Bidirectional Association Between Bullying Perpetration and Internalizing Problems Among Youth

Silva, Marine Azevedo Da; González, J.C.; Person, Gregory L.; Martins, Sílvia S.

doi:10.1016/j.jadohealth.2019.09.022

Cited by 42 publications

(22 citation statements)

References 28 publications

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“…al, 2019; Lemstra et al, 2012 ; Skarstein et al, 2020 ) and anxiety symptoms (Price et al, 2013 ), as well as suicidal ideation (Holt et al, 2015 ; Klomek et al, 2018 ; Massing-schaffer et al, 2018 ). Interestingly, bullies are also more likely to present internalizing symptoms such as depression, anxiety, and somatic complaints (Azevedo da Silva et al, 2019 ; Garcia-Continente et al, 2013 ).…”

Section: Social Skills Behavior Problems and Bullying Engagementmentioning

confidence: 99%

The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors

2021

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Section: Social Skills Behavior Problems and Bullying Engagementmentioning

confidence: 99%

The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors

2021

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“…6,[9][10][11][12] Adolescents with mental health problems, often perceived as different, experience ''othering'' as a component of mental illness stigma, 13 and therefore, are particularly vulnerable to participation in school violence as a victim and/or perpetrator versus not experiencing violence at all. 9,10,[14][15][16][17][18][19] While those with mental health problems are more likely to be victims than perpetrators, when they do use violence, they are commonly acting as ''bully/victims''-those who simultaneously are victims and perpetrators of violence among their peers. 9,10,14,15 Rarely do adolescents with mental health problems engage in one-sided violence perpetration.…”

mentioning

confidence: 99%

“…9,10,[14][15][16][17][18][19] While those with mental health problems are more likely to be victims than perpetrators, when they do use violence, they are commonly acting as ''bully/victims''-those who simultaneously are victims and perpetrators of violence among their peers. 9,10,14,15 Rarely do adolescents with mental health problems engage in one-sided violence perpetration. 14,15 It is important for prevention efforts to reduce violence among adolescents with mental health problems who very often experience concurrent victimization with perpetration as ''bully/victims.''…”

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confidence: 99%

“…9,10,14,15 Rarely do adolescents with mental health problems engage in one-sided violence perpetration. 14,15 It is important for prevention efforts to reduce violence among adolescents with mental health problems who very often experience concurrent victimization with perpetration as ''bully/victims.'' School anti-bullying interventions have been successful in reducing school violence.…”

mentioning

confidence: 99%

“…Generally, adolescents who are perceived as different, quiet, weak, or less popular by their peers are vulnerable to violence victimization of all types/domains 6,9‐12 . Adolescents with mental health problems, often perceived as different, experience “othering” as a component of mental illness stigma, 13 and therefore, are particularly vulnerable to participation in school violence as a victim and/or perpetrator versus not experiencing violence at all 9,10,14‐19 . While those with mental health problems are more likely to be victims than perpetrators, when they do use violence, they are commonly acting as “bully/victims”—those who simultaneously are victims and perpetrators of violence among their peers 9,10,14,15 .…”

mentioning

confidence: 99%

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School Mental Health Curriculum Effects on Peer Violence Victimization and Perpetration: A Cluster‐Randomized Trial

DuPont-Reyes

Villatoro

Phelan

et al. 2020

Journal of School Health

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BACKGROUND: Addressing school violence is an important public health goal. To assess the role of school mental health curricula in violence prevention, we evaluated effects of an anti-stigma curriculum on violence victimization/perpetration. METHODS: An ethnically/socioeconomically diverse sample of 751 sixth-graders (mean age 11.5 years) across 14 schools in Texas were block-randomized by school (2011-2012) to receive singly or in combination: (1) a mental illness anti-stigma curriculum; (2) contact with 2 young adults with mental illness; or (3) merged control (printed materials/no intervention). Preand post-test assessments were self-completed during health education classes; prior to randomization, 484 (64.5%) agreed to 2-year, home-based longitudinal assessments. Statistical models tested short-and long-term effects on physical, verbal, and relational/social violence victimization/perpetration. RESULTS: At 1-month post-test, students who received the curriculum versus control made fewer verbal threats (p < .05). Those with high-level mental health symptoms in the curriculum group versus control used less violence overall and received fewer verbal threats from peers short-term (p < .05). Curriculum effects of reducing violence perpetration sustained long-term among adolescents with high-symptoms (p < .01). The comparator contact intervention was ineffective short-and long-term. CONCLUSIONS: Implementing efficacious mental health curricula can serve as a multi-pronged strategy with anti-bulling efforts to prevent violence and improve mental health.

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Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model

Sousa,

Cruz,

Inman

et al. 2024

Aggressive Behavior

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Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two‐wave panel study with a 1‐year time lag (October 2021–October 2022) examined the cross‐lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate social solitude). Participants were 485 middle school students (234 girls) attending the seventh or eighth grade at Time 1 (T1) (Mage = 12.67 years, SD = 1.14 years). Social anxiety and social withdrawal were assessed using subscales of the Social and Emotional Competencies Evaluation Questionnaire. Bullying perpetration and bullying victimization were assessed using the Bullying and Cyberbullying Behavior Questionnaire–Short Form. The within‐wave associations between the study variables were similar at T1 and Time 2 (T2), with the exception that the association between bullying perpetration and social anxiety was much weaker at T1 than at T2. The results of the path analysis showed that T1 bullying perpetration predicted T2 social anxiety, and that T1 bullying victimization predicted T2 social withdrawal. We also found a reciprocal relationship between social anxiety and social withdrawal. These findings highlight the importance of preventive and remediation interventions to reduce social anxiety in adolescents who engage in and experience bullying behavior.

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Bidirectional Association Between Bullying Perpetration and Internalizing Problems Among Youth

Cited by 42 publications

References 28 publications

The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors

The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors

School Mental Health Curriculum Effects on Peer Violence Victimization and Perpetration: A Cluster‐Randomized Trial

Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model

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