Peer victimization and mental health during early adolescence

Department of Educational Psychology, University of Wisconsin, Madison, Wisconsin; 2320C MH, Box 951521, 90095, Los Angeles, CA
01/2007; 46:138-146. DOI: 10.1080/00405840701233081

ABSTRACT 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.

  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students (N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical classrooms with high density. While children with high victimization scores were unpopular across classrooms, they were least unpopular in egalitarian classrooms with high density. Furthermore, aggressive children were more disliked in low-density classrooms, and victimized children were more disliked in hierarchical classrooms. Implications for educational management of classroom social structures are discussed.
    The Journal of Early Adolescence 02/2010; 30(1):76-101. · 2.30 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance.
    Gender and Education 03/2011; 23(2):153-168. · 0.46 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The majority of research on the outcome of school violence has been conducted in Western countries. Empirical studies on how school violence impacts student psychological well-being in a Chinese cultural context are relatively limited. The aim of this study was to address this gap by exploring how student maltreatment by teachers, student perpetration against students, and student victimization by other students affected the self-esteem and depression of 1,376 junior high school students in Taiwan. The current study also explored how gender, family socioeconomic status (SES), student–teacher relationships and peer support moderate the impact of school violence. Structural equation analyses showed that student victimization by students and student perpetration of violence against students successfully predicted depression, but not self-esteem. Student maltreatment by teachers was associated with neither depression nor self-esteem. Multigroup analyses showed that relationships among the variables were similar across gender, family socioeconomic status, or student–teacher relationships. However, the impact of student victimization on depression was stronger for subgroups with a low level of peer support than for those with a high level of peer support. The overall findings suggest that depression is the major consequence of school violence in Taiwan and that the impact of student victimization by fellow students on depression is buffered by positive peer support. Implications for theory, intervention and recommendations for future research are discussed. KeywordsSchool violence–Bullying–Depression–Self-esteem–Taiwan
    Social Indicators Research 01/2011; 100(3):479-498. · 1.26 Impact Factor


1 Download
Available from