Implications of Inadequate Parental Bonding and Peer Victimization for Adolescent Mental Health

Autor/inn/en	Rigby, K.; Slee, P. T.; Martin, G.
Titel	Implications of Inadequate Parental Bonding and Peer Victimization for Adolescent Mental Health
Quelle	In: Journal of Adolescence, 30 (2007) 5, S.801-812 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2006.09.008
Schlagwörter	Victims of Crime; Mental Health; Parent Child Relationship; Bullying; Peer Relationship; Correlation; Mental Disorders; Child Rearing; Foreign Countries; Adolescents; Australia + Suchen Sie Ihr Suchwort? Victim; Victims; Crime; Opfer; Verbrechen; Psychohygiene; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mobbing; Peer-Beziehungen; Korrelation; Mental illness; Geisteskrankheit; Kindererziehung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Australien
Abstract	Previous studies have indicated significant associations between relatively poor mental health of children and both perceived negative parenting and exposure to peer victimization at school. This paper examines their relative contribution to the mental status of adolescent school children. Questionnaires were administered to Australian school children (n=1432) aged 12-16 years. These contained reliable self-report measures of mental health (the GHQ) parental bonding (the PBI) and degree of peer victimization. As predicted, multiple regression analyses indicated that low levels of perceived parental care, high parental control and frequent peer victimization were each significantly and independently associated with relatively poor mental health. Together, they accounted for some 17% and 27% of variance in the mental health status of adolescent boys and girls, respectively. Theoretical and practical implications of these findings are considered. Limitations of the study are also discussed (deleted). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10