Child maltreatment and health service use: findings of the Australian Child Maltreatment Study.

OBJECTIVES: To examine associations between child maltreatment and health service use, both overall, by type and by the number of types of maltreatment reported. DESIGN, SETTING: Cross-sectional, retrospective survey using the Juvenile Victimization Questionnaire-R2: Adapted Version (Australian Child Maltreatment Study); computer-assisted mobile telephone interviews using random digit dialling, Australia, 9 April - 11 October 2021. PARTICIPANTS: Australians aged 16 years or more. The target sample size was 8500 respondents: 3500 people aged 16-24 years and 1000 respondents each from the five age groups (25-34, 35-44, 45-54, 55-64, 65 years or more). MAIN OUTCOME MEASURES: Self-reported health service use during the past twelve months: hospital admissions, length of stay, and reasons for admission; and numbers of consultations with health care professionals, overall and by type. Associations between maltreatment and health service use are reported as odds ratios adjusted for age group, gender, socio-economic status, financial hardship (childhood and current), and geographic remoteness. RESULTS: A total of 8503 participants completed the survey. Respondents who had experienced child maltreatment were significantly more likely than those who had not to report a hospital admission during the preceding twelve months (adjusted odds ratio [aOR], 1.39; 95% confidence interval [CI], 1.16-1.66), particularly admission with a mental disorder (aOR, 2.4; 95% CI, 1.03-5.6). The likelihood of six or more visits to general practitioners (aOR, 2.37; 95% CI, 1.87-3.02) or of a consultation with a mental health nurse (aOR, 2.67; 95% CI, 1.75-4.06), psychologist (aOR, 2.40; 95% CI, 2.00-2.88), or psychiatrist (aOR, 3.02; 95% CI, 2.25-4.04) were each higher for people who reported maltreatment during childhood. People who reported three or more maltreatment types were generally most likely to report greater health service use. CONCLUSIONS: Child maltreatment has a major impact on health service use. Early, targeted interventions are vital, not only for supporting children directly, but also for their longer term wellbeing and reducing their health system use throughout life.

Peer relations and friendships in early childhood: The association with peer victimization.

We examined the association between involvement in peer victimization in early childhood and different measures of peer relations to examine the role of the peer group in victimization with a special focus on the role of the aggressor, defender, and target. Children (N = 200; 45.5% girls) and teachers (N = 8; 100% women) were recruited from three primary schools in the south-east of England. Children were aged 5-7 years (M = 75.6 months, SD = 10.39). Child and teacher reports of children's friendships were obtained. Children reported on the quality of their best friendship. Children provided peer reports on involvement in peer victimization (as aggressor, defender, and target) and social status (like-most and like-least). Results show that aggressive children received more like-least nominations than other children, defenders were the most liked by peers, but targets' social status was not clearly identifiable. There were no significant differences between role in peer victimization and best friend nominations-most children said that they had a best friend. Similarly, there were no differences in reciprocated friendship between different roles. However, children who had their friendship reciprocated received more defender nominations. In line with the homophily hypothesis, aggressive children tended to have aggressive friends and have friendships characterized by conflict. Defenders were friends with other defenders. Targets tended to follow the social competence model of friendships by indicating defenders as their best friends. We discuss these findings in relation to the role that group processes may play in peer victimization in early childhood.

Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind.

The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only "cool"-cognitive EF tasks while there is limited knowledge regarding the development of "hot"-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development.

Attachment hierarchies for Spanish adolescents: family, peers and romantic partner figures.

BACKGROUND: Attachment Theory has become one of the leading theories in human development. Nonetheless, empirical studies focusing on how attachment unfolds during adolescence are still scarce particularly in Spain, due to the lack of adequate measures. OBJECTIVE: This study aims to validate the Important People Interview (IPI) in a shorter questionnaire version (Important People- Questionnaire; IP-Q); to analyse the changes in different affiliative bonds to multiple figures -family, peers, romantic partners - over the course of adolescence; and to identify boys' and girls' hierarchical ordering of their specific attachment bonds. METHOD: 1025 Spanish adolescents, aged 12-17 years old completed the IP-Q. RESULTS: The results showed that the IP-Q has convergent and divergent validity. Moreover, this measure indicated that peers overtake some family members in proximity-seeking and support-seeking, but not in the overall hierarchical ordering of the attachment bond during adolescence. CONCLUSIONS: The bond with the romantic partner increases in terms of scoring on the affiliative subscales as adolescence progresses. There are significant gender differences among the hierarchy patterns of attachment for boys and girls. Developmental changes in adolescent attachment are discussed.

