Emotion Correlates of Bullies, Victims, and Bully-Victims in African American Children

2016 ◽  
Vol 43 (7) ◽  
pp. 688-713 ◽  
Author(s):  
Caroline Kelsey ◽  
Janice Zeman ◽  
Danielle Dallaire
Keyword(s):  
African American ◽  
Internalizing Symptoms ◽  
Emotion Dysregulation ◽  
Anxiety Symptoms ◽  
School Age ◽  
Elementary School Age ◽  
Bully Victims ◽  
Self Reports ◽  
American Children ◽  
Peer Reports

Bullying is a pervasive and widely studied problem. Less is known about the emotion correlates that accompany being a bully, being a victim of bullying, and experiencing both bullying and victimization for African American elementary-school-age students. The current study examined differences in emotion dysregulation and internalizing symptoms (depression, anxiety) across levels of bullying and victimization. Children ( N = 336, Mage = 9.58 years, 42.3% boys, 100% African American) were recruited from two inner-city elementary schools and completed self- and peer-reports of bullying and self-reports of victimization, emotion dysregulation, and internalizing symptoms. Results indicated that emotion dysregulation and anxiety symptoms were predicted by an interaction between self-reported bullying and victimization. For children low in victimization, higher levels of self-reported bullying predicted an increase in emotion dysregulation and anxiety symptoms. However, for children high in victimization, bullying was not predictive of these outcomes. Depressive symptoms were predicted by self- and peer-reported bullying and self-reported victimization. Understanding underlying emotional correlates of bullying and victimization within this context have important implications for prevention programs.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

Longitudinal Relations Between Peer Victimization, Emotion Dysregulation, and Internalizing Symptoms Among Early Adolescents

2016 ◽  
Vol 37 (2) ◽  
pp. 165-191 ◽  
Author(s):  
Sarah T. Doyle ◽  
Terri N. Sullivan
Keyword(s):  
Peer Victimization ◽  
Indirect Effects ◽  
School Environment ◽  
Internalizing Symptoms ◽  
Emotion Dysregulation ◽  
Ethnically Diverse ◽  
Anxiety Symptoms ◽  
Relational Victimization ◽  
Emotional Management ◽  
High Incidence Disabilities

The current study examined longitudinal relations between overt and relational victimization, sadness and anger dysregulation, and depressive and anxiety symptoms across 6 months among an ethnically diverse sample of sixth graders ( N = 485; 48% male; 65% African American). No direct longitudinal relations were found between peer victimization and internalizing symptoms or between internalizing symptoms and peer victimization, and these findings were consistent across gender and disability status. The relation between overt victimization and subsequent increases in relational victimization was stronger for youth with versus without high incidence disabilities. Significant indirect effects were found for overt victimization on both depressive and anxiety symptoms via sadness dysregulation. The strength of the indirect effects did not differ by gender. Findings highlight the merits of school-based violence prevention programs that address emotional management and are embedded within multi-tiered school environment interventions.

scholarly journals Genetic moderation of child maltreatment effects on depression and internalizing symptoms by serotonin transporter linked polymorphic region (5-HTTLPR), brain-derived neurotrophic factor (BDNF), norepinephrine transporter (NET), and corticotropin releasing hormone receptor 1 (CRHR1) genes in African American children

2014 ◽  
Vol 26 (4pt2) ◽  
pp. 1219-1239 ◽  
Author(s):  
Dante Cicchetti ◽  
Fred A. Rogosch
Keyword(s):  
African American ◽  
Child Maltreatment ◽  
Hormone Receptor ◽  
Internalizing Symptoms ◽  
Norepinephrine Transporter ◽  
Corticotropin Releasing Hormone ◽  
Teacher Report ◽  
Releasing Hormone ◽  
Teacher Report Form ◽  
American Children

