Pub Date : 2022-10-29DOI: 10.1080/15388220.2022.2138410
Ashley K. Fansher, Tumelo Musamali, Madison Self
ABSTRACT The rise in highly publicized cases of sexual assault, along with offenders in these cases alluding that those alleged victims were being untruthful about their claims, has fostered myths about false reporting of sexual assault, increasing discussions over fears of being falsely accused. This study uses an exploratory approach to identify the prevalence of and variables that are related to fear of false accusations amongst college students. Gender, acceptance of rape myths, and decreased programming were associated with fears of being falsely accused of sexual assault. Further, a relationship was found between fears of false allegations and affirmative consent-seeking. Policies are suggested that directly correlate with promoting consent and decreasing fear of being falsely accused. Individuals acquiring knowledge of consent and discussing the effects of fear of false accusations, aims to decrease fear, while emphasizing the importance of healthy relationships and responses when engaging in sexual intimacy.
{"title":"Fear and Consent: An Exploratory Study of Fear of False Accusations of Sexual Assault and Consent-Seeking Practices","authors":"Ashley K. Fansher, Tumelo Musamali, Madison Self","doi":"10.1080/15388220.2022.2138410","DOIUrl":"https://doi.org/10.1080/15388220.2022.2138410","url":null,"abstract":"ABSTRACT The rise in highly publicized cases of sexual assault, along with offenders in these cases alluding that those alleged victims were being untruthful about their claims, has fostered myths about false reporting of sexual assault, increasing discussions over fears of being falsely accused. This study uses an exploratory approach to identify the prevalence of and variables that are related to fear of false accusations amongst college students. Gender, acceptance of rape myths, and decreased programming were associated with fears of being falsely accused of sexual assault. Further, a relationship was found between fears of false allegations and affirmative consent-seeking. Policies are suggested that directly correlate with promoting consent and decreasing fear of being falsely accused. Individuals acquiring knowledge of consent and discussing the effects of fear of false accusations, aims to decrease fear, while emphasizing the importance of healthy relationships and responses when engaging in sexual intimacy.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"75 - 88"},"PeriodicalIF":2.4,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45775642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-07DOI: 10.1080/15388220.2022.2132505
Timothy McCuddy, Faraneh Shamserad, Finn Esbensen
ABSTRACT Arming teachers remains a divisive issue in the United States. Since one goal of this policy is to improve perceptions of safety, it is important to understand how arming teachers impacts students. Using survey data from six Midwestern school districts, we apply Ferraro’s risk assessment model to explore how individual and school conditions impact feelings of safety if teachers carry guns in school. We find perceived risk of victimization decreases feelings of safety if teachers are armed, which is driven by self-reported and vicarious victimization. Self-reported delinquency, in contrast, is directly related to feeling safer if teachers are armed. We conclude that arming teachers may mitigate efforts to help students feel safe in school by increasing fear among those with victimization experiences.
{"title":"Arming Teachers as a Response to School Violence: Using a Risk Assessment Model to Understand Student Perceptions","authors":"Timothy McCuddy, Faraneh Shamserad, Finn Esbensen","doi":"10.1080/15388220.2022.2132505","DOIUrl":"https://doi.org/10.1080/15388220.2022.2132505","url":null,"abstract":"ABSTRACT Arming teachers remains a divisive issue in the United States. Since one goal of this policy is to improve perceptions of safety, it is important to understand how arming teachers impacts students. Using survey data from six Midwestern school districts, we apply Ferraro’s risk assessment model to explore how individual and school conditions impact feelings of safety if teachers carry guns in school. We find perceived risk of victimization decreases feelings of safety if teachers are armed, which is driven by self-reported and vicarious victimization. Self-reported delinquency, in contrast, is directly related to feeling safer if teachers are armed. We conclude that arming teachers may mitigate efforts to help students feel safe in school by increasing fear among those with victimization experiences.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"61 - 74"},"PeriodicalIF":2.4,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/15388220.2022.2130346
Brittnie E. Bloom, C. R. Sorin, L. Oaks, Jennifer A. Wagman
ABSTRACT Research on sexual violence and sexual harassment (SVSH) in academia has grown since the 1980s; however, the needs of graduate student survivors have received comparably little attention, which contributes to forms of institutional betrayal that specifically impact graduate students. As part of a multi-campus study on experiences of SVSH and campus resources, graduate student researchers conducted in-depth interviews and focus group discussions with 43 fellow graduate students. Using thematic analysis, we identify three mechanisms that lead to graduate students’ feelings of institutional betrayal: “passing the harasser;” shifting responsibilities for SVSH-related prevention and response onto graduate students; and inadequate resources for preventing and responding to SVSH. Building on combined analytical frameworks, the Socio-Ecological Model and Whole School Approach, we offer student-centered and evidence-based multi-level imperatives for combatting graduate student SVSH and reducing institutional betrayal. Finally, we share a flowchart we designed to model how individuals can respond to SVSH within university settings.
