Article2003

Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization

Bonnie J. Ross Leadbeater · Wendy L. G. Hoglund

134 citations0/0 files storedJournal of Community Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Bullying, Victimization, and Aggression Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development

Abstract

Abstract Whereas school‐based prevention programs often target deficits in individual children's social skills in order to limit their aggression or exposure to peer victimization, there is increasing evidence that school‐wide and classroom‐level factors can also affect the success of these programs. This short‐term longitudinal study involved 432 elementary school students from 44 classrooms in 17 urban schools. We investigated whether classroom characteristics (average levels of social competence, emotional problems, and behavioral problems) and school‐wide characteristics (proportion of children on income assistance and implementation of a peer victimization prevention program—the Walk away, Ignore, Talk, and Seek help [W.I.T.S.] program) experienced in Grade 1 influences changes in children's reports of relational and physical victimization at the end of Grade 2. Findings showed that classroom levels of emotional problems predicted increases in relational victimization (beyond individual differences in emotional and behavioral problems). Classroom levels of behavioral problems predicted reports of increases in physical victimization (beyond individual differences). Classroom levels of social competence also interacted with individual levels of emotional problems such that children with higher levels of emotional problems in classes with more socially competent children reported more relational and physical victimization. Higher school levels of poverty and lack of program involvement also predicted higher levels of physical victimization, beyond individual and classroom effects. The capacity of the W.I.T.S. program to influence classroom level characteristics and the moderating effects of school poverty on victimization were also assessed. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 397–418, 2003.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 134 citations exist upstream.

References

1994A review and reformulation of social information-processing mechanisms in children's social adjustment.2001Bullying Behaviors Among US Youth 1998Socioeconomic disadvantage and child development.1994Economic Deprivation and Early Childhood Development 1990The Impact of Economic Hardship on Black Families and Children: Psychological Distress, Parenting, and Socioemotional Development 1999When interventions harm: Peer groups and problem behavior.1994Economic Stress, Coercive Family Process, and Developmental Problems of Adolescents 1996Social Information-Processing Mechanisms in Reactive and Proactive Aggression

Cited by

2013Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools 2010Prospective Associations Between Peer Victimization and Aggression 2007Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program 2015Relational aggression in adolescents: A review of theoretical and empirical research 2014Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.