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Détail de l'auteur
Auteur Stuart W.S. MACDONALD |
Documents disponibles écrits par cet auteur (1)
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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)
[article]
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
in Development and Psychopathology > 23-1 (January 2011) . - p.239-252[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