Meehan Zachary M, Hubbard Julie A, Grassetti Stevie N, Docimo Marissa A, Swift Lauren E, Bookhout Megan K
Department of Psychological and Brain Sciences, University of Delaware, 800 Barksdale Road, Newark, DE, 19716, USA.
West Chester University, West Chester, USA.
Res Child Adolesc Psychopathol. 2021 Jun;49(6):737-748. doi: 10.1007/s10802-021-00768-2. Epub 2021 Feb 3.
The goals of the current study were to use a three-reporter methodology and multi-level Latent Profile Analysis: (a) to determine the victim groups that emerge; (b) to evaluate the stability of victim groups over one school year; and (c) to examine differences among victim groups across the adjustment constructs of aggression, depression, anxiety, and negative peer relations. Our sample included 1440 racially/ethnically diverse 4- and 5-grade children (M = 10.15; 50% female). At the beginning (T1) and end (T2) of the school year, children completed both self and peer reports of victimization, teachers reported on students' victimization, and we collected data from multiple reporters on aggression, depression, anxiety, and negative peer relations. At T1, two groups emerged: non-victims (low across all reporters) and victims (high across all reporters). At T2, four groups emerged: non-victims (low across all reporters), moderate victims (moderate across all reporters), discordant high victims (high on self report, very high on peer report, moderate on teacher report), and concordant high victims (high across all reporters). The stability of victim groups from T1 to T2 was largely driven by non-victims; T1 victims dispersed fairly evenly across the four groups at T2. In term of adjustment, non-victims fared best across time points and adjustment constructs. At T2, the three victim groups increased in maladjustment from moderate victims to discordant high victims to concordant high victims. These findings support the use of three-reporter assessment and a multi-level LPA approach to identify children victimized by their peers.
(a) 确定出现的受害者群体；(b) 评估受害者群体在一学年中的稳定性；(c) 考察不同受害者群体在攻击、抑郁、焦虑和负面同伴关系等适应指标上的差异。我们的样本包括1440名4、5年级的儿童，他们在种族/民族上具有多样性（平均年龄M = 10.15岁；50%为女性）。在学年开始时（T1）和结束时（T2），孩子们完成了关于受欺负情况的自我报告和同伴报告，教师报告了学生的受欺负情况，并且我们从多个报告者那里收集了关于攻击、抑郁、焦虑和负面同伴关系的数据。在T1时，出现了两组：非受害者（所有报告者的评分都低）和受害者（所有报告者的评分都高）。在T2时，出现了四组：非受害者（所有报告者的评分都低）、中度受害者（所有报告者的评分中等）、不一致的高受害者（自我报告评分高，同伴报告评分非常高，教师报告评分中等）和一致的高受害者（所有报告者的评分都高）。从T1到T2，受害者群体的稳定性主要由非受害者驱动；T1时的受害者在T2时相当均匀地分散到了这四组中。在适应方面，非受害者在各个时间点和适应指标上表现最佳。在T2时，三个受害者群体在适应不良程度上从中度受害者增加到不一致的高受害者，再到一致的高受害者。这些发现支持使用三报告者评估和多层次潜在剖面分析方法来识别受同伴欺负的儿童。
