Association of Different Forms of Child Maltreatment With Peer Victimization in Mexican Children and Adolescents.

Objective: To examine the relationship between exposure to multiple forms of child abuse and neglect within the family context and peer victimization at school, accounting for the moderator effect of sex and educational level. Methods: Two thousand four hundred fifteen children and adolescents, aged 9 to 15 years, attending public schools in Mexico completed the Childhood Trauma Questionnaire-Short Form and a modified version of the Olweus' Bully/Victim Questionnaire. We used linear regression models to assess the association of five different forms of child abuse (emotional, physical, and sexual abuse, and emotional and physical negligence) with three forms of peer victimization (direct, indirect, and cyberbullying). Results: Direct forms of child abuse within the family (i.e., emotional, physical, and sexual abuse), but not neglect, were significantly and positively associated with a risk for peer victimization. In the fully adjusted models, emotional abuse was significantly associated with the three types of peer victimization: [indirect b = 0.48, t = 6.75, p < 0.001, direct (b = 0.47, t = 4.89, p < 0.001), and cyberbullying (b = 0.85, t = 5.45, p < 0. 001)]; while physical abuse was positive and significantly associated with direct victimization (b = 0.29, t = 3.28, p < 0.001). Boys suffering from sexual abuse within the family context showed higher levels of all subtypes of peer victimization. Students attending secondary school who suffered from sexual abuse showed higher levels of indirect victimization than did students attending primary schools. Conclusion: Child abuse within the family context seems to be associated with the risk of peer victimization. Preventive strategies to address bullying and promote resilience should take family factors into account. Interventions for high-risk families might be useful to prevent child multi-victimization.

Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors.

Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.

Risk and Protective Pathways to Peer Victimization from Infancy to Adolescence: Role of Fathers.

This study examined the developmental pathways from fathers' psychopathology in early childhood to child peer victimization (bullying and cyber victimization) in late adolescence via family relationships and early adolescent psychosocial functioning (anxiety, emotion regulation, social problems). A conceptual model with pathways through inter-parental aggression and fathers' parenting (harshness and sensitivity) was tested. Participants were 227 families (51% female children recruited as infants) who participated in a longitudinal study examining the role of parental alcohol problems and associated risks on developmental and family processes from infancy to late adolescence. Multi-method (observational, parent report, adolescent report) assessments of family processes and child outcomes were conducted across all time points. Fathers' alcohol problems and depressive symptoms in early childhood was prospectively associated with inter-parental aggression in middle childhood and social problems in early adolescence. For boys only, early adolescent social problems were predictive of bullying victimization. Fathers' antisocial behavior in early childhood was associated with less sensitive parenting in middle childhood. Fathers' sensitivity in middle childhood was protective, being associated with lower cyber victimization in late adolescence. Fathers' sensitivity was also associated with higher emotion regulation in early adolescence; however, counter to expectations, higher emotion regulation was associated with more bullying and cyber victimization. Findings shed light on differences in the etiological pathways to bullying and cyber victimization, as well as how distinct forms of paternal psychopathology in early childhood associate with family relationships, child adjustment, and vulnerability to peer victimization in late adolescence.

Tuning of brain-autonomic coupling by prior threat exposure: Implications for internalizing problems in Mexican-origin adolescents.

Exposure to threat increases the risk for internalizing problems in adolescence. Deficits in integrating bodily cues into representations of emotion are thought to contribute to internalizing problems. Given the role of the medial prefrontal cortex in regulating bodily responses and integrating them into representations of emotional states, coordination between activity in the medial prefrontal cortex and autonomic nervous system responses may be influenced by past threat exposure with consequences for the emergence of internalizing problems. A sample of 179 Mexican-origin adolescents (88 female) reported on neighborhood and school crime, peer victimization, and discrimination when they were 10-16 years old. At age 17, participants underwent a functional neuroimaging scan during which they viewed pictures of emotional faces while respiratory sinus arrhythmia (RSA) and skin conductance responses were measured. Adolescents also reported symptoms of internalizing problems. Greater exposure to threats across adolescence was associated with more internalizing problems. Threat exposure was also associated with stronger negative coupling between the ventromedial prefrontal cortex and RSA. Stronger negative ventromedial prefrontal cortex-RSA coupling was associated with fewer internalizing problems. These results suggest the degree of coordinated activity between the brain and parasympathetic nervous system is both enhanced by threat experiences and decreased in adolescents with more internalizing problems.

