School functioning in early adolescence: Gender-linked responses to peer victimization.

Research indicates that peer victimization contributes to poor school functioning in childhood and adolescence, yet the processes by which victimization interferes with school functioning are unclear. This study examined internalizing and externalizing problems as domain-specific mediators of the association between subtypes of peer victimization (relational, physical) and school functioning (engagement, achievement) with a cross-sectional sample of 337 early adolescents. School engagement was examined further as a proximal process that intervenes in the associations between internalizing and externalizing problems and achievement. Gender differences in these associations were assessed. As expected, internalizing problems showed stronger links with relational than with physical victimization and partially mediated the influence of both on engagement for girls but not boys. Externalizing problems partially mediated the influence of both subtypes of victimization on school functioning for girls and physical victimization for boys. Notably, engagement was a robust mediator of the contributions of internalizing problems and physical victimization to achievement for girls and externalizing problems to achievement for girls and boys. Findings also suggest that physical (but not relational) victimization partially mediates the link between internalizing and externalizing problems and school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relational victimization predicts children’s social-cognitive and self-regulatory responses in a challenging peer context.

In this study, the authors examined whether exposure to relational victimization was associated with children’s thoughts, emotions, and behavior in an unfamiliar, challenging peer context. Children (110 girls, 96 boys; mean age = 10.13 years, SD = 1.16) reported on their exposure to relational victimization by peers. Following a challenging interaction with an unfamiliar peer, children reported on their beliefs about their interaction partners and their social goals (i.e., focus on getting to know their partner vs. impressing their partner) during the interaction. Coders rated children’s emotion and behavior regulation and the quality of the dyadic context. Results from hierarchical linear modeling analyses reveal that relational victimization predicted maladaptive social-cognitive processes (i.e., more negative peer beliefs and a heightened performance goal orientation) and heightened emotion and behavior dysregulation. Several of these effects were particularly salient in the context of a conflictual dyadic interaction. This research provides insight into impairments associated with relational victimization that may contribute to the emergence and/or perpetuation of peer difficulties. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal and interpersonal antecedents and consequences of victimization by peers.

This study was designed to determine whether the personal and interpersonal difficulties that characterize victimized children are antecedents of victimization, consequences of victimization, or both. Boys and girls in the 3rd through 7th grades (N?=?173, mean age?=?11.3 years) were assessed on victimization, personal variables (internalizing problems, externalizing problems, and physical strength), and interpersonal variables (number of friends and peer rejection). One year later children were assessed again on all variables. Internalizing problems, physical weakness, and peer rejection contributed uniquely to gains in victimization over time. Moreover, initial victimization predicted increases in later internalizing symptoms and peer rejection. These reciprocal influences suggest the existence of a vicious cycle that supports the strong temporal stability of peer victimization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating research and practice: An ecological analysis of the dynamics behind bullying and victimization.

Reviews the book, Peer harassment in school: The plight of the vulnerable and victimized edited by J. Juvonen and S. Graham (see record 2001-00685-000). Peer Harassment in School: The Plight of the Vulnerable and Victimized is a timely volume dedicated to understanding the correlates and consequences of chronic victimization in children and adolescents. The editors, Juvonen and Graham, define peer harassment as "victimization that entails face-to-face confrontation (e.g., physical aggression, verbal abuse, nonverbal gesturing) or social manipulation through a third party (e.g., social ostracism, spreading rumors)" (Juvonen & Graham, 2001, p. xiii). They use the term "harassment" as synonymous with "victimization" throughout the volume. The chapter authors include leading experts in peer harassment from both the United States and other industrialized countries (i.e., Canada, Australia, Norway, Great Britain). The book's emphasis on research on victims rather than research on bullies is important for school-based intervention programs, which have historically focused on how to intervene with aggressive students. The book further underscores the complex interconnections that exist among bullies, victims, and onlookers to the bullying events. Peer Harassment in School is a timely, theory-driven, and well-researched book that reviews the empirical evidence on methodological, developmental, social, and ecological factors associated with peer harassment. The volume is a "must-read" for any school practitioner and/or researcher interested in understanding the complexity behind victimization in children and adolescents. Juvonen and Graham draw on more than two decades of their collective researching of social phenomena in school-aged youth (Juvonen, 1991; Graham & Folkes, 1990; Graham & Juvonen, 1998) to produce an important book that advances conceptual models for peer victimization. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Community violence exposure and children's social adjustment in the school peer group: The mediating roles of emotion regulation and social cognition.

