Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization / Tessa M. L. KAUFMAN in Development and Psychopathology, 32-1 (February 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-1 (February 2020) . - p.11-20 Titre : Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization Type de document : Texte imprimé et/ou numérique Auteurs : Tessa M. L. KAUFMAN, Auteur ; Tina KRETSCHMER, Auteur ; Gijs HUITSING, Auteur ; René VEENSTRA, Auteur Article en page(s) : p.11-20 Langues : Anglais (eng) Mots-clés : maladjustment symptoms  parent-child relationships  peer victimization  spillover Index. décimale : PER Périodiques Résumé : Relationships with parents and peers are crucial for children's socialization, but how parent-child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent-child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent-child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral. En ligne : http://dx.doi.org/10.1017/s0954579418001360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization [Texte imprimé et/ou numérique] / Tessa M. L. KAUFMAN, Auteur ; Tina KRETSCHMER, Auteur ; Gijs HUITSING, Auteur ; René VEENSTRA, Auteur . - p.11-20. Langues : Anglais (eng) in Development and Psychopathology > 32-1 (February 2020) . - p.11-20 Mots-clés : maladjustment symptoms  parent-child relationships  peer victimization  spillover Index. décimale : PER Périodiques Résumé : Relationships with parents and peers are crucial for children's socialization, but how parent-child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent-child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent-child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral. En ligne : http://dx.doi.org/10.1017/s0954579418001360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks / Gijs HUITSING in Development and Psychopathology, 26-3 (August 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-3 (August 2014) . - p.645-659 Titre : Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks Type de document : Texte imprimé et/ou numérique Auteurs : Gijs HUITSING, Auteur ; Tom A. B. SNIJDERS, Auteur ; Marijtje A. J. VAN DUIJN, Auteur ; René VEENSTRA, Auteur Article en page(s) : p.645-659 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2–5 at Time 1, ages 8–11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools. En ligne : http://dx.doi.org/10.1017/S0954579414000297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks [Texte imprimé et/ou numérique] / Gijs HUITSING, Auteur ; Tom A. B. SNIJDERS, Auteur ; Marijtje A. J. VAN DUIJN, Auteur ; René VEENSTRA, Auteur . - p.645-659. Langues : Anglais (eng) in Development and Psychopathology > 26-3 (August 2014) . - p.645-659 Index. décimale : PER Périodiques Résumé : The complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2–5 at Time 1, ages 8–11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools. En ligne : http://dx.doi.org/10.1017/S0954579414000297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

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