scholarly journals A mediation model for relational aggression, victimization, attachment, and depressive symptoms in Guam: A gender-informed approach

2020 ◽  
Vol 14 ◽  
Author(s):  
Yoshito Kawabata ◽  
Monique S Nakamura ◽  
Mc Jason F De Luna
Keyword(s):  
Depressive Symptoms ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Qualitative Data ◽  
Attachment Anxiety ◽  
Relational Victimization ◽  
Mediation Model ◽  
Female Age ◽  
Cultural Perspectives ◽  
Close Relationship

Abstract The present study examined the association between relational aggression and depressive symptoms, and the serial mediation of relational victimization and attachment insecurity in this association from a gender-informed approach. Participants consisted of 35 students (77% female; age: 18–25) for the pilot qualitative study and 206 students (68% female; age: 18–25) for the main quantitative study. Both sets of participants were recruited at the same public university in Guam. The qualitative data were transcribed verbatim and coded by three trained researchers (interrater agreement = 90%). From the qualitative data, several themes, such as relational aggression and victimization, physical aggression and victimization, negative affect and emotion, and culture emerged. All participants reported the use of relational aggression and showing negative emotions in a close relationship. Gender differences in the content of the themes were also found, such that relational aggression and victimization seemed to be more emotionally stressful for women than men. In line with these qualitative findings, the quantitative data showed that relational aggression was associated with depressive symptoms, and this association was mediated by relational victimization and attachment anxiety (not avoidance) only for women, while the contributions of physical aggression and victimization were controlled for. No direct and indirect links for physical aggression was evidenced. These findings are discussed from clinical, developmental and cultural perspectives.

Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development

2020 ◽  
Vol 41 (1) ◽  
pp. 13-42 ◽  
Author(s):  
Wendy Troop-Gordon ◽  
Alexander K. Kaeppler ◽  
Darcy J. Corbitt-Hall
Keyword(s):  
Depressive Symptoms ◽  
Prosocial Behavior ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Behavioral Problems ◽  
Physical Aggression ◽  
Socioemotional Development ◽  
Potential Importance ◽  
Children’S Expectations ◽  
Over Time

Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth ( N = 366; 196 girls; [Formula: see text]) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physical aggression, relational aggression, prosocial behavior, depressive symptoms, and anxiety were measured over two school years. Perceiving the teacher as contacting parents or separating students buffered the link between victimization and emotional maladjustment. Perceiving the teacher as advising independent coping or avoidance amplified links between victimization and behavioral problems. Some of these associations were sustained or emerged over time. These results underscore the potential importance of children’s perceptions of their teachers’ responses with peer victimization to their socioemotional development in early adolescence.

Dwelling on it may make it worse: The links between relational victimization, relational aggression, rumination, and depressive symptoms in adolescents

2014 ◽  
Vol 26 (3) ◽  
pp. 735-747 ◽  
Author(s):  
Lindsay C. Mathieson ◽  
Bonnie Klimes-Dougan ◽  
Nicki R. Crick
Keyword(s):  
Depressive Symptoms ◽  
Relational Aggression ◽  
Relational Victimization ◽  
Future Research ◽  
Potential Mechanism ◽  
Moderation Effect ◽  
Considerable Evidence ◽  
Self Reports ◽  
Teacher Reports ◽  
Practical Implications

AbstractAlthough there is considerable evidence that relational victimization is associated with depressive symptoms in youth, our understanding about the mechanisms by which victimization and depressive symptoms are linked is limited. The current study explored ruminating about victimization experiences as a potential mechanism that might contribute to an understanding of the association between relational victimization and depressive symptoms. We also tested the specificity of the proposed models by controlling for and testing parallel models of a highly related behavior: relational aggression. A sample of 499 adolescents from sixth through eighth grades participated. Teacher reports were used to assess relational victimization and relational aggression. Self-reports were used to assess depressive symptoms and rumination. The results showed that rumination partially mediated the association between relational victimization and depressive symptoms. No moderation effect was found. In contrast, rumination moderated the association between relational aggression and depressive symptoms. Specifically, relational aggression was associated with depressive symptoms for those adolescents who were also ruminators. Thus, ruminating about victimization experiences appears to be an important mechanism that functions differently for relational aggression and relational victimization in conferring risk for depressive symptoms. The findings offer important practical implications for those working with adolescents and also lay the groundwork for future research.

Family Interaction and Depressive Symptoms in Chinese Emerging Adults: A Mediation Model of Gratitude

2021 ◽  
pp. 003329412110006
Author(s):  
Kelly Ka Lai Lam ◽  
Wei-Wen Chen
Keyword(s):  
Depressive Symptoms ◽  
Emerging Adults ◽  
Structural Equation ◽  
Family Interaction ◽  
Assessment Instrument ◽  
Equation Modeling ◽  
Mediation Model ◽  
Online Questionnaire ◽  
Patient Health ◽  
Healthy Family

In this study, we investigated the relations between family interaction, gratitude, and depressive symptoms among Chinese emerging adults. It also investigated gratitude as a mediator in the relation between family interaction and depression. Data were obtained from 321 college students who completed the online questionnaire about the Family Assessment Instrument, Gratitude Questionnaire, Patient Health Questionnaire, and demographic information. Structural equation modeling (SEM) was used to test hypotheses and bootstrapping with 5,000 resamplings (95% confidence interval) was used to confirm the mediation model. Results showed that gratitude partially mediated the relation between family interaction and depression. In other words, students with healthy family interaction, as indicated by perceived better family communication, mutuality, and harmony with family members, tended to report higher general gratitude, and subsequently diminished depressive symptoms. The practical implications were discussed.