This study reports a cross-sectional investigation of the relation between community violence exposure and peer group social maladjustment in 285 inner-city children in Grades 4–6 (mean age?=?10.3 years). Children completed an inventory assessing exposure to community violence through witnessing and through direct victimization. A peer nomination inventory was then administered to assess social adjustment with peers (aggression, peer rejection, and bullying by peers). In addition, social-cognitive biases and emotion regulation capacities were examined as potential mediators. Analyses indicated that violent victimization was associated with negative social outcomes through the mediation of emotion dysregulation. Witnessed violence was linked only to aggressive behavior. Social information processing, rather than emotion dysregulation, appeared to mediate this association. These results demonstrate that violence exposure is linked to multiple levels of behavioral and social maladjustment and suggest that there are distinct patterns of risk associated with different forms of exposure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims.

Two studies were conducted to investigate cross-informant measures of children's peer victimization. In Study 1, self- and peer reports of victimization were compared for 197 children from Kindergarten (M age = 5.73) to Grade 4. Before Grade 2, peer reports were less reliable than self-reports and were poor estimators of relational adjustment. In Study 2, single- versus multiple-informant (self, peer, teacher, parent) victimization measures were compared for 392 children across grades 2 (M age = 8.73) to 4. Results indicated that (a) data from the four informants were reliable and increasingly concordant over time, (b) no single-informant measure proved to be the best predictor of relational adjustment, and (c) a multi-informant composite measure yielded better estimates of relational adjustment than any single informant measure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling relations between hassles and internalizing and externalizing symptoms in adolescents: A four-year prospective study.

This study examined the relations between hassles and internalizing and externalizing symptoms across 4 years in adolescents who varied with regard to their risk for psychopathology. The sample comprised 240 adolescents assessed in 6th, 7th, 8th, and 9th grades regarding their level of peer and academic hassles and internalizing and externalizing symptoms. Structural equation modeling was used to construct latent variables of hassles and internalizing and externalizing syndromes. Results varied by informant about the teens' symptoms. For adolescent report, the stress exposure model fit the data best for internalizing syndromes; that is, higher levels of stressors predicted significantly higher levels of self-reported symptoms 1 year later. For mother report of adolescents' symptoms, the stress generation model fit the data best for both internalizing and externalizing syndromes; that is, higher levels of adolescents' internalizing and externalizing symptoms, as reported by their mothers, significantly predicted higher levels of hassles 1 year later. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Homophily of internalized distress in adolescent peer groups.

Examined various homophilic mechanisms by which adolescents affect, and are affected by, levels of internalized distress within their immediate peer groups. The sample included approximately 6,000 14- to 18-yr-olds who were assessed twice over a 1-yr period. Results showed that adolescents tend to associate with peers who report similar levels of internalized distress and that internalizers are no less successful than others at establishing friendships. Moreover, homophily of internalizing symptoms develops from 3 distinct sources: (1) Adolescents tend to choose friends who possess similar levels of internalized distress (selection effect); (2) in male, but not female, peer groups, individual distress levels grow increasingly similar to peer levels over time (socialization effect); and (3) peer group distress levels vary according to the distress of individual members (contagion effect). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classroom Social Experiences as Predictors of Academic Performance.

A model linking children's peer acceptance in the classroom to academic performance via academic self-concept and internalizing symptoms was tested in a longitudinal study. A sample of 248 children was followed from 4th to 6th grade, with data collected from different informants in each year of the study to reduce respondent bias. A path analysis supported the model; a lack of peer acceptance in the classroom in 4th grade predicted lower academic self-concept and more internalizing symptoms the following year, which in turn, predicted lower academic performance in 6th grade. An alternative path with internalizing symptoms predicting declines in peer acceptance was tested and received some support as well. Implications of the findings for schools are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The power of friendship: Protection against an escalating cycle of peer victimization.

