Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments

Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, Madison, WI 53719, USA.
Journal of Abnormal Child Psychology (Impact Factor: 3.09). 02/2011; 39(2):225-38. DOI: 10.1007/s10802-010-9454-6
Source: PubMed


Aggressive victims-children who are both perpetrators and victims of peer aggression-experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors, or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on children's involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms, externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems.

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Available from: Marilyn J Essex, Oct 02, 2015
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    • "As many as 16–30% of primary-and secondaryschool children reports to be involved in bullying as bully (5–13%), victim (10–16%), or bully-victim(2–7%) (Fekkes, Pijpers, & Verloove-Vanhorick, 2005; Nansel, Craig, Overpeck, Saluja, & Ruan, 2004; Solberg, Olweus, & Endresen, 2007). Involvement in these bullying roles is quite stable over time (Burk et al., 2011; Scholte, Engels, Overbeek, de Kemp, & Haselager, 2007). The high prevalence rates and stabilities are alarming because both bullying and victimization have been associated with emotional, behavioral, and social adjustment problems both concurrently and longitudinally (e.g., Hawker & Boulton, 2000; Scholte et al., 2007). "
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    ABSTRACT: According to the Social Information Processing Model of children's adjustment, children develop general interpretation styles for future social events based on past social experiences. Previous research has shown associations between interpretations of social situations and internalizing and externalizing symptoms. This study investigated whether bullies, victims, bully-victims, and uninvolved children interpreted ambiguous human interactions differently in terms of bullying and whether these interpretations generalized to abstract non-human interactions. Participants were 390 children (49% girls, Mage = 10.3 years) who completed self-report measures of bullying and victimization. In addition, they indicated whether video fragments of positive, negative, or ambiguous interactions between humans, animals, and abstract figures depicted bullying situations. Bully-victims reported more bullying than victims and uninvolved children in ambiguous abstract figure, animal, and human fragments and in positive animal fragments. Children who bully did not differ from the other groups. These findings indicate that interpretations of bullying generalized from ambiguous human interactions to more abstract ambiguous animal and abstract figure interactions. Implications for further research and practice were discussed. Aggr. Behav. 9999:1-12, 2015. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.
    Aggressive Behavior 08/2015; DOI:10.1002/ab.21605 · 2.28 Impact Factor
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    • "e l s e v i e r . c o m / l o c a t e / y p m e d more severe combination of internalizing and externalizing problems than 'pure' victims or bullies (Nansel et al., 2001; Cook et al., 2010; Haynie et al., 2001; Ivarsson et al., 2005; Sourander et al., 2007; Kumpulainen and Räsänen, 2000; Forero et al., 1999; Copeland et al., 2013; Burk et al., 2011; Schwartz, 2000; Klomek et al., 2011). The cooccurrence of internalizing and externalizing problems has been found to heighten the risk for adverse outcomes (Vander Stoep et al., 2011; Wolff and Ollendick, 2006); one highly concerning outcome that has been found to be particularly high among bully-victims is suicide (McKenna et al., 2011; Espelage and Holt, 2013; Copeland et al., 2013; Borowsky et al., 2013; Ivarsson et al., 2005). "
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    ABSTRACT: Objective: The aim of this study is to compare suicidality, internalizing problems and externalizing problems among adolescent victims, bullies and bully-victims. Method: This study examined bullying involvement among a subset of the baseline sample of the Climate and Preventure study, a trial of a comprehensive substance use prevention intervention for adolescents in 2012. The sample included 1588 Year 7-9 students in New South Wales and Victoria, Australia. Results: Victims, bullies and bully-victims had more problems than uninvolved students. Students with internalizing problems were more likely to be a victim than a bully. Some externalizing problems (alcohol and tobacco use) were associated with increased odds of being a bully, but not others (cannabis use and conduct/hyperactivity symptoms). Suicidal ideation, internalizing problems and some externalizing problems increased the odds of being a bully-victim compared to being a bully or a victim. Conclusion: Early intervention for adolescents frequently involved in bullying may reduce the onset of substance use and other mental disorders. It would be advisable for bullying interventions to include a focus on substance use and mental health problems. A reduction in these chronic and detrimental problems among adolescents could potentially lead to a concomitant reduction in bullying involvement.
    Preventive Medicine 02/2015; 73. DOI:10.1016/j.ypmed.2015.01.020 · 3.09 Impact Factor
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    • "This would appear to corroborate the proposal put forward by Subrahmanyam, Smahel and Greenfi eld (2006) regarding the behavioral coherence of adolescents in their online and offl ine lives. Our study also confi rmed the predictive value of involvement in bullying and cyberbullying with respect to short term continuation in the same roles and the stability of future involvement in bullying (Burk et al., 2011). Our results supported as well the third hypothesis: involvement in traditional bullying predicts later involvement in other roles. "
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    ABSTRACT: Several studies show certain co-occurrence of the traditional bullying and the cyberbullying. However, the results about relation and homogeneity among the roles of each of them are not unanimous. The present study intends to advance in the knowledge about the above-mentioned co-occurrence by exploring the dimensions of victimization and traditional aggression and cyber-victimization and cyber-aggression and by identifying its eventual directionality. A short-term longitudinal design was developed. The sample was formed by 274 adolescents, aging 12 to 18 years-old, belonging to 2 schools of Andalusia (South of Spain). In order to value the impact of bullying and cyberbullying the European Cyberbullying Intervention Project Questionnaire (ECIPQ) and the European Bullying Intervention Project Questionnaire (EBIPQ) were used. The results show important simultaneity among both phenomena and suggest that although in cyberbullying -cyber-victimization and cyber-aggression- may be predicted because of previous involvement of the subject in traditional bullying, on the contrary it does not happen. In addition, previous victimization is a risk factor for traditional bullying and for cyberbullying. Results are discussed in relation to the process and socio-group dynamics arising from the bullying and cyberbullying phenomena, and in terms of their prevention.
    Psicothema 11/2012; 24(4):608-13. · 0.96 Impact Factor
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