Adaptación de la "Escala de acoso homofóbico" y magnitud del problema en adolescentes españoles / Adaptation of the Homophobic Bullying Scale and the magnitude of the problem in Spanish Adolescents

En este estudio se evaluaron las propiedades psicométricas de la "Escala de acoso escolar homofóbico" en una muestra de adolescentes españoles. En el estudio participaron 791 adolescentes de edades entre 12 y 17 años (M= 13,96; DT= 1,18), quienes completaron este cuestionario junto a la "Escala de homofobia moderna" que mide actitudes homófobas. Los resultados de los análisis factoriales confirmaron una estructura de cuatro factores intercorrelacionados: 1) observación de conductas de acoso escolar homofóbicas contra chicos gays, 2) observación de conductas de acoso escolar homofóbicas contra lesbianas, 3) perpetración de acoso escolar homofóbico contra chicos gays, y 4) perpetración de acoso escolar homofóbico contra lesbianas. La escala mostró una buena fiabilidad y las puntuaciones en perpetración se asociaron con las actitudes homófobas. Se encontraron cifras más altas de acoso escolar hacia chicos gays que hacia chicas lesbianas. Estos resultados demuestran que se trata de un cuestionario de fácil aplicación con el cual se obtienen puntuaciones válidas para la evaluación del acoso escolar homofóbico en adolescentes españoles

In this study we evaluated the psychometric properties of the Homophobic Bullying Scale in a sample of Spanish adolescents. The study comprised 791 adolescents between 12 and 17 years old (M= 13.96, SD= 1.18) who completed this questionnaire along with the Modern Homophobia Scale that measures homophobic attitudes. The results of the factor analyses confirmed a structure of four intercorrelated factors: 1) observation of homophobic bullying behaviors against gay boys, 2) observation of homophobic bullying behaviors against lesbians, 3) perpetration of homophobic bullying against gay boys, and 4) perpetration of homophobic bullying against lesbians. The questionnaire showed good reliability and perpetration scores were associated with homophobic attitudes. Higher prevalence of bullying was found against gay boys than against lesbian girls. These results show that this is a simple and valid questionnaire for the evaluation of homophobic bullying among Spanish adolescents

Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy.

The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (Mage = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings.

Influencing Factors and Consequences of Workplace Bullying among Nurses: A Structural Equation Modeling.

PURPOSE: The purpose of this study was to build and test a model outlining the factors related to workplace bullying among nurses. The hypothesized model included authentic leadership and a relationship-oriented organizational culture as influencing factors, symptom experience and turnover intention as consequences, and positive psychological capital as a mediator of workplace bullying among nurses. METHODS: We obtained structured questionnaire data from 301 nurses working at hospitals in South Korea. Based on these data, the developed model was verified via a structural equation modeling analysis using SPSS and AMOS program. RESULTS: The fit indices of the hypothesized model satisfied recommended levels; χ2 = 397.58 (p < .001), normed χ2 (χ2/df) = 1.82, RMR = .05, TLI = .93, CFI = .94, RMSEA = .05. A relationship-oriented organizational culture had a direct effect on workplace bullying (ß = -.48, p < .001). Furthermore, workplace bullying had a direct effect on symptom experience (ß = .36, p < .001), and this relationship was mediated by positive psychological capital (ß = .15, p = .003). Workplace bullying also had an indirect effect on turnover intention (ß = .20, p = .007). Finally, symptom experience had a direct effect on turnover intention (ß = .31, p = .002). CONCLUSION: These results suggest that workplace bullying among nurses may be prevented by constructing a relationship-oriented organizational culture, as long as employees have sufficient positive psychological capital. In this regard, workplace bullying among nurses should be addressed using a comprehensive strategy that considers both individual and organizational factors.

