Examining Developmental Differences in the Social-Emotional Problems among Frequent Bullies, Victims, and Bully/Victims

Autor/inn/en	O'Brennan, Lindsey M.; Bradshaw, Catherine P.; Sawyer, Anne L.
Titel	Examining Developmental Differences in the Social-Emotional Problems among Frequent Bullies, Victims, and Bully/Victims
Quelle	In: Psychology in the Schools, 46 (2009) 2, S.100-115 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20357
Schlagwörter	Emotional Problems; Behavior Problems; Intervention; Student Attitudes; Bullying; Educational Environment; Victims of Crime; Developmental Stages; Attitude Measures; Elementary School Students; Middle School Students; High School Students; Symptoms (Individual Disorders); Aggression; Peer Relationship; Prevention; Psychological Patterns + Suchen Sie Ihr Suchwort? Schülerverhalten; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Victim; Victims; Crime; Opfer; Verbrechen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Psychiatrische Symptomatik; Peer-Beziehungen; Prävention; Vorbeugung
Abstract	Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive-impulsive behavior and endorsed retaliatory attitudes. High-school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10