{"title":"Graduate Students are “Making a Big Fuss”: Responding to Institutional Betrayal Around Campus Sexual Violence and Sexual Harassment","authors":"Brittnie E. Bloom, C. R. Sorin, L. Oaks, Jennifer A. Wagman","doi":"10.1080/15388220.2022.2130346","DOIUrl":"https://doi.org/10.1080/15388220.2022.2130346","url":null,"abstract":"ABSTRACT Research on sexual violence and sexual harassment (SVSH) in academia has grown since the 1980s; however, the needs of graduate student survivors have received comparably little attention, which contributes to forms of institutional betrayal that specifically impact graduate students. As part of a multi-campus study on experiences of SVSH and campus resources, graduate student researchers conducted in-depth interviews and focus group discussions with 43 fellow graduate students. Using thematic analysis, we identify three mechanisms that lead to graduate students’ feelings of institutional betrayal: “passing the harasser;” shifting responsibilities for SVSH-related prevention and response onto graduate students; and inadequate resources for preventing and responding to SVSH. Building on combined analytical frameworks, the Socio-Ecological Model and Whole School Approach, we offer student-centered and evidence-based multi-level imperatives for combatting graduate student SVSH and reducing institutional betrayal. Finally, we share a flowchart we designed to model how individuals can respond to SVSH within university settings.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"44 - 60"},"PeriodicalIF":2.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45272610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/15388220.2021.1985322
Yung-lien Lai
ABSTRACT Given the rapid increase in school violence-related incidents at all levels in Taiwan over the past several decades, researchers and policymakers have paid a close attention to the phenomenon of school violence, specifically bullying. This review of relevant literature starts with the definition and scope of school violence in Taiwan followed by reported official statistics, types and characteristics of school violence. This review further analyzes the data to show that the number of school violence incidents reported to Taiwanese Ministry of Education has moderately increased for the past five years. Finally, studies on this topic are systematically summarized and specific strategies to deal with school violence are discussed to offer a broader understanding of efforts to prevent school violence in Taiwan.
{"title":"Review of School Violence in Taiwan: Prevalence, Types, and Strategies","authors":"Yung-lien Lai","doi":"10.1080/15388220.2021.1985322","DOIUrl":"https://doi.org/10.1080/15388220.2021.1985322","url":null,"abstract":"ABSTRACT Given the rapid increase in school violence-related incidents at all levels in Taiwan over the past several decades, researchers and policymakers have paid a close attention to the phenomenon of school violence, specifically bullying. This review of relevant literature starts with the definition and scope of school violence in Taiwan followed by reported official statistics, types and characteristics of school violence. This review further analyzes the data to show that the number of school violence incidents reported to Taiwanese Ministry of Education has moderately increased for the past five years. Finally, studies on this topic are systematically summarized and specific strategies to deal with school violence are discussed to offer a broader understanding of efforts to prevent school violence in Taiwan.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"530 - 535"},"PeriodicalIF":2.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1080/15388220.2022.2126850
James Tuttle, Gregorio Gimenez, Beatriz Barrado
ABSTRACT The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society’s social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization.
{"title":"The Societal Context of School-Based Bullying Victimization: An Application of Institutional Anomie Theory in a Cross-National Sample","authors":"James Tuttle, Gregorio Gimenez, Beatriz Barrado","doi":"10.1080/15388220.2022.2126850","DOIUrl":"https://doi.org/10.1080/15388220.2022.2126850","url":null,"abstract":"ABSTRACT The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society’s social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"28 - 43"},"PeriodicalIF":2.4,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46165417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1080/15388220.2022.2121714
Chenghui Zhang, Caihong R. Li, D. Follingstad, Jaspreet K. Chahal
ABSTRACT Assessing change in campus interpersonal violence over time is an important step to understand the nature and prevalence of students’ victimization experiences. Using a repeated cross-sectional campus survey of interpersonal violence from a large southern university, this article tracks the change of students’ victimization experiences over a three-year period for two identified undergraduate student cohorts and offers empirical evidence to determine the best time in a college student’s career to initially launch a campus interpersonal violence survey and how often such data should be collected. Controlling for demographic characteristics, the results indicate that both administration-year-effect and cohort-effect exist. The results further suggest that yearly campus interpersonal violence surveys would be most beneficial to track campus interpersonal violence change.