It Gets Better: Attenuated Associations Between Latent Classes of Peer Victimization and Longitudinal Psychosocial Outcomes in Four Low-Resource Countries.

Very few studies of peer victimization have been conducted in low-resource countries, where cultural and contextual differences are likely to influence the dynamics of these experiences in ways that may reduce the generalizability of findings of the larger body of literature. Most studies in these settings are also subject to multiple design limitations that restrict our ability to understand the dynamics of peer victimization experiences. Person-centered approaches such as latent class analysis are an improvement on more traditional modeling approaches as they allow exploration of patterns of victimization experiences. The goal of the current study was to examine associations between patterns of peer victimization in adolescence and both concurrent and longitudinal psychosocial adjustment. Data were included for 3536 youth (49.6% female) in Ethiopia, India, Peru, and Vietnam to examine associations between adolescent peer victimization and indicators of poor psychosocial adjustment. Previously derived latent classes of peer victimization based on youth self-report of past-year exposure to nine forms of peer victimization at age 15 were used to predict self-reported emotional difficulties, self-rated health, and subjective wellbeing at ages 15 and 19 while controlling for sex. The findings show that at age 15, victimization was associated with higher emotional difficulties in all settings, lower subjective wellbeing in all except Peru, and lower self-rated health in Vietnam. At follow-up, all associations had attenuated and were largely non-significant. Sensitivity analyses confirmed the robustness of these results. These findings illustrate the multifinality of outcomes of peer victimization, suggesting social and developmental influences for potential pathways of resilience that hold promise for informing interventions and supports in both low and high resource settings.

Authoritative school climate and peer victimization among Brazilian students / Clima escolar autoritativo e vitimização entre pares em estudantes brasileiros / Clima escolar autoritativo y vitimización entre pares en estudiantes brasileños

According to the Authoritative School Climate theory, a school environment perceived with high levels of support and disciplinary structure can be a protective factor against violence. Therefore, the current study aimed to understand how support and disciplinary structure affected peer victimization among Brazilian students. Participants were 420 students from Brazil, between 7 and 14 years old (mean=10.02; S.D. = .91); 51.5% of the participants were boys. Measures were obtained from a self-report questionnaire with measures of victimization, authoritative school climate and sociodemographic data. Using multilevel modeling between individual and same-sex peer group analyses, 89.86% of the victimization variability was at the individual level. Results indicated a negative association between the student's perception of support and reports of victimization, but no gender differences as predictors of victimization. Younger students who reported lowers perceptions of support also could be more victimized.

De acordo com a teoria do Clima Escolar Autoritativo, ambientes escolares percebidos com altos níveis de suporte e estrutura disciplinar podem ser protetores contra a violência. Portanto, o objetivo desse estudo foi entender como o suporte e a estrutura disciplinar afetaram o relato da vitimização entre pares. Os participantes foram 420 estudantes, entre 7 e 14 anos (média=10,02; d.p.=0,91); 51,5% dos participantes eram meninos. As medidas foram obtidas a partir de questionário de autorrelato sobre vitimização, clima escolar autoritativo e dados sociodemográficos. Usando o modelo multinível, 89,86% da variação da vitimização foi no nível individual. Os resultados indicaram uma associação negativa entre a percepção de suporte pelo aluno e os relatos de vitimização, mas não foram encontradas diferenças entre gêneros como preditores de vitimização. Os alunos mais jovens, que relataram menor percepção de suporte, também apresentaram tendência maior para a vitimização.

De acuerdo con la teoría del clima escolar autoritativo, los ambientes escolares percibidos con altos niveles de soporte y estructura disciplinaria pueden ser protectores contra la violencia. El objetivo de este estudio fue entender cómo el soporte y la estructura disciplinar afectaron el relato de la victimización entre pares. Los participantes fueron 420 estudiantes, entre 7 y 14 años (promedio=10,02; d.e.=0,91); El 51,5% de los participantes eran niños. Medidas fueron obtenidas a partir del autorrelato sobre victimización, clima escolar autoritario y datos sociodemográficos. Con el modelo multinivel, el 89,86% de la variación de la victimización fue a nivel individual. Resultados indican asociación negativa entre lo soporte y los relatos de victimización, pero no se encontraron diferencias entre géneros como predictores de victimización. Los alumnos más jóvenes que relataron menor percepción de soporte también tienden a ser más victimizados.

