Bullying victimisation and psychosis: The interdependence and independence of risk trajectories

Catone, Gennaro; Marwaha, Steven; Lennox, Belinda; Broome, Matthew R.

doi:10.1192/apt.bp.116.016584

Cited by 16 publications

(8 citation statements)

References 69 publications

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“…It is indeed possible that, for some, but not all ACE (eg, loss of a parent), impaired FAR could preceed and be related to ACE. 74 Fiftly, our results, especially the emotionspecific associations, could be specific to our sample and the type of ACEs experinced by our partecipants. Finally, study samples with and without DFAR information were significantly different in terms of age, ethnicity, group status, and IQ (supplementary table S1).…”

Section: Strengths and Limitationsmentioning

confidence: 67%

Emotion Recognition and Adverse Childhood Experiences in Individuals at Clinical High Risk of Psychosis

Tognin

Catalán

Modinos

et al. 2020

Schizophrenia Bulletin

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Abstract Objective To investigate the association between facial affect recognition (FAR) and type of adverse childhood experiences (ACEs) in a sample of clinical high risk (CHR) individuals and a matched sample of healthy controls (HCs). Methods In total, 309 CHR individuals and 51 HC were recruited as part of an European Union-funded multicenter study (EU-GEI) and included in this work. During a 2-year follow-up period, 65 CHR participants made a transition to psychosis (CHR-T) and 279 did not (CHR-NT). FAR ability was measured using a computerized version of the Degraded Facial Affect Recognition (DFAR) task. ACEs were measured using the Childhood Experience of Care and Abuse Questionnaire, the Childhood Trauma Questionnaire, and the Bullying Questionnaire. Generalized regression models were used to investigate the relationship between ACE and FAR. Logistic regressions were used to investigate the relationship between FAR and psychotic transition. Results In CHR individuals, having experienced emotional abuse was associated with decreased total and neutral DFAR scores. CHR individuals who had experienced bullying performed better in the total DFAR and in the frightened condition. In HC and CHR, having experienced the death of a parent during childhood was associated with lower DFAR total score and lower neutral DFAR score, respectively. Analyses revealed a modest increase of transition risk with increasing mistakes from happy to angry faces. Conclusions Adverse experiences in childhood seem to have a significant impact on emotional processing in adult life. This information could be helpful in a therapeutic setting where both difficulties in social interactions and adverse experiences are often addressed.

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Section: Strengths and Limitationsmentioning

confidence: 67%

Emotion Recognition and Adverse Childhood Experiences in Individuals at Clinical High Risk of Psychosis

Tognin

Catalán

Modinos

et al. 2020

Schizophrenia Bulletin

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“…Finally, Catone et al (2017) conducted a systematic review to investigate the findings of different studies that have jointly investigated the relationship between bullying and mental disorders (including people who are fully affected by the latter). The study also aimed at framing this relationship, as well as the primary theoretical reasons for such a relationship.…”

Section: Previous Studiesmentioning

confidence: 99%

The Extent of Bullying Against Students with Learning Disabilities According to the Age Variable

Khasawneh¹

2020

IJLTER

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Bullying is a common behavior among school students and a serious problem addressed by many relevant stakeholders. The Ministry of Education puts plans to address this issue, but need more feedback from the field to feed its strategies and programs. Therefore, this study aims at` investigating the degree of bullying among students with learning disabilities (LD) in the Asir Region and exploring the relationship between bullying and age. The study used the survey methodology to collect data, and for which a questionnaire was developed and distributed to a sample of 350 families of children with LDs enrolled in schools of Asir General Directorate of Education. The sample responses to the questionnaire were analyzed using the SPSS statistical package. The study revealed that bullying behavior was at a low level among the sample of the study. The results showed no statistically significant differences in the level of bullying among children with LDs at the basic educational stage due to the variable of age. The study concludes that awareness programs should be developed for teachers to help them identify indicators associated with bullying, in addition to future studies on the phenomenon and its relationship to other variables, such as social anxiety and emotional intelligence.

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“…In Mexico, studies indicate that more than 20% of students between the ages of 12 and 18 are bullied [ 5 , 6 ]. This aggression has negative effects on students’ school engagement, well-being, and psycho-social development [ 7 , 8 , 9 ]. Bullying is defined as students’ intentional and repetitive aggression against weaker peers [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

García-Vázquez

Cuervo

Parra-Pérez

2020

IJERPH

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The social cognitive approach to moral development posits that moral self-schemas encourage character strengths and reduce adolescents’ aggression. However, limited research has examined the influence of positive personal characteristics on proactive behaviors and reactive aggression in bullying. This study examined direct and mediational relationships between forgiveness, gratitude, self-control, and both proactive and reactive aggression in bullying. The extent to which the structural relations of this model were invariant by gender and stage of adolescence were also evaluated. Participants in this study were 1000 Mexican students, 500 early adolescents (M age = 12.36, SD = 0.77 years) and 500 middle adolescents (M age = 16.64, SD = 0.89 years), between 12 and 17 years old. Structural equation and multi-group invariance analysis were performed. Results indicate that gratitude and forgiveness are positively related to self-control. Gratitude, forgiveness, and self-control are also negatively related to reactive and proactive aggression. Forgiveness and gratitude had an indirect relationship by decreasing both proactive and reactive aggression through their positive effects on self-control. Additionally, gender moderated the relationships between variables proposed in the model, whereas stage of adolescence did not. Overall findings suggest that moral self-schemas and strengths explained both types of aggression in bullying.

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Bullying victimisation and psychosis: The interdependence and independence of risk trajectories

Cited by 16 publications

References 69 publications

Emotion Recognition and Adverse Childhood Experiences in Individuals at Clinical High Risk of Psychosis

Emotion Recognition and Adverse Childhood Experiences in Individuals at Clinical High Risk of Psychosis

The Extent of Bullying Against Students with Learning Disabilities According to the Age Variable

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

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