Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment

Autor/inn/en	Cullerton-Sen, Crystal; Crick, Nicki R.
Titel	Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment
Quelle	In: School Psychology Review, 34 (2005) 2, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Social Behavior; Prediction; Peer Relationship; Emotional Adjustment; School Psychology; Grade 4; Victims of Crime; Males; Females; Peer Influence; Longitudinal Studies; Bullying; Intervention; Gender Differences; Aggression; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Vorhersage; Peer-Beziehungen; Emotionale Anpassung; Schulpsychologie; School year 04; 4. Schuljahr; Schuljahr 04; Victim; Victims; Crime; Opfer; Verbrechen; Male; Männliches Geschlecht; Weibliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mobbing; Geschlechterkonflikt
Abstract	Current tools for assessing children's social behavior in school psychology research and practice typically do not adequately measure issues most salient for young girls (e.g., experiences of relational victimization). The relation among teacher, peer, and self-reports of relational and physical peer victimization was examined for 119 fourth grade boys (n = 58) and girls (n = 61) as part of a larger, longitudinal study. Girls were more likely to be victims of relationally aggressive acts, whereas boys were more often targets of physical victimization. Teacher reports added unique information in the prediction of social-emotional adjustment (acceptance, rejection, internalizing, and externalizing) beyond that accounted for by peer and self-reports. Teacher reports of relational victimization differentially contributed to the prediction of adjustment beyond that accounted for by physical victimization for boys and girls. The need for further research and implications of these findings is discussed. (Contains 2 tables and 3 footnotes.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10