Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.

Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.

Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.

Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.

Peer victimization among children is a major concern in our society as it is associated with a number of adjustment difficulties that manifest over time. Although peer victimization declines for most children during the elementary school years, research suggests that between 2-25% of children continue to report high-stable or increasing levels of peer victimization over time. However, little is known about the developmental changes that explain why children become locked into these high-risk groups. Using a longitudinal sample of children in grades 1-3 followed across 5 waves of assessments, this dissertation investigated how differences in the chronicity of children's peer victimization experiences relate to changes in their mental health (internalizing and externalizing symptoms), social competence (prosocial leadership and social responsibility), and experiences of school climate. Latent class analyses revealed that children follow 4 distinct trajectory groups of physical and relational peer victimization characterized by chronically high (ns = 102 & 199, physical and relational respectively), increasing (ns = 115 & 169), decreasing (ns = 466 & 174) or low stable (ns = 1260 & 1402) levels of physical and relational peer victimization across time. Findings from multilevel analyses showed that the peer victimization subgroups also varied in their longitudinal patterns of mental health, social competence and experiences of school climate after accounting for differences in sex, age, socioeconomic status, and prevention program participation. Children who had chronically high levels of peer victimization had higher mental health symptoms, lower levels of social competence and poorer experiences of school climate consistently over time compared to children in the low stable group. Children who reported increasing levels of peer victimization over time had slower rates of improvement in their social competence than children in the low stable group. Furthermore, children with increasing levels of peer victimization also had declining experiences of school climate over time compared to children in the low stable peer victimization group. The heterogeneity in children’s experiences of peer victimization suggest that programs need to tailor prevention efforts to the specific needs of at-risk children who adjust differently to their victimization experiences. / Graduate

A significant, yet understudied issue that demands attention is the experience of peer victimization among adolescents with autism spectrum disorders (ASDs). Research indicates that youth with disabilities, including those with ASDs, are victimized more frequently as compared to their typically developing peers. However, little is known about the peer victimization experience for adolescents with ASDs beyond its frequency of occurrence. This study examined relations between peer victimization and individual, peer, and parent factors and outcomes including internalizing and externalizing symptoms among adolescents with ASDs. No significant indirect effects were found for peer victimization on relations between individual social-cognitive and emotion regulation factors and internalizing or externalizing symptoms. Moderating effects of peer (i.e., friendship companionship, closeness, and help) factors on relations between peer victimization and internalizing and externalizing symptoms were not supported. Significant direct effects were found as higher levels of friendship companionship and help were associated with lower levels of internalizing symptoms. Parental knowledge moderated the relations between both adolescent-reported and parent-reported peer victimization and internalizing but not externalizing symptoms. Study findings have implications for prevention and intervention efforts including adolescents with ASDs and directions for future research.

Bullying is a prevalent and pervasive issue that can have both immediate and long-term detrimental effects on victims. Researchers have shown that victims of bullying may continue to experience negative outcomes into adulthood, where they may possibly have victimized children of their own. We examined whether parents’ history of peer victimization moderated the relation between their children’s self-reported peer victimization and children’s depression symptoms in a sample of 417 parent-child dyads from the McMaster Teen Study. Possible confounding variables, such as sex of the child, parent’s relationship to the child, parental education, and household income, were controlled for statistically. Consistent with our initial prediction, results indicated that parents’ past victimization moderated the relation between child peer victimization and depression symptoms, but only when parent reports of child depression symptoms were used, not child self-reports. Implications for parental history of bullying as a potential source of bias in reports are discussed.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

Childhood aggression is a pervasive problem that has serious consequences for peer relationships. The relation between aggression and peer victimization has been studied extensively. Research suggests that these two constructs become intertwined in a maladaptive cycle as children age. Yet, not all aggressive children are victimized by their peers nor does aggression have the same consequences for all children. The current study seeks to investigate under what circumstances aggression leads to peer victimization and suggests that social competence is a critical moderator of this relationship. Previous research has found that levels of social competence vary among aggressive children. However, the consequences of aggression (i.e., peer victimization) at varying levels of social competence has not been previously studied. In a sample of 369 children in grades 2 through 5, the short-term longitudinal relations between physical aggression and peer victimization, and the moderating effects of social competence were examined over two time points. Social competence moderated the relation between aggression and peer victimization: At low levels of social competence, the relation between aggression and peer victimization was not significant. At moderate and high levels of social competence, a relation between aggression and peer victimization was significant. Findings demonstrate the importance of fostering social competence and prosocial conflict resolution strategies among aggressive children and intervening early in development in order to prevent the occurrence and consequences of childhood aggression. / Graduate