorporating social support into prevention and intervention strategies. The findings suggest that interventions or policies promoting social support incorporated at a national level could be effective across genders and ethnicities in Taiwan.
    Child abuse & neglect 02/2013; 37(4). DOI:10.1016/j.chiabu.2013.01.001 · 2.34 Impact Factor
Show more


18 Reads
Available from