Article

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

ABSTRACT

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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    • "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.
    Full-text · Article · Jan 2016 · Aggressive Behavior
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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: Adolescence is a vulnerable time for both substance use and bullying involvement; however, there is limited research on substance use among adolescent victims of bullying. This study aimed to examine concurrent and prospective associations between bullying and substance use, differentiating between passive-victims, bully-victims and 'pure' bullies. Associations between bullying involvement and substance use at baseline and 24 months post-baseline were examined in a cohort of adolescents in Australia. Bullying victims were divided into passive-victims (those who get bullied and do not bully others) and bully-victims (those who both get bullied and bully others). Perpetrators of bullying were divided into 'pure' bullies (those who bully others but do not get bullied), and bully-victims (as above). Outcomes examined were past six month use of alcohol (any drinking; risky drinking), tobacco, and cannabis. While there was no evidence of an association between bullying victimization and/or perpetration and substance use at baseline, there was evidence of an association between bullying and substance use 24 months post-baseline. Specifically, there was evidence of increased odds of risky drinking and cannabis use for the bully-victim group. Bully-victim status at age 13 was associated with substance use at age 15, controlling for concurrent bullying involvement at age 15. Bully-victims are a particularly high-risk group that could benefit from targeted substance use preventive interventions. Reducing bullying is of great importance in reducing substance use and other harms among adolescents. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.
    Full-text · Article · Jun 2015 · Drug and alcohol dependence
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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.
    Full-text · Article · Feb 2015 · Preventive Medicine
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