Prospective Associations between Peer Victimization and Social-Psychological Adjustment

2014 ◽  
Author(s):  
Kimberly E. Kamper ◽  
Jamie M. Ostrov
Keyword(s):  
Peer Victimization ◽  
Psychological Adjustment ◽  
Social Psychological

Prospective study of peer victimization and social-psychological adjustment in children with endocrine disorders

2008 ◽  
Vol 12 (1) ◽  
pp. 76-86 ◽  
Author(s):  
Katie A. Devine ◽  
Eric A. Storch ◽  
Gary R. Geffken ◽  
Marianna Freddo ◽  
Jamie L. Humphrey ◽  
...  
Keyword(s):  
Prospective Study ◽  
Peer Victimization ◽  
Psychological Adjustment ◽  
Endocrine Disorders ◽  
Social Psychological

Children's treatment by peers: Victims of relational and overt aggression

1996 ◽  
Vol 8 (2) ◽  
pp. 367-380 ◽  
Author(s):  
Nicki R. Crick ◽  
Jennifer K. Grotpeter
Keyword(s):  
Relational Aggression ◽  
Psychological Adjustment ◽  
Past Research ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Self Report ◽  
Overt Aggression ◽  
Social Psychological ◽  
Adjustment Difficulties ◽  
Relational Form

AbstractPast research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies of the victims of relational aggression have not yet been conducted. The present research was designed as a first attempt to address this issue. Four goals were pursued (n = 474; third- through sixth-grade children): (a) development of a self-report measure of victimization through relational and overt aggression; (b) assessment of the relation between overt victimization and relational victimization; (c) assessment of gender, grade, and sociometric status group differences in victimization; and (d) evaluation of the relation between victimization and social-psychological adjustment. Results showed that the newly developed victimization measure had favorable psychometric properties and that most of the identified victims were the targets of cither relational or overt aggression, but not both. Further, rejected children were more relationally and overtly victimized than their better accepted peers, and boys were more overtly victimized than girls. Finally, relational victimization, overt victimization, and the lack of prosocial treatment by peers were all significantly related to social-psychological adjustment difficulties (e.g., depression, loneliness).

Decreases in the proportion of bullying victims in the classroom

2016 ◽  
Vol 42 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Claire F. Garandeau ◽  
Ihno A. Lee ◽  
Christina Salmivalli
Keyword(s):  
Adverse Effects ◽  
Peer Victimization ◽  
Multiple Regression ◽  
Social Environment ◽  
Psychological Adjustment ◽  
Classroom Environment ◽  
Sixth Graders ◽  
Regression Analyses ◽  
Socially Anxious ◽  
Time Points

Sharing a classroom environment with other victimized peers has been shown to mitigate the adverse effects of peer victimization on children’s social and psychological adjustment. By extension, this study hypothesized that classroom reductions in the proportion of victims would be harmful for children who remain victimized. Data were collected at the end of 2 subsequent school years from 4,466 fourth- to sixth-graders (mean age = 11 years), as part of the implementation of the Finnish anti-bullying program KiVa (an acronym for Kiusaamista Vastaan, “against bullying”). Multiple regression analyses were conducted on a subsample of 170 stable victims (children reporting being victimized at least 2–3 times a month at both time points) to test whether a decrease in the proportion of victims in their classrooms had an effect on their adjustment at Time 2. Stable victims felt more depressed, more socially anxious and were less liked at Time 2 in classrooms where the proportion of victims had decreased in 1 year compared to stable victims in classrooms where it had increased or remained the same. These effects were not moderated by the intervention status of the classroom. Paradoxically, an improved social environment can be detrimental for some children. These findings point to the necessity to maintain anti-bullying intervention efforts especially when successful.

The role of culture in relational aggression: Associations with social-psychological adjustment problems in Japanese and US school-aged children

2010 ◽  
Vol 34 (4) ◽  
pp. 354-362 ◽  
Author(s):  
Yoshito Kawabata ◽  
Nicki. R. Crick ◽  
Yoshikazu Hamaguchi
Keyword(s):  
Depressive Symptoms ◽  
Relational Aggression ◽  
Psychological Adjustment ◽  
The United States ◽  
Social Psychological ◽  
Japanese Children ◽  
Adjustment Problems ◽  
School Aged Children ◽  
Us Children

The purpose of this study was (1) to evaluate psychometric properties that assess forms of aggression (i.e., relational and physical aggression) across cultures (i.e., Japan and the United States) and (2) to investigate the role of culture in the associations between forms of aggression and social-psychological adjustment problems such as depressive symptoms and delinquency. Participants consisted of 296 fourth-graders (197 Japanese and 99 US children). It was hypothesized that relative to US children, relational aggression would be more strongly associated with depressive symptoms for Japanese children. Findings supported our hypothesis, suggesting that Japanese children may be more vulnerable to negative interpersonal experiences, including relational aggression.

scholarly journals The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment

2014 ◽  
Vol 25 (5) ◽  
pp. 619-640 ◽  
Author(s):  
Amy L. Gower ◽  
Katherine A. Lingras ◽  
Lindsay C. Mathieson ◽  
Yoshito Kawabata ◽  
Nicki R. Crick
Keyword(s):  
Psychological Adjustment ◽  
Physical Aggression ◽  
Social Psychological ◽  
Transition To Kindergarten
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