{"title":"The Importance of Recurring Campus Surveys of Interpersonal Violence: An Analysis of Period and Cohort Effects","authors":"Chenghui Zhang, Caihong R. Li, D. Follingstad, Jaspreet K. Chahal","doi":"10.1080/15388220.2022.2121714","DOIUrl":"https://doi.org/10.1080/15388220.2022.2121714","url":null,"abstract":"ABSTRACT Assessing change in campus interpersonal violence over time is an important step to understand the nature and prevalence of students’ victimization experiences. Using a repeated cross-sectional campus survey of interpersonal violence from a large southern university, this article tracks the change of students’ victimization experiences over a three-year period for two identified undergraduate student cohorts and offers empirical evidence to determine the best time in a college student’s career to initially launch a campus interpersonal violence survey and how often such data should be collected. Controlling for demographic characteristics, the results indicate that both administration-year-effect and cohort-effect exist. The results further suggest that yearly campus interpersonal violence surveys would be most beneficial to track campus interpersonal violence change.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"14 - 27"},"PeriodicalIF":2.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43678898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/15388220.2022.2119570
Rebecca Malinski, T. Holt, Jesse Cale, Russell Brewer, A. Goldsmith
ABSTRACT Juvenile populations face a substantial risk of emotional, physical, and psychological harm as a result of bullying and cyberbullying experiences. As a result, there is a need to assess the situational and individual factors contributing to the risk of bullying victimization. There is, however, little research examining cyberbullying victimization using frequency-based measures of victimization. To address this gap in the literature, this study utilized a sample of over 37,000 youth from South Australia to explore the risk factors associated with cyberbullying victimization through a routine activities framework while controlling for verbal, social, and physical bullying. The findings noted partial support for the routine activities theory framework to account for cyberbullying victimization. Additionally, the study found differences in cyberbullying risk factors relative to the frequency with which it was reported, as well as the role of school support from peers and adults in increasing risks.
{"title":"Applying Routine Activities Theory to Assess On and Offline Bullying Victimization among Australian Youth","authors":"Rebecca Malinski, T. Holt, Jesse Cale, Russell Brewer, A. Goldsmith","doi":"10.1080/15388220.2022.2119570","DOIUrl":"https://doi.org/10.1080/15388220.2022.2119570","url":null,"abstract":"ABSTRACT Juvenile populations face a substantial risk of emotional, physical, and psychological harm as a result of bullying and cyberbullying experiences. As a result, there is a need to assess the situational and individual factors contributing to the risk of bullying victimization. There is, however, little research examining cyberbullying victimization using frequency-based measures of victimization. To address this gap in the literature, this study utilized a sample of over 37,000 youth from South Australia to explore the risk factors associated with cyberbullying victimization through a routine activities framework while controlling for verbal, social, and physical bullying. The findings noted partial support for the routine activities theory framework to account for cyberbullying victimization. Additionally, the study found differences in cyberbullying risk factors relative to the frequency with which it was reported, as well as the role of school support from peers and adults in increasing risks.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"1 - 13"},"PeriodicalIF":2.4,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1080/15388220.2022.2114490
Timothy I. Lawrence
ABSTRACT Ample evidence suggests that exposure to family violence associates with bullying perpetration (BP).However, much is unknown about the underlying mechanism such as depressive symptoms and the moderating role of school bonding in these relationships. Thus, this study first examined the link between exposure to family violence and BP. Second, the mediating role of depressive symptoms on the relationship between exposure to family violence and BP. Third, this study explored whether school bonding moderated the relationships among exposure to family violence, depressive symptoms, and BP while controlling for substance use (N = 2,273). Results suggest that exposure to family violence is positively associated with BP. Mediation results suggest that depressive symptoms explained relationship between exposure to family violence and BP. Moderation results suggest school bonding did not buffer the association between exposure to family violence and depressive symptoms. However, school bonding weakened the relationship between exposure to family violence and BP. Practical and theoretical implications are discussed.
