Chronic bullying victimization across school transitions: The role of genetic and environmental influences / Lucy BOWES in Development and Psychopathology, 25-2 (May 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-2 (May 2013) . - p.333-346 Titre : Chronic bullying victimization across school transitions: The role of genetic and environmental influences Type de document : Texte imprimé et/ou numérique Auteurs : Lucy BOWES, Auteur ; Barbara MAUGHAN, Auteur ; Harriet A. BALL, Auteur ; Sania SHAKOOR, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Avshalom CASPI, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.333-346 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization. En ligne : http://dx.doi.org/10.1017/S0954579412001095 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Chronic bullying victimization across school transitions: The role of genetic and environmental influences [Texte imprimé et/ou numérique] / Lucy BOWES, Auteur ; Barbara MAUGHAN, Auteur ; Harriet A. BALL, Auteur ; Sania SHAKOOR, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Avshalom CASPI, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur . - p.333-346. Langues : Anglais (eng) in Development and Psychopathology > 25-2 (May 2013) . - p.333-346 Index. décimale : PER Périodiques Résumé : We investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization. En ligne : http://dx.doi.org/10.1017/S0954579412001095 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

A prospective longitudinal study of children’s theory of mind and adolescent involvement in bullying / Sania SHAKOOR in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.254-261 Titre : A prospective longitudinal study of children’s theory of mind and adolescent involvement in bullying Type de document : Texte imprimé et/ou numérique Auteurs : Sania SHAKOOR, Auteur ; Sara R. JAFFEE, Auteur ; Lucy BOWES, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Penelope ANDREOU, Auteur ; Francesca HAPPE, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur Année de publication : 2012 Article en page(s) : p.254-261 Langues : Anglais (eng) Mots-clés : Theory of mind  bullying involvement  child development Index. décimale : PER Périodiques Résumé : Background:  Theory of mind (ToM) allows the understanding and prediction of other people’s behaviours based on their mental states (e.g. beliefs). It is important for healthy social relationships and thus may contribute towards children’s involvement in bullying. The present study investigated whether children involved in bullying during early adolescence had poor ToM in childhood. Method:  Participants were members of the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families. We visited families when children were 5, 7, 10 and 12 years. ToM was assessed when the children were 5 years using eight standardized tasks. Identification of those children who were involved in bullying as victims, bullies and bully-victims using mothers’, teachers’ and children’s reports was carried out when they were 12 years’ old. Results:  Poor ToM predicted becoming a victim (effect size, d = 0.26), bully (d = 0.25) or bully-victim (d = 0.44) in early adolescence. These associations remained for victims and bully-victims when child-specific (e.g. IQ) and family factors (e.g. child maltreatment) were controlled for. Emotional and behavioural problems during middle childhood did not modify the association between poor ToM and adolescent bullying experiences. Conclusion:  Identifying and supporting children with poor ToM early in life could help reduce their vulnerability for involvement in bullying and thus limit its adverse effects on mental health. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02488.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] A prospective longitudinal study of children’s theory of mind and adolescent involvement in bullying [Texte imprimé et/ou numérique] / Sania SHAKOOR, Auteur ; Sara R. JAFFEE, Auteur ; Lucy BOWES, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Penelope ANDREOU, Auteur ; Francesca HAPPE, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur . - 2012 . - p.254-261. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.254-261 Mots-clés : Theory of mind  bullying involvement  child development Index. décimale : PER Périodiques Résumé : Background:  Theory of mind (ToM) allows the understanding and prediction of other people’s behaviours based on their mental states (e.g. beliefs). It is important for healthy social relationships and thus may contribute towards children’s involvement in bullying. The present study investigated whether children involved in bullying during early adolescence had poor ToM in childhood. Method:  Participants were members of the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families. We visited families when children were 5, 7, 10 and 12 years. ToM was assessed when the children were 5 years using eight standardized tasks. Identification of those children who were involved in bullying as victims, bullies and bully-victims using mothers’, teachers’ and children’s reports was carried out when they were 12 years’ old. Results:  Poor ToM predicted becoming a victim (effect size, d = 0.26), bully (d = 0.25) or bully-victim (d = 0.44) in early adolescence. These associations remained for victims and bully-victims when child-specific (e.g. IQ) and family factors (e.g. child maltreatment) were controlled for. Emotional and behavioural problems during middle childhood did not modify the association between poor ToM and adolescent bullying experiences. Conclusion:  Identifying and supporting children with poor ToM early in life could help reduce their vulnerability for involvement in bullying and thus limit its adverse effects on mental health. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02488.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

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