Longitudinal Associations Among Youth Depressive Symptoms, Peer Victimization, and Low Peer Acceptance: An Interpersonal Process Perspective

Abstract

A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms, peer, self, and teacher reports of victimization, and peer reports of peer acceptance were obtained. A systematic examination of nested structural equation models provided support for a symptoms-driven model whereby depressive symptoms contributed to peer difficulties; no evidence was found for interpersonal risk or transactional models. Analyses further revealed that victimization mediated the association between prior depressive symptoms and subsequent peer acceptance. Results extend knowledge about the temporal ordering of depressive symptoms and peer difficulties and elucidate one process through which depressive symptoms disrupt peer relationships.

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

“…Moreover, children who are victimized may attribute victimization to their own deficiencies, potentially compromising their self-worth and precipitating depressive symptoms (Ladd and Troop-Gordon 2003;Troop-Gordon and Ladd 2005). Additionally, it has been shown that children who are depressed are more likely to be victimized (Kochel et al 2012). Chronic victimization increases internalizing problem scores and the persistence of internalizing problems (Leadbeater and Hoglund 2009).…”

Bullying and Parasomnias: A Longitudinal Cohort Study

“…35 Sleep problems during preschool and elementary school were derived from postal questionnaires completed by the mothers when the children were aged 2.5, 3.5, 4.75, and 6.75 years. Specifically, mothers were asked, "In the past year, has your child regularly had nightmares?"…”

The Influence of Teachers’ Preferences on Children’s Social Status in Schools

“…For example, a number of studies have shown that aggressive children were rejected by peers (David & Kistner, 2000;La Greca, 1981;Robertson et al, 2010;Rodkin, Farmer, Pearl, & Van-Acker, 2000), while a nearly equal number of studies reported aggressive behavior had a positive effect on children's peer acceptance and popularity (Becker et al, 2013;Cillessen & Mayeux, 2004;Poulin & Boivin, 2000;Salmivalli, Kaukiainen, & Lagerspetz, 2000), and still others claimed that there was no significant relation between aggression and peer rejection (Kochel et al, 2012;Phillipsen, Bridges, McLemore, & Saponaro, 1999;Masters & Furman, 1981). On the other hand, the relation between social withdrawal and children's peer acceptance has been consistently negative Hart et al, 2000;Schwartz, Chang, & Farver, 2001;Verschueren, Buyck, & Marcoen, 2001), although one group of researchers reported positive associations (Chen, Rubin, & Li, 1995;Chen, Rubin, & Sun, 1992;Rubin, 1982).…”

“…Existing research has shown that children who receive predominately positive nominations and few negative nominations from their peers are classified as "popular" (Kochel, Ladd, & Rudolph, 2012;Cillessen & Rose, 2005;Marks, Babcock, Cillessen, & Crick, 2013). However, in addition to contact and interaction with peers, children also form relationships with their classroom teachers which may be positive or negative depending on teachers' expectations for children's behavior (Davis & Lease, 2007).…”