Do bullied children have poor relationships with their parents and teachers? A cross-sectional study of Swedish children

Parents and teachers play an important role in helping victims of bullying to prevent, cope with and end bullying. Despite that, victims' relationships with adults have often been overlooked in previous research. The aim of this study was to investigate bullied and not bullied children's perception of the quality of their relationship with teachers and parents and to examine if there were any differences in the perception associated with bullying frequency or type of victimization. Data came from the Swedish Health Behavior in School-aged Children (HBSC) survey from 2013/14, which included 7867 students aged 11, 13 and 15. A multi-level multinomial logistic regression model was created to estimate association between the type of bullying victimization and the quality of relationships with parents and teachers. The result showed that bullied children had poorer relationships with parents and teachers than nonvictims. Victims had higher odds of finding it difficult to talk to parents about things bothering them, of feeling that the family was not listening to what they had to say, and of having low confidence in their teacher. Frequent cyber victims had the highest AdjOR (2.09–3.37) compared with non-victims to have poor quality relationships with teachers and parents.     

Comparing children's experiences of schools-based bullying across countries

We make use of a newly-available international data set from a survey of children aged 8 to 12 years old across 16 diverse countries to explore variations in rates of schools-based bullying of children and the associations between experiences of being bullied and child subjective well-being, both within and between countries. The analysis is consistent with previous international studies in showing very substantial variation in rates of bullying at the country level. There are also between-country variations in the rates of different types of bullying. In terms of individual variations, we find significant variations in the likelihood of being bullied according to age, gender and deprivation, although the influence of these factors varies by country. There was no apparent link at a country-level between rates of bullying and mean life satisfaction scores. On the other hand, in almost all countries, children who had been bullied had significantly lower subjective well-being than children who had not. However there were substantial differences in the strength of association across countries. We find some tentative evidence to suggest that being bullied may make a greater contribution to explaining variations in child subjective well-being in rich countries than in poor countries. The implications of the findings and directions for future research are discussed.     

Preventing child sexual abuse: parents' perceptions and practices in urban Nigeria

This study examined parents' perceptions of child sexual abuse as well as prevention practices in an urban community in southwest Nigeria. Questionnaires were collected from 387 parents and caregivers of children younger than 15 years of age. Results showed that many parents felt CSA was a common problem in the community, and most parents disagreed with common child sexual abuse myths. In addition, almost all parents ( >90%) reported communicating with their child(ren) about stranger danger. However, about 47% felt their children could not be abused, and over a quarter (27.1%) often left their children alone and unsupervised. There were no significant variations in the perceptions of child sexual abuse and communication practices. The implications of findings for child sexual abuse prevention are discussed.     

Parents’ Experiences of Reporting Child Sexual Abuse in Urban Tanzania

This article reports parental experiences of legally reporting child sexual abuse in Tanzania. Based on in-depth interviews, four types of sexual abuse incidents are portrayed. Each evokes different reactions from parents and the community. An incident characterized as the innocent child was associated with a determination to seek justice. The forced-sex youth elicited feelings of parental betrayal of their child. The consenting curious youth resulted in uncertainty of how to proceed, while the transactional-sex youth evoked a sense of parental powerlessness to control the child because of low economic status. Differentiating between types of sexual abuse incidents may increase awareness of the complexities of child sexual abuse reporting. Education on laws regulating sexual offenses and a functional national child protection system are needed to address child sexual abuse complexities and safeguard the rights of children in Tanzania.     

Parent Management Training, Relationships with Agency Staff, and Child Mental Health: Urban Foster Parents' Perspectives

Many foster parents are ill prepared to meet the behavioral needs of children placed in their homes. Research suggests they lack training in evidence-based behavioral interventions and feel unsupported by child welfare professionals. Given the complex needs of foster children and increased rates of placement disruption for foster children with behavior problems, implementation of effective interventions is essential. However, little is known about foster parents' receptivity to these types of interventions. In this qualitative study, we examine urban foster parents' perceptions of the specific elements of parent management training (PMT), an evidence-based treatment for disruptive behaviors that teaches parents to improve desired behaviors and decrease oppositional behaviors by rewarding positive behaviors (positive reinforcement) and responding to negative behaviors with mild, consistent punishments such as timeout or a privilege removal. We present data from four focus groups (N = 38). While the questions focused on parent's perceptions of PMT, responses often related to parent interactions with agency staff. Four strong themes emerged from the data. First, foster parents discussed a need for more support and training in how to address children's behaviors, but also had concerns that some PMT discipline techniques would be ineffective based on their past experiences with foster children. Second, they described how staff communication skills and allegations of child abuse could affect parents' motivation to continue fostering. Third, they expressed a need for more detailed information about children's histories and visits with biological families as the lack of information contributed to difficulty in meeting foster children's needs. They suggested that joint training of foster parents and staff in the intervention could improve their ability to work together to support the child's positive behaviors. Finally, parents reported little involvement in child mental health services and doubted the effectiveness of the mental health services their foster children received.     

