Elementary and Middle School Students' Perceptions of Violence-Prone School Subcontexts

Astor, Ron Avi; Meyer, Heather Ann; Pitner, Ronald O.

doi:10.1086/499685

Cited by 96 publications

(59 citation statements)

References 25 publications

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“…These interventions included the use of temporary school-based restraining orders, the use of posters in schools to increase awareness and reporting of DV/H to school personnel, and hot spot mapping to help schools work with students to identify unsafe areas of the school [41]. The students color coded school maps/blue prints to indicate where they felt safe and unsafe from violence and SH, which were used to identify the "hot spots."…”

Section: Description Of Shifting Boundariesmentioning

confidence: 99%

Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Taylor

Mumford

Stein

2015

Journal of Adolescent Health

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Section: Description Of Shifting Boundariesmentioning

confidence: 99%

Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Taylor

Mumford

Stein

2015

Journal of Adolescent Health

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“…Adolescents spend greater amounts of time with their peers, and begin to develop intimate peer relationships characterized by by trust, loyalty, and disclosure (Berndt and Perry 1990;Rubin et al 2005). At the same time, exposure to victimization typically peaks in middle school (Olweus 1993;Whitney and Smith 1993), and students' perceptions of school safety typically decline from elementary to middle school (Astor et al 2001). The type of bullying that youth are exposed to evolves as well, with an increasing likelihood of victimization by means of cyber or relational forms (Barlett and Coyne 2014;Card et al 2008).…”

Section: Social Relationshipsmentioning

confidence: 99%

Bullying and Suicidal Behavior During Adolescence: A Developmental Perspective

Gunn

Goldstein

2016

Adolescent Res Rev

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This review of the literature examines the problem of suicide and bullying from a developmental perspective with a focus on the unique characteristics of adolescence that may contribute to the bullying-suicide link. Adolescence is a time of peak physical health, yet can be a period of risky behavior and heightened emotionality. In this literature review, it is argued that a number of developmental factors leave adolescents especially vulnerable to suicidal behavior following exposure to bullying. This review highlights the importance of developmental factors in understanding the bullying-suicide link during adolescence. Adolescence, with an increase in emotionality, risk-taking, and an increased focus on peer relationships, is an at-risk period for the development of suicidality following exposure to bullying. Also highlighted are gender differences, special challenges facing LGBTQ adolescents, and recommendations for intervention and prevention.

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“…There is an entire body of research in the general fear of crime area that supports the notion of fear producing places ranging in scope from neighborhoods down to individual places or spots (Covington and Taylor, 1991;Bursik and Grasmick, 1993;Nasar and Fisher, 1993;Taylor and Covington, 1993;Fisher and Nasar, 1995;Will and McGrath, 1995). With specific attention to students and schools, there are a number of studies featuring the characteristics and conditions of the school environment which often focus on the relationship between school disorder and fear (Welsh et al, 1999Welsh, 2000;Astor et al 2001Astor et al , 2002. Cumulatively, whatever debates remain regarding the influence of a disorderly school environment focus on smaller elements of how and what types of disorder impact fear among whom, but not to whether the school environment has an impact.…”

Section: Frameworkmentioning

confidence: 99%

The influence of the cyber-social environment on fear of victimization: Cyberbullying and school

Randa

2013

Secur J

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Using a nationally representative sample of over 3500 students aged 12-18 years, the present study examines the relationship between cyberbullying and fear of victimization through a five-stage analysis. The analyses conducted address two primary research questions. First, whether or not cyberbullying victimization has a direct relationship to fear of victimization, net of the effects of traditionally important controls. Second, in further exploration of the cyberbullyingfear relationship -what other factors still have a direct relationship to fear of victimization among those students experiencing cyberbullying. Logistic regression modeling of the relationship finds that cyberbullying victimization does produce a positive and significant linkage to fear of victimization net of the effects of other past victimization experiences, and a disorderly school environment. Further analysis suggests that among those who report experiencing cyberbullying little else correlates to fear of victimization.

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Elementary and Middle School Students' Perceptions of Violence-Prone School Subcontexts

Cited by 96 publications

References 25 publications

Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Bullying and Suicidal Behavior During Adolescence: A Developmental Perspective

The influence of the cyber-social environment on fear of victimization: Cyberbullying and school

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