Download or read book Trajectories of Peer Victimization in Elementary School Children and Associated Changes in Mental Health Social Competence and School Climate written by Paweena Sukhawathanakul and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Peer victimization among children is a major concern in our society as it is associated with a number of adjustment difficulties that manifest over time. Although peer victimization declines for most children during the elementary school years, research suggests that between 2-25% of children continue to report high-stable or increasing levels of peer victimization over time. However, little is known about the developmental changes that explain why children become locked into these high-risk groups. Using a longitudinal sample of children in grades 1-3 followed across 5 waves of assessments, this dissertation investigated how differences in the chronicity of children's peer victimization experiences relate to changes in their mental health (internalizing and externalizing symptoms), social competence (prosocial leadership and social responsibility), and experiences of school climate. Latent class analyses revealed that children follow 4 distinct trajectory groups of physical and relational peer victimization characterized by chronically high (ns = 102 & 199, physical and relational respectively), increasing (ns = 115 & 169), decreasing (ns = 466 & 174) or low stable (ns = 1260 & 1402) levels of physical and relational peer victimization across time. Findings from multilevel analyses showed that the peer victimization subgroups also varied in their longitudinal patterns of mental health, social competence and experiences of school climate after accounting for differences in sex, age, socioeconomic status, and prevention program participation. Children who had chronically high levels of peer victimization had higher mental health symptoms, lower levels of social competence and poorer experiences of school climate consistently over time compared to children in the low stable group. Children who reported increasing levels of peer victimization over time had slower rates of improvement in their social competence than children in the low stable group. Furthermore, children with increasing levels of peer victimization also had declining experiences of school climate over time compared to children in the low stable peer victimization group. The heterogeneity in children's experiences of peer victimization suggest that programs need to tailor prevention efforts to the specific needs of at-risk children who adjust differently to their victimization experiences.

Download or read book Trajectories of Victimization Across the School Years Individual and Peer Context Predictors written by and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Child Maltreatment and Peer Victimization in the Prediction of Playground Social Behaviors in Early Elementary School written by Jennifer Lento and published by . This book was released on 2001 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Limited research attention has been given to the impact of main and interaction effects of maltreatment and peer victimization on social behaviors such as aggression and group entry behavior, which have been found to be important indices of social competence. The primary goals of this investigation were to examine whether main or interaction effects of maltreatment and peer victimization predicted: (1) initiation and receipt of aggression, (2) responses to aggression, (3) group entry strategies, and (4) group entry outcomes, within the naturalistic setting of the school playground. The current study examined 127 male and female, multi-ethnic children, between the ages of five to seven. Half of the sample experienced at least one episode of parental maltreatment (i.e., physical abuse and/or neglect), as determined by a substantiated report of child maltreatment. The other half of the sample included comparison children recruited from neighborhoods where the majority of the maltreated sample lived. Severity of peer victimization was assessed using the Victimization Scale. All children were unobtrusively observed for approximately 80 minutes on four specific behavioral styles and outcomes: (1) the initiation and receipt of aggression (i.e., bullying, instrumental, and reactive); (2) responses to aggression (i.e., resist, dependent, submit, constructive, ignore/avoid, and no responses); (3) group entry strategies (i.e., attention-getting, disruptive, self-referent, mimic, wait-and-hover, and person-group); and (4) group entry outcomes (i.e., successful, ignored, rejected, and interrupted). Main and interaction effects of maltreatment and peer victimization were hypothesized to predict these four groups of behavioral styles and outcomes. Hierarchical linear regression models did not reveal any main effects of maltreatment or peer victimization on the proposed behavioral styles or outcomes. However, there was a statistically significant maltreatment-peer victimization interaction for both resist responses (p = .03) and not responding to aggression (p = .01). Also, the maltreatment-peer victimization interaction approached significance for the receipt of reactive aggression (p = .06). Main and interaction effects of maltreatment and peer victimization were not predictive of group entry strategies or group entry outcomes. This study contributes to current understanding of behavioral styles of maltreated and peer victimized children in early elementary school that may place them at-risk for social adjustment difficulties.

