Understanding the relationship between schematic beliefs, bullying, and unusual experiences in 8–14 year olds

Anilmis, Jasmine; Stewart, Catherine; Roddy, Sarah; Hassanali, Nedah; Muccio, Francesca; Browning, Sophie; Bracegirdle, Karen; Corrigall, Richard; Laurens, Kristin R.; Hirsch, Colette R.; Kuipers, Elizabeth; Maddox, Lucy; Jolley, Suzanne

doi:10.1016/j.eurpsy.2015.08.008

Cited by 16 publications

(11 citation statements)

References 38 publications

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“…This can be exacerbated when victimization, threat, and danger also occur within the family home (Radford, Corral, Bradley, & Fisher, 2013 ) and local neighborhood (Jack & Egan, 2016 ). Relatedly, Anilmis et al ( 2015 ) reported that, in a child sample, negative schematic beliefs about the self and others mediated the relationship between bullying and psychotic-like experiences; similar findings have been reported by Campbell and Morrison ( 2007 ) and Chaudhry ( 2012 ). Further, evidence indicates that victims of childhood bullying experience depression, anxiety, and lower self-esteem (Hawker & Boulton, 2000 ), negative self-related cognitions (Cook, Williams, Guerra, Kim, & Sadek, 2010 ) and can develop a hostile attribution bias (the perception that others’ neutral actions are conducted with hostility: Dodge, 2006 ; Pornari & Wood, 2010 ).…”

Section: Introductionsupporting

confidence: 65%

“…Cognitive bias is implicated in the development of paranoid thinking (Freeman & Garety, 2014 ). Smith et al ( 2006 ) have argued that experiences of victimization contribute toward the development of schematic beliefs concerning danger, and Corcoran et al ( 2006 ) have identified that such internalized beliefs manifest as an availability heuristic when paranoid thinkers appraise situations for threat; this has also been demonstrated in a sample of bullied adolescents (Anilmis et al, 2015 ). The results of the present study appear to uphold these findings.…”

Section: Discussionmentioning

confidence: 99%

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Childhood Bullying, Paranoid Thinking and the Misappraisal of Social Threat: Trouble at School

Jack

Egan

2017

School Mental Health

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Experiences of bullying predict the development of paranoia in school-age adolescents. While many instances of psychotic phenomena are transitory, maintained victimization can lead to increasingly distressing paranoid thinking. Furthermore, paranoid thinkers perceive threat in neutral social stimuli and are vigilant for environmental risk. The present paper investigated the association between different forms of bullying and paranoid thinking, and the extent to which school-age paranoid thinkers overestimate threat in interpersonal situations. Two hundred and thirty participants, aged between eleven and fourteen, were recruited from one secondary school in the UK. Participants completed a series of questionnaires hosted on the Bristol Online Survey tool. All data were collected in a classroom setting in quiet and standardized conditions. A significant and positive relationship was found between experiences of bullying and paranoid thinking: greater severity of bullying predicted more distressing paranoid thinking. Further, paranoid thinking mediated the relationship between bullying and overestimation of threat in neutral social stimuli. Exposure to bullying is associated with distressing paranoid thinking and subsequent misappraisal of threat. As paranoid thinkers experience real and overestimated threat, the phenomena may persist.

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Section: Introductionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Childhood Bullying, Paranoid Thinking and the Misappraisal of Social Threat: Trouble at School

Jack

Egan

2017

School Mental Health

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“…These will be assessed at 0, 16 and 24 weeks. Areas assessed include child self-reported mood and behaviour problems (anxiety, depression, elevated mood, anger, hyperactivity, conduct disorder and peer problems) [ 41 , 42 , 55 – 59 ]; child-reported trauma sequelae, emotional regulation, substance misuse and eating disorders [ 45 , 60 – 63 ]; activity levels, social support and sleep pattern [ 64 – 66 ], appraisals of the self and others, UEDs and the presenting problem [ 27 , 28 , 67 – 72 ]; and reasoning style [ 73 ]. Parent/carer measures will be completed at 0 and 16 weeks, and will include the 5-min speech sample to assess family relationships [ 74 ], and measures of parental affect, wellbeing, caregiving experience, and coping [ 75 – 79 ], as well as parental assessments of child mood and behaviour difficulties and UEDs [ 10 , 14 , 41 , 42 , 55 – 59 ].…”

