Bullying Victimisation Among Deaf Adolescents: A School-Based Self-Report Survey in Ghana

Abstract Aims Previous research has found links between cyberbullying victimisation and internalising and externalising problems among adolescents. However, little is known about the factors that might moderate these relationships. Thus, the present study examined the relationships between cyberbullying victimisation and psychological distress, suicidality, self-rated poor mental health and substance use among adolescents, and tested whether parent–child relationship and child's sex would moderate these relationships. Methods Self-report data on experiences of cyberbullying victimisation, self-rated poor mental health, psychological distress, suicidality and substance use were derived from the 2013 Ontario Student Drug Use and Health Survey, a province-wide school-based survey of students in grades 7 through 12 aged 11–20 years (N = 5478). Logistic regression models adjusted for age, sex, ethnicity, subjective socioeconomic status and involvement in physical fighting, bullying victimisation and perpetration at school. Results Cyberbullying victimisation was associated with self-rated poor mental health (adjusted odds ratio (OR) 2.15; 95% confidence interval (CI) 1.64–2.81), psychological distress (OR 2.41; 95% CI 1.90–3.06), suicidal ideation (OR 2.38; 95% CI 1.83–3.08) and attempts (OR 2.07; 95% CI 1.27–3.38), smoking tobacco cigarette (OR 1.96; 95% CI 1.45–2.65), cannabis use (OR 1.82; 95% CI 1.32–2.51), and binge drinking (OR 1.44; 95% CI 1.03–2.02). The association between cyberbullying victimisation and psychological distress was modified by parent–child relationship and child's sex (three-way interaction term p < 0.05). The association between cyberbullying victimisation and psychological distress was much stronger among boys who have a negative relationship with their parents. Conclusions Findings suggest that cyberbullying victimisation is strongly associated with psychological distress in most adolescents with the exception of males who get along well with their parents. Further research using a longitudinal design is necessary to disentangle the interrelationship among child's sex, parent–child relationship, cyberbullying victimisation and mental health outcomes among adolescents in order to improve ongoing mental health prevention efforts.

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The effectiveness, feasibility and acceptability of a school-based intervention to improve sleep and psychological wellbeing in adolescents.

10.31234/osf.io/rd9vy ◽

2021 ◽

Author(s):

Stephanie McCrory ◽

Astrid McLellan ◽

Karolina Kiper ◽

Clare Munro ◽

Christopher-James Harvey ◽

...

Keyword(s):

Behavioural Therapy ◽

Self Report ◽

Psychological Wellbeing ◽

Future Research ◽

Convenience Sample ◽

School Based ◽

Cognitive Behavioural ◽

Physical Health Problems ◽

Improvement Interventions ◽

Measure Change

Introduction: Adolescents are vulnerable to experiencing insufficient sleep which can increase the risk of developing insomnia, mental/physical health problems and mood regulation. School-based sleep improvement interventions (SBSII) have been developed utilising Cognitive Behavioural Therapy for Insomnia techniques and found improvements in sleep knowledge and behaviour. This study aimed to evaluate the effectiveness, feasibility and acceptability of a school-based sleep improvement intervention (iSLEEP) for improving sleep and psychological wellbeing in adolescents.Methods: A mixed-methods approach was adopted. The participants (115, aged 12-15) were recruited from secondary schools in Scotland. iSLEEP comprised of three lessons, combining formal sleep education and CBT-I, and were delivered over three consecutive weeks. Baseline (1 week before lesson 1) and follow-up (1 week following lesson 3) assessments comprised of self-report questionnaires to measure change in sleep, depression, anxiety and stress. Two weeks following the final lesson, a convenience sample of 19 pupils (14 females) were recruited to participate in focus groups.Results: There were significant improvements in overall sleep and marginal differences between those who were categorised with ‘probable insomnia’ at baseline and likewise for ‘good sleepers’. There were no significant improvements in symptoms of depression, anxiety or stress. Two themes and two sub-themes were generated. Participants reported that iSLEEP was acceptable and improved their sleep.Conclusions: These findings indicate that iSLEEP is an effective, feasible and acceptable SBSII. Future research should aim to utilise a controlled design to further investigate the efficacy of iSLEEP.

