Johns Hopkins School of Medicine, United States.
Johns Hopkins Bloomberg School of Public Health, United States.
J Sch Psychol. 2023 Apr;97:63-76. doi: 10.1016/j.jsp.2023.01.004. Epub 2023 Feb 2.
Few prospective studies have examined how early bullying experiences impact long-term adjustment and the differential impact of children's co-occurring bullying and peer victimization involvement on adjustment in adulthood. This study addressed these gaps by examining subgroups of first graders involved in bullying and associations with four outcomes in early adulthood, including (a) Major Depression diagnosis, (b) post-high school suicide attempt, (c) on-time high school graduation, and (d) criminal justice involvement. Additionally, middle school standardized reading test scores and suspensions were examined as potential mechanisms through which early bullying involvement is associated with adult outcomes. Participants were 594 children from nine urban elementary schools in the United States who participated in a randomized controlled trial of two school-based universal prevention interventions. Latent profile analyses using peer nominations identified three subgroups: (a) High involvement bully-victims, (b) Moderate involvement bully-victims, and (c) Low/No involvement youth. Compared to the No/Low involvement class, High involvement bully-victims were less likely to graduate high school on time (OR = 0.48, p = .002) and Moderate involvement bully-victims were more likely to be involved in the criminal justice system (OR = 1.37, p = .02). High bully-victims were at greater risk for both not graduating high school on-time and criminal justice system involvement, which were partially explained by 6th grade standardized reading test scores and suspensions. Moderate bully-victims were less likely to graduate high school on time, which was partially explained by 6th grade suspensions. Findings highlight how early bully-victim involvement increases risk for difficulties that affect adult quality of life.
很少有前瞻性研究探讨早期受欺凌经历如何影响长期适应，以及儿童同时遭受欺凌和同伴受害对成年后适应的不同影响。本研究通过检查一年级参与欺凌的亚组以及与成年早期四个结果的关联，解决了这些差距，这四个结果包括：（a）重度抑郁症诊断，（b）高中毕业后自杀未遂，（c）按时高中毕业，和（d）刑事司法参与。此外，还检查了中学标准化阅读测试成绩和停学情况，作为早期欺凌参与与成人结果相关的潜在机制。参与者是来自美国九所城市小学的 594 名儿童，他们参加了两项基于学校的普遍预防干预措施的随机对照试验。使用同伴提名的潜在特征分析确定了三个亚组：（a）高卷入欺凌受害者，（b）中度卷入欺凌受害者，和（c）低/无卷入青年。与无/低卷入组相比，高卷入欺凌受害者按时高中毕业的可能性较小（OR=0.48，p=0.002），中度卷入欺凌受害者更有可能卷入刑事司法系统（OR=1.37，p=0.02）。高欺凌受害者面临更高的风险，既不能按时高中毕业，也不能卷入刑事司法系统，这部分可以由 6 年级标准化阅读测试成绩和停学情况来解释。中度欺凌受害者按时高中毕业的可能性较小，这部分可以由 6 年级停学情况来解释。研究结果强调了早期欺凌受害者的卷入如何增加影响成年生活质量的困难的风险。