Dimensions of parenting styles, social climate, and bullying victims in primary and secondary education / Dimensiones de estilos parentales, clima social y víctimas de bullying en Educación Primaria y Secundaria

Background: Bullying as a construct is found to be related to a variety of individual, parental and academic factors. Familial factors include family environment, parenting style and parental involvement. The main aim of this study is to find out how Primary and Secondary Education students perceive parenting styles and social climate and if there are differences between pupils from these two educational stages. The study also considers the relationship between these perceptions of bullying victims and certain peer socio-affective factors. Method: Participants were 847 children and adolescents. School social climate and Family social climate were both evaluated using the Spanish version of Moos’ Family Social Climate Scale, and Parenting styles were evaluated according to the Parental Socialization Scale in Adolescence (ESPA29). Roles associated with bullying, and correlates of social reputation were measured using the Bull-S questionnaire. Results: There are differences in how primary and secondary education students perceive parenting styles and family climate. Conclusions: Parental factors are related to bullying victimization and socio-affective group variables (social preference, acceptance or rejection levels, and the number of friends). The study highlighs risk and protective factors for victimization (AU)

Antecedentes: considerado el bullying como constructo, encontramos relación con una variedad de factores individuales, parentales y académicos asociados. Los factores familiares incluyen el clima familiar y los estilos de crianza. El objetivo principal de este estudio es analizar cómo perciben los estilos de crianza y el clima social los estudiantes de Educación Primaria y Secundaria y si existen diferencias entre los estudiantes de estas dos etapas. El estudio también trata sobre la relación de estas percepciones entre las víctimas de bullying y ciertos factores socio-afectivos de los iguales. Método: participaron 847 jóvenes y adolescentes. El clima social familiar y escolar fueron evaluados utilizando la Escala de Clima Social Familiar de Moos y los estilos de Crianza de los Padres fueron evaluados de acuerdo a la Escala ESPA29. Roles asociados al bullying y reputación social se midieron mediante el cuestionario Bull-S. Resultados: se encuentran diferencias entre los estudiantes de Educación Primaria y Secundaria en la percepción de los estilos de crianza y clima familiar. Conclusiones: los factores parentales se relacionan con la victimización por bullying y con variables socio-afectivas del grupo (preferencia social, aceptación o rechazo y el número de amigos). Se señalan factores de riesgo y de protección de victimización (AU)

Poor Health and Experiences of Being Bullied in Adolescents: Self-Perceived Overweight and Frustration with Appearance Matter.

OBJECTIVE: To examine the associations between body image (actual and self-perceived weight status; feelings about appearance) and health outcomes (overall health, life satisfaction, and mental health) and between body image and experiences of being bullied. METHODS: Participants included 8,303 children from 7th to 10th grade in the Health Behavior of School-Aged Children (HBSC) 2009-2010 data set, a large-scale sample in the United States. Several multiple linear regressions (with health outcomes as dependent variables) and multivariate logistic regressions (with being bullied or not as dependent variable) were conducted to investigate the associations between each dependent variable and the following independent variables: relationship with parents, frustration with appearance, and actual and self-perceived weight status. RESULTS: Self-perceived underweight, self-perceived overweight (OW), and frustration with appearance were positively associated with being bullied. Frustration with appearance was a risk factor, while good relationship with parents was a protective factor, especially for psychological health outcomes. Self-perceived OW had a stronger association with the experience of being bullied than actual OW. The relationship between actual OW and being bullied might be attenuated when self-perceived OW is simultaneously considered. CONCLUSIONS: Body image may be an important factor in the association between weight status and the experience of being bullied.

Effects of heterogeneous risk factors on psychological distress in adolescents with autism and victimization experiences in Taiwan.

PURPOSE: To investigate the prevalence of various types of bullying victimization among adolescents with autism spectrum disorder (ASD) and examine the effects of victimization on the mental health of adolescents with ASD. METHODS: The sample was collected from the Special Needs Education Longitudinal Study (SNELS) database released in 2011. Variables comprising seven psychological distress (PD) items and four types of bullying victimization and family-, school-, and peer-related factors were included in a multivariate regression analysis. RESULTS: Exclusion and verbal bullying were most frequently reported, 72.4% of students with ASD experiencing exclusion bullying and 66% of them experiencing verbal bullying. Among the victims, delayed bedtime, use of medication, and conflicts with parents significantly increased PD. By contrast, good relationships with parents and friends and liking school environments relieved PD symptoms. Furthermore, delayed bedtime after 12 a.m. enhanced the effects of exclusion victimization on PD in the participants. CONCLUSIONS: Our results indicated that bullying victimization among adolescents with ASD was a risk factor for their psychological well-being. Nevertheless, good parent-adolescent and interpeer relationships improved their mental health. Our results can serve as a reference in implementing strategies for motivating parents and teachers to pay more attention to the needs of adolescents with ASD. Implications for Rehabilitation More than 80% of adolescents with autism experience at least one type of bullying victimization. Bullying victimization attributes to a major factor influencing mental health of adolescents with autism. Good parent-adolescent and interpeer relationships can play beneficial roles in improving mental health of the adolescents.

