Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments
Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments
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DOI：
10.1007/s10802-010-9454-6
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发表时间：
2011-02-01
影响因子：
3.6
通讯作者：
Essex, Marilyn J.
中科院分区：
文献类型：
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作者：
Burk, Linnea R.;Armstrong, Jeffrey M.;Essex, Marilyn J.
攻击性受害者——既是同侪攻击行为的施害者又是受害者的儿童——比仅仅具有攻击性或仅仅受害的儿童同时经历更多的心理健康问题和损伤。由于大多数攻击者/受害者亚组的研究都集中在青春期前的青少年和/或青少年，因此尚未评估早期确定的攻击性受害者状态的稳定性。此外，尚不清楚早期和持续表现出攻击和受害模式的儿童在过渡到青春期时是否会继续经历更严重的心理健康问题和功能障碍。这项研究跟踪了 344 名小学一年级儿童（180 名女孩）（Burk 等人，2008 年），他们被认定为社会适应者、受害者、攻击者或攻击性受害者，调查他们在五年级期间参与同侪欺凌的情况。孩子们、他们的母亲和老师报告了儿童在一年级、三年级和五年级参与同伴攻击和受害的情况；并报告了 5、7 和 9 年级的内化症状、外化症状、注意力不集中和冲动，以及学业功能、身体健康和服务使用情况。大多数一年级被归类为攻击性受害者的儿童在整个小学继续严重参与同侪欺凌行为。与其他纵向同伴地位群体相比，经常出现攻击性受害者地位的儿童在青少年过渡期间表现出更高程度的某些心理健康问题和更大的学校障碍。这项研究表明，筛查一级攻击性受害者状态可能是有益的。可能需要仔细调整进一步的早期干预措施，以预防和/或减轻以后的心理、学业和身体健康问题。
Aggressive victims-children who are both perpetrators and victims of peer aggression-experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors, or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on children's involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms, externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems.