We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Examining Pathways between Bully Victimization, Depression, & School Belonging Among Early Adolescents.
- Authors
Davis, Jordan P.; Merrin, Gabriel J.; Ingram, Katherine M.; Espelage, Dorothy L.; Valido, Alberto; El Sheikh, America J.
- Abstract
Objectives: The relationship between bully victimization and depression has been examined extensively with prior research showing long-term cascade of problems stemming from both exposure to victimization and depressive symptomology. However, prior research has failed to consider how protective factors may mitigate these long-term problems. Three theoretical models were tested: the interpersonal risk model, symptom driven model, and transactional model. Methods: The present study employs a novel statistical technique to explore longitudinal reciprocal associations among bullying, depression, and school belonging in a sample of 2177 middle school students (ages 11 to 15) in a Midwestern state. We used a model building process to explore the overall association between bully victimization, depression, and school belonging as well as a multi-group model in which models were estimated for boys and girls, separately. Results: In our overall model, results indicated support for both symptom driven and interpersonal risk models. However, we did not find any significant buffering effect of school belonging. In our multi-group model, we found support for a buffering effect of school belonging for girls, but not boys. School belonging buffered long term problems associated with experiences of bully victimization via reductions in depression. Conclusions: Our findings point to the broader concept of school structure being differentially supportive and protective for various demographic groups and the need to consider the entire social ecology of a school when planning and implementing prevention interventions.
- Subjects
MIDWEST (U.S.); VICTIM psychology; BULLYING &; psychology; MENTAL depression; SOCIAL belonging; ADOLESCENT psychology; INTERNALIZING behavior; EXPERIENCE; LONGITUDINAL method; MATHEMATICAL models; MIDDLE school students; SCHOOLS; SEX distribution; STUDENTS; VICTIMS; THEORY
- Publication
Journal of Child & Family Studies, 2019, Vol 28, Issue 9, p2365
- ISSN
1062-1024
- Publication type
Article
- DOI
10.1007/s10826-019-01340-9