223089 Youth transitions in bullying and victimization status: A latent class analysis

Monday, November 8, 2010 : 12:45 PM - 1:00 PM

Anne Powell, PhD , School of Social Work, University of Kansas, Lawrence, KS
Daniel Brisson, PhD , Graduate School of Social Work, University of Denver, Denver, CO
Kimberly Bender, PhD , Graduate School of Social Work, University of Denver, Denver, CO
Shandra Forrest-Bank, MSW , Graduate School of Social Work, University of Denver, Denver, CO
Jeff Jenson, PhD , Graduate School of Social Work, University of Denver, Denver, CO
Background: Bullying in schools is a significant public health concern associated with serious mental health consequences. One in four youth in the U.S. report bullying others and/or being a victim of bullying. However, little research has examined how youth transition in and out of bullying roles. Developmental literature suggests middle school is characterized by attempts to assert dominance and status within the peer group that result in increased bullying. This study utilizes a longitudinal sample of youth transitioning from elementary to middle school to determine changes in bully and victim status over time. Methods: A cohort of students from 14 ethnically-diverse elementary schools in Denver (N=410) completed the Revised Olweus Bully/Victim Questionnaire in 4th, 5th, and 6th grades. Latent class analysis was used to determine bully/victim group membership in each grade. Then, transitions across the three time points were assessed. Results: In fourth grade, youth fell into four groups: uninvolved(46%), victims(25%), bullies(20%), and bully/victims(10%). At fifth and sixth grade, only three groups emerged; no pure bully group was identified. Youth transitioned across groups in 34 unique patterns. Only 25% of youth stayed in one group across all time points. Conclusion: While the majority of youth remain uninvolved, many youth experience short episodes of bullying others or being bullied. Youth appear to change status most in their transition to middle school, supporting the assertion that youth need to establish status during this transition period. Interventions should aim to change individual and school-wide responses to bullying, particularly during transitions to middle school.

Learning Areas:
Other professions or practice related to public health
Planning of health education strategies, interventions, and programs
Public health or related research
Social and behavioral sciences

Learning Objectives:
1. Define bullying behavior. 2. Identify public health problems associated with bullying and being bullied. 3. Describe how youth transition between bullying roles during their transition to middle school. 4. Analyze how bullying prevention programs should address episodes of bullying within school settings.

Keywords: Children and Adolescents, Violence Prevention

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am qualified to present because I contribute regularly to research on prevention of youth aggresssion and delinquency.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.