Examining Bullying Victimization, Bullying Perpetration, and Positive Childhood Experiences

Autor/inn/en	Crouch, Elizabeth; Figas, Kristen; Radcliff, Elizabeth; Hunt, Ethan T.
Titel	Examining Bullying Victimization, Bullying Perpetration, and Positive Childhood Experiences
Quelle	In: Journal of School Health, 93 (2023) 8, S.669-678 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crouch, Elizabeth) ORCID (Figas, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13323
Schlagwörter	Bullying; Victims; Early Experience; Positive Attitudes; Mentors; Predictor Variables + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Frühbeginn; Prädiktor
Abstract	Background: The National Academy of Sciences has recognized bullying as a serious public health issue, with the outcomes of bullying immediate and long-term. The purpose of this study was to examine the relationship between 7 selected positive childhood experiences, such as having a mentor, and bullying victimization, and bullying perpetration. Methods: We used cross sectional data from the 2019-2020 National Survey of Children's Health, children ages 6 to 17 (n = 43,999). Bivariate analyses were used, with p < 0.05 deemed significant. To examine the association between experiences and bullying victimization or perpetration, multivariable regression models were used. Results: Children who experienced any of the following positive childhood experiences had a lower odds of perpetration of bullying victimization--resilient family; safe neighborhood; supportive neighborhood; or connected caregiver. The following covariates had a lower odds of perpetrating bullying, across all models: race other than white, female sex, age of 13 or older, primary language not English, and a guardian education of a high school diploma or less. Implications for School Health Policy, Practice, and Equity Schools: can play a formative role in promoting positive childhood experiences identified herein. Conclusions: Findings from this study may be beneficial for educators, policy makers, and child advocacy stakeholders as they design and implement school or community-based youth development programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01