Validación del Cuestionario Breve de Victimización Escolar por Pares en México / Validation of the Brief Questionnaire for Peer Victimization in Schools in Mexico

Resumen: Introducción: La victimización por pares en las escuelas tiene consecuencias que no solo se ven reflejadas en el área académica de las víctimas sino también en su salud mental. A pesar de la gran cantidad de instrumentos existentes, no existen datos normativos para el diagnóstico de esta problemática a nivel nacional. Método: A través de los datos de la Encuesta de Cohesión Social para la Prevención de la Violencia y la Delincuencia con una muestra de 18,839 jóvenes de 12 a 29 años de todo el territorio nacional, se analizó la utilidad y validez de la encuesta para diagnosticar la victimización escolar por pares con normatividad nacional. Resultados: El instrumento ofreció una consistencia interna apropiada (α = .86), y se asoció significativamente con trastornos del dormir, estado de ánimo deprimido y la satisfacción escolar, lo que sugiere una adecuada validez del constructo. Se reportan puntos de corte para realizar un diagnóstico de victimización escolar por pares, y se reporta el instrumento para su uso. Conclusiones. El instrumento obtuvo propiedades psicométricas adecuadas y con una validez consistente con los hallazgos previos, sin embargo, dada su brevedad se recomienda su uso en conjunto con otros instrumentos más detallados.

Abstract: Introduction: Peer victimization in schools has consequences that are not only reflected in the academic area of the victims but also in their mental health. Despite a large number of existing instruments, there are no normative data for the diagnosis of this problem at the national level. Method: Through the data of the Social Cohesion Survey for the Prevention of Violence and Crime realized in 2014 for the National Institute of Statistics and Geography, a sample of 18,839 young people from 12 to 29 years of age all over the Mexican territory was used to develop the instrument. The Questionnaire was validated to diagnose school peer victimization with national normative data. Results: The instrument provided an appropriate internal consistency (α = .86), and was significantly associated with sleep disorders, depressed mood and school satisfaction, suggesting adequate construct validity. Cut-off points are reported for a peer-to-peer victimization diagnosis, and the instrument is reported for free use. Conclusions. The instrument obtained adequate psychometric properties and with a validity consistent with the previous findings, however, given its brevity, its use is recommended in conjunction with other more detailed instruments of school violence, together with tools for exploring the consequences on the mental health of the victims.

Psicopatología y victimización ocasional entre pares en una muestra de estudiantes chilenos / Psychopathology and Occasional Victimization in a Sample of Chilean Students

El propósito de esta investigación fue establecer la incidencia de victimización ocasional, en un colegio particular subvencionado de enseñanza básica y media de la ciudad de Calama (Chile), y comparar la presencia de síntomas psicopatológicos en víctimas ocasionales y no víctimas. Para ello, se realizó un estudio descriptivo-correlacional de corte transversal, en una muestra intencionada de 773 estudiantes de ambos sexos, entre 11 y 18 años. Se realizaron análisis de chi cuadrado y pruebas t para muestras independientes. Los resultados mostraron que la victimización ocasional entre pares afecta al 30 % de los jóvenes, y que es estable a través de las distintas edades evaluadas. También se encontró que las víctimas ocasionales muestran una mayor presencia, pero de moderada magnitud, de sintomatología depresiva, ansiosa y conductual, así como un menor comportamiento prosocial respecto al grupo no victimizado. Se discute si la victimización ocasional entre pares podría generar problemas psicopatológicos asociados a procesos de ajuste psicosocial, en un grupo que utilizaría la violencia como modo naturalizado de relación.

