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Child and Classroom Characteristics Associated with Stability of Peer Victimization Status

Everly, Elise L
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161917662279201

Abstract Details

2021, Master of Science (MS), Ohio University, Clinical Psychology (Arts and Sciences).
Peer victimization is prevalent in school-aged youth and can lead to short- and long-term negative outcomes. Researchers have identified child and classroom characteristics that are associated with the experience of peer victimization; however, research examining factors that predict victimization status over time is lacking. Theoretical models suggest that the duration of victimization may have an effect on the child’s level of maladjustment. The goal of this study was to examine the extent to which child characteristics (hyperactivity/impulsivity severity, age, gender, friendships, social acceptance/rejection, and perceptions of support), classroom context characteristics (classroom-levels of hyperactivity/impulsivity severity, social acceptance/rejection, and perceived support, and teacher use of reviewing and reinforcing inclusive behaviors), or their combination and interaction predict a child’s peer victimization status over time. Participants were 556 children in K-5th grade within 34 classrooms and their teachers. Peer victimization was assessed via self-report in the fall and spring. Other predictors were assessed in the fall, and teachers’ use of classroom strategies were assessed via observation throughout the year. A latent transition analysis produced victimization stability groups (i.e., stable non-victim, stable victim, increasing victimization, decreasing victimization). Multilevel logistic models (MLM) with child variables (level-1) nested within classroom variables (level-2) were used to examine the relationship between these variables and victimization stability status. Results indicated that several child characteristics (hyperactivity/impulsivity symptom severity [OR = 1.8], peer-liking [OR = 0.6], perceptions of personal support from teacher [OR = 0.7], and negative nominations [OR = 11.8]) and two classroom characteristics (classroom level of negative nominations [OR = 172.7] and classroom-level of teacher personal support [OR = 0.3]) predicted victimization stability. Implications for intervention development and child identification are discussed.
Julie Owens (Advisor)
Steven Evans (Committee Member)
Darcey Allan (Committee Member)
87 p.
Clinical Psychology
Stable Victimization; Victimization

Recommended Citations

Citations

  • Everly, E. L. (2021). Child and Classroom Characteristics Associated with Stability of Peer Victimization Status [Master's thesis, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161917662279201

    APA Style (7th edition)

  • Everly, Elise. Child and Classroom Characteristics Associated with Stability of Peer Victimization Status . 2021. Ohio University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161917662279201.

    MLA Style (8th edition)

  • Everly, Elise. "Child and Classroom Characteristics Associated with Stability of Peer Victimization Status ." Master's thesis, Ohio University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161917662279201

    Chicago Manual of Style (17th edition)

ohiou161917662279201
145
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This open access ETD is published by Ohio University and OhioLINK.