Adults Matter: Protecting Children from the Negative Impacts of Bullying

Autor/inn/en	Conners-Burrow, Nicola A.; Johnson, Danya L.; Whiteside-Mansell, Leanne; McKelvey, Lorraine; Gargus, Regina A.
Titel	Adults Matter: Protecting Children from the Negative Impacts of Bullying
Quelle	In: Psychology in the Schools, 46 (2009) 7, S.593-604 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20400
Schlagwörter	Depression (Psychology); Bullying; Parent Responsibility; Teacher Responsibility; Victims of Crime; Grade 5; Grade 9; Grade 11; Rural Schools; Questionnaires; Social Support Groups; Correlation; At Risk Students; School Culture; Symptoms (Individual Disorders); Grades (Scholastic); Racial Differences; Gender Differences; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Mobbing; Lehrverpflichtung; Victim; Victims; Crime; Opfer; Verbrechen; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fragebogen; Social support; Soziale Unterstützung; Korrelation; Schulkultur; Schulleben; Psychiatrische Symptomatik; Notenspiegel; Rassenunterschied; Geschlechterkonflikt
Abstract	This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully-victims, or not involved children). Nine hundred and seventy-seven 5th-, 9th-, and 11th-grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully-victims were the most at-risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10