Download or read book Aggression Antisocial Behavior and Violence Among Girls written by Martha Putallaz and published by Guilford Press. This book was released on 2005-07-19 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: From leading authorities, this book traces the development of female aggression and violence from early childhood through adulthood. Cutting-edge theoretical perspectives are interwoven with longitudinal data that elucidate the trajectories of aggressive girls' relationships with peers, with later romantic partners, and with their own children. Key issues addressed include the predictors of social and physical aggression at different points in the lifespan, connections between being a victim and a perpetrator, and the interplay of biological and sociocultural processes in shaping aggression in girls. Concluding commentaries address intervention, prevention, juvenile justice, and related research and policy initiatives.

Download or read book Preventing Bullying Through Science Policy and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Download or read book Biosocial Interplay During Elementary School written by Pol A.C. van Lier and published by Springer Nature. This book was released on 2022-08-13 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the effects of social relations during primary school on children’s neurobiology and pathways to maladaptation. It explores the ways in which after the transition to primary education children, supervised by teachers, need to function with their peers. The volume addresses issues affecting 10% to 20% of children who become poorly accepted or victimized by peers, receive low support by teachers or even have conflictual relations with teachers, and may perceive the classroom as a whole as nonsupportive. Key areas of coverage include: Detrimental effects of such social experiences, providing an overview of how such experiences affect children’s neurobiology factors to understand why these children develop maladaptive outcomes. Manifestations of social relations, their complexity, interrelations, and pathways leading to the maladaptive outcomes. How genetic factors may evoke children’s social environment and make them susceptible to its impact (e.g., findings on DNA methylation at both epigenome-wide level as well as on particular loci on candidate genes). Links between social environmental stressors and the psychophysiology of elementary school children and reviews both links with the autonomic nervous system as well as with the HPA-axis. The impact of social experiences on neurocognitive function development, decision making, and structural and functional brain development and discusses implications for research, prevention, and intervention. Biosocial Interplay During Elementary School is a must-have resource for researchers, professors, and graduate students as well as clinicians and other professionals in clinical child, school, and developmental psychology, educational psychology/policy and politics, social work, neuroscience, public health, and all related disciplines.

Download or read book Co occurring Trajectories of Children s Peer Victimization and Internalizing Problems written by Teresa Mejia and published by . This book was released on 2015 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has established the link between children's peer victimization and internalizing problems, but less is known about the direction of associations between these two constructs. This study used an accelerated longitudinal research design to examine four models testing the co-occurrence and directional associations between children's peer victimization and internalizing problems from early to middle childhood (from age 4.5 to 10.5 years). The baseline covariation model was examined first to test the hypothesis that levels and change in peer victimization co-occur with levels and change in internalizing problems. This model was used as the basis from which to build the following directional models. Next, the peer victimization-driven model tested the hypothesis that children's early experiences of peer victimization contribute to change in internalizing problems. The internalizing problems-driven model tested the hypothesis that early internalizing problems contribute to change in peer victimization. Last, the transactional tested the hypothesis that both early peer victimization and early internalizing problems contribute to change in each other. Gender and dimensions of teacher-child relationship quality (closeness, conflict, and dependency) were also tested as predictors of change in peer victimization and internalizing problems and as moderators of associations between these two constructs. Overall, the internalizing problems-driven model best explained the directional associations between peer victimization and internalizing problems. When the average 5.5 year old child had higher levels of internalizing problems this predicted slower increases in their peer victimization through age 10.5 years. Teacher-child conflict also moderated this association; younger children who experienced higher levels of internalizing and who had more conflictual relations with teachers showed slower increases in their peer victimization through to age 10.5 years than children with less conflicted teacher-child relations.

