This presentation outlines results from three studies, two conducted with the same cohort. These focus on resilience in the context of school bullying

Hunter, Simon C.

English

University of Strathclyde Institutional Repository

Strathprints Institutional RepositoryHunter, Simon C. (2007) Coping processes, resilience, and school bullying. In: BPS Division ofEducation and Child Psychology Conference, 2007-01-03 - 2007-01-05, Glasgow, UK.Strathprints is designed to allow users to access the research output of the University of Strathclyde.Copyright c© and Moral Rights for the papers on this site are retained by the individual authorsand/or other copyright owners. You may not engage in further distribution of the material for anyprofitmaking activities or any commercial gain. You may freely distribute both the url (http://strathprints.strath.ac.uk/) and the content of this paper for research or study, educational, ornot-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to Strathprints administrator:mailto:strathprints@strath.ac.ukhttp://strathprints.strath.ac.uk/  Hunter, Simon C. (2007) Coping processes, resilience, and school bullying. In: BPS Division of Education and Child Psychology Conference, 3-5 January 2007, Glasgow, UK.    http://strathprints.strath.ac.uk/25733/        Strathprints is designed to allow users to access the research output of the University of Strathclyde. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (http://strathprints.strath.ac.uk) and the content of this paper for research or study, educational, or not-for-profit purposes without prior permission or charge. You may freely distribute the url (http://strathprints.strath.ac.uk) of the Strathprints website.  Any correspondence concerning this service should be sent to The Strathprints Administrator: eprints@cis.strath.ac.uk  Coping processes, resilience,and school bullyingSimon C. HunterBPS Division of Education and Child Psychology Conference,Glasgow Radisson Hotel, 3-5 January 2007Collaborators on the projects reported here were:Mr James Boyle, Dr David Warden, Prof. Kevin Durkin (all University of Strathclyde)Prof. Christine Howe (University of Cambridge)Dr Derek Heim (University of Central Lancashire)Mr Dermot Bergin (University of Edinburgh)“Resilience is demonstrated when children attain positive outcomes or display positive adaptation despite encountering significant risk, adversity or stress”(Naglieri & LeBuffe, 2006:108)So…what exactly is resilience?Today’s presentation will outline results from three studies, two conducted with the same cohort. These focus on resilience in the context of school bullying.Are there aspects of the coping processes typical of bullied children which can inform resilience in other children?Transactional copingHow can we examine resilience within the context of bullying?• Transactional coping theory (e.g. Lazarus, 1999) offers a way of examining children’s reactions so that protective factors can be teased out.Person Variables Situation VariablesCoping Strategy UseAppraisalsEmotionalReactionAdjustmentParticipantsStudy 1 & 2 (See Hunter et al., 2006 & in prep):• 830 children and young people attending six Secondary and 10 Primary schools in Aberdeenshire and North Lanarkshire, Scotland.• 317 in P6 (mean age at beginning of study = 8.95, S.D. = 0.27, 49% boys), 306 in S2 (mean age at beginning of study = 11.93, S.D. = 0.27, 49% boys), and 205 in S3 (mean age at beginning of study = 13.01, S.D. = 0.24, 48% boys). Study 3 (ESRC award RES-000-22-1428):• 925 children attending schools in Glasgow City, Scotland and Preston, England.• Children were in P5, P6 and P7, aged 8 to 12 years old (mean = 9.81, SD = 0.91).• Majority (60%) of children from minority national or religious groupsMethodsStudy 1 & 2 (See Hunter et al., 2006; in prep):• Questionnaire based.• Assessments included appraisals of threat and control, emotional reactions when bullied, coping strategies used when bullied, and depressive symptomatology (Birleson, 1981)• Longitudinal – took part on five evenly spread intervals over 24 months.Study 3 (ESRC award RES-000-22-1428):• Questionnaire based.• Assessments included appraisals of threat and control, coping strategies used when bullied (Causey & Dubow, 1992), and depressive symptomatology (Kovacs, 1985)Study 1 Results: Emotions and CopingWhat are the relationships between appraisals, emotional experience and coping strategies?Threat ControlSadAngry Scared.21** .26***.17*.20** -.16**-.37***Hit them back.15** -.13**Study 1 Results: Emotions and CopingWhat are the relationships between appraisals, emotional experience and coping strategies?Threat ControlSadAngry Scared.23***.17*.20** -.16**-.37***Stood up to them,told them to stop.12** -.11**Research on children coping with parental conflict has focussed on their cognitive appraisals and depressive symptomatology. This has indicated that:• Links between appraisals and outcomes become more appraisal-specific when children are about 10 years old. To what might this be true for children dealing with bullying?• Appraisals influence boys’ levels adjustment more than they do girls’. Again, we wondered whether this was also true in the context of bullying?Study 2: Age and GenderStudy 2 Results• Girls: Control (-.23**) predicts depressive symptomatology (4% of variance), but so too does current victimisation and victimisation six months earlier (13% of variance)Children aged 10 and under:• No gender differences in relationships between appraisal and adjustment• Threat (.41***) and control (-.23**) both predict depressive symptomatology, accounting for 20-25% of varianceChildren aged 11 and over:• Boys: Threat (.42***) predicts depressive symptomatology, accounting for 20% of the varianceHow do appraisals and coping strategies both contribute toward depressive symptomatology?Study 3: Appraisal, coping and adjustmentAdjustmentAppraisalsCopingStrategiesDo appraisals influence adjustment because they influence coping strategies (a mediational model), or do they have independent direct effects?• Implications for effective and efficient intervention re. focus of effortsStudy 3 ResultsDirect effects:• Threat (.63***) and control (-.10*) both associated with depressive symptomatology• Only Internalising (.34*) and Externalising (.24*) coping strategies associated with depressive symptomatology• Social Support, Distancing, and Problem Solving not associated with adjustmentMediational model:• Internalising and Externalising partially mediate the effects of threatImplications:• A focus on only teaching coping strategies means that the negative effects of cognitive appriasals will still persist• In terms of resilience building within the context of schools and bullying, intervention should focus upon both coping skills and cognitive appraisalsSummary and Conclusions• Cognitive appraisals, particularly threat, are important in determining how children and young people cope when they are bullied by their peers• Cognitive appraisals, particularly threat, are important influences relating to children and young people’s psychological adjustment• The effects of cognitive appraisals on psychological adjustment are partially mediated by coping strategy use and are moderated by age and genderThanks for your time!For more details please contact me: simon.hunter@strath.ac.uk

Coping processes, resilience, and school bullying

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Coping processes, resilience, and school bullying

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