This study examined 2 aspects of friendship (presence and perceived qualities of a best friend) as moderators of behavioral antecedents and outcomes of peer victimization. A total of 393 children (188 boys and 205 girls) in the 4th and 5th grades (mean age 10 years 7 months) participated during each of 2 waves of data collection in this 1-year longitudinal study. Results indicated that teacher-reported internalizing and externalizing behaviors predicted increases in peer-reported victimization, but the relation of internalizing behaviors to increases in victimization was attenuated for children with a protective friendship. Victimization predicted increases in internalizing and externalizing behaviors but only for children without a mutual best friendship. Results highlight the importance of peer friendships in preventing an escalating cycle of peer abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning.

The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal grouping analysis of adolescent substance use escalation and de-escalation.

Although studies have explored the predictors of changes in rank ordering of adolescent substance use over time, little research has specifically examined the predictors of substance use escalation and de-escalation. The present study tested whether social influences, individual differences, and symptomatology predicted substance use escalation and de-escalation over a 9-month period in a community sample of adolescents (n?=?390). Peer substance use, negative affectivity, externalizing symptoms, and internalizing symptoms prospectively predicted substance use escalation. Only peer substance use and parental control predicted de-escalation. Results provide support for the assertion that social influences, individual differences, and symptomatology predict substance use escalation and de-escalation but suggest that the relations differ for alcohol use versus illicit substance use and for the prediction of escalation versus de-escalation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Domain specificity in relationship history, social-information processing, and violent behavior in early adulthood.

Using prospective longitudinal data, we tested 5 hypotheses: (a) that the relation between earlier developmental experiences (peer social rejection and victimization in a romantic relationship) and adult violent behavior toward peers and romantic partners is specific to relationship domain; (b) that the relation between social-information processing (SIP) biases and subsequent violence is also specific to relational domain (romantic partner vs. peer); (c) that the relation between developmental experiences and SIP biases is domain specific; (d) that domain-specific SIP mediates the impact of earlier developmental experiences on later violent behavior; and (e) that harsh parenting early in life is a domain-general predictor of SIP and later violent behavior. Harsh parenting was assessed through interviews with parents when their children were age 5 years. Classroom sociometric assessments indexing peer rejection were completed in elementary school, and self-report of victimization by romantic partners was provided at age 18 years. SIP was assessed via interview at age 22 years, and violent behavior was measured via self- and partner report at ages 23 years and 24 years. Structural equation analyses revealed specificity in the relation between developmental experiences and violence and in the prediction to and from SIP in the peer domain, but not in the romantic-relationship domain. The impact of early harsh treatment on violence toward peers was mediated by SIP biases in the peer domain. These findings provide support for domain specificity in the peer domain but for cross-domain generality in the romantic relationship domain in the development of violent behavior in early adulthood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do perceived popular adolescents who aggress against others experience emotional adjustment problems themselves?

Aggression is associated with a host of behavioral, social, and emotional adjustment difficulties. However, some aggressive youth are perceived as “popular” by peers. Although these perceived popular aggressive youth appear relatively well adjusted, especially in the social domain, the emotional well-being of these youth is understudied. The current findings indicate that perceived popularity buffers adolescents who hurt others through relational aggression from internalizing symptoms. In contrast, perceived popularity did not buffer adolescents who engaged in overt verbal and physical aggression from internalizing symptoms. The results suggest that relationally aggressive perceived popular adolescents may be especially resistant to intervention if their aggression helps them manipulate their social worlds but does not contribute to internalizing symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relational and physical forms of peer victimization in preschool.

