Child and Context Characteristics in Trajectories of Physical and Relational Victimization among Early Elementary School Children

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dc.contributor.authorGiesbrecht, Gerald
dc.contributor.authorLeadbeater, Bonnie
dc.contributor.authorMacDonald, Stuart
dc.date.accessioned2016-01-04T20:40:15Z
dc.date.available2016-01-04T20:40:15Z
dc.date.issued2010
dc.descriptionArticle deposited according to publisher policies: http://journals.cambridge.org/action/displaySpecialPage?pageId=4608#en_US
dc.description.abstractTransactional models suggest that peer victimization results from both individual and context differences, and understanding these differences may point to important targets for prevention and interventions that reduce victimization. Multilevel modeling was used to examine within-person (aggression and emotional dysregulation), between-person (sex and age), and between-school (participation in a victimization prevention program) factors that influence changes in physical and relational victimization over the first three years of elementary school. Children (n=423) reported their experiences of peer victimization at entry into Grade 1 and at the end of Grade 1, Grade 2 and Grade 3. On average, trajectories of both physical and relational victimization declined. However, for individual children, teacher-rated aggression was associated with increases in physical and relational victimization, while emotional dysregulation was associated with attenuation of longitudinal declines in physical victimization and increases in relational victimization. Individual differences in sex and age at entry into Grade 1 did not significantly influence victimization trajectories over grades 1 to 3. Children who participated in the WITS® victimization prevention program showed significant declines in physical and relational victimization. Levels of victimization among non-participants remained stable. Implications of child and context characteristics for preventing peer victimization in elementary school are discussed.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipThis research was supported by grants from the Canadian Institutes of Health Research (#CAR-4327) and the Social Sciences and Humanities Research Council of Canada (410-2000-0748).en_US
dc.identifier.citationGiesbrecht, G.F., Leadbeater, B., & MacDonald, S. (2010). Child and context characteristics in trajectories of physical and relational victimization among early elementary school children. Development and Psychopathology, 23, 239-252.en_US
dc.identifier.doi10.1017/S0954579410000763
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33623
dc.identifier.urihttp://hdl.handle.net/1880/51046
dc.language.isoenen_US
dc.publisherDevelopment and Psychopathologyen_US
dc.publisher.corporateUniversity of Calgary
dc.publisher.departmentDepartment of Paediatricsen_US
dc.publisher.facultyMedicineen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttp://journals.cambridge.org/action/displayJournal?jid=DPPen_US
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectPeer victimizationen_US
dc.subjectEmotional dysregulationen_US
dc.subjectAggressionen_US
dc.subjectElementary school childrenen_US
dc.titleChild and Context Characteristics in Trajectories of Physical and Relational Victimization among Early Elementary School Childrenen_US
dc.typejournal article
thesis.degree.disciplinePaediatrics
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