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Adverse Childhood Experiences and School-Based Victimization and Perpetration

Journal of Interpersonal Violence ◽

10.1177/0886260517689885 ◽

2017 ◽

Vol 35 (3-4) ◽

pp. 662-681 ◽

Cited By ~ 10

Author(s):

Myriam Forster ◽

Amy L. Gower ◽

Barbara J. McMorris ◽

Iris W. Borowsky

Keyword(s):

Logistic Regression ◽

School Violence ◽

Adverse Childhood Experiences ◽

Regression Models ◽

Multinomial Logistic Regression ◽

Self Report ◽

Childhood Experiences ◽

Logistic Regression Models ◽

School Based ◽

Adverse Childhood

Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim–perpetrator groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey ( n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim–perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim–perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction ( ps < .001) and perpetration: bullying and bringing a weapon to campus ( ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.

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Bullying victimisation and adolescents: Implications for school-based intervention programs

Australian Journal of Education ◽

10.1177/0004944113485835 ◽

2013 ◽

Vol 57 (2) ◽

pp. 107-123 ◽

Cited By ~ 6

Author(s):

Leanne Lester ◽

Donna Cross ◽

Julian Dooley ◽

Thérèse Shaw

Keyword(s):

Intervention Programs ◽

School Based Intervention ◽

School Based ◽

Bullying Victimisation

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Calibration of the Online Youth Activity Profile Assessment for School-Based Applications

Journal for the Measurement of Physical Behaviour ◽

10.1123/jmpb.2020-0048 ◽

2021 ◽

pp. 1-11

Author(s):

Gregory J. Welk ◽

Pedro F. Saint-Maurice ◽

Philip M. Dixon ◽

Paul R. Hibbing ◽

Yang Bai ◽

...

Keyword(s):

The United States ◽

Self Report ◽

School Level ◽

Online Version ◽

Accelerometer Data ◽

Sedentary Behaviors ◽

Activity Profile ◽

School Based ◽

Calibration Methods ◽

Youth Activity

A balance between the feasibility and validity of measures is an important consideration for physical activity (PA) research—particularly in school-based research with youth. The present study extends previously tested calibration methods to develop and test new equations for an online version of the youth activity profile (YAP) tool, a self-report tool designed for school applications. Data were collected across different regions and seasons to develop more robust, generalizable equations. The study involved a total of 717 youth from 33 schools (374 elementary [ages 9–11 years], 224 middle [ages 11–14 years], and 119 high school [ages 14–18 years]) in two different states in the United States. Participants wore a Sensewear monitor for a full week and then completed the online YAP at school to report PA and sedentary behaviors in school and at home. Accelerometer data were processed using an R-based segmentation program to compute PA and sedentary behavior levels. Quantile regression models were used with half of the sample to develop item-specific YAP calibration equations, and these were cross validated with the remaining half of the sample. Computed values of mean absolute percentage error ranged from 15 to 25% with slightly lower error observed for the middle school sample. The new equations had improved precision compared with the previous versions when tested on the same sample. The online version of the YAP provides an efficient and effective way to capture school level estimates of PA and sedentary behaviors in youth.

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Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v8i1.11476 ◽

2018 ◽

Vol 8 (1) ◽

Cited By ~ 1

Author(s):

Zuwati Hasim ◽

Shi Di ◽

Roger Barnard

Keyword(s):

Formative Assessment ◽

Explicit Knowledge ◽

Self Report ◽

Primary School Teachers ◽

School Based ◽

Report Data ◽

Alternative Approaches ◽

The Difference ◽

Self Report Data

Ministries of Education in many countries have adopted various forms of school-based assessment (SBA) to replace (for example, New Zealand) or complement (for example, England, Australia and Malaysia) more conventional forms of assessment such as tests and examinations. Central to these alternative approaches to SBA is formative assessment. In recent years, a body of research has been built investigating various aspects of SBA in Malaysia, but there has been a dearth of studies exploring what practising teachers believe and do regarding implementing formative assessment in their own classrooms. The present article reports some of the findings of a case study in which ten Malaysian primary school teachers of English were interviewed to identify the extent of their understanding of formative assessment and their reported practices of providing feedback in an SBA environment. Initially, the teachers revealed a general lack of understanding of the difference between formative and summative assessment. In such a situation, it would seem that the teachers are unready to implement SBA at the present stage, despite it having been mandated in Malaysian schools since 2011-12. However, later in the interview, they reported implementing various forms of feedback, some of which might be regarded as formative. There is a need, therefore, to differentiate between teachers’ explicit knowledge and their implicit understanding of matters such as formative feedback. The inherent limitations of self-report data emerging from interviews will be discussed and how these might be overcome.

