Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

Abstract

A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, five potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent-child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.

Parental Self-Efficacy and Bullying in Elementary School

“…Secondly, considering the call for a multipronged approach to reduce bullying and victimization behaviors among children (Espelage & Swearer, 2003;Hong, Espelage, Grogan-Kaylor, & Allen-Meares, 2012), the inclusion of parental self-efficacy training in existing antibullying research and programs is worth further exploration and consideration. Since extant studies have documented the positive effects of parental self-efficacy on child functioning (Jones & Prinz, 2005), providing parent intervention programs that enhances parental self-efficacy related to knowledge and response to victimization, may particularly be useful in complementing existing antibullying intervention programs that already teach children self-efficacy as a social skill.…”

“…For instance, researchers have reported positive relationships between parental self-efficacy and children's recovery rates in physical ailments (Holland et al, 2011;Mitchell & Fraser, 2011), lower levels of antisocial behaviors, and higher socioemotional competence (Dumka, Gonzales, Wheeler, & Millsap, 2010;Junttila & Vauras, 2014). Similarly, children tend to show significant positive adjustments in behavior when their parents are trained in parenting skills that improve parental functioning (Jones & Prinz, 2005;Kim, Doh, Hong, & Choi, 2011) and parent child-relationships (Hong, Espelage, Grogan-Kaylor, & Allen-Meares, 2012;Sanders, 2008). In addition, studies on successful parenting also showed that self-efficacy trainings have contributed to reductions in maladaptive child behaviors indirectly through improved parental monitoring, increased parent-child communications, increased parental involvement, and increased parent self-regulation post-self-efficacy training (Purdie, Carroll, & Roche, 2004;Sanders & Mazzucchelli, 2013;Sanders & Woolley, 2005;Shumow & Lomax, 2002;Sofronoff & Farbotko, 2002;Webster-Stratton, Reid, & Beauchaine, 2013).…”

Child maltreatment, impulsivity, and antisocial behavior in African American children: Moderation effects from a cumulative dopaminergic gene index

“…Consistent evidence demonstrates that maltreated children are disproportionally at-risk for developing antisocial behaviors such as aggression, delinquency, and conflictual peer relations (see Cicchetti & Rogosch, 2001; Cicchetti et al, 2012; Hong, Espelage, Grogan-Kaylor, & Allen-Meares, 2012; Jaffee, Caspi, Moffitt, & Taylor, 2004). Moreover, early adversity, can lead to uninhibited behavior, a desire for more immediate rewards, and a lack of thoughtful planning, indicative of diminished dopamine functioning (Lovallo, 2013).…”

Extreme Physical Punishment in the Home and its Associations with Aggression and Victimization at School: A Study among Young Adolescents in Iran

“…The last finding suggests that PP may impact aggressive behavior in school settings. Hong and colleagues [7] have suggested a number of possible mediating variables between child maltreatment and school bullying and victimization to school bullying, including, emotional dysregulation, depression, anger, and social skills deficits.…”