Department of Psychology.
Compass Health Network.
Sch Psychol. 2022 Jan;37(1):37-46. doi: 10.1037/spq0000477. Epub 2021 Oct 28.
Students with mental health difficulties are at increased risk for victimization, and this risk may be exacerbated during the transition to middle school, when there is an increase in bullying behaviors. Through a social-ecological lens, the present study investigated how internalizing and externalizing problems in the fall of fifth grade were associated with bullying role behaviors in the fall of sixth grade and whether these associations differed by gender. This study expanded prior research by examining not only bullying and victimization, but also bystander behaviors (i.e., assisting, defending, or outsider behavior). Participants were students attending fifth grade at one of 13 elementary schools at Time 1, and later attending sixth grade at one of five middle schools at Time 2 ( = 1,139). Structural equation modeling results indicated that externalizing problems in fifth grade were positively associated with bullying ( = .25, < .001), assisting ( = .08, = .024), and victimization ( = .30, = .010) in sixth grade; further, internalizing problems in fifth grade were significantly positively associated with victimization ( = .43, < .001) and defending ( = .33, = .002) in sixth grade. There were no significant gender differences in these associations. Implications for social-emotional screening and intervention are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
有心理健康问题的学生更容易受到伤害，而这种风险在过渡到中学时可能会加剧，因为此时欺凌行为会增加。本研究从社会生态学的角度出发，调查了五年级秋季的内化和外化问题与六年级秋季的欺凌角色行为之间的关系，以及这些关系是否因性别而异。与以往的研究相比，本研究不仅考察了欺凌和受害行为，还考察了旁观者行为（即协助、辩护或局外行为），因此扩展了先前的研究。参与者是在第 1 次测试时就读于 13 所小学中的一所五年级的学生，之后在第 2 次测试时就读于 5 所中学中的一所六年级（n = 1,139）。结构方程模型的结果表明，五年级的外化问题与六年级的欺凌（β =.25，p <.001）、协助（β =.08，p =.024）和受害（β =.30，p =.010）呈正相关；进一步，五年级的内化问题与六年级的受害（β =.43，p <.001）和辩护（β =.33，p =.002）呈显著正相关。这些关联在性别上没有显著差异。讨论了对社会情感筛查和干预的影响。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
