Decreases in the Proportion of Bullying Victims in the Classroom: Effects on the Adjustment of Remaining Victims

Autor/inn/en	Garandeau, Claire F.; Lee, Ihno A.; Salmivalli, Christina
Titel	Decreases in the Proportion of Bullying Victims in the Classroom: Effects on the Adjustment of Remaining Victims
Quelle	In: International Journal of Behavioral Development, 42 (2018) 1, S.64-72 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025416667492
Schlagwörter	Incidence; Bullying; Victims; Student Adjustment; Emotional Adjustment; Elementary School Students; Prevention; Foreign Countries; Multiple Regression Analysis; Classroom Environment; Depression (Psychology); Anxiety; Intervention; Social Environment; Sustainability; Peer Acceptance; Social Adjustment; Finland + Suchen Sie Ihr Suchwort? Vorkommen; Mobbing; Victim; Opfer; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Emotionale Anpassung; Prävention; Vorbeugung; Ausland; Klassenklima; Unterrichtsklima; Angst; Soziales Umfeld; Nachhaltigkeit; Soziale Anpassung; Finnland
Abstract	Sharing a classroom environment with other victimized peers has been shown to mitigate the adverse effects of peer victimization on children's social and psychological adjustment. By extension, this study hypothesized that classroom reductions in the proportion of victims would be harmful for children who remain victimized. Data were collected at the end of 2 subsequent school years from 4,466 fourth- to sixth-graders (mean age = 11 years), as part of the implementation of the Finnish anti-bullying program KiVa (an acronym for Kiusaamista Vastaan, "against bullying"). Multiple regression analyses were conducted on a subsample of 170 stable victims (children reporting being victimized at least 2-3 times a month at both time points) to test whether a decrease in the proportion of victims in their classrooms had an effect on their adjustment at Time 2. Stable victims felt more depressed, more socially anxious and were less liked at Time 2 in classrooms where the proportion of victims had decreased in 1 year compared to stable victims in classrooms where it had increased or remained the same. These effects were not moderated by the intervention status of the classroom. Paradoxically, an improved social environment can be detrimental for some children. These findings point to the necessity to maintain anti-bullying intervention efforts especially when successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01