Aggressors and Victims in Bullying and Cyberbullying: A Study of Personality Profiles using the Five-Factor Model.

Bullying and cyberbullying are highly prevalent in today's society. However, the personality profiles of different roles involved in this phenomenon remain little known. This study aims (1) to examine the association between bullying and cyberbullying in adolescents; and (2) to analyze the relationship between bullying and cyberbullying in terms of the domains and facets of the five-factor model (FFM). A total of 910 adolescents aged 12 to 19 years old participated. They were administered self-report assessments of aggression and victimization in bullying and cyberbullying, as well as the JS-NEO-S questionnaire. The results provide evidence of co-occurrence between bullying and cyberbullying (p < .001). We observed higher neuroticism in victims and aggressor-victims, higher openness in victims, higher agreeableness in victims and non-aggressor non-victims and higher conscientiousness in non-aggressor non-victims as compared with the rest of the groups (p < .001). Comparison of the four cyberbullying groups showed that cybervictims score higher in neuroticism and openness, cybervictims and non-cybervictims non-cyberaggressors score higher in agreeableness and non-cybervictims non-cyberaggressors score higher in conscientiousness (p < .001) In conclusion, this study provides a broad, systematic view of the personality traits associated with different roles implicated in traditional bullying and cyberbullying.

Digital Media, Anxiety, and Depression in Children.

There are growing concerns about the impact of digital technologies on children's emotional well-being, particularly regarding fear, anxiety, and depression. The 2 mental health categories of anxiety and depression will be discussed together because there is significant symptom overlap and comorbidity. Early research has explored the impact of traditional media (eg, television, movies) on children's acute fears, which can result in anxieties and related sleep disturbances that are difficult to remedy. More recent research deals with the interactive nature of newer media, especially social media, and their impacts on anxiety and depression. Key topics of inquiry include the following: anxiety and depression associated with technology-based negative social comparison, anxiety resulting from lack of emotion-regulation skills because of substituted digital media use, social anxiety from avoidance of social interaction because of substituted digital media use, anxiety because of worries about being inadequately connected, and anxiety, depression, and suicide as the result of cyberbullying and related behavior. A growing body of research confirms the relationship between digital media and depression. Although there is evidence that greater electronic media use is associated with depressive symptoms, there is also evidence that the social nature of digital communication may be harnessed in some situations to improve mood and to promote health-enhancing strategies. Much more research is needed to explore these possibilities.

Does cyberbullying impact youth suicidal behaviors?

Even though several youth fatal suicides have been linked with school victimization, there is lack of evidence on whether cyberbullying victimization causes students to adopt suicidal behaviors. To investigate this issue, I use exogenous state-year variation in cyberbullying laws and information on high school students from the Youth Risk Behavioral Survey within a bivariate probit framework, and complement these estimates with matching techniques. I find that cyberbullying has a strong impact on all suicidal behaviors: it increases suicidal thoughts by 14.5 percentage points and suicide attempts by 8.7 percentage points. Even if the focus is on statewide fatal suicide rates, cyberbullying still leads to significant increases in suicide mortality, with these effects being stronger for men than for women. Since cyberbullying laws have an effect on limiting cyberbullying, investing in cyberbullying-preventing strategies can improve individual health by decreasing suicide attempts, and increase the aggregate health stock by decreasing suicide rates.

Ethnic differences in bullying victimization and psychological distress: A test of an ecological model.