Recent studies of peer victimization have demonstrated the importance of studying relational as well as physical forms of peer maltreatment for understanding children's social-psychological adjustment problems. Studies in this area have been limited thus far by a focus on school-age children (9–12-year olds). Given the significance of early identification of children's social difficulties for intervention and prevention efforts, this research was designed to assess relational and physical peer victimization among preschool-age children (3–5-year-olds). Results indicated that boys were significantly more physically victimized than girls whereas girls were more relationally victimized. Both relational and physical victims experienced greater adjustment problems than did their peers. Relational victimization contributed unique information about adjustment beyond that provided by physical victimization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antipathetic relationships in child and adolescent development: A meta-analytic review and recommendations for an emerging area of study.

Antipathetic relationships, or relationships based on mutual dislike, have received less attention than other aspects of children’s peer relations. The present meta-analytic review summarizes the existing literature (26 studies consisting of over 23,000 children and adolescents) to illuminate the prevalence of antipathetic relationships and their associations with maladjustment. Results indicate that 35% of children have an antipathetic relationship and that antipathetic relationships are associated with externalizing and internalizing problems, low academic achievement, low prosocial behavior, victimization and rejection by peers, and lower positive peer regard (e.g., social preference) and friendships. Gender differences in antipathetic relationships are trivial, and antipathetic relationships are equally often same and mixed gender. Collectively, the findings indicate the importance of studying antipathetic relationships, and several directions for future research are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Victimization in the Peer Group and Children's Academic Functioning.

This short-term longitudinal investigation focused on associations between victimization in the peer group and academic functioning over a 1-year period. The authors used a multi-informant approach to assess peer victimization, symptoms of depression, and academic outcomes for 199 elementary schoolchildren (average age of 9.0 years; 105 boys, 94 girls). Frequent victimization by peers was associated with poor academic functioning (as indicated by grade point averages and achievement test scores) on both a concurrent and a predictive level. Additionally, the authors' analyses provided some evidence that peer group victimization predicts academic difficulties through the mediating influence of depressive symptoms. Taken together, these results highlight the potential negative impact of victimization by peers on children's academic functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Overgeneral autobiographical memory in depressed adolescents with, versus without, a reported history of trauma.

Autobiographical memory retrieval is fundamental to the developing self-concept in adolescence, to emotion regulation, and to social problem solving and has been shown to be compromised in adolescents diagnosed with depression (R. J. Park, I. M. Goodyer, & J. D. Teasdale, 2002). The authors of the present study assessed autobiographical memory overgenerality in a sample of depressed adolescent participants with, versus without, a reported history of trauma and never-depressed control participants by using an emotion word-cueing paradigm. The authors' analyses showed for the first time that adolescents with major depression and with no reported history of trauma exhibited an overgeneral memory bias. They also revealed that depressed adolescents who reported a history of trauma retrieved fewer overgeneral memories than did depressed adolescents who reported no history of trauma. Among depressed adolescents who reported a history of trauma, more severe posttraumatic stress symptoms were associated with less overgenerality. Possible accounts of these findings are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention.

Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to recommendations for empirically based assessment and intervention. Finally, the authors highlight directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral correlates of peer exclusion and victimization of East Asian American and European American young adolescents.

The present study examined behavioral correlates of peer exclusion and victimization among sixth-grade European and East Asian American young adolescents, with an emphasis on aggressive and socially withdrawn behaviors. Concurrent and short-term longitudinal (over 1 academic year) associations between behavior and the distinct forms of peer adversity (victimization/exclusion) were assessed. Results varied by gender and ethnicity and suggested that social withdrawal was associated with exclusion, whereas aggression was associated with victimization. Interactions between gender and aggression predicted peer victimization after controlling for prior victimization. Extremely aggressive girls were more likely to be victimized than nonaggressive girls. Interactions between gender, ethnicity, and behavior predicted exclusion, controlling for prior exclusion. Extremely withdrawn European American girls were less excluded than nonwithdrawn European American girls. Universals emerged in the prediction of exclusion from withdrawal for all other groups and from aggression for all four groups. These results highlight the importance of considering ethnicity and gender in the links between different behaviors and the distinct forms of peer adversity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)