The potential role of meaning in life in the relationship between bullying victimization and suicidal ideation.

Adolescent bullying is a common problem in schools across America. The consequences of bullying are significant, and can include severe psychological trauma and suicide. A better understanding of the mechanisms that link bullying and suicidal ideation is needed in order to develop effective prevention and intervention initiatives. Meaning in life is a potential mechanism that has not been studied in this context. It was hypothesized that meaning in life could serve as both a mediator and a moderator of the relationship between bullying victimization and suicidal ideation. As a mediator, meaning in life is considered to explain why bullying victimization leads to suicidal ideation. As a moderator, meaning in life is considered to buffer the ill effect of bullying victimization on suicidal ideation. Data collected from an ethnically diverse sample of 2,936 (50% female), 6th-12th grade students from one urban school district in the Northeastern US were used to examine the hypotheses. The model for girls was consistent with mediation (i.e., meaning in life may explain how victimization leads to suicidal ideation). The model for boys was consistent with moderation (i.e., the ill effect of victimization on suicidal ideation was attenuated as meaning in life increased). Implications for prevention are discussed.

How Teenage Fathers Matter for Children: Evidence From the ECLS-B.

Much is known about how having a teenage mother influences children's outcomes, but the relationship between teenage fatherhood and children's health and development is less well documented. Using the Early Childhood Longitudinal Study-Birth Cohort, the authors investigated how teenage fathers matter for children. They expected teenage fathers' influence on children to differ from adult fathers' in three domains: the household context, the father-mother relationship, and the father-child relationship. Teenage fathers were less often married and more often cohabiting or nonresident, and their children experienced a variety of social disadvantages in their household contexts. The quality of the father-child relationship did not often differ between adolescent and adult fathers. Fathers' marital status and children's household contexts each fully explained the negative relationship between having a teen father and children's cognitive and behavior scores at age 2. These findings suggest that policy interventions could possibly reduce these children's developmental gaps in the critical preschool years.

The impact of parental stressors on the intergenerational transmission of antisocial behavior.

We examine the extent to which parental antisocial behavior is related to child antisocial behavior and, if it is, the extent to which the effect is mediated by parental stressors and by parenting behaviors. In particular, we examine two sources of stress-depressive symptoms and exposure to negative life events. The study is based on data from the Rochester Intergenerational Study, a prospective multi-generation panel study. The parent sample is 73% male and 27% female and predominantly African American (69%); the child sample consists of each parent's oldest biological child. We find significant levels of intergenerational continuity in antisocial behavior for mothers and for fathers who live with or supervise their child, but not for fathers who have low levels of contact with their child. Results of structural equation models of mediating pathways are similar for mothers and for supervisory fathers. Of the two stressors we examine, depressive symptoms appears to be the more consistent mediator. It, both directly and indirectly via its impact on parenting behaviors, influences the child's early onset of antisocial behavior. The results imply that childhood antisocial behavior has deep roots, extending back to the parent's adolescent development.

Intergenerational linkages in antisocial behaviour.

BACKGROUND: A life-course perspective was used to examine whether a parent's adolescent antisocial behaviour increases the chances of his or her child being involved in antisocial behaviour and, if so, the extent to which different aspects of parenting mediate this relationship. AIM: It was hypothesised that there will be significant levels of intergenerational continuity in antisocial behaviour when parents have ongoing contact with the child, and that stress from parenting and ineffective parenting styles will mediate this relationship. METHOD: Longitudinal data from the Rochester Intergenerational Study were used to test these issues in structural equation models for fathers and for mothers. RESULTS: Parental antisocial behaviour is significantly related to child antisocial behaviour for mothers and for fathers who have frequent contact with the child, but not for fathers with infrequent contact. For mothers, the impact of adolescent antisocial behaviour on the child's antisocial behaviour is primarily mediated through parenting stress and effective parenting. For high-contact fathers there are multiple mediating pathways that help explain the impact of their adolescent antisocial behaviour on their child's behaviour. CONCLUSIONS: The roots of antisocial behaviour extend back at least to the parent's adolescence, and parenting interventions need to consider these long-term processes.

Invalid survey response patterns among middle school students.

Student surveys are widely used to assess student risk behavior, bullying, and school climate in middle schools; however, because such surveys are usually conducted on an anonymous basis, little is known about the validity of student reports using external, independent criteria. This longitudinal study examined the response patterns of 382 middle school students who completed confidential (not anonymous) self-report surveys each fall and spring for 3 years of middle school (Grades 6-8). Approximately 10% of students in each wave indicated on validity screening questions that they were either not telling the truth or not paying attention (termed invalid responders). A repeated measures latent class analysis found that students could be classified into a large group (64%) that was never flagged by the validity questions and a smaller group (36%) that occasionally reported not telling the truth or not paying attention. Hierarchical linear modeling analyses found that invalid responding to validity questions was associated with higher self-reported rates of risk behavior and more negative perceptions of school climate. Based on independent criteria from school records, invalid responding students were more likely to be referred for disciplinary infractions than other students. This study provides new information about student survey validity and appears to be the first to identify characteristics of students who generate invalid response patterns.

Examination of the Predictors of Latent Class Typologies of Bullying Involvement among Middle School Students.

This study employs latent class analysis to construct bullying involvement typologies among 3114 students (48% male, 58% White) in 40 middle schools across the U.S. Four classes were constructed: victims (15%); bullies (13%); bully-victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional activities were more likely to be members of the victims class. Students who were African-American and reported being less successful at school had a higher likelihood of membership in the bullies class. Bully-victims shared characteristics with bullies and victims: Students with more feelings of anger toward others and a higher tendency toward sensation-seeking had a higher likelihood of membership in the bullies and bully-victims classes, whereas lower levels of social inclusion was associated with membership in the victims and bully-victims classes.

Does maltreatment beget maltreatment? A systematic review of the intergenerational literature.

In this article, the authors critically review the literature testing the cycle of maltreatment hypothesis which posits continuity in maltreatment across adjacent generations. That is, the authors examine whether a history of maltreatment victimization is a significant risk factor for the later perpetration of maltreatment. The authors begin by establishing 11 methodological criteria that studies testing this hypothesis should meet. They include such basic standards as using representative samples, valid and reliable measures, prospective designs, and different reporters for each generation. The authors identify 47 studies that investigated this issue and then evaluate them with regard to the 11 methodological criteria. Overall, most of these studies report findings consistent with the cycle of maltreatment hypothesis. Unfortunately, at the same time, few of them satisfy the basic methodological criteria that the authors established; indeed, even the stronger studies in this area only meet about half of them. Moreover, the methodologically stronger studies present mixed support for the hypothesis. As a result, the positive association often reported in the literature appears to be based largely on the methodologically weaker designs. Based on this systematic methodological review, the authors conclude that this small and methodologically weak body of literature does not provide a definitive test of the cycle of maltreatment hypothesis. The authors conclude that it is imperative to develop more robust and methodologically adequate assessments of this hypothesis to more accurately inform the development of prevention and treatment programs.