A qualitative data analysis: family victim advocates in child advocacy centers

ABSTRACT

Family victim advocates in child advocacy centers provide a valuable resource to children and parents involved in child abuse investigations. This work requires that family victim advocates be knowledgeable in such areas as child development, crisis intervention, community resources, family relationships, child welfare and criminal justice systems. Because family victim advocates provide essential services to parents and caregivers, the role requires ongoing training and education to remain current on the ever-changing complexities of working with not only the children and families but also the criminal and child protection systems responsible for investigating these cases. The current study reports the findings from a nationwide survey of family victim advocates employed in child advocacy centers related to their motivation for doing the work as well as their perceptions of their training and potential training needs. A group of doctoral students comprised the research team and worked collaboratively under the supervision of university faculty to conduct the qualitative data analysis. The findings describe the characteristics and motivations of family victim advocates working in child advocacy centers and emphasize the need for more advanced trainings that focus on skill-building and strengths-based practices utilized to support children and parents in child abuse cases.     

Bullying Victimization Trajectories for Sexual Minority Adolescents: Stable Victims,Desisters, and Late‐Onset Victims

Sexual minority adolescents are bullied more frequently than heterosexual peers. Research is lacking on their rates of general and sexual orientation bullying victimization. The present study identified (1) the rate, onset, and desistance of general and sexual orientation bullying victimization, (2) the rate of bullying victimization trajectories, and (3) risk and protective factors across trajectories. A life history calendar method and thematic analysis were employed with a sexual minority adolescent sample (N = 52, 14–20 y/o). General bullying began at age 5 and declined after age 12, with sexual orientation bullying increasing throughout adolescence. Late‐onset victim (34.6%) was the most common trajectory, followed by stable victim (28.9%), desister (23.1%), and nonvictim (13.5%). Differences in risk and protective factors were found across trajectories.     

Differences in Caregiver Self-Efficacy and Satisfaction Related to Sexual Abuse of Offspring

Research suggests parents of sexually abused children may experience negative perceptions of themselves and their parenting abilities following the victimization of their children, which may influence the recovery process in treatment for these families. This study assessed perceived self-efficacy and parenting satisfaction among female caregivers of sexually abused children and female caregivers whose children were not victimized. Results indicated that caregivers of child victims had significantly lower levels of perceived parenting efficacy than their counterparts. There were no significant differences found between groups with regard to parenting satisfaction. The results highlight the importance of evaluating perceived parenting competence in the treatment of nonoffending caregivers in order to facilitate optimal treatment of the child victim and all members of the family system.     

Looking at engagement and outcome from the perspectives of child protection workers and parents

This paper reports a study that sought to understand what facilitates engagement between parents and child protection workers and to ascertain the relationship between such engagement and intervention outcome. Quantitative and qualitative data were gathered through personal interviews with 131 worker-parent dyads (workers and corresponding parents receiving service) from 11 child protection agencies in Ontario, Canada. Measures included scales for engagement, parental well-being (depression and stress), and worker well-being (burnout, job satisfaction, stress). Outcome measures included perception of child safety, changed parenting practices and satisfaction. A relationship was found between workers' perception of parent engagement and parents' perception of their own engagement, as well as between the perceptions that workers and parents had around their own respective engagement. Workers who were satisfied with service outcomes were significantly more engaged than those who were unsatisfied. Parents thinking that their children were safer as a result of intervention were significantly more engaged than parents who thought that their children were less safe. The strongest reason given by parents for positive change was being able to trust their worker (p < .001) and believing that their worker was knowledgeable about parenting (p < .01). Qualitative data suggested that parents valued experienced workers because they thought such workers could better understand their problems and how to deal with them. Correspondingly, workers felt that experience enabled them to better understand clients' problems and provide more effective support. No relationship was found between parent engagement and parental depression or stress, but the mean depression score for parents placed them at risk of clinical depression. There was a negative correlation between worker stress and engagement. The study demonstrates that engagement between clients and workers is related to positive outcomes (as reported by workers and parents) and supports the contention that promoting engagement is integral to a successful child protection intervention.     

