Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims.

Ladd, Gary W.; Ladd, Gary W.

doi:10.1037/1040-3590.14.1.74

Cited by 455 publications

(475 citation statements)

References 45 publications

(128 reference statements)

Supporting

Mentioning

450

Contrasting

Unclassified

Order By: Relevance

“…There are several strengths of the present study: (1) the direct and detailed assessment of peer victimization and internalizing problems in children; (2) the use of multiple informants of peer victimization and internalizing problems which is shown to be a better predictor of adjustment than mono-informant assessments (Ladd and Kochenderfer-Ladd 2002); (3) the finding of prevalence rates of peer victimization that are similar to those reported in other studies in the UK (Whitney and Smith 1993;Wolke et al 2001c) (4) the prospective study design with victimization assessments during childhood and internalizing problems at the age 11 to 14 years; (5) children were drawn from the general population, thus confounding effects of treatment seeking can be ruled out; (6) the use of well validated instruments with high reliability; and (7) availability of information on a variety of possible confounding factors.…”

Section: Discussionmentioning

confidence: 99%

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Zwierzynska

Wolke

Lereya

2012

J Abnorm Child Psychol

236

169

View full text Add to dashboard Cite

Traumatic childhood experiences have been found to predict later internalizing problems. This prospective longitudinal study investigated whether repeated and intentional harm doing by peers (peer victimization) in childhood predicts internalizing symptoms in early adolescence. 3692 children from the Avon Longitudinal Study of Parents and Children (ALSPAC), as well as their mothers and teachers, reported on bullying in childhood (7-10 years) and internalizing problems in early adolescence (11-14 years). Controlling for prior psychopathology, family adversity, gender and IQ, being a victim of bullying was associated with higher overall scores, as well as increased odds of scoring in the severe range (>90 th percentile) for emotional and depression symptoms. Victims were also more likely to show persistent depression symptoms over a 2-year period. These associations were found independent of whether mothers, teachers or the children reported on bullying. It is concluded that peer victimization in childhood is a precursor of both short-lived and persistent internalizing symptoms, underlining the importance of environmental factors such as peer relationships in the etiology of internalizing problems.

show abstract

Section: Discussionmentioning

confidence: 99%

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Zwierzynska

Wolke

Lereya

2012

J Abnorm Child Psychol

236

169

View full text Add to dashboard Cite

show abstract

“…In addition, although there is literature to support that self-report is quite accurate after grade 2 and becomes more reliable as the children age, a combination of peer reports, teacher reports, and self-reports produces better estimates of children's relational adjustment. [61][62][63] Another limitation is that 21% of students did not participate in the survey. There are many possible reasons for not participating in a survey.…”

Section: Discussionmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

141

View full text Add to dashboard Cite

Objective-To identify an association between involvement in bullying and problems in school.Study design-This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.Results-Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.Conclusions-Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

show abstract

“…Furthermore, the current study relied solely on teacher reports of victimization. Although teacher reports of victimization in this young age group have been shown to correlate significantly with naturalistic observations (Ostrov & Keating, 2004), future research should expand on the present findings by using multimethod assessment and multiinformants of assessment in order to provide complementary perspectives (Ladd & Kochenderfer-Ladd, 2002). Another avenue for further research is the expert rating on school climate, which was chosen as an alternative to assessing 4-and 5-year-old children's perceptions of school climate.…”

Section: Limitationsmentioning

confidence: 99%

Peer Victimization in Dutch School Classes of Four‐ to Five‐Year‐Olds: Contributing Factors at the School Level

Bonnet

Goossens

Willemen

et al. 2009

The Elementary School Journal

View full text Add to dashboard Cite

This research was designed to examine how factors within young children's environment (e.g., school factors, neighborhood) contribute to explaining peer victimization. The sample comprised 2,003 children (between 4 and 5 years of age) from 98 classrooms in 23 elementary schools in the Netherlands. Teachers were asked to complete a questionnaire on exposure to victimization for each child. Multilevel analyses revealed that gender and social climate of the school were directly related to victimization. Furthermore, results indicated that peer victimization in boys was less prevalent when they attended smaller schools. In low-SES neighborhoods victimization scores were significantly lower when schools had implemented clear antibullying policies. Finally, variation among school classes appeared to be strongly associated with victimization, even more so than variation among schools. These findings support broadening the focus beyond the individual child at risk.

show abstract

Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims.

Cited by 455 publications

References 45 publications

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

Bullying and School Safety

Peer Victimization in Dutch School Classes of Four‐ to Five‐Year‐Olds: Contributing Factors at the School Level

Contact Info

Product

Resources

About