Section: Methodsmentioning

confidence: 99%

Coping with Unusual ExperienceS for 12–18 year olds (CUES+): a transdiagnostic randomised controlled trial of the effectiveness of cognitive therapy in reducing distress associated with unusual experiences in adolescent mental health services: study protocol for a randomised controlled trial

Jolley

Browning

Corrigall

et al. 2017

Trials

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BackgroundChildhood ‘unusual experiences’ (such as hearing voices that others cannot, or suspicions of being followed) are common, but can become more distressing during adolescence, especially for young people in contact with Child and Adolescent Mental Health Services (CAMHS). Unusual experiences that are distressing or have adverse life impact (UEDs) are associated with a range of current and future emotional, behavioural and mental health difficulties. Recommendations for psychological intervention are based on evidence from adult studies, with some support from small, pilot, child-specific evaluations. Research is needed to ensure that the recommendations suit children as well as adults. The CUES+ study (Coping with Unusual ExperienceS for 12–18 year olds) aims to find out whether cognitive behaviour therapy for UEDs (CBT-UED) is a helpful and cost-effective addition to usual community care for 12–18 year olds presenting to United Kingdom National Health Service Child and Adolescent Mental Health Services in four London boroughs.MethodsThe CUES+ study is a randomised controlled trial comparing CBT-UED plus routine care to routine care alone. CBT-UED comprises up to 16 sessions, including up to 12 individual and up to four family support meetings, each lasting around 45–60 min, delivered weekly. The primary outcome is emotional distress. Secondary outcomes are change in UEDs, risk events (self-harm, attendance at emergency services, other adverse events) and health economic outcomes. Participants will be randomised in a 1:1 ratio after baseline assessment. Randomisation will be stratified by borough and by severity of mental health presentation: ‘severe’ (an identified psychotic or bipolar disorder) or any ‘other’ condition. Outcomes will be assessed by a trained assessor blind to treatment condition at 0, 16 and 24 weeks. Recruitment began in February, 2015 and is ongoing until the end of March, 2017.DiscussionThe CUES+ study will contribute to the currently limited child-specific evidence base for psychological interventions for UEDs occurring in the context of psychosis or any other mental health presentation.Trial registrationInternational Standard Randomised Controlled Trials, ID: ISRCTN21802136. Prospectively registered on 12 January 2015. Protocol V3 31 August 2015 with screening amended.Electronic supplementary materialThe online version of this article (doi:10.1186/s13063-017-2326-4) contains supplementary material, which is available to authorized users.

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“…Cognitive models of psychosis have highlighted the role of negative schematic beliefs in the association between psychotic symptoms and adverse events (Fisher 2012). Anilmis et al (2015) analysed the role of negative schematic beliefs about the self and others (as mediators between bullying victimisation and distressing unusual experiences) in 8- to 14-year-olds referred to child and adolescent mental health services. Their findings strongly support the view that negative beliefs following a stressful event may lead to PLEs.…”

Section: Theoretical Explanations For the Association Between Bullyinmentioning

confidence: 99%

Bullying victimisation and psychosis: The interdependence and independence of risk trajectories

Catone¹,

Marwaha²,

Lennox³

et al. 2017

BJPsych advances

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SummaryA number of studies have noted an association between being the victim of bullying and psychotic symptoms. We offer an overview of the topic, focusing especially on a developmental perspective. We highlight the results of the latest studies on psychosis across the continuum and its relationship with bullying. Then we summarise the three main explanatory models investigated: developmental, biological and cognitive. We recommend that bullying in psychosis requires careful study of the developmental trajectories involved, and that research should now focus on how personal, social and biological factors interact.LEARNING OBJECTIVES•Consider a spectrum of psychosis rather than a dichotomous concept of the disease (present/absent)•Understand that, by preventing bullying, it may also be possible to prevent the development of psychotic symptoms•Reflect that psychotherapy helps to integrate past stressful experiences with current symptoms, providing an alternative interpretation of them

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Understanding the relationship between schematic beliefs, bullying, and unusual experiences in 8–14 year olds

Cited by 16 publications

References 38 publications

Childhood Bullying, Paranoid Thinking and the Misappraisal of Social Threat: Trouble at School

Childhood Bullying, Paranoid Thinking and the Misappraisal of Social Threat: Trouble at School

Coping with Unusual ExperienceS for 12–18 year olds (CUES+): a transdiagnostic randomised controlled trial of the effectiveness of cognitive therapy in reducing distress associated with unusual experiences in adolescent mental health services: study protocol for a randomised controlled trial

Bullying victimisation and psychosis: The interdependence and independence of risk trajectories

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