The objective of this research was to establish the incidence of casual victimization and compare the psychopathological symptoms present in occasional victims and non-victims. A descriptive correlational cross-sectional study was conducted on a sample of 773 from a private school subsidized primary and secondary education in the city of Calama, of both sexes, between 11 and 18 years. Chisquare analysis and t tests for independent samples were performed. The results showed that occasional peer victimization affects 30% of young people and is stable across different ages evaluated. It was found that occasional victims exhibit more depressive, anxious and behavioral symptoms, and also have a lower prosocial behavior compared to the group not victimized. The association between victimization and casual psychopathological problems are discussed.

Peer victimization and subsequent disruptive behavior in school: The protective functions of anger regulation coping.

Peer victimization is linked to adjustment problems in youth, including aggressive behavior, yet not all victimized youth are aggressive. The present study investigated whether youth's anger regulation coping might attenuate the positive association between peer victimization and subsequent aggressive behavior. Longitudinal data from 485 7th-grade students (55% female, mean age = 12.84 years) and their teachers were collected in the fall and six months later. Teacher ratings of youth aggressive behavior at follow-up were the primary outcome, with statistical adjustments for baseline aggressive behavior and demographics. Results from multilevel models showed significant interactive effects of baseline anger regulation and peer victimization on residualized teacher-rated aggressive behaviors that were consistent with the hypothesis that anger regulation played a protective role: under high levels of peer victimization, youth with higher levels of anger regulation displayed lower levels of aggressive behavior than their counterparts with lower levels of anger regulation. These findings suggest that targeting and improving students' ability to regulate their anger may be protective in the face of peer victimization and reduce subsequent aggressive behavior.

Bullying, mental health, and parental involvement among adolescents in the Caribbean / Acoso escolar, salud mental, e involucración de los padres, entre los adolescentes del Caribe

OBJECTIVE: To examine the relationships between peer victimization, mental health, and parental involvement among middle school students in the Caribbean. METHODS: Data from the Global School-based Student Health Survey (GSHS) conducted in the Cayman Islands, St Lucia, St Vincent and the Grenadines, and Trinidad and Tobago in 2007 were analysed using age- and gender-adjusted logistic regression models. RESULTS: About one-quarter of the 6780 participants reported having been bullied in the past month. Rates of bullying were similar for boys and girls, and younger children reported higher rates of peer victimization. Nearly 25% of students reported sadness and hopelessness, more than 10% reported loneliness and anxiety and more than 15% reported having seriously considered suicide in the past year. Bullied students were much more likely than non-bullied students to report mental health issues (p < 0.01). Students who felt that their parents were understanding and monitored their free time activities reported fewer mental health issues and were somewhat less likely to report being a victim of a bully. CONCLUSION: The strong association between bullying and poor mental health in the Caribbean emphasizes the need to develop and implement strategies for reducing bullying among children and adolescents.

OBJETIVO: Examinar las relaciones entre la victimización entre iguales, la salud mental, y la involucración de los padres entre estudiantes de centros de enseñanza media en el Caribe. MÉTODOS: Se analizaron los datos de la Encuesta Mundial de Salud Escolar (EMSE), realizada en Islas Caimán, Santa Lucia, San Vicente y las Granadinas, y Trinidad y Tobago, en 2007, usando modelos de regresión logística ajustados por edad y sexo. RESULTADOS: Alrededor de un cuarto de los 6780 participantes reportaron haber sido víctimas de acoso escolar (bullying) en el último mes. Las tasas de acoso escolar fueron similares para los niños y las niñas, y los niños de menor edad reportaron tasas más altas de victimización entre iguales. Casi el 25% de los estudiantes reportaron estados de tristeza y abatimiento; más del 10% reportaron soledad y ansiedad, y más del 15% reportó haber considerado seriamente recurrir al suicidio en el último año. Los estudiantes acosados presentaron una probabilidad mayor de reportar problemas de salud mental (p < 0.01) en comparación con aquellos que no eran víctimas de acoso escolar. Los estudiantes que sentían que sus padres eran comprensivos y supervisaban sus actividades de tiempo libre, reportaron menos problemas de salud mental y presentaron una menor probabilidad de ser víctimas de algún abusador. CONCLUSIÓN: La marcada asociación existente entre el acoso escolar y una pobre salud mental en el Caribe, pone de relieve la necesidad de desarrollar e implementar estrategias dirigidas de reducir el acoso escolar entre los niños y los adolescentes.