This study examines ethnic differences in the prevalence of bullying victimization by peers as well as the associations between bullying victimization and psychological distress with relevant ecological factors including parental supervision, school support, and community safety. The study utilized the 2011-2012 California Health Interview Survey (CHIS) Adolescents Data, which was collected in the United States using a multi-stage stratified sampling design with a Random Digit-Dial method. The final study sample contained a total of 2367 adolescents, comprised of 48.7% Whites, followed by 35.8% Latinos, 11.1% Asians, and 4.4% African Americans. About 49.3% were males with an overall mean age of 14.6 (sd = 1.7). Results showed that there were significant differences in rates of bullying victimization among the four surveyed ethnic subgroups of adolescents. Black adolescents reported the highest and Asian adolescents the lowest level of victimization. The results of the SEM test using the calibration sample revealed an adequate fit to the data (CFI = 0.95, RMSEA = 0.04, Δχ2/Δdf = 2.99). Separate model tests with the four subgroups of adolescents revealed good fits with the subsample data with the exception of the subsample of African Americans. Additionally, results show that factors associated with psychological distress vary widely among the White, Latino and Asian subgroups.

Loneliness, Insomnia and Suicidal Behavior among School-Going Adolescents in Western Pacific Island Countries: Role of Violence and Injury.

This study aimed to examine whether being bullied, fighting, and injury, regarded in terms of frequency and nature, were significantly associated with psychological distress and suicidal behavior, independent of substance abuse and parental support in adolescents. Secondary analysis of data from the Global School-based Student Health Survey from Kiribati, the Solomon Islands, and Vanuatu was conducted. Binomial logistic regression analysis was used to examine the association of being bullied, fighting and injury with psychological health outcomes (loneliness, insomnia, suicidal ideation and suicide attempt) at a 5% level of significance. A total of 4122 students were included; 45.5% were male, and 52.0% were 14 years of age or younger. Of the total, 9.3% felt lonely and 9.5% had insomnia most of the time over the last 12 months; 27.6% had suicidal ideation, and 30.9% reported at least one suicide attempt in the last 12 months. Multivariable logistic regression analysis showed that being bullied, fighting and injury were significantly associated with psychological health outcomes; adjusted odds ratios (AORs) of loneliness, insomnia, suicidal ideation and suicide attempt increased with increased exposure to bullying, fighting, and injury compared to non-exposed group. Among the types of bullying victimization, the highest AORs of insomnia and suicide attempt were among students who were left out of activities, compared to the non-bullied. Among the causes of injury, adolescents injured due to a physical attack were the most likely to report the highest AORs of loneliness, insomnia and suicidal ideation compared to those not injured. Preventing violence and injury among adolescents might contribute to better mental health and reduction of suicidal behavior.

The role of peer victimization in the physical activity and screen time of adolescents: a cross-sectional study.

BACKGROUND: Negative peer experiences may lead adolescents with overweight and obesity to be less active and engage in more sitting-related behaviors. Our study is among the first to empirically test these associations and hypothesized that 1) peer victimization would mediate the negative association between body weight status and moderate-to-vigorous physical activity (MVPA), and 2) peer victimization would mediate the positive association between body weight status and screen time. Differences by gender were also explored. METHODS: Participants were a part of the Year 1 data (2012-2013) from the COMPASS study, a prospective cohort study of high school students in Ontario and Alberta, Canada. The final sample consisted of 18,147 students in grades 9 to 12 from 43 Ontario secondary schools. The predictor variable was weight status (non-overweight vs. overweight/obese), the mediator was peer victimization, and the outcome variables were screen time and MVPA. Multilevel path analysis was conducted, controlling for clustering within schools and covariates. A few differences were observed between males and females; therefore, the results are stratified by gender. RESULTS: For both males and females peer victimization partially mediated the association between weight status and screen time. Specifically, females with overweight/obesity reported 34 more minutes/day of screen time than did females who were not overweight and 2 of these minutes could be attributed to experiencing peer victimization. Similarly, males who were overweight/obese reported 13 more minutes/day of screen time than the males who were not overweight and 1 of these minutes could be attributed to experiencing more victimization. Males and females who were overweight/obese also reported less MVPA compared to those who were not overweight; however, peer victimization did not mediate these associations in the hypothesized direction. CONCLUSIONS: We found that higher rates of peer victimization experienced by adolescents with overweight and obesity partially explained why they engaged in more screen time than adolescents who were not overweight. However, the effects were small and may be of limited practical significance. Because this is one of the first studies to investigate these associations, more research is needed before bully prevention or conflict resolution training are explored as intervention strategies.