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood.

The aim of this research was to investigate the interplay between victim-aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross-sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5- to 7-years-old, revealed that boys were more aggressive than girls, toward both boys and girls, whereas defending relationships were most often same-sex. There was significant reciprocity in aggression, indicating that it was more often bidirectional rather than unidirectional. In addition, aggressors clearly defended each other when they shared their targets of aggression, whereas a marginally significant trend appeared for defending between victims who were victimized by the same aggressors. Furthermore, teacher-rated dominance was positively associated with children's involvement in both aggression and victimization, and teacher-rated insecurity was associated with less aggression, but not with victimization. These findings suggest that those who are reported as being victimized may retaliate, or be aggressive themselves, and do not display some of the vulnerabilities reported among older groups of victims. The findings are in line with the proposition that young aggressors are less strategic than older children in targeting vulnerable victims. The network approach to peer victimization and defending contributes to understanding the social processes facilitating the development of aggression in early childhood.

Participant roles in peer-victimization among young children in South Korea: Peer-, self-, and teacher-nominations.

This study explored participant roles in aggressive behavior among 95 children aged five to seven years, in a collectivistic culture, South Korea. Using a short-term longitudinal design, three types of nomination (peer, self, and teacher) were obtained for four participant roles (aggressor, victim, defender-stop, and defender-tell) and for four types of aggression (physical, verbal, social exclusion and rumor spreading). Assessments were made of stability of participant roles over time; inter-rater concordance among informants; discriminability; and relationships with sex, and likeability. Children tended to report themselves as victim and their peers as aggressors, especially for social exclusion. Nominations for aggressor showed highest stability over time and inter-rater concordance. Social exclusion showed different characteristics from other types of aggressive behavior in terms of its frequency and inter-rater concordance of role nominations. The type of defender (defender-stop or defender-tell) had different correlates with likeability. Findings are discussed in relation to different perspectives on social exclusion, and the defender role. Some different findings related specifically to social exclusion may be related to the particular nature of aggression or wang-ta in South Korea.

Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary.

Theory of mind (ToM) undergoes significant developments during childhood, particularly between the ages of four and seven years. A growing body of research has indicated that children's social understanding may be related to their social behaviour with peers, in line with Theory Theory which proposes that children's social cognition is influenced by and influences their peer interactions. The current study examined the relationship between ToM and behaviour among 193 children aged 4-7 years. Children carried out a battery of ToM tasks, and teaching staff reported on children's aggressive, prosocial, and solitary behaviour and victimisation experiences. Aggression was not directly related to ToM; prosocial behaviour was positively associated with ToM for girls but not boys. Solitary behaviour and victimisation were negatively related to ToM. When this was broken down by gender, there was only a significant association between solitary behaviour and ToM for boys. When controlling for the relationship between behaviours, the only significant predictor of ToM was solitary behaviour for boys. ToM was also a significant predictor of solitary behaviour for boys, demonstrating that there is a bidirectional relationship at play. The findings highlight the importance of looking across these four behaviour types and understanding the relationship between behaviour profiles and ToM for boys and girls separately.

Prevalence of violence against children in the United Kingdom: A systematic review and meta-analysis.

BACKGROUND: Violence against children can have extensive, long-term, and far-reaching adverse impacts on survivors and society. There is currently little consensus in the United Kingdom around the prevalence of violence against children: maltreatment, intimate partner violence, sexual violence, bullying, and community violence, and most existing studies focus on only a single or a few forms of violence. This study aims to produce data to highlight the current magnitude of the problem in the UK, to inform policy, drive action and allow for monitoring of progress over time. OBJECTIVE: To produce weighted prevalence estimates by violence type, as well as gender and age sub-categories, to give as full a picture as possible of the current prevalence of violence against children in the UK. PARTICIPANTS AND SETTING: The prevalence of violence against children from 23 self-report studies conducted in the United Kingdom was gathered through a systematic review. METHODS: Databases were searched from inception to 24th June 2022. Studies were reviewed systematically for appropriate data and meta-analyses were conducted to give pooled prevalence data based on a quality effects model. RESULTS: The most prevalent self-reported experience of childhood violence was community violence at 27.33 % (95 % CI [9.84, 48.97]). Prevalence of bullying was also high at 22.75 % (95 % CI [13.25, 33.86]). The most prevalent forms of child maltreatment were domestic violence exposure at 11.9 % (95 % CI [6.34, 18.84]) and emotional maltreatment at 11.84 % (95 % CI [5.58, 19.89]). CONCLUSION: National child maltreatment surveys are needed in the UK, using a comprehensive and conceptually robust approach, and valid and reliable instruments, to provide data for researchers and policymakers on the prevalence of all types of violence against children including exposure to multiple types. This allows monitoring of trends over time, can inform strategies for prevention, and can enable monitoring of future progress in reducing violence against children and its associated health and economic burden.