Taking Over the School: Student Gangs as a Strategy for Dealing with Homophobic Bullying in an Urban Public School District

SUMMARY

This article discusses the African American lesbian gang, DTO (Dykes Taking Over), as an example of a student-initiated strategy for dealing with homophobic bullying in an urban American school district. A series of alleged incidents of same-sex sexual harassment by gang members on heterosexual students illustrate how lesbian/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. A series of alleged incidents of same-sex sexual harassment by gang members on female heterosexual students illustrate how gay/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. This article considers how these students were reacting, perhaps preemptively and in retaliation, to homophobia in their schools, particularly from their peers, forming gangs and using same sex sexual harassment of other students as a weapon against homophobia and a means by which they could assert themselves in their masculinities, not unlike their male peers who experience same sex bullying and/or harassment and use anti-female sexual harassment to assert their masculinity. Intersections of gender, race, ethnicity, class, and sexuality frame several major questions that arise from these considerations, including: Might their masculinities be uniquely related to their performances of bullying? (How) could homophobic bullying be framed with sexual harassment in both policy and practice? Would this framing benefit or harm students who are bullied? How would/does that change the way we can handle it in schools (i.e., school policies), if at all? Implications for school-based practitioners are discussed with regard to how these students' behavior might be the result of a lack of programs and services available for LGBTQ and same gender loving youth both in and after school.     

Coping with bullying in Australian schools: how children with disabilities experience support from friends,parents and teachers

Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Qualitative interviews with 10 children, aged 8–10 years, were analysed. The children had a range of disabilities, including physical, visual and hearing impairments. The four themes that emerged were: (1) bullying experiences; (2) coping with bullying; (3) importance of friends; (4) adult responses to bullying. The implications of the contributions to this study for bullying research specific to the lives of children with disabilities are discussed, such as providing educational and health professionals with a knowledge of the support that children with disabilities draw on when they experience bullying.     

Elementary School-age Children's Attitudes Toward Children in Same-Sex Parent Families

As numbers of families with same-sex parents increase in the United States, children are more likely to encounter diverse family structures. Given that young children can demonstrate in-group bias, prejudicial attitudes, and social exclusion, it is important to understand how children perceive their peers in diverse families. To our knowledge, no studies have assessed elementary-school-age children's attitudes about same-sex parent families. Here, 131 elementary school students (M_age = 7.79 years; 61 girls) viewed images of same-sex (female and male) and other-sex couples with a child and then were asked about their perceptions of these families, particularly the children. Results indicated participants' preferences toward children with other-sex versus same-sex parents. Developmental and practical implications about children's attitudes toward sexual minority parent families are discussed.     

Adolescents' and Parents' Perceptions of Runaway Behavior: Problems and Solutions

This exploratory study examined runaway adolescents' and parents' perceptions about youth and family life and explored reasons youth run away and what could be done that would help them remain home. Comparisons between adolescents' and parents' reports of family functioning demonstrated significant discrepancies. Few parents assumed any responsibility for the runaway behavior or change efforts. More adolescents blamed themselves or cited difficulties in parent–child relationships and offered ideas that entailed altering their attitudes and behaviors or family relationships. The implications of the findings for interventions and future research efforts are explored.     

Building collaboration between school and parents: issues for school social workers and parents whose young children exhibit violent behaviour at school

This research explores the perceptions of 60 parents whose children, aged from three to nine, had been involved in bullying, as defined under the Safe Schools Act and the Code of Conduct. Some of these children had been suspended from school, while others were potential candidates for suspension. These parents were recruited from Ottawa's two French-language school boards to participate in qualitative interviews between June 2000 and June 2002. The aim of this research was to cast new light on the perceptions of parents and schools with regard to their relationships, and on the role of school social workers in maintaining and enhancing collaborative partnerships.

The desire of some parents to be involved in the decisions concerning remedial action taken to address their child's aggressive behaviour touched a raw nerve in some schools. Nonetheless, when schools and parents ultimately recognize the daily challenges that both parties face, and a shared plan of action develops therein, the path to effective collaboration becomes clear. Early intervention on the part of school social workers gives them an edge in their efforts as mediators. They seize every opportunity to initiate different collaborative approaches between schools and parents, so that the issue of bullying can be handled in a more respectful way for everyone.     

