Can Friendships Protect Against the Health Consequences of Peer Victimization in Adolescence? A Systematic Review

Schacter, Hannah L.; Lessard, Leah M.; Kiperman, Sarah; Bakth, Faizun; Ehrhardt, Alexandra; Uganski, Janelle

doi:10.1007/s12310-021-09417-x

Cited by 39 publications

(20 citation statements)

References 71 publications

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“…The current study revealed evidence for the hypothesized between-person buffering effect of friendship support on the link between peer victimization and symptoms of depression and anxiety, in line with previous studies (Schacter et al, 2021 ). Adolescents who experience more support from their friends seem to suffer less from the effects of peer victimization.…”

Section: Discussionsupporting

confidence: 92%

“…Support is characterized by mutual trust and reliance on each other, whereas conflict includes negative interactions, such as fights and annoyances within the friendship. A recent systematic review (Schacter et al, 2021 ) examined the buffering effect of several indices of friendship quality, including constructs such support, friendship self-efficacy and time spent with friends, and the results were ambiguous, even when focusing solely on friend support. Some studies found a buffering effect of friend support (e.g., Cuadros & Berger, 2016 ; Lim et al, 2011 ), but others found that victimization was associated with internalizing problems regardless of support (e.g., Brendgen & Poulin, 2018 ; Davidson & Demaray, 2007 ), or that the buffering effect was only present for boys (e.g., Cheng et al, 2008 ; Tanigawa et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

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Peer Victimization, Internalizing Problems, and the Buffering Role of Friendship Quality: Disaggregating Between- and Within-Person Associations

Bernasco

Graaff

Meeus

et al. 2022

J Youth Adolescence

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Although many studies have shown an association between peer victimization and internalizing problems, which may be buffered by friendship quality, it is unclear whether these associations apply to within-person processes as well. This would mean that at times when adolescents experience more victimization than they usually do, they also experience more internalizing problems. The current study disaggregated between- and within-person variation to examine the association between peer victimization and symptoms of depression and anxiety, and the protective effect of friend support and conflict. Participants were 497 Dutch adolescents (56% boys) with a mean age of 13.03 (SDage = 0.45, ranging from 11.68 to 15.56 at Wave 1). They participated in a 6-wave questionnaire study, with each wave taking place approximately one year after the previous. The results showed that peer victimization was associated with depressive symptoms and anxiety across adolescence, both between and within persons. Friend support buffered this association at the between-person level, but not the within-person level. This study highlights the impact of peer victimization and suggests that friend support may partly protect adolescents from the effects of peer victimization.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Peer Victimization, Internalizing Problems, and the Buffering Role of Friendship Quality: Disaggregating Between- and Within-Person Associations

Bernasco

Graaff

Meeus

et al. 2022

J Youth Adolescence

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“…sense of belongingness to school, quality of friendship, cooperation, teacher-student relationship centered on students' autonomy) and family climate (e.g. warm parent-child relationship) against bullying and its negative effects (Arslan, 2021;2021, Chen & Wei, 2013Schacter et al, 2021;Montero-Carretero et al, 2021;Zhao et al, 2021;Zhang et al, 2021). In a preadolescent's sample, Arslan (2021) find that students with higher levels of sense of belonging had higher school achievement and reported lower school bullying.…”

Section: Factors Associated With Bullying In Schoolmentioning

confidence: 99%

“…Montero-Carretero et al (2021) indicate that bullying can be reduced through physical education programs centered on self-determination, autonomy, cooperation and reflection on the anguish that someone may experience in the schoolyard when he or she feels cornered or on whether individual differences justify harassing someone. In a systematic literature review, Schacter et al (2021) suggest that the quality of friendship moderates in many ways the effects of bullying on negative health outcomes. Thus, some reviewed studies indicated that friendship is a protective factor that can mitigate bullying-related harm, whereas other highlighted that friendship can amplify victimization-related distress.…”

