Does Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment among Victims?

Autor/inn/en	Laninga-Wijnen, Lydia; van den Berg, Yvonne H. M.; Garandeau, Claire F.; Mulder, Saskia; de Castro, Bram O.
Titel	Does Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment among Victims?
Quelle	In: Journal of Educational Psychology, 115 (2023) 2, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laninga-Wijnen, Lydia) ORCID (van den Berg, Yvonne H. M.) ORCID (Garandeau, Claire F.) ORCID (de Castro, Bram O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000712
Schlagwörter	Foreign Countries; Bullying; Intervention; Peer Relationship; Victims of Crime; Adjustment (to Environment); Psychological Needs; Psychological Patterns; Social Adjustment; Elementary School Students; Group Membership; Depression (Psychology); Symptoms (Individual Disorders); Self Esteem; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Peer-Beziehungen; Victim; Victims; Crime; Opfer; Verbrechen; Soziale Anpassung; Gruppenzugehörigkeit; Psychiatrische Symptomatik; Self-esteem; Selbstaufmerksamkeit; Niederlande
Abstract	School bullying is a clear violation of children's rights to a safe education and is a major concern among school professionals and parents. Many antibullying interventions focus on enhancing peer defending of victims to combat bullying and to promote victims' psychosocial functioning. However, longitudinal studies on the effects of being defended on (a) diminishing victimization and (b) enhancing victims' psychosocial adjustment are lacking, and the role of the broader peer context has been largely unexplored. Therefore, this study examined whether being defended decreases victimization and improves victims' psychosocial adjustment, and whether defending peer norms moderate these effects. Data were derived from a nationwide Dutch study on the effectiveness of antibullying interventions, with N = 5,415 students (M[subscript age] = 9.93; 48.3% girls) from 238 classrooms (54.2% control classrooms) in 68 elementary schools. Findings indicate that victims with at least one defender at the start of the school year (Time 1) experienced higher feelings of belonging at the end of the school year (Time 2) compared with nondefended victims, but experienced lower feelings of belonging compared with nonvictims. Defended victims did not differ from nondefended victims in self-esteem, depressive symptoms, and severity of victimization at Time 2. Nonvictims were significantly better adjusted than defended and nondefended victims regarding these outcomes. Descriptive and popularity norms for defending did not moderate the links between being defended and victims' adjustment and severity of victimization at Time 2. Thus, being defended only partly relieves victims' plight, irrespective of how normative defending behaviors are in classrooms. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01