Parents of psychiatrically hospitalized children: A decade of changing perceptions

Psychiatric hospitals for children have changed dramatically during the last decade. The lengths of hospitalizations have been shortened; the psychopathology of children qualifying for admission is more severe, often with neurological or biochemical components. In some hospitals, there has been an increasing emphasis on research. All of these changes have affected the staff's perceptions of the children's parents; these changes appear to have resulted in a more supportive, less critical attitude toward these parents. This may be significant in increasing parents' confidence in coping with their child's illness and their family's stress. The need for empirical, longitudinal research is emphasized.The research mentioned in this article was funded by the American Cancer Society.     

Giving Victims of Bullying a Voice: A Qualitative Study of Post Bullying Reactions and Coping Strategies

Current research on how adolescents cope with bullying is primarily quantitative, examines youth in Grades 1 through 6, and neglects to specifically assess how victims of bullying cope with being bullied. The current qualitative study explored the coping strategies of 22 rural middle- and high-school youth victimized by bullying. Results indicated that youth report using an array of emotion focused coping strategies (an internal coping strategy that focuses on emotion regulation) and problem focused coping strategies (active behaviors that are aimed to decrease or eradicate the stressor). These coping strategies included help seeking, physical and verbal aggression, standing up for themselves, and prosocial bystander behavior. While the majority of coping strategies were similar between middle- and high-school participants, these groups reported utilizing verbal and physical aggression in different ways. Further, certain coping strategies, such as help seeking and lashing out with physical and verbal aggression, were utilized as both emotion- and problem-focused coping strategies. Implications are discussed.     

Territorial Isolation and Physical Deformity: Israeli parents' reaction to disabled children

This paper presents and analyses three case studies portraying the attitudes and reactions of Israeli parents towards their deformed children. The research method employed was participant observation in homes, combined with in-depth interviews. It was found that parents tended to isolate their handicapped children from family territories in those contexts in which the child was defined as a 'non-person'. This pattern was not affected by the parents' socioeconomic status, or by their ethnic and religious background.     

Understanding weaknesses in bullying research: How school personnel can help strengthen bullying research and practice

School personnel (teachers, administrators, counselors, staff, and social workers) would greatly benefit from a stronger understanding of bullying dynamics. In order to heighten their understanding, we must strengthen bullying research. Despite more than 40 years of bullying research, a number of methodological weaknesses continue to plague the field of bullying. First, there is a lack of a common definition of bullying, making it difficult to compare results across studies. Second, some researchers use one-item measures of bullying, a practice that lacks content validity and fails to assess the entire scope of the bullying dynamic. Third, many measures fail to assess all forms of bullying. Fourth, researchers often fail to provide a definition of bullying or to even include the word “bullying” in their measures, thus conflating the measurement of bullying and aggression. Finally, most scales measure the prevalence of bullying and fail to assess the motivations for bullying or reasons why youth are bullied or bully others. The current article provides an overview of these five weaknesses present in bullying research, presents possible solutions, and discusses implications for school personnel.     

“It&#x27;s really overwhelming”: Parent and service provider perspectives of parents aging out of foster care

Rates of pregnancy and parenthood among current and former foster youth are two to three times higher than non-foster youth peers. Repeat pregnancies among young mothers aging out of foster care also occur at higher rates than peers not involved with the child welfare system. Furthermore, mothers aging out of foster care demonstrate high levels of parenting stress and risk for child maltreatment. Indeed, this population is in significant need of help; however, beyond anecdotal evidence, little is known about the needs and day-to day experiences of this population. In order to tailor interventions to meet the needs of parents aging out, the perspectives of stakeholders must be taken into account. Using qualitative data gathered from separate small group interviews with parents aging out and service providers, this study examined participants' perceptions of parents' daily experiences, strengths, and needs. Findings indicated that parents aging out face overwhelming adversity and stress with little outside financial, emotional, or parenting support from family or friends. Yet, parents also expressed motivation to be good parents, resilience, and the desire to gain effective parenting skills. Although similar themes arose among parent and provider interviews, perceptions differed. Parents expressed hope and optimism in providing for their children while providers expressed systemic failure in preparing parents for independent living. Based on these findings, we conclude that parenting interventions specific to parents aging out may need to address three fundamental and key components: basic needs, social support, and effective parenting techniques.