Food Allergy-Related Bullying Among Children and Adolescents

Objective Food allergy (FA) management requires youth to avoid allergens and carry emergency medication which can impact participation in social activities. Previous research indicates that some youth experience FA-related bullying, but many studies are limited by single-item assessment methods and a narrow definition of bullying. This study describes FA-related bullying among a diverse cohort of youth with FA and evaluates parent–child disagreement and bullying assessment methods. Methods Youth ages 9–15 years (n = 121) diagnosed with an IgE-mediated FA and their primary caregivers were recruited from pediatric FA clinics to complete surveys about their FA-related bullying experiences. Descriptive statistics were conducted to assess overall FA-related bullying and McNemar tests were utilized to assess disagreement among parent–child report and between multi-item and single-item assessment methods. Results Seventeen percent and 31% of youth reported FA-related bullying on single-item and multi-item assessments, respectively. Twelve percent of parents reported their child had experienced FA-related bullying. Youth reported overt physical (51%), overt non-physical (66%), and relational FA-related bullying (20%). FA-related bullying was most common among classmates. Assessment method significantly affected the rates of FA-related bullying reported by youth, and parents and youth only agreed on FA-bullying experiences when assessed via the single-item measure. Conclusions A subset of a diverse sample of youth with FA reported FA-related bullying. Clinicians should use multi-item assessment methods and ask both parents and children about their experiences to fully capture the experiences of families managing FA. School policies that facilitate FA safety and social inclusion should be promoted. Clinical Trial Registration N/A.

Bullying in Schools and LGBTQ+ Youth Mental Health: Relations with Voting for Trump

The current study utilized the 2018 Washington State Healthy Youth Survey to explore the relations among school district political attitudes, bullying experiences, and mental health outcomes, particularly for LGBTQ+ students. Although bullying was associated with greater psychological distress (i.e., anxiety, depression, and suicidality) for all students, LGBTQ+ students experienced more bullying and psychological distress. Bullying experiences mediated the relation between LGBTQ+ identity and psychological distress. However, school district voting record moderated the relation between LGBTQ+ identity and bullying, such that LGBTQ+ students in more conservative districts, or districts with more votes for Donald Trump in the 2016 election, experienced more bullying, which was associated with greater psychological distress. Additionally, increased teacher intervention during instances of bullying was related to less bullying for LGBTQ+ students. Finally, in more conservative-leaning districts, LGBTQ+ students reported less teacher intervention, which was associated with more bullying and psychological distress. Given that political conservatism was related to higher rates of bullying and poorer mental health outcomes for LGBTQ+ students, we recommend improving school-based LGBTQ+ bullying policies to prioritize the mental health of LGBTQ+ youth.

The Effect of Frames on Personal Narratives of Bullying Memories

Research demonstrates the malleability of memory; a dynamic process that occurs across development and can be influenced by internal and external frames. Narratives of past experiences represent one modality of understanding how memories are influenced by these frames. The present experimental study examines how memories of bullying are affected by two distinct yet common cultural frames. College students ( n = 92) were randomly assigned to one of two groups; one with a definition of bullying framing the experience in terms of resilience and one framing it in terms of negative psychosocial effects. Participants then wrote about a remembered experience with bullying. The researchers coded the narratives for coping strategies used in response to bullying as well as for positive or negative emotion words and story endings. The results demonstrated statistically significant differences between groups in the ways bullying experiences were remembered and described. Participants in the Resiliency Group more often had positive endings to their bullying narratives and used more coping skills and positive emotion words overall. The implications of a subtle frame influencing memories of bullying and its relation to development, identity, social order, peer relationships, and resilience are discussed.