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex

2020 ◽  
Vol 32 (5) ◽  
pp. 1888-1898
Author(s):  
Melissa J. Hagan ◽  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Stress Responses ◽  
Physical Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Kindergarten Children ◽  
Peer Ratings ◽  
Cortisol Reactivity ◽  
Physiological Stress Response

AbstractThere is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic–pituitary–adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts.

scholarly journals Living With Bipolar Disorder in the Time of Covid-19: Biorhythms During the Severe Lockdown in Cagliari, Italy, and the Moderate Lockdown in Tunis, Tunisia

2021 ◽  
Vol 12 ◽  
Author(s):  
Mauro Giovanni Carta ◽  
Uta Ouali ◽  
Alessandra Perra ◽  
Azza Ben Cheikh Ahmed ◽  
Laura Boe ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Depressive Symptoms ◽  
Rating Scale ◽  
Biological Rhythms ◽  
Short Term ◽  
Female Age ◽  
Future Studies ◽  
Restrictive Measures ◽  
Depressive Episodes ◽  
Hamilton Rating Scale

Background: Restrictions during Covid-19 pandemic lockdown, in which rhythms of life have been compromised, can influence the course of bipolar disorder (BD). This study follows patients with bipolar disorder living in two geographically close cities (Cagliari and Tunis), but with different lockdown conditions: less severe in Tunis.Methods: Two cohorts were evaluated during lockdown (April 2020, t0) and 2 months later with lockdown lifted for a month (t1). Individuals were: over 18 years old without gender exclusion, BD I or II, in care for at least 1 year, received a clinical interview in the month before the start of the lockdown, stable clinically before the lockdown. The assessment was conducted by telephone by a psychiatrist or psychologist with good knowledge of patients. Diagnoses were made according to DSM-5 criteria. Depressive symptoms were collected through the Hamilton Rating Scale for Depression; cut-off 14 indicative of depressive episode. Circadian rhythms were measured using the BRIAN scale.Results: Forty individuals in Cagliari (70%female, age 48.57 ± 11.64) and 30 in Tunis (53.3% Female, age 41.8 ± 13.22) were recruited. In Cagliari at t0 45% had depressive episodes against none in Tunis, a similar difference appeared at t1. At t0 and t1 the Cagliari sample had more dysfunctional scores in the overall BRIAN scale and in the areas of sleep, activities and social rhythms; no differences were found in nutrition, both samples had predominantly nocturnal rhythm. In Cagliari at t0 and t1, the depressive sub-group showed more dysfunctional scores in the BRIAN areas sleep, activity, and nutrition. However, the differences in biological rhythms resulted, through ANCOVA analysis, independent of the co-presence of depressive symptoms.Discussion: A rigid lockdown could expose people with BD to depressive relapse through dysregulation of biological rhythms. The return to more functional rhythms did not appear 1 month after lockdown. The rekindling of the pandemic and the restoration of new restrictive measures will prevent, at least in the short term, the beneficial effect of a return to normality of the two cohorts.This was a limited exploratory study; future studies with larger samples and longer observational time are needed to verify the hypothesis.

scholarly journals Story Repetition in Qur’an as an Islamic Education Learning Strategy

2020 ◽  
Vol 15 (2) ◽  
pp. 337
Author(s):  
Ahmad Atabik
Keyword(s):  
Qualitative Data ◽  
Learning Strategy ◽  
Islamic Education ◽  
Primary Sources ◽  
Islamic Studies ◽  
Library Research ◽  
Close Relationship ◽  
Efficient Learning ◽  
Learning Principles ◽  
Religious Material

Qur’an is the main source of Islamic Education or Pendidikan Agama Islam (PAI) teaching materials. In the Qur'an, there are various stories repetitions that are presented well. Repeating the story allegedly has a close relationship with Islamic education learning strategy. The purpose of this study is to provide an understanding that the repetition of stories in the Qur'an can be used as a learning strategy for Islamic religious material. This library research used qualitative data. The data is in the form of primary sources, such as ‘Psikologi Kisah dalam Al-Qur’an’ book The data that had been tested were then analyzed using the content analysis approach of repetition story as PAI learning strategy. The results showed that the concept of stories repetition in the Qur’an is very relevant to be used as PAI learning strategy. The results of the study showed that the story repetition concept in the Qur'an is very relevant to the Islamic education learning strategy. These stories become part of an effective and efficient learning strategy in equipping students with various Islamic studies. The repetition taught by Allah in the Qur'an and prophet in Hadith is one of learning principles. The principle of repetition in learning should be implemented in the Islamic education. So, all methods applied in learning must use repetition.

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