{"title":"Family Violence, Depressive Symptoms, School Bonding, and Bullying Perpetration: An Intergenerational Transmission of Violence Perspective","authors":"Timothy I. Lawrence","doi":"10.1080/15388220.2022.2114490","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114490","url":null,"abstract":"ABSTRACT Ample evidence suggests that exposure to family violence associates with bullying perpetration (BP).However, much is unknown about the underlying mechanism such as depressive symptoms and the moderating role of school bonding in these relationships. Thus, this study first examined the link between exposure to family violence and BP. Second, the mediating role of depressive symptoms on the relationship between exposure to family violence and BP. Third, this study explored whether school bonding moderated the relationships among exposure to family violence, depressive symptoms, and BP while controlling for substance use (N = 2,273). Results suggest that exposure to family violence is positively associated with BP. Mediation results suggest that depressive symptoms explained relationship between exposure to family violence and BP. Moderation results suggest school bonding did not buffer the association between exposure to family violence and depressive symptoms. However, school bonding weakened the relationship between exposure to family violence and BP. Practical and theoretical implications are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"517 - 529"},"PeriodicalIF":2.4,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/15388220.2022.2114487
Steven Sheridan, Laura K. Clary, Lindsey Webb, E. Stuart, T. Mendelson
ABSTRACT While prior studies have addressed bullying experienced during school, limited research exists on the associations between participation in school-sponsored extracurricular activities and bullying victimization risk. The current study utilized data from the 2013, 2015, and 2017 National Crime and Victimization Survey’s School Crime Supplement (n = 13,376) to examine the associations between participation in different types of extracurricular activities and three types of bullying victimization (physical, verbal, and relational) among middle and high school students. Results indicated that participation in performing arts, service clubs, and “other” activities was associated with all three types of victimization. Additionally, participation in athletics was associated with decreased risk for verbal victimization. Prevention strategies and implications for schools regarding how to reduce bullying among middle and high school students, especially in the context of extracurricular activities, are discussed.
{"title":"Associations of extracurricular activity participation with bullying victimization among U.S. middle and high school students: A nationally representative sample","authors":"Steven Sheridan, Laura K. Clary, Lindsey Webb, E. Stuart, T. Mendelson","doi":"10.1080/15388220.2022.2114487","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114487","url":null,"abstract":"ABSTRACT While prior studies have addressed bullying experienced during school, limited research exists on the associations between participation in school-sponsored extracurricular activities and bullying victimization risk. The current study utilized data from the 2013, 2015, and 2017 National Crime and Victimization Survey’s School Crime Supplement (n = 13,376) to examine the associations between participation in different types of extracurricular activities and three types of bullying victimization (physical, verbal, and relational) among middle and high school students. Results indicated that participation in performing arts, service clubs, and “other” activities was associated with all three types of victimization. Additionally, participation in athletics was associated with decreased risk for verbal victimization. Prevention strategies and implications for schools regarding how to reduce bullying among middle and high school students, especially in the context of extracurricular activities, are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"475 - 490"},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/15388220.2022.2114489
L. Dardas, Ghada Shahrour, Amjad Al-Khayat, Nadia J. Sweis, Wei Pan
ABSTRACT This study examined whether family environment and coping strategies mediate the relationship between adolescents’ bullying involvement (being a bully or victim) and severity of depression. The study utilized a nationally representative school survey and gathered data from 1083 school adolescents (mean age 15.0 ± 1.4 years; 66% females; 46% from the central urban region; 71% had very good to excellent school GPA). The relationship between bullying involvement and depression was partially mediated by family environment and emotion-focused coping. No mediating effect was revealed for problem-focused coping in this relationship. Findings from this study might help understand how the effect of bullying transmits on adolescents’ psychological health, allowing us to supply more in-depth information about the bullying phenomenon than what can be explained by direct effects alone. Family environment and coping strategies used by adolescents seemed to play a critical role in shaping their bullying experience and thus, incorporating these factors into available effective anti-bullying programs can be promising.
{"title":"Family Environment and Coping Strategies as Mediators of School Bullying Involvement","authors":"L. Dardas, Ghada Shahrour, Amjad Al-Khayat, Nadia J. Sweis, Wei Pan","doi":"10.1080/15388220.2022.2114489","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114489","url":null,"abstract":"ABSTRACT This study examined whether family environment and coping strategies mediate the relationship between adolescents’ bullying involvement (being a bully or victim) and severity of depression. The study utilized a nationally representative school survey and gathered data from 1083 school adolescents (mean age 15.0 ± 1.4 years; 66% females; 46% from the central urban region; 71% had very good to excellent school GPA). The relationship between bullying involvement and depression was partially mediated by family environment and emotion-focused coping. No mediating effect was revealed for problem-focused coping in this relationship. Findings from this study might help understand how the effect of bullying transmits on adolescents’ psychological health, allowing us to supply more in-depth information about the bullying phenomenon than what can be explained by direct effects alone. Family environment and coping strategies used by adolescents seemed to play a critical role in shaping their bullying experience and thus, incorporating these factors into available effective anti-bullying programs can be promising.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"504 - 516"},"PeriodicalIF":2.4,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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