Download or read book How Can Education Better Support the Mental Health Wellbeing of Young People Contributions From Developmental Psychopathology Educational Effectiveness Research written by James Elliot Hall and published by Frontiers Media SA. This book was released on 2019-11-27 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can education better support the mental health & wellbeing of young people? Research in the 1970s that addressed this question has since proven seminal to the development of two co-existing fields of research that continue to offer mutually informative insights: Developmental Psychopathology (DP) and Educational Effectiveness Research (EER). DP and EER share the common agenda of understanding factors that relate to individuals’ learning and development: DP focuses on the individual learning and developing in context, EER investigates the educational systems, structures, and processes that shape how individuals learn and develop. Given the complementarity of DP and EER, it is somewhat surprising that they have rarely joined forces and synthesised knowledge to develop a fuller understanding of the roles educational contexts play in the mental health and wellbeing of students. This Research Topic aims to stimulate such collaboration.

Download or read book Adolescent Screening The Adolescent Medical History in the Age of Big Data E Book written by Vincent Morelli and published by Elsevier Health Sciences. This book was released on 2019-05-09 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this comprehensive look at adolescent screening and holistic health in the technology age, Dr. Vincent Morelli reviews the history of the adolescent health screen, what is being used now, and what needs to be considered in the future. An ideal resource for primary care physicians, pediatricians, and others in health care who work with adolescents, it consolidates today’s available information on this timely topic into a single convenient resource. Covers the history of the adolescent medical history and the need for an update of the biopsychosocial model, which has not significantly changed since 1977. Discusses nutrition screening, sleep screening, exercise screening, adverse childhood experiences (ACEs) screening, educational screening, behavioral and emotional screening, and more. Presents the knowledge and experience of leading experts who have assembled the most up-to-date recommendations for adolescent health screening. Explores today’s knowledge of health screening and discusses future directions to ensure healthy habits in adolescents, including education and self-efficacy.

Download or read book Infants Children and Adolescents written by Laura E. Berk and published by SAGE Publications. This book was released on 2022-07-26 with total page 817 pages. Available in PDF, EPUB and Kindle. Book excerpt: A best-selling, chronologically organized child development text, Laura E. Berk’s Infants, Children, and Adolescents, takes an integrated approach to presenting development in the physical, cognitive, emotional, and social domains, emphasizing the complex interchanges between heredity and environment, providing exceptional multicultural and cross-cultural focus, and offering research-based practical applications that students can relate to their personal and professional lives.

Download or read book Children s Peer Victimization and Daily Psychological Functioning written by Michael Thomas Morrow and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relations of multiple types of peer victimization with children's daily psychological functioning. Participants (182 fifth-grade boys and girls) completed daily measures of peer victimization, positive and negative affect, and perceived social competence across eight school days. Self-report data on depressive symptoms, peer-report data on peer rejection, and teacher-report data on aggression were also collected. The structure of the peer victimization measure was best represented by five factors: physical victimization, verbal victimization, social manipulation, property attacks, and social rebuff. All five types of victimization were uniquely linked to increased daily negative affect, and three types (verbal victimization, social manipulation, and social rebuff) were uniquely associated with decreased daily perceived social competence. Gender and peer rejection moderated several of these relations. Boys were more reactive to verbal victimization, whereas girls were more reactive to social manipulation and social rebuff. Higher levels of peer rejection were linked to greater reactivity to property attacks but reduced reactivity to verbal victimization.

Download or read book The Impact of Adverse Peer Experiences Among Elementary school Children written by Annada Wheat Hypes and published by . This book was released on 2006 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how adverse peer experiences relate to socioemotional and academic outcomes among children. Specifically, peer victimization, rejection and aggression were investigated as related to objective academic indicators (i.e., quarterly grades and end-of-grade tests), child-reported outcomes (i.e., anxiety/withdrawal and school interest), and teacher-reported outcomes (i.e., peer social skills). Measures were administered at four time points. Gender differences in patterns of associations among variables were examined in 141 (105 female, 37 male) third through fifth grade students. Results indicate that peer rejection and peer victimization were experienced by about one-third of the children; peer victimization and peer rejection were associated with higher anxiety/withdrawal; and aggression was associated with lower math achievement and teacher-reported peer social skills. Significant gender differences were found among two of four academic indicators, indicating that girls performed better on reading EOGs and reading quarterly grades. Findings support the notion that adverse peer experiences can affect children negatively in the socioemotional and academic domains.