What makes for effectiveness when starting early - Learning from an integrated school-based violence and abuse prevention programme for children under 12.

BACKGROUND: Integrated programmes addressing varying forms of violence and abuse are increasingly delivered to children under 12 but uncertainty remains about what should be delivered to whom, when and in what dose. OBJECTIVE: To examine the impact of Speak Out Stay Safe (SOSS) - an integrated prevention programme for children under 12 - and whether impact varied by age, gender and context. PARTICIPANTS AND SETTING: A representative UK sample of primary schools in receipt of SOSS was matched with comparison schools not receiving SOSS. At 6 months follow-up, 1553 children from 36 schools completed the survey. METHODS: The matched control study incorporated economic and process evaluations. Survey measures included: children's knowledge and understanding of different forms of violence and abuse, readiness to seek help, knowledge of sexual abuse, perceptions of school culture and health and wellbeing. Perceptions of children, teachers, and facilitators were captured. RESULTS: At 6 months, children aged 9-10 who received SOSS retained their improved knowledge of neglect and their ability to identify a trusted adult who they would tell about violence or abuse. Children aged 6-7 receiving a shorter version of the programme were less likely to benefit and boys made fewer gains than girls. SOSS improved the knowledge of children with low knowledge of abuse. School culture was closely associated with programme impact. CONCLUSION: School-based prevention programmes deliver benefits at low cost but should acknowledge and engage with the specific school context to achieve school readiness and embed programme messages.

A Qualitative Exploration of Practitioners' Understanding of and Response to Child-to-Parent Aggression.

There has been limited research and policy directed toward defining and understanding child-to-parent aggression (CPA), resulting in inconsistent definitions, understandings, and responses, which has a detrimental impact on families. In particular, there have been limited qualitative studies of those working on the frontline of CPA, hindering the development of effective policy. The present qualitative study therefore aimed to explore practitioner perspectives of CPA. Twenty-five practitioners from diverse fields (e.g., youth justice, police, charities) participated in four focus groups relating to their experiences of working with CPA in the United Kingdom. Thematic analysis of focus groups revealed three key themes: definitions of CPA, understanding of CPA risk factors, and responding to CPA. Practitioners understood CPA to be a broad use of aggression to intimidate and control parents and highlighted a range of individual (e.g., mental health, substance abuse) and social (e.g., parenting, gangs) risk factors for CPA. Further, practitioners felt that current methods of reporting CPA were ineffective and may have a detrimental impact on families. The findings of this study have implications for CPA policy and support the need for a multiagency and coordinated strategy for responding to CPA.

A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy.

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.

Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences.

During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children's cognitive capacity to identify these behaviours (cognitive limitations). The findings of an observational study which examined the group nature of peer victimisation among young children are presented. Observations were made of 56 children aged four and five years using time sampling during free play at school (totalling 43.5 h of observation). Records were made of their behaviour when an onlooker witnessed aggression by others, and also of others' behaviour when they were being aggressive or being victimised. Although children other than the aggressor and target were present in nearly two thirds of the episodes of peer victimisation observed, few exhibited behavioural responses in line with the assistant, reinforcer or defender roles. This supports the behavioural reality rather than the cognitive limitations explanation. Sex differences were observed in types of aggression displayed by children, with boys more likely than girls to be physically aggressive. Children were less likely to be aggressive to other-sex peers and were most likely to be victimised by children of the same sex as them. There were also sex differences in children's onlooker behaviour. The implications for our understanding of the development of peer victimisation and bullying in children are discussed.

Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils.

Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning about eight types of aggression: verbal, physical individual, physical group, social exclusion, rumor spreading, breaking one's belongings, sending a nasty text via mobile phone, and sending a nasty message/email via computer. Four aspects of moral reasoning were assessed: moral judgment, harmfulness, reason for judgment, and causal responsibility. Many significant differences by type of aggression were found, especially for social exclusion (seen as less wrong and harmful, and more the victim's responsibility), physical group aggression (seen as more wrong or harmful, and a matter of fairness, especially in older children and boys), and cyber aggression (seen more as the aggressor's responsibility). Older children gave more reasons based on welfare, and fewer "don't know" responses for reasons and attributions. Gender differences were relatively few, but girls did make more use of welfare in the moral reasoning domain. Findings are discussed in relation to previous research and the cultural context in South Korea.

Friendships in middle childhood: Links to peer and school identification, and general self-worth.

Children's friendships are important for well-being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7- to 11-year-olds (n = 314) about their friendships, best friendships, friendship quality and indices of self-worth, identification with peers, and identification with school. Peer relationships were positively related to self-worth, but not identification with peers or school. Best friendship quality moderated the relationship between number of reciprocated friendship nominations and self-worth. Children with a reciprocated best friend had higher friendship quality and peer identification than others. Where best friendship was reciprocated, the relationship with identification with peers was mediated via positive friendship quality. The results suggest that friendship reciprocity is particularly relevant for children's self-worth and identification with peers. The findings are discussed in relation to the importance of fostering the development of reciprocated friendships. Statement of contribution What is already known on this subject? Friendships are related to well-being, school relations, and how young people feel about their peers at school. Friendship quality may be important in moderating the relationship between peer relations and adjustment. What does this study add? Various aspects of friendships are studied simultaneously with younger children than much previous research. Reciprocated best friendships were better quality than partial or non-reciprocated best friendships. Friendship reciprocity was most relevant for children's self-worth and peer identification.

Concepts of bullying: developmental and cultural aspects.

This review considers the origins of the term bullying and historical changes in the definition of bullying, leading to contemporary research definitions in terms of agreed criteria. The paper next considers how we can assess the actual working definitions or criteria used by pupils, teachers, parents or others concerned with bullying; in different countries. Developmental changes in the understanding of bullying are reviewed and contrasted with developmental changes in bullying behavior. In the final section, cultural similarities and differences are reviewed. Again, two aspects are considered--the words used for bullying-related phenomena in different countries, their meaning, and the behavioral manifestations of bullying.

Associations between and development of cool and hot executive functions across early childhood.

This study explored the development of cool and hot EF skills across early childhood. Children 4.5- to 5.5-years-old (N = 80) completed performance-based assessments of cool EF (inhibition and working memory), hot EF (affective decision-making and delay of gratification) at three time points across 12 months. Cool EF task performance was consistently correlated with early childhood, but hot EF task performance was not. Performance on cool EF tasks showed significant improvements over early childhood, but performance on hot EF tasks did not. During early childhood performance on delay of gratification and affective decision-making tasks may therefore be unrelated and show limited sensitivity to improvement. Statement of contribution What is already known about cool and hot EF An EF model has been proposed that distinguishes between cool-cognitive and hot-affective skills. Findings regarding whether cool and hot EF are distinct in early childhood are mixed. Hot EF skills, compared to cool EF abilities, are thought to develop more gradually. What the present study adds to understanding of cool and hot EF Performance on cool EF tasks and hot delay of gratification were associated in early childhood. Performance on hot EF tasks was not related, meaning they do not tap the same underlying factor. Age related gains in hot EF were not found, but 5-year-olds had better hot EF than 4-year-olds.

Hot and cool executive function in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories.

The development of executive function (EF) in autism spectrum disorder (ASD) has only been investigated using "cool"-cognitive-EF tasks. Little is known about the development of "hot"-affective-EF and whether it follows a similar developmental pathway. This study employed a cross-sectional developmental trajectories approach to examine the developmental changes in cool (working memory, inhibition, and planning) and hot EF (delay discounting and affective decision-making) of ASD participants (n = 79) and controls (n = 91) relative to age and IQ, shedding more light on the hot-cool EF organization. The developmental trajectories of some aspects of cool EF (working memory and planning) differed significantly as a function of age in ASD participants relative to controls. For both hot EFs, no significant age-related changes were found in either group. These findings extend our understanding regarding the maturation of EF from childhood through adolescence in ASD.

Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression.

