Victimization from bullying has become a more serious issue as available avenues for bullying have increased and as the media has been alerted to the devastating effects of the phenomenon. Victimization has been linked to increased externalizing and internalizing disorders including depression, anxiety, stress, and at its worst suicide. Research has been focused on the negative outcomes following victimization, with some authors only recently examining the buffering or exacerbating effects of coping mechanisms. Participants (n=642) from a moderately sized southeastern university completed a survey to examine problem-focused and emotion-focused coping as potential moderators and maladaptive coping as a potential mediator between retrospective reports of victimization and depression, anxiety, and stress, and reasons for living. The hypothesis concerning maladaptive coping as a mediator was supported. Implications and limitations are also discussed. Results suggest that maladaptive coping may be a key mechanism explaining the impact of bullying on outcomes years after victimization.

The purpose of this study was to examine the difference of self-reported emotional problems between low levels and high levels of victimization. Participants included 214 fourth and fifth grade students from a southcentral county in Kentucky. Students answered demographic questions and completed a series of surveys including the Personal Experiences Checklist and the Strengths and Difficulties Questionnaire. The study was completed via computer-based questionnaire and focused on victimization within the last month. Results show that students who reported higher levels of victimization reported higher levels of emotional problems when compared to students who reported lower levels of victimization. The current study focused on short-term effects of bullying behavior as compared to the more traditional assessment of long-term outcomes. The study focused on a younger population (i.e., late elementary) than the majority of previous research. The findings of the study support the need for higher ratios of mental health professionals in school systems. With continued research into bullying and its prevalence, more comprehensive and effective bullying prevention programs can be developed and implemented.

As a group, Native American youth have elevated rates of delinquency and substance use. However, research specifically examining the etiology of delinquency among Native American youth is sparse. In order to fill this gap, this study utilized a general strain theory (GST) framework integrated with feminist criminological insights and an indigenist stress-coping model (ISCM) to examine the impact of victimization as a source of strain (i.e., interpersonal victimization, sexual assault, and peer assault) on delinquent outcomes (i.e., violent and property delinquency, alcohol and marijuana use) among a sample of Native American youth attending school (and likely residing) on or near Indian reservations. This study utilized secondary data from the third wave of the Drug Use Among Young American Indians: Epidemiology and Prediction: 1993-2006 and 2009-2013 study (N = 2,457). Partial proportional odds (PPO) models were estimated to examine the potential non-linear effects of victimization on delinquency while ordinary least squares (OLS) regression models were estimated to test the mediation and moderation hypotheses within GST. Models were estimated for the total sample and for males and females separately to assess for gender differences in GST processes. Special attention was paid to the role of Native American cultural identity as a moderator in the strain - delinquency relationship. Results indicate mixed support for hypotheses drawn from GST.

This study aimed to understand constructs related to classroom social dynamics in a sample (n = 1863) of rural middle school students. First, it used latent profile analysis to classify classrooms based on classroom norm salience. Next, the study used the Hierarchical Linear Model to study the influence of classroom norm salience on the social roles and reputations, social network centrality, bullying involvement, and school belonging of students with disabilities. There were four major findings. First, classrooms were classified into two distinct categories based on students’ social reputations, which were positively associated with peer-nominated popularity: High Aggression Norm Salience Classrooms and High Academic/Prosocial Norm Salience Classrooms. Second, there were significant differences by class type in two specific social characteristics: students with disabilities were more likely to get their way and be nominated as leaders in classrooms classified as High Aggression Norm Salience Classrooms. Third, there was no difference in either social network centrality or bullying involvement of students with disabilities by class type. Fourth, students with disabilities were more likely to feel school belonging in classrooms that were identified as High Academic/Prosocial Norm Salience Classrooms. The implications for practice and policy are discussed.

The present study aimed to expand the knowledge base regarding incarcerated women’s experiences with violence and their mental health with the goal of identifying avenues for more tailored, compassionate responses to their mental health difficulties in both macro and direct practice contexts. To achieve this aim, a secondary data analysis was performed using data from the Survey of Inmates in State Correctional Facilities (SISCF) completed by the Bureau of Justice Statistics (BJS) in 2004. Six research questions pertaining to women’s experiences with violence and their mental health difficulties and service utilization guided the inquiry, which involved univariate, bivariate, and multivariate statistical analyses, including latent class analysis, performed to identify patterns in mental health difficulties among incarcerated women, and multiple logistic regression procedures. The latent class analysis resulted in selection of a 4-class solution which grouped women in the sample into four subgroups according to the latent variable of mental health difficulties. The four subgroups included the serious mental illness group (8.7%), the mood and drug use disorders group (30.3%), the substance use only group (11.7%), and the resilient group (49.4%). Women were less likely to be in the resilient mental health group and more likely to engage with a range of mental health services if they had perpetrated violence or experienced various forms of victimization, including sexual victimization in either childhood or adulthood, or physical victimization in either childhood or adulthood. Social workers should develop and implement clinical mental health treatment in correctional centers tailored to the mental health needs of subgroups identified through latent class analysis, including treatment for co-occurring substance use and mental health disorders. Clinical mental health treatment should also target those needs related to trauma stemming from victimization and perpetration of violence. Additionally, social workers should advocate for policies and programs to prevent and remediate drug-related crime and divert women with serious mental illness away from the criminal justice system.