AbstractGenetic moderation of the effects of child maltreatment on depression and internalizing symptoms was investigated in a sample of low-income maltreated and nonmaltreated African American children (N= 1,096). Lifetime child maltreatment experiences were independently coded from Child Protective Services records and maternal report. Child depression and internalizing problems were assessed in the context of a summer research camp by self-report on the Children's Depression Inventory and adult counselor report on the Teacher Report Form. DNA was obtained from buccal cell or saliva samples and genotyped for polymorphisms of the following genes: serotonin transporter linked polymorphic region (5-HTTLPR), brain-derived neurotrophic factor (BDNF), norepinephrine transporter, and corticotropin releasing hormone receptor 1. Analyses of covariance with age and gender as covariates were conducted, with maltreatment status and respective polymorphism as main effects and their Gene × Environment (G × E) interactions. Maltreatment consistently was associated with higher Children's Depression Inventory and Teacher Report Form symptoms. The results for child self-report symptoms indicated a G × E interaction forBDNFand maltreatment. In addition,BDNFand triallelic5-HTTLPRinteracted with child maltreatment in a G × G × E interaction. Analyses for counselor report of child anxiety/depression symptoms on the Teacher Report Form indicated moderation of child maltreatment effects by triallelic5-HTTLPR. These effects were elaborated based on variation in developmental timing of maltreatment experiences. Norepinephrine transporter was found to further moderate the G × E interaction of5-HTTLPRand maltreatment status, revealing a G × G × E interaction. This G × G × E was extended by consideration of variation in maltreatment subtype experiences. Finally, G × G × E effects were observed for the co-action ofBDNFand the corticotropin releasing hormone receptor 1 haplotype. The findings illustrate the variable influence of specific genotypes in G × E interactions based on variation in maltreatment experiences and the importance of a multigenic approach for understanding influences on depression and internalizing symptoms among African American children.

The Effects of Visual Stimuli on the Spoken Narrative Performance of School-Age African American Children

2015 ◽  
Vol 46 (4) ◽  
pp. 337-351 ◽  
Author(s):  
Monique T. Mills
Keyword(s):  
African American ◽  
Language Impairment ◽  
African American Children ◽  
School Age ◽  
Older Children ◽  
Visual Condition ◽  
Visual Tasks ◽  
American Children ◽  
Narrative Performance ◽  
Mean Length Of Utterance

Purpose This study investigated the fictional narrative performance of school-age African American children across 3 elicitation contexts that differed in the type of visual stimulus presented. Method A total of 54 children in Grades 2 through 5 produced narratives across 3 different visual conditions: no visual, picture sequence, and single picture. Narratives were examined for visual condition differences in expressive elaboration rate, number of different word roots (NDW) rate, mean length of utterance in words, and dialect density. The relationship between diagnostic risk for language impairment and narrative variables was explored. Results Expressive elaboration rate and mean length of utterance in words were higher in the no-visual condition than in either the picture-sequence or the single-picture conditions. NDW rate was higher in the no-visual and picture-sequence conditions than in the single-picture condition. Dialect density performance across visual context depended on the child's grade, so that younger children produced a higher rate of African American English in the no-visual condition than did older children. Diagnostic risk was related to NDW rate and dialect density measure. Conclusion The results suggest the need for narrative elicitation contexts that include verbal as well as visual tasks to fully describe the narrative performance of school-age African American children with typical development.

scholarly journals Parenting Intervention for Prevention of Behavioral Problems in Elementary School-Age Filipino-American Children

2016 ◽  
Vol 37 (9) ◽  
pp. 737-745 ◽  
Author(s):  
Joyce R. Javier ◽  
Dean M. Coffey ◽  
Sheree M. Schrager ◽  
Lawrence A. Palinkas ◽  
Jeanne Miranda
Keyword(s):  
Elementary School ◽  
Behavioral Problems ◽  
Parenting Intervention ◽  
School Age ◽  
Filipino American ◽  
Elementary School Age ◽  
American Children

scholarly journals Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children

2013 ◽  
Vol 44 (2) ◽  
pp. 211-223 ◽  
Author(s):  
Monique T. Mills ◽  
Ruth V. Watkins ◽  
Julie A. Washington
Keyword(s):  
African American ◽  
Grade Level ◽  
Personal Narratives ◽  
African American Children ◽  
School Age ◽  
Narrative Skills ◽  
Complementary Role ◽  
American Children ◽  
Skills Use

Purpose To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, Grades 2–5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

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