Download or read book A Multi informant Study of Peer Victimization Children s Mental Health and Academic Achievement written by Heather L. Brittain and published by . This book was released on 2010 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Bullying Victimization and Peer Harassment written by Charles A Maher and published by Routledge. This book was released on 2014-02-25 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive examination of theory, research, prevention and intervention, and professional practice issues - in one source. Teasing, shunning, and bullying can have serious detrimental effects on both victim and perpetrator. Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention comprehensively gathers emerging research, theory, and effective practice on this subject into one invaluable source. This thorough review of a wide spectrum of innovative, evidence-based practices targets the complex problems of victimization, peer harassment, and bullying in our schools. Interventions range from individuals and their peers to broad, systems-level change within schools and communities. The challenge of prevention is also explored, using the latest studies as a practical foundation. Suggestions are provided detailing effective strategies to make changes in the culture within schools while offering directions for future research and practice. Bullying, Victimization, and Peer Harassment discusses research on current intervention programs now in place that, until now, has never been evaluated. Several of the studies address middle school issues and multi-ethnic populations, including those from the United States, Canada, and Europe. Peer sexual harassment and dating-related aggression are examined that includes and goes beyond traditional views of bullying and peer intimidation. This valuable handbook provides concise yet extensive information on the most current theory, empirical research, practice guidelines, and suggestions for preparing schools for programmatic initiatives. Topics in Bullying, Victimization, and Peer Harassment include: theory and conceptual issues in victimization, bullying, and peer harassment assessment results from a four-year longitudinal study on peer victimization in early adolescents youth perceptions toward bullying high school students’ victimization profiles immigrant children and victimization evaluating an adolescent violence prevention program a school-based intervention program peer group intervention interventions for victims multiple perspectives involving sexual harassment school-wide approaches to prevention and intervention and much more! Bullying, Victimization, and Peer Harassment is a crucial resource for researchers and mental health professionals who work in schools and who work with children and their families, such as school psychologists, counselors, clinical child psychologists, social workers, and community psychologists.

Download or read book Anxious Solitude and the Middle School Transition written by Madelynn Druhen Shell and published by . This book was released on 2012 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Consistent with a child x environment model it was hypothesized that anxious solitude and the middle school transition interact to influence peer mistreatment over time. A sample of 688 children participated in peer- and self-reported behavioral nominations assessing exclusion and victimization twice yearly from the fall of third grade through the spring of seventh grade, including the transition to middle school in the fall of sixth grade. Classroom emotional support was observed yearly. Piecewise growth curve models were used to model the level and slope of peer mistreatment outcomes before, at, and after the middle school transition, and assess child-driven, environment-driven, and child x environment effects. Observed classroom emotional support decreased at the middle school transition. According to peer-reports, high vs. average anxious solitary children experienced greater relative improvements in exclusion and victimization at the transition (child x environment effects). However, in both elementary and middle school, elevated anxious solitude predicted elevated peer exclusion and victimization (child-driven effects). Consistent with environment-driven effects, peer- and self-reports indicated decreased exclusion at the transition, indicating that exclusion occurred less frequently when peer-groups were not well-established. Furthermore, peer-, but not self-, reports indicated decreased victimization at the middle school transition, although overall both reporters indicated lower levels of victimization in middle vs. elementary school. Because improvements in peer mistreatment did not correspond to increased classroom emotional support, rearrangement of peer social structure appeared to have the biggest impact on peer mistreatment after the middle school transition."--Abstract from author supplied metadata.

Download or read book Peer Rejection Rates and Perceived Social Competence Among Elementary school Children Who Display Reactive and Combined Reactive and Proactive Aggressive Behaviors written by Gary Matloff and published by . This book was released on 2018-12-06 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Peer Rejection Rates and Perceived Social Competence Among Elementary-school Children Who Display Reactive and Combined Reactive and Proactive Aggressive Behaviors" by Gary Richard Matloff, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.