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Physical Activity Habits and Well-Being among 6-Year-Old Children: The “Improving Umbrian Kids’ Healthy Lifestyle”, an Uncontrolled Pilot Study Project

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176067 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6067

Author(s):

Roberto Pippi ◽

Livia Buratta ◽

Alessandro Germani ◽

Carmine Giuseppe Fanelli ◽

Claudia Mazzeschi

Keyword(s):

Physical Activity ◽

Pilot Study ◽

Physical Education ◽

Healthy Lifestyle ◽

Well Being ◽

Self Report ◽

Assessment Methodology ◽

Height Ratio ◽

School Based ◽

Waist To Height Ratio

There is evidence that promoting physical activity programs and decreasing sedentary behavior is a potential strategy for improving health-outcomes, peer relationships and social/emotional well-being in at-risk youth. The World Health Organization recommends enhancing physical education and school-based programs with multi-component and evidence-based assessment methodology. In Umbria (Italy) an uncontrolled pilot study project referred to as “Improving Umbrian kids’ healthy lifestyle” was implemented as a systemic school-based intervention directed at 6-year-old primary school children. The intervention applied a consolidated assessment methodology developed by the C.U.R.I.A.Mo. and Eurobis projects that inserted two hours per week of physical education activity into the school curriculum, structured and supervised by specialists with Exercise and Sport Science degrees, for eight months (from October to June) of the school year. We measured anthropometric values (BMI, waist circumference, waist-to-height ratio index) with objective tools. Moreover, we evaluated physical performance variables (speed, strength, and flexibility) using standard tests. Additionally, self-report measures (measured physical activity during the week, sedentary habits, and psychological well-being) were assessed using validated questionnaires. We observed a significant decrease in waist to height ratio, and improvements in physical performance values and self-report questionnaire measures. Our study suggests that the promotion of physical activity in the school setting is likely to result in physically, mentally, and psycho-socially healthier primary-school-age children.

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Health and behavioural outcomes of bullying victimisation among Indonesian adolescent students: findings from the 2015 Global School-based Student Health Survey

Psychology Health & Medicine ◽

10.1080/13548506.2020.1826546 ◽

2020 ◽

pp. 1-15

Author(s):

Gusti Ngurah Edi Putra ◽

Tashi Dendup

Keyword(s):

Health Survey ◽

Student Health ◽

Adolescent Students ◽

School Based ◽

Bullying Victimisation

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Facial emotion recognition in adolescents with psychotic-like experiences: a school-based sample from the general population

Psychological Medicine ◽

10.1017/s0033291712000311 ◽

2012 ◽

Vol 42 (10) ◽

pp. 2157-2166 ◽

Cited By ~ 16

Author(s):

S. Roddy ◽

L. Tiedt ◽

I. Kelleher ◽

M. C. Clarke ◽

J. Murphy ◽

...

Keyword(s):

Emotion Recognition ◽

Facial Emotion Recognition ◽

Self Report ◽

Facial Emotion ◽

Psychotic Symptoms ◽

Cross Sectional ◽

School Based ◽

Schizophrenia Spectrum ◽

Increased Risk ◽

The Relationship

BackgroundPsychotic symptoms, also termed psychotic-like experiences (PLEs) in the absence of psychotic disorder, are common in adolescents and are associated with increased risk of schizophrenia-spectrum illness in adulthood. At the same time, schizophrenia is associated with deficits in social cognition, with deficits particularly documented in facial emotion recognition (FER). However, little is known about the relationship between PLEs and FER abilities, with only one previous prospective study examining the association between these abilities in childhood and reported PLEs in adolescence. The current study was a cross-sectional investigation of the association between PLEs and FER in a sample of Irish adolescents.MethodThe Adolescent Psychotic-Like Symptom Screener (APSS), a self-report measure of PLEs, and the Penn Emotion Recognition-40 Test (Penn ER-40), a measure of facial emotion recognition, were completed by 793 children aged 10–13 years.ResultsChildren who reported PLEs performed significantly more poorly on FER (β=−0.03, p=0.035). Recognition of sad faces was the major driver of effects, with children performing particularly poorly when identifying this expression (β=−0.08, p=0.032).ConclusionsThe current findings show that PLEs are associated with poorer FER. Further work is needed to elucidate causal relationships with implications for the design of future interventions for those at risk of developing psychosis.

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