Bullying at school—an indicator of adolescents at risk for mental disorders

Kaltiala-Heino, Riittakerttu; Rimpelä, Matti; Rantanen, Päivi; Rimpelä, Arja

doi:10.1006/jado.2000.0351

Cited by 726 publications

(616 citation statements)

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“…This adds depth to the previous literature that supports a connection between bullying, suicide, and depression. 1,[43][44][45][46][47][48][49][50][51][52][53][54] Victims have significantly lower academic achievement in school than bystanders using an objective measure of achievement. 4 Whether the lower academic achievement among victims preceded or was a consequence of being a victim cannot be determined from this cross-sectional study.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, data suggest that the phenomenon of bullying varies significantly from place to place. [11][12][13][14][15][16][17][18] For example, some data suggest that one of the most well-known anti-bullying interventions, the Norwegian Olweus Bullying Prevention Program, is significantly less effective in the United States than in Scandinavia. 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences.…”

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confidence: 99%

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Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

141

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Objective-To identify an association between involvement in bullying and problems in school.Study design-This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.Results-Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.Conclusions-Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

141

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“…Students involved in bullying have worse mental health outcomes than non-involved students (Kaltiala-Heino, Rimpelä, Rantanen, & Rimpelä, 2000;Wolke et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

Shaw¹,

Dooley²,

Cross³

et al. 2013

Psychological Assessment

111

135

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The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Whilst numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed based on existing instruments, for use with 12-15 year old adolescents to economically yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from two independent studies of 3,496 Grade 8 and 783 Grade 8-10 students respectively.Construct validity of scores on the FBS was shown in confirmatory factor analysis. The factor structure was not invariant across gender. Strong associations between the FBS-V and FBS-P and separate single item bullying items demonstrated adequate concurrent validity.Correlations, in directions as expected with social-emotional outcomes (i.e., depression, anxiety, conduct problems and peer support), provided robust evidence of convergent and discriminant validity. Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration, as well as being useful to measure involvement in the different forms of bullying behaviors.

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“…Bullying victimisation warrants attention in the context of self-harm among young men because of its association with suicidal ideation (Rigby and Slee, 1999) and deliberate self-harm (Barker et al, 2008, Cleary, 2000, Kim et al, 2005, Mills et al, 2004 as well as with a wide range of mental health problems, such as depression (Brunstein Klomek et al, 2007, Kaltiala-Heino et al, 1999, Seals and Young, 2003, anxiety (Cleary, 2000), eating disorders (Kaltiala-Heino et al, 2000) and poor self-esteem (Delfabbro et al, 2006). A Danish longitudinal study reported that boys who were bullied at school were at increased risk of being diagnosed with depression between the ages of 31 and 51 compared with those without the experience of school bullying victimisation (Lund et al, 2009).…”

Section: Introductionmentioning

confidence: 99%