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 172,036 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

The aim of the present study was to develop two six-item self-report scales (the Bullying-Behaviour Scale and the Peer-Victimisation Scale) to assess bully-victim problems at school. These scales were designed so that they could be immersed within the Self-Perception Profile for Children (SPPC: Harter, 1985) thus reducing the saliency of the items. Internal reliability of both scales was found to be satisfactory (Cronbach's alpha = 0.83 and 0.82 respectively). Data are reported on the association between scores on both scales and scores on the SPPC and the Birleson Depression Inventory (Birleson, 1981) with 425 children (204 boys and 221 girls) ranging from 8 to 11 years (mean = 9.2 years). Forty-six per cent of the children were classified as bullies, victims, or both: 22 per cent were classified as victims only, 15 per cent as bully/victims, and 9 per cent as bullies only.
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PMID:Assessment of bully/victim problems in 8 to 11 year-olds. 900 23

A number of 14-16 year old Finnish adolescents taking part in the School Health Promotion Study (n=8787 in 1995, n=17643 in 1997) were surveyed about bullying and victimization in relation to psychosomatic symptoms, depression, anxiety, eating disorders and substance use. A total of 9 per cent of girls and 17 per cent of boys were involved in bullying on a weekly basis. Anxiety, depression and psychosomatic symptoms were most frequent among bully-victims and equally common among bullies and victims. Frequent excessive drinking and use of any other substance were most common among bullies and thereafter among bully-victims. Among girls, eating disorders were associated with involvement in bullying in any role, among boys with being bully-victims. Bullying should be seen as an indicator of risk of various mental disorders in adolescence.
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PMID:Bullying at school--an indicator of adolescents at risk for mental disorders. 1116 31

Bullying is a worldwide problem that can create negative lifelong consequences for both bullies and victims. Victims of bullies can suffer from low self-esteem, depression, and anxiety, all problems that may carry into adulthood. The academic progress of victims may be impaired, and they may find themselves isolated because their peers fear losing status or being bullied themselves. Bullies may develop conduct disorders and delinquent behaviors during their teen years, as well as serious antisocial and criminal behavior in adulthood. The majority of bullies remain bullies throughout their lives, cherishing the power and control over others that their behavior evokes. Nurse practitioners play a critical role in the identification of both bullies and victims and can be very instrumental in both decreasing and preventing bullying behaviors.
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PMID:Sticks and stones: the NP's role with bullies and victims. 1180 17

This article outlines basic principles for helping school-age children who stutter to deal with bullying. Bullying may affect children's school performance and feelings of self-worth and lead to depression and feelings of helplessness and loneliness. Bullying can also exacerbate stuttering behavior, increase negative emotions and negative thoughts, and reduce therapy progress. A variety of techniques can be implemented as part of the overall treatment process to help children deal with bullying. These techniques can improve children's overall success in treatment by helping them develop socially appropriate responses to bullying, reduce or prevent negative emotion that may result from stuttering, and feel more comfortable in applying speech management skills learned in treatment.
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PMID:Strategies for addressing bullying with the school-age child who stutters. 1220 77

Bullying in schools is now widely acknowledged and the detrimental effect on children who are bullied is well recognised. A literature review aimed at exploring the links between bullying and depression in primary school children uncovered evidence of depression in the children who bully. Further analysis of the literature identified conflicting research findings. This article summarises the causes and implications of aggression and bullying behaviour, including future outcomes for children who bully. Further research is necessary as the evidence suggesting that bullies are depressed contradicts indications that they are confident and have a high self-esteem.
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PMID:The bully as victim? 1637 6

Adolescents in junior high school (n = 237), completed a questionnaire on bullying as it relates to victim and to perpetrator status, suicidality and biographical data. Psychological symptoms were assessed by the Youth Self Report (YSR) and the Depression Self-Rating Scale (DSRS) supplemented by school health officers blind assessments. Bullying was common: bully only (18%), victim only (10%) and victim and bully (9%). Bullies had mainly externalizing symptoms (delinquency and aggression) and those of the victim and bully group both externalizing and internalizing symptoms as well as high levels of suicidality. Adolescents in the bully only group were more likely to be boys and to have attention problems. Moreover, a substantial proportion of the adolescents in the victim only group were judged by school health officer to have psychiatric symptoms and to function socially less well.
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PMID:Bullying in adolescence: psychiatric problems in victims and bullies as measured by the Youth Self Report (YSR) and the Depression Self-Rating Scale (DSRS). 1675 65

Bullying is a complex phenomenon moderated not only by the personal characteristics and behavioral traits of the individual but also by family rearing practices, as well as by situational factors such as the frequency and type of bullying. The phenomenon is also affected by group processes among the individuals present during the event. Bullying is a distressing experience that is often continuous over years and predicts both concurrent and future psychiatric symptoms and disorders, even in adulthood. At young ages, attention-deficit hyperactivity disorder and depression, as well as anxiety, are prevalent concurrently with bullying among the children involved. Later in young adulthood, male victims are at risk for anxiety, male bullies for personality disorders, and male bully-victims for both personality disorders and anxiety, and the risk is especially increased if the child is disturbed when involved in bullying at school age. Rarely does any single behavior predict future problems as clearly as bullying does, and additional assessment of psychiatric problems is always warranted, if the child is involved in bullying as a bully, victim or bully-victim. Based on our current knowledge, school-based interventions regulating the behavior of the child, increasing pro-social skills and promoting peer relationships are recommended for those without concurrent psychiatric disturbance, but those displaying psychiatric symptoms and disorders should be referred for psychiatric consultation and intervention.
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PMID:Psychiatric conditions associated with bullying. 1871 51

Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52-63, 2002; Treadway and Yoakam, J School Health 62(7):352-357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported "other"). LGB and sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB and sexually questioning students through creating positive climates and reducing homophobic teasing.
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PMID:LGB and questioning students in schools: the moderating effects of homophobic bullying and school climate on negative outcomes. 1963 41

BASC-2 PRS profiles of 62 children with high-functioning autism spectrum disorders (HFASDs) were compared with those of 62 typically-developing children matched by age, gender, and ethnicity. Results indicated that, except for the Somatization, Conduct Problems, and Aggression scales, significant differences were found between the HFASD and typically-developing groups on all PRS scores. Mean HFASD scores were in the clinically significant range on the Behavioral Symptoms Index, Atypicality, Withdrawal, and Developmental Social Disorders scales. At-risk range HFASD means were obtained on the Adaptive Skills composite, all adaptive scales, remaining content scales (except Bullying), and Hyperactivity, Attention Problems, and Depression clinical scales. Screening indices suggested that the Developmental Social Disorders scale was highly effective in differentiating between the two groups.
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PMID:BASC-2 PRS profiles for students with high-functioning autism spectrum disorders. 1970 67

Bullying is a well-known adversity among school-age children. According to data, approximately 10 percent of US children and adolescents are the victims of frequent bullying by peers. In the aftermath of being bullied, victims may develop a variety of psychological as well as somatic symptoms, some of which may persist into adulthood. Psychological symptoms may include social difficulties, internalizing symptoms, anxiety, depression, suicidal ideation, and eating disorders (i.e., anorexia or bulimia nervosa). Somatic symptoms may include poor appetite, headaches, sleep disturbances, abdominal pain, and fatigue. In both mental health and primary care settings, being aware of these types of psychological and somatic symptoms in vulnerable children and adolescents may expedite the identification and eradication of these abusive experiences.This ongoing column is dedicated to the challenging clinical interface between psychiatry and primary care-two fields that are inexorably linked.
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PMID:Bully victims: psychological and somatic aftermaths. 1972 87


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