Early social behaviors and the trajectory of peer victimization across the school years.

Research has established that long-term exposure to peer victimization is associated with higher levels of emotional and behavioral maladjustment. Yet, relatively little is known regarding predictors of stable versus declining victimization across extended periods of time. To fill this knowledge gap, the present study used latent growth curve modeling to examine the separate and unique contributions of 3 early social behaviors in 2nd grade (aggression, anxious solitude, and prosocial behavior) to victimization across 2nd to 8th grade. Five hundred and 76 youth (M = 7.96 years, SD = .34) reported their level of exposure to victimization once a year from 2nd to 8th grade, and their teachers rated each youth on the 3 social behaviors in 2nd grade. When examined separately, the analyses revealed that (a) all 3 social behaviors contributed to 2nd-grade victimization; (b) anxious solitude and prosocial behavior contributed to the trajectory of victimization differently for boys and girls; and (c) aggression and anxious solitude contributed to significantly different levels of 8th-grade victimization in girls. Of interest, some effects were stronger in boys during elementary school and others were stronger in girls after the transition to middle school. When examined simultaneously, aggression remained the only significant predictor of 2nd-grade victimization; both anxious solitude and prosocial behavior uniquely predicted the trajectory of victimization, and aggression and anxious solitude uniquely predicted 8th-grade victimization in girls. Results are discussed with regard to prevention of prolonged victimization, with attention to gender differences. (PsycINFO Database Record

A Study of Bullying Against Nursing Students.

BACKGROUND: Many institutions have conducted research on the subject of bullying. The literature includes many studies of the effects of widespread bullying among primary and secondary school students. Bullying against hospital nurses and also bullying against university students are well-known and frequently discussed research topics. Yet, the exposure of nursing students to bullying has not been sufficiently explored, and few studies have focused on the issue of bullying against nursing students. PURPOSE: The aim of this study is to examine bullying against nursing students, including the rate of bullying, types of bullying, and responses to the negative effects of bullying. METHODS: This study was conducted on 202 nursing students (including sophomores, juniors, and seniors) during the 2013-2014 academic year. The participation rate was 88.5%. The Negative Attitudes Scale was used to collect data, and descriptive statistics were used in data analysis. RESULTS: Participants were evenly distributed between women (49.5%) and men (50.5%). The median age of participants was 21.58 ± 2.28 years; the frequency of bullying was 78.1%. The types of bullying were pejorative statements about the nursing profession (11.3%); low grades used as a form of punishment (9.9%); work, homework, and job rotation used as punishment in lieu of training (9.4%); impossible workloads (9.0%); and the spreading of rumors and gossip (7%). CONCLUSIONS/IMPLICATIONS FOR PRACTICE: This study indicates that the participants were exposed to high levels of bullying. As exposure to bullying negatively affects the job attitudes of nursing students, further studies are necessary to develop strategies to prevent horizontal bullying.

Poor nutrition and bullying behaviors: A comparison of deviant and non-deviant youth.

Research on the topic of bullying has revealed that a substantial number of youth are bullied each year. Even so, a complete understanding of the origins of bullying behaviors remains elusive. In the current study, we propose that poor nutrition may constitute an important modifiable risk factor for bullying behaviors during adolescence, and that behavioral sensitivity to nutrition may vary across deviant and non-deviant youth. We employ data from the US sample of youth (52% male) ages 10-17 from the 2009-2010 Health Behaviour in School-Aged Children (HBSC) study to examine our hypothesis (N = 8753). The results reveal that poor nutrition significantly increases the odds of persistent bullying among youth, and that this relationship is particularly pronounced for non-deviant youth. The findings suggest that efforts to improve the nutrition of non-deviant youth may have the added benefit of reducing their likelihood of engaging in persistent bullying behaviors.

