Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization

Espelage, Dorothy L.

doi:10.1080/00405841.2014.947216

Cited by 251 publications

(216 citation statements)

References 51 publications

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“…From a social-ecological perspective, friendships are important social contexts for the development of aggression (Espelage, 2014). On the one hand, it has been suggested that friends who are similarly aggressive may reinforce each other’s aggressive behaviors (Dishion & Dodge, 2009), and aggressive children tend to have friends with similar levels of aggression (Espelage, Green, & Wasserman, 2007).…”

Section: Friendship Quality Friend’s Characteristics and Aggressionmentioning

confidence: 99%

“…As such, an understanding of the risk and protective factors underlying changes in aggressive behavior can help advance developmentally appropriate interventions. We suggest that friendships are important contexts for studying aggressive behaviour; depending on their quality and nature, friendships may either buffer children from, or exacerbate, aggressive behavior (Espelage, 2014). In the present study, we investigated social cognitions about friendships and friendship features as protective factors associated with trajectories of aggressive behavior during the transition from elementary-to -middle school (see Card & Hodges, 2006; Logis, Rodkin, Gest, & Ahn, 2013; Ojanen, Stratman, Card, & Little, 2013).…”

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confidence: 99%

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Developmental trajectories of peer-reported aggressive behavior: The role of friendship understanding, friendship quality, and friends’ aggressive behavior.

Malti

McDonald

Rubin

et al. 2015

Psychology of Violence

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Objective To investigate developmental trajectories in peer-reported aggressive behavior across the transition from elementary-to-middle school, and whether aggressive behavior trajectories were associated with friendship quality, friends’ aggressive behavior, and the ways in which children think about their friendships. Method Participants included a community sample of 230 5th grade children who were assessed when they made a transition from elementary-to-middle school (6th grade). Peer nominations were used to assess the target child’s and friend’s aggressive behavior. Self- and friend reports were used to measure friendship quality; friendship understanding was assessed via a structured interview. Results General Growth Mixture Modeling (GGMM) revealed three distinct trajectories of peer-reported aggressive behavior across the school transition: low-stable, decreasing, and increasing. Adolescents’ understanding of friendship formation differentiated the decreasing from the low-stable aggressive behavior trajectories, and the understanding of friendship trust differentiated the increasing from the low-stable aggressive and decreasing aggressive behavior trajectories. Conclusions The findings indicated that a sophisticated understanding of friendship may serve as a protective factor for initially aggressive adolescents as they transition into middle school. Promoting a deepened understanding of friendship relations and their role in one’s own and others’ well-being may serve as an important prevention and intervention strategy to reduce aggressive behavior.

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Section: Friendship Quality Friend’s Characteristics and Aggressionmentioning

confidence: 99%

mentioning

confidence: 99%

Developmental trajectories of peer-reported aggressive behavior: The role of friendship understanding, friendship quality, and friends’ aggressive behavior.

Malti

McDonald

Rubin

et al. 2015

Psychology of Violence

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“…Parental monitoring has been found to reduce externalizing behavior (Leventhal & Brooks-Gunn, 2011; Smetana, 2008), which, in turn, is associated with better academic outcomes (Hayes, 2012; Hill et al, 2004). Prevention science literature advocates for the examination of moderation and mediation models, not only to better understand how these processes operate (Espelage, 2014; Roosa, Jones, Tein & Cree, 2003) but to inform prevention intervention programs for urban youth (Durlak, 1997; Johnson, Berdahl, Horne, Richter & Walters, 2014; Overstreet, Devine, Bevans & Efreom, 2005). The use of the socioecological theory (Bronfenbrenner & Morris, 2006), a multilayered framework that illustrates the dynamic interaction among macrolevel contextual factors (e.g., poverty, unemployment, and crime rates), microsystems (e.g., school), and mesosystems (e.g., parental monitoring) is indicated to examine distal and proximal influences on adolescent behavior that promote academic outcomes (Dillon et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis

López-Tamayo

Robinson

Lambert

et al. 2016

Am J Community Psychol

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African-American adolescents exposed to neighborhood disadvantage are at increased risk for eng aging in problem behavior and academic underachievement. It is critical to identify the mechanisms that reduce problem behavior and promote better academic outcomes in this population. Based on social disorganization and socioecological theories, the current prospective study examined pathways from parental monitoring to academic outcomes via externalizing behavior at different levels of neighborhood disadvantage. A moderated mediation model employing maximum likelihood was conducted on 339 African-American students from 9th to 11th grade (49.3% females) with a mean age of 14.8 years (SD ± 0.35). The results indicated that parental monitoring predicted low externalizing behavior, and low externalizing behavior predicted better academic outcomes after controlling for externalizing behavior in 9th grade, intervention status, and gender. Mediation was supported, as the index of mediation was significant. Conversely, neighborhood disadvantage did not moderate the path from parental monitoring to externalizing behavior. Implications for intervention at both community and individual levels and study limitations are discussed.

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“…Some indirect factors influencing bullying interactions include cultural factors, parents, extended family, teachers, school officials, peers, community factors, physical characteristics of school environment, school anti-bullying policies, and school atmosphere, for instance, student perceptions of selfsafety (Bronfenbrenner, 1974(Bronfenbrenner, /1977(Bronfenbrenner, /1986(Bronfenbrenner, /1979(Bronfenbrenner, /1988(Bronfenbrenner, /1993Paat, 2013). Support for the practicality of Bronfenbrennerís ecological systems theory in moderating juvenile personality abound (e.g., Hong & Garbarino, 2012;Huang, Foster, & Brooks-Gunn, 2013;Hong & Espelage, 2013;Patton, Hong, Williams, & Allen-Meares, 2013;and Espelage, 2014). As the ecological systems play significant modelling roles in driving bullying-victimisation interactions, anti-bullying interventions not assuming equally holistic integrated approaches by partnering with social ecological stakeholders playing critical functions in shaping how children will act over their teenage life courses, appear unrealistic.…”

Section: Introductionmentioning

confidence: 99%

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

George¹,

Strøm

2017

Journal of Teacher Education for Sustainability

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Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachersí professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

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Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization

Cited by 251 publications

References 51 publications

Developmental trajectories of peer-reported aggressive behavior: The role of friendship understanding, friendship quality, and friends’ aggressive behavior.

Developmental trajectories of peer-reported aggressive behavior: The role of friendship understanding, friendship quality, and friends’ aggressive behavior.

Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

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