Section: Factors Associated With Bullying In Schoolmentioning

confidence: 99%

Socio-Educational Correlates of Bullying in the School Context

Butnaru

2021

PSS

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Bullying is an increasingly common problem in schools, associated with negative educational outcomes for both bullies and victims. This study explored the socio-educational family and school variables related to bullying, victimization and positive behavior, such as age, gender, separation from parents, school results, and truancy. In this study 311 students (50.8% boys) have participated, they were aged between 6 and 16 years (M = 11.01, SD = 1.71), enrolled in primary school (47.3%) and in secondary school (52.7%), all were from urban areas. 43.8% of respondents were separated from one or both parents due to divorce (17.4%), parental death (6.1%), migration (20%) or abandonment (0.3%). Bullying, victimization and positive behavior were measured with one standardized scale; the data about school results and attendance of the students was collected from the school registers; family information was self-reported by participants. Because Cronbach’s Alpha for the positive behavior scale was 0.57, lower that 0.7, this scale was not considered for further data analysis. Empirical data for the study was collected before the outbreak of the COVID-19 pandemic. The Mann-Whitney U test showed significant age differences: secondary school students scored higher in aggression than primary school students. We also found significant gender differences in bullying behavior: boys’ reported higher level of aggression. The Independent Sample Student’s t-test indicated gender differences in school results: the boys obtained lower school results in Language and Mathematics than the girls. Separation from one or both parents did not lead to significant differences in bullying behavior, but pupils separated from their parents had fewer school absences than their colleagues not separated from their parents. Pearson’s correlation indicated that students with higher bullying scores, also scored higher on victimization and had higher number of school absences, but had scored lower grades in Language and Mathematics. One-way ANOVA indicated that victimization was influenced by age and bullying was influenced by gender. Also, one-way ANOVA indicated an effect of bullying on school results. Two-way ANOVA showed an interaction effect between gender and separation from parents on bullying. When living with both parents, boys had higher bullying scores, but under separation condition, the boys scored slightly lower than girls. The implications of the results for education and counseling are discussed.

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“…Friendship was found to be a protective factor for mental health challenges faced in teenage years. In a systematic review, Schacter et al (2021) reported compelling evidence that friendship acted as a buffer to peer-victimization-related negative mental health impacts, though further evidence is needed. Kranke et al (2015) found that friends play an important role in enabling adolescents experiencing mental illness to avoid self-stigmatization, a phenomenon that can hinder their engagement with treatment.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowing Friendships: A Qualitative Inquiry of Friendship, Mental Health, and Power in the Lives of Teenage Girls

Johnston¹

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This thesis deepens understandings of the relationship between friendship and mental health in the lives of teenage girls by positioning them as knowers. Grounded in social constructionism and feminist standpoint theory, I use reflexive thematic analysis to analyze semi-structured interviews conducted with nine teenage girls in Ontario, Canada to explore the knowledge they generated through caring for one another's mental health. Teenage girls' mental health is inextricably tied to experiences of power, with oppressions acting as sites of power diminishment while friendships act as sites where power is created and nurtured. My findings are conceptualized in three components: the frame is Power, the context is Toxic Environments (Adultism, Capitalism, and Patriarchy), the knowledges are Power-full Friendships (Effective Support, Therapeutic Values, and World Crafting) and Self-Becoming (Self-Determination, Self-Knowledge, and Access to resources). This understanding has implications for improving mental health systems, social work empowerment models, and subverting structuralized oppressions.10 I am unsure if this was a service she paid for or if it was free, as it was offered through a hospital. If it was public, Cora is the only participant who successfully accessed a non-school-based public health service.

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Can Friendships Protect Against the Health Consequences of Peer Victimization in Adolescence? A Systematic Review

Cited by 39 publications

References 71 publications

Peer Victimization, Internalizing Problems, and the Buffering Role of Friendship Quality: Disaggregating Between- and Within-Person Associations

Peer Victimization, Internalizing Problems, and the Buffering Role of Friendship Quality: Disaggregating Between- and Within-Person Associations

Socio-Educational Correlates of Bullying in the School Context

Knowing Friendships: A Qualitative Inquiry of Friendship, Mental Health, and Power in the Lives of Teenage Girls

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