Both theory and empirical evidence support the existence of “aggressive-victims,” a subgroup of youth who have been found to experience the negative outcomes associated with being an aggressor and being a victim. It remains unclear, however, if aggressive-victims possess risk factors that are unique from youth who are either aggressive or victimized. The present study sought to: (a) identify subgroups of seventh grade adolescents who differ in their patterns of aggression and victimization, (b) determine the number and structure of subgroups differ by school or sex, and (c) investigate whether aggressive-victims differ from all other subgroups in their social and emotional functioning. Secondary analyses were conducted on baseline data from 984 seventh grade adolescents participating in a randomized controlled trial evaluating an expressive writing intervention. Latent class analysis identified four subgroups of adolescents representing predominant-aggressors, predominant-victims, aggressive-victims, and youth with limited involvement. This pattern was consistent across sex and across schools that differed in the demographics of the adolescents. The findings indicate that aggressive victims are highly similar to predominant-aggressors and do not possess any unique characteristics beyond their pattern of involvement in both aggression and victimization. Further evidence of unique differences in risk factors is needed to support prevention and intervention efforts that are tailored to meet the specific needs of aggressive-victims. Future research should consider addressing methodological limitations of the present study, such as by examining continuous indicators, including additional indices of social and emotional functioning, or investigating differential item functioning.

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The current study investigated the relationship between peer interactions and school readiness children enrolled in Head Start. The constructs of displayed and received physical aggression, relational aggression, and prosocial behavior within children's peer interactions were examined through direct observation. School readiness was measured through direct assessment. It was hypothesized that aggression within peer interactions would predict lower school readiness, while prosocial behaviors within peer interactions would predict better school readiness. Sex was also hypothesized to moderate the relationship between relational aggression, relational victimization, physical aggression, physical victimization and school readiness. It was hypothesized that relational aggression and victimization would more severely impact the school readiness of girls and physical aggression and victimization would more severely impact the school readiness of boys. Structural equation modeling (SEM) analyses revealed that physical aggression and victimization as well as displayed and received prosocial behavior did not significantly predict school readiness. Relational aggression predicted better school readiness. Also, sex moderated the relationship between relational victimization and school readiness such that relational victimization predicted better school readiness for girls, but did not predict school readiness for young boys. Knowledge gained from this study can inform preschool classroom practices on the role that peer aggression and prosocial behavior play in individual differences in children's school readiness.

This cross-sectional study examined the prevalence of bullying and victimization among children identified as gifted who are in the last grade of elementary school (4th grade) and first two grades of middle school (5th and 6th grades). Additionally, I investigated if the children experienced distress associated with bullying and victimization and if the distress varied systematically across the three grades. The study took place at one elementary school and two middle schools located in Tennessee. There were a total of 35 participants [4th grade (n = 15), 5th grade (n = 13), and 6th grade (n =7)]. The results indicated that the 4th graders reported a significantly higher prevalence of bullying compared to the 5th graders. Furthermore there were significant, strong correlations between victimization and level of total distress; bullying and level of externalizing distress; and victimization and level of internalizing distress. The principal limitation of the study was the small sample size (N = 35). Additional studies investigating this topic should be conducted to help educators become more aware of the prevalence of bullying and victimization during the elementary-middle school transition period among children who are gifted. Such studies can also potentially shed light on the manner in which children who are gifted handle bullying and victimization.

Bullying is a common problem among children and adolescents in which the consequences can be severe. Bullying is associated with a variety of negative outcomes and can lead to a variety of mental and physical health problems. The purpose of this study was to examine forms of bullying behaviors that were most predictive of student-reported bullying and the frequency of student-reported bullying in response to a variety of bullying behaviors. In this study, an archival dataset was utilized. Data collected in the fall of 2012 came from 8387 6th through 12th grade students who attended 124 public middle and high schools in Anne Arundel County Public Schools, Maryland. The web-based bullying survey, designed as a component of a district-wide bullying prevention initiative, was intended to assess the prevalence, type, and social norms associated with bullying and school violence.<br>For the first research question, logistic regression analyses indicated that teasing and name-calling were the most frequent forms of bullying and were the two primary predictors of student-reported bullying. Social and/or relational forms of bullying were overall the most frequently reported forms of bullying. In contrast, physical or direct forms of bullying and cyberbullying were the least frequent forms of bullying reported.<br>For the second research question, a series of chi-square analyses indicated significant differences for all types of bullying behavior and whether or not student reported being bullied. Specifically, compared to student who did not report being bullied in the past month, those students who did report being bullied within the last month were more likely to report (a) being called names, (b) being threatened, (c) being teased or picked on, (d) being pushed or shoved, (e) having emails or messages sent to others about them, (f) having rumors or lied spread about them, (g) being ignored or left on purpose, (h) having sexual comments or gestures made toward them; and (i) having their property stolen. Based on the results of this current study, several different proposals for future research can be proposed, including (a) examination of the changes in bullying behaviors and reporting of bullying longitudinally, from elementary to high school and (b) comparisons between schools with and without bullying prevention programs in regard to type and frequency of student bullying behaviors and student reporting of bullying. / School of Education; / School Psychology / PhD; / Dissertation;