Patient-identified events implicated in the development of body dysmorphic disorder.

Little is known about the causes of body dysmorphic disorder (BDD), but researchers have proposed a diathesis-stress model. This study uses a patient-centered approach to identify stressful events to which patients attribute the development of their BDD symptoms. An Internet-recruited sample of 165 adults with BDD participated. A large minority of participants attributed the development of their BDD to a triggering event. Bullying experiences were the most commonly described type of event. Additionally, most events were interpersonal and occurred during grade school or middle school. There were no differences in severity of psychosocial outcomes between participants who did or did not attribute their BDD to a specific triggering event. However, participants who specifically attributed their BDD development to a bullying experience had poorer psychosocial outcomes (i.e., perceived social support, depression severity, functional impairment, quality of life) compared to those who attributed their BDD development to another type of triggering event.

Impact of the mindful emotional intelligence program on emotional regulationm in college students

The present study tests the effectiveness of the Mindful Emotional Intelligence Program (PINEP) that appeared from the fusion of two concepts; emotional intelligence and mindfulness. The program was given as training to 136 college students during a two-month period. The purpose of the study was to determine the impact of (PINEP) and to know how students regulate their emotions. Student emotional behavior was evaluated before and after the PINEP program was carried out using self-report measures selected for their reliability. These were, burnout, engagement, neuroticism, extroversion, emotional regulation, and empathy. The results showed moderate significant differences (Cohen’s d) in the dimension of extroversion, burnout, engagement, refocus on planning, positive reappraisal, putting into perspective and empathy. The outcome pointed toward favorable changes in relation with the program PINEP as the students showed significant changes in the way they regulated their emotions after the training (AU)

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Bullying involvement in relation to personality disorders: a prospective follow-up of 508 inpatient adolescents.

We examined the association of bullying behavior in adolescence to personality disorder (PD) diagnosed in early adulthood. The study sample consisted of 508 adolescents (300 girls, 208 boys) who were admitted to psychiatric inpatient treatment between April 2001 and March 2006. Data were based on semi-structured K-SADSPL-interviews and hospital treatments extracted from the Care Register for Health Care (CRHC). At the end of 2013, details of psychiatric diagnoses recorded on hospital discharges and outpatient visits were extracted from the CRHC. This study showed that female victims of bullying have an almost fourfold likelihood of developing a PD later in life compared to adolescents with no involvement in bullying behavior. Most of the females had Borderline PD. Female adolescents diagnosed with anxiety disorder during adolescence had an over threefold risk of developing a PD during late adolescence or early adulthood. Conversely, we found no associations between bullying involvement among men in adolescence and subsequent PDs. Bullying victimization may influence the development of PDs among females. Adolescent services should pay particular attention to female victims of bullying and those displaying symptoms of anxiety disorders.

The Association Between Electronic Bullying and School Absenteeism Among High School Students in the United States.

BACKGROUND: We examined the relationship between exposure to electronic bullying and absenteeism as a result of being afraid. METHODS: This multivariate, multinomial regression analysis of the 2013 Youth Risk Behavior Survey data assessed the association between experiencing electronic bullying in the past year and how often students were absent in the last month due to feeling unsafe at/in transit to school. The model controlled for other predictors of school absence including demographics, physical/behavioral health, and risk factors. Missing data were multiply imputed. RESULTS: Electronic bullying was significantly associated with absences. Controlling for model covariates, the relative risk of missing 1 day of school was 1.77 times higher, the relative risk of missing 2 to 3 days of school per month increased by a factor of 2.08, and the relative risk of missing 4 or more days of school per month increased by a factor of 1.77 for those who experienced electronic bullying in the past year compared with those who were not electronically bullied. CONCLUSIONS: Electronic bullying's association with absenteeism places it among already recognized negative influences such as depression and binge drinking, necessitating schools to implement policies to mediate the resulting harmful effects.