Executive function (EF) has been implicated in childhood aggression. Understanding of the role of EF in aggression has been hindered, however, by the lack of research taking into account the function and form of aggression and the almost exclusive focus on cool EF. This study examined the role of cool and hot EF in teacher reported aggression, differentiating between reactive and proactive as well as physical and relational aggression. Children (N = 106) completed laboratory tasks measuring cool (inhibition, planning, working memory) and hot EF (affective decision-making, delay of gratification). Cool, but not hot, EF significantly contributed to understanding of childhood aggression. Inhibition was a central predictor of childhood aggression. Planning and working memory, in contrast, were significant independent predictors of proactive relational aggression only. Added to this, prosocial behaviour moderated the relationship between working memory and reactive relational aggression. This study therefore suggests that cool EF, particularly inhibition, is associated with childhood aggression across the different functions and forms.

The emergence of cyberbullying in childhood: Parent and teacher perspectives / La aparición del cyberbullying en la infancia: la perspectiva de padres y profesores

This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size N = 41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions

El estudio analiza la conciencia y la percepción de padres/tutores y personal del colegio en relación al cyberbullying en alumnos de la escuela primaria. Ocho grupos focales (con una muestra total de N=41) exploraron la aparición del cyberbullying, las características de los ciberacosadores y de las cibervíctimas, la repercusión del cyberbullying y el papel que juega la supervisión adulta. Los participantes por lo general eran conscientes del cyberbullying y de sus variadas formas y pensaban que podría darse en los alumnos de primaria. Se utilizó el análisis temático para detectar los temas que surgían de los grupos focales. Relacionados con la aparición del cyberbullying, los temas incluían las abilidades de los niños (conocimientos y destrezas informáticas), el acceso a las tecnologías de la información y comunicación (TIC) y factores externos como la presión de compañeros. Cuando se les preguntaba por las características de los niños que se veían afectados por el cyberbullying, entre los temas estaba la relación entre implicación en el cyberbullying y el bullyingtradicional, el papel del género y la motivación por el cyberbullying. Ninguno de los grupos creyó que el cyberbullying fuese menos molesto para las víctimas que el bullying tradicional y los temas alrededor del impacto del cyberbullying aludían a la naturaleza del cyberbullying, suscitándose debates relativos a las características de la victima. Cuando se hablaba del papel de la intervención adulta, los participantes mencionaban la utilización de reglas/restricciones y de la brecha generacional que se percibía en las destrezas en el uso de las TIC. Los participantes estaban de acuerdo en que la supervisión del uso de Internet y móvil en casa sería beneficiosa, pero estaban menos de acuerdo en la utilidad de la supervisión en el colegio. Se comentan los resultados en cuanto a su implicación para la investigación y las intervenciones

Peer-victimisation in multi-cultural contexts: a structural model of the effects on self-esteem and emotions / Victimización entre iguales en contextos multiculturales: un modelo estructural de sus efectos sobre la autoestima y las emociones

This study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-report questionnaires. A Confirmatory Factor Analysis (CFA) conducted regarding the initial model and then Strucutural Equations Modelling (SEM). Cultural victimisation had an indirect negative effect on cultural self-esteem and in consequence on emotional state, mediated by personal victimisation and the negative impact it produced on personal self-esteem. Only for the cultural majority did the percentage of their presence constitute a mediator variable between being a victim of cultural victimisation and the effect on cultural self-esteem. The results are discussed in relation to the extant literature and the implications for the intervention/prevention work to deal with victimisation and discrimination in multi-cultural schools

El estudio examina un modelo estructural que integra la victimización personal y cultural con el fin de identificar los efectos de la victimización en las emociones y la autoestima personal y cultural. Participó una muestra de 1.185 adolescentes de 13 escuelas secundarias en Inglaterra (n = 322) y España (n = 863). Los participantes cumplimentaron una batería de cuestionarios de autoinforme. Se llevó a cabo un análisis factorial confirmatorio (CFA) sobre el modelo inicial y luego un modelado de ecuaciones estructurales (SEM). La victimización cultural tuvo un efecto negativo indirecto sobre la autoestima cultural y en consecuencia sobre el estado emocional, mediado por la victimización personal y el impacto negativo que produce en la autoestima personal. Sólo para la cultura mayoritaria el porcentaje de su presencia constituye una variable mediadora entre ser una víctima de la persecución cultural y el efecto en la autoestima cultural. Los resultados se discuten en relación a la literatura existente y a las implicaciones para el trabajo de intervención/prevención para hacer frente a la victimización y a la discriminación en las escuelas multiculturales