Child and context characteristics in trajectories of physical and relational victimization among early elementary school children / Gerald F. GIESBRECHT in Development and Psychopathology, 23-1 (January 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-1 (January 2011) . - p.239-252 Titre : Child and context characteristics in trajectories of physical and relational victimization among early elementary school children Type de document : Texte imprimé et/ou numérique Auteurs : Gerald F. GIESBRECHT, Auteur ; Bonnie J. LEADBEATER, Auteur ; Stuart W.S. MACDONALD, Auteur Année de publication : 2011 Article en page(s) : p.239-252 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Transactional models suggest that peer victimization results from both individual and context differences, and understanding these differences may point to important targets for prevention and interventions that reduce victimization. Multilevel modeling was used to examine within-person (aggression and emotional dysregulation), between-person (sex and age), and between-school (participation in a victimization prevention program) factors that influence changes in physical and relational victimization over the first three years of elementary school. Children (n = 423) reported their experiences of peer victimization at entry into Grade 1 and at the end of Grade 1, Grade 2, and Grade 3. On average, trajectories of both physical and relational victimization declined. However, for individual children, teacher-rated aggression was associated with increases in physical and relational victimization, while emotional dysregulation was associated with attenuation of longitudinal declines in physical victimization and increases in relational victimization. Individual differences in sex and age at entry into Grade 1 did not significantly influence victimization trajectories over Grades 1 to 3. Children who participated in the WITS® victimization prevention program showed significant declines in physical and relational victimization. Levels of victimization among nonparticipants remained stable. Implications of child and context characteristics for preventing peer victimization in elementary school are discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Child and context characteristics in trajectories of physical and relational victimization among early elementary school children [Texte imprimé et/ou numérique] / Gerald F. GIESBRECHT, Auteur ; Bonnie J. LEADBEATER, Auteur ; Stuart W.S. MACDONALD, Auteur . - 2011 . - p.239-252. Langues : Anglais (eng) in Development and Psychopathology > 23-1 (January 2011) . - p.239-252 Index. décimale : PER Périodiques Résumé : Transactional models suggest that peer victimization results from both individual and context differences, and understanding these differences may point to important targets for prevention and interventions that reduce victimization. Multilevel modeling was used to examine within-person (aggression and emotional dysregulation), between-person (sex and age), and between-school (participation in a victimization prevention program) factors that influence changes in physical and relational victimization over the first three years of elementary school. Children (n = 423) reported their experiences of peer victimization at entry into Grade 1 and at the end of Grade 1, Grade 2, and Grade 3. On average, trajectories of both physical and relational victimization declined. However, for individual children, teacher-rated aggression was associated with increases in physical and relational victimization, while emotional dysregulation was associated with attenuation of longitudinal declines in physical victimization and increases in relational victimization. Individual differences in sex and age at entry into Grade 1 did not significantly influence victimization trajectories over Grades 1 to 3. Children who participated in the WITS® victimization prevention program showed significant declines in physical and relational victimization. Levels of victimization among nonparticipants remained stable. Implications of child and context characteristics for preventing peer victimization in elementary school are discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

It gets better or does it? Peer victimization and internalizing problems in the transition to young adulthood / Bonnie J. LEADBEATER in Development and Psychopathology, 26-3 (August 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-3 (August 2014) . - p.675-688 Titre : It gets better or does it? Peer victimization and internalizing problems in the transition to young adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Bonnie J. LEADBEATER, Auteur ; Kara THOMPSON, Auteur ; Paweena SUKHAWATHANAKUL, Auteur Article en page(s) : p.675-688 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Consistent research shows that peer victimization predicts internalizing symptoms in childhood and adolescence, but the extent to which peer victimization and its harmful effects on mental health persists into young adulthood is unclear. The current study describes patterns of physical and relational victimization during and after high school, and examines concurrent and prospective associations between internalizing symptoms (depressive and anxious symptoms) and peer victimization (physical and relational) from adolescence to young adulthood (ages 12–27). Data were collected from the Victoria Healthy Youth Survey, a five-wave multicohort study conducted biennially between 2003 and 2011 (N = 662). Physical victimization was consistently low and stable over time. Relational victimization increased for males after high school. Both types of victimization were associated concurrently with internalizing symptoms across young adulthood for males and for females. Although sex differences were important, victimization in high school also predicted increases in internalizing problems over time. En ligne : http://dx.doi.org/10.1017/S0954579414000315 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] It gets better or does it? Peer victimization and internalizing problems in the transition to young adulthood [Texte imprimé et/ou numérique] / Bonnie J. LEADBEATER, Auteur ; Kara THOMPSON, Auteur ; Paweena SUKHAWATHANAKUL, Auteur . - p.675-688. Langues : Anglais (eng) in Development and Psychopathology > 26-3 (August 2014) . - p.675-688 Index. décimale : PER Périodiques Résumé : Consistent research shows that peer victimization predicts internalizing symptoms in childhood and adolescence, but the extent to which peer victimization and its harmful effects on mental health persists into young adulthood is unclear. The current study describes patterns of physical and relational victimization during and after high school, and examines concurrent and prospective associations between internalizing symptoms (depressive and anxious symptoms) and peer victimization (physical and relational) from adolescence to young adulthood (ages 12–27). Data were collected from the Victoria Healthy Youth Survey, a five-wave multicohort study conducted biennially between 2003 and 2011 (N = 662). Physical victimization was consistently low and stable over time. Relational victimization increased for males after high school. Both types of victimization were associated concurrently with internalizing symptoms across young adulthood for males and for females. Although sex differences were important, victimization in high school also predicted increases in internalizing problems over time. En ligne : http://dx.doi.org/10.1017/S0954579414000315 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

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