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首页> 外文期刊>Developmental psychology >Joint Trajectories of Bullying and Peer Victimization Across Elementary and Middle School and Associations With Symptoms of Psychopathology
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Joint Trajectories of Bullying and Peer Victimization Across Elementary and Middle School and Associations With Symptoms of Psychopathology

机译：中小学及心理病理症状协会中欺凌和同伴受害的共同轨迹

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摘要

The joint development of trajectories of bullying perpetration and peer victimization from Grade 5 to Grade 8 and concurrent and predictive associations with parent- and child-reported symptoms of psychopathology (anxiety, depression, attention-deficit/hyperactivity disorder, and somatization) were examined in a large sample (N = 695) of Canadian children. Dual trajectory modeling revealed four distinct subgroups of children: (a) those low in both bullying perpetration and peer victimization (low/limited involvement); (b) those with moderately increasing levels of involvement in bullying perpetration and low levels of victimization (bullies); (c) those with low levels of bullying perpetration and moderate/decreasing levels of peer victimization (initial/declining victims); and (d) a victim-to-bully group characterized by increasing bullying perpetration and moderate decreasing victimization. Conditional probability results suggest that a pathway from peer victimization to involvement in bullying is more likely than a pathway from bullying perpetration to peer victimization. Children classified in the victim-to-bully and initial/declining victim groups showed more pervasive elevations in parent- and child-reported symptoms of psychopathology across elementary and middle school and in Grade 9 than individuals with limited involvement in bullying or peer victimization. Most associations with Grade 9 parent- and child-reported symptoms of psychopathology remained even after controlling for initial symptoms of psychopathology. Results are discussed in the context of extant taxonomies of involvement in bullying, the temporal relationship between bullying and victimization, and the increased mental health risk associated with both pure victims and bully–victims.
机译：研究了从5年级到8年级的欺凌行径和同伴受害轨迹的共同发展，以及与父母和孩子报告的心理病理症状（焦虑，抑郁，注意力不足/多动症和躯体化）的并发性和预测性关联大量（N = 695）加拿大儿童的样本。双重轨迹建模揭示了四个不同的儿童亚组：（a）欺凌行为和同伴受害率均较低的儿童（参与度低/有限）; （b）参与欺凌行为的受害程度适度增加且受害程度（欺凌）低的受害人; （c）欺凌行为水平低，同伴受害程度适中/下降（最初/下降的受害者）的人; （d）受欺凌的受害者群体，其特征是欺凌行为有所增加，受害程度有所减轻。条件概率结果表明，从同伴受害到参与欺凌的路径比从欺凌行为到同伴受害的路径更有可能。与受欺凌或同伴受害程度有限的个体相比，分类为受害者对欺凌者和初始/下降受害群体的儿童在小学和初中以及9年级的父母和孩子报告的心理病理症状中更普遍地升高。即使在控制了心理病理学的最初症状之后，大多数与9级父母和孩子报告的心理病理学症状相关的问题仍然存在。在涉及欺凌的现有分类法，欺凌与受害之间的时间关系以及与纯受害者和欺凌受害者相关的心理健康风险增加的背景下讨论了结果。

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