Mitch van Geel

Relationship Between Peer Victimization, Cyberbullying, and Suicide in Children and Adolescents: A Meta-analysis

IMPORTANCE Peer victimization is related to an increased chance of suicidal ideation and suicide attempts among children and adolescents. OBJECTIVE To examine the relationship between peer victimization and suicidal ideation or suicide attempts using meta-analysis. DATA SOURCES Ovid MEDLINE, PsycINFO, and Web of Science were searched for articles from 1910 to 2013. The search terms were bully*, teas*, victim*, mobbing, ragging, and harassment in combination with the term suic*. Of the 491 studies identified, 34 reported on the relationship between peer victimization and suicidal ideation, with a total of 284,375 participants. Nine studies reported on the relationship between peer victimization and suicide attempts, with a total of 70,102 participants. STUDY SELECTION Studies were eligible for inclusion if they reported an effect size on the relationship between peer victimization and suicidal ideation or suicide attempt in children or adolescents. DATA EXTRACTION AND SYNTHESIS Two observers independently coded the effect sizes from the articles. Data were pooled using a random effects model. MAIN OUTCOMES AND MEASURES This study focused on suicidal ideation and suicide attempts. Peer victimization was hypothesized to be related to suicidal ideation and suicide attempts. RESULTS Peer victimization was found to be related to both suicidal ideation (odds ratio, 2.23 [95% CI, 2.10-2.37]) and suicide attempts (2.55 [1.95 -3.34]) among children and adolescents. Analyses indicated that these results were not attributable to publication bias. Results were not moderated by sex, age, or study quality. Cyberbullying was more strongly related to suicidal ideation compared with traditional bullying. CONCLUSIONS AND RELEVANCE Peer victimization is a risk factor for child and adolescent suicidal ideation and attempts. Schools should use evidence-based practices to reduce bullying.

Over three decades of longitudinal research on the development of foster children: A meta-analysis

Large numbers of children over the world experience foster care each year. How best to satisfy their developmental needs and how to avoid placement breakdowns and negative consequences of foster care are important challenges. In this study, a series of four meta-analyses is performed to examine the longitudinal developmental outcomes of children in foster care. The focus is on adaptive functioning and behavioral outcomes. A literature search identified 11 studies suitable for inclusion in the meta-analysis on adaptive functioning (N=1,550), 24 studies for the meta-analysis on internalizing problems (N=1,984), 21 studies for the meta-analysis on externalizing problems (N=1,729) and 25 studies for the meta-analysis on total behavior problems (N=2,523). No overall improvement or deterioration was found for adaptive functioning. However, studies with a timespan longer than one year and studies with larger sample sizes showed development toward more negative adaptive functioning than studies with shorter timespans or smaller samples. No overall increases or decreases in internalizing, externalizing or total behavior problems were found. Based on these results, it is concluded that foster care does not negatively or positively affect foster childrens developmental trajectories. Given that many children enter foster care with problems, this is a worrying situation. Further longitudinal research to find the factors necessary for improving foster childrens developmental chances is recommended. Furthermore, routine screening and targeted foster-care interventions are adviseable to ensure that all children, who cannot be raised by their own parents, receive the support conducive to their positive development.

Multicultural attitudes among adolescents: The role of ethnic diversity in the classroom

In this study predictors of multiculturalism at the individual and classroom level are tested in a multilevel model. Previous studies attempting to find predictors of multiculturalism focused only on the individual level, possibly risking an attribution error. Multiculturalism is presented in this study as a notion stressing equal opportunities and minimizing discrimination as well as the conviction that the access to other cultures enriches ones own life. Using a sample of 448 adolescents from junior vocational education it was found that more ethnic diversity at the classroom level is positively related to adolescents’ support for multiculturalism. As such, this study supports the intergroup contact theory.

The adaptation of non-western and Muslim immigrant adolescents in the Netherlands: An immigrant paradox?

This article addresses the possible existence of an immigrant paradox in a sample of immigrant adolescents attending vocational schools in the Netherlands. An immigrant paradox is the finding that first generation immigrants show a more positive pattern of adaptation than nationals despite poorer economic conditions. Second generation immigrants regress to the nationals in terms of adaptation. A sample of 152 first generation immigrant adolescents, 285 second generation immigrant adolescents and 406 national adolescents completed self-reports about socio-economic status, psychological problems, behavioral problems and self-esteem. The results supported the existence of an immigrant paradox in this sample. This indicates that further assimilation among immigrant adolescents does not necessarily lead to increased well being.

Bullying and weapon carrying: a meta-analysis

IMPORTANCE Studies suggest that adolescents involved in bullying are more likely to carry weapons than their uninvolved peers. OBJECTIVE To use meta-analyses to determine whether victims, bullies, and bully-victims are more likely to carry weapons than uninvolved peers. DATA SOURCES PsycINFO, ERIC, MEDLINE, LILACS, EMBASE, and Dissertation Abstracts International were searched for relevant publications (1950 through January 2014). The reference list of a review article and reference lists of retrieved articles were checked for further relevant studies. STUDY SELECTION Studies were included if they provided an effect size comparing the weapon carrying of adolescent victims, bullies, or bully-victims with that of uninvolved peers. Studies that included individuals older than 21 years were excluded, as were studies that focused on incarcerated youth or youth diagnosed as having a psychopathologic condition. DATA EXTRACTION AND SYNTHESIS Studies were coded independently by 2 of us. The agreement rate was 93%. Effect sizes were coded that compared victims, bullies, or bully-victims with uninvolved peers. Meta-analyses were based on 22 studies for victims (n = 257 179), 15 studies for bullies (n = 236 145), and 8 studies for bully-victims (n = 199 563). MAIN OUTCOMES AND MEASURES This study focused on weapon carrying among adolescents. Hypotheses were formulated before the study. RESULTS Victims (odds ratio, 1.97; 95% CI, 1.62-2.39), bullies (3.25; 2.72-3.89), and bully-victims (4.95; 3.77-6.50) were more likely to carry weapons than uninvolved peers. Analyses provided no indication of publication bias. Studies conducted in the United States found stronger relations between being a bully-victim and weapon carrying (odds ratio, 7.84; 95% CI, 6.02-10.21) than studies from other countries (3.62; 2.30-5.68; Q1 = 8.401; P = .004). CONCLUSIONS AND RELEVANCE Involvement in bullying as a victim, bully, or bully-victim is related to weapon carrying.

Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends

ABSTRACT The present study was conducted to analyze whether in-class friends influence each others grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades.

Developmental outcomes of foster children: a meta-analytic comparison with children from the general population and children at risk who remained at home

Foster care is often preferred to other placement options for children in the child welfare system. However, it is not clear how the developmental outcomes of foster children relate to children in other living arrangements. In this study, a series of meta-analyses are performed to compare the cognitive, adaptive, and behavioral functioning of children placed in foster care (n = 2,305) with children at risk who remained with their biological parents (n = 4,335) and children from the general population (n = 4,971). A systematic literature search in PsycINFO, Medline, ERIC, and ProQuest identified 31 studies suitable for inclusion (N = 11,611). Results showed that foster children had generally lower levels of functioning than children from the general population. No clear differences were found between foster children and children at risk who remained at home, but both groups experienced developmental problems. Improving the quality of foster care and future research to identify which children are best served by either foster care or in-home services are recommended.

Psychosocial functioning in Dutch foster children: the relationship with child, family, and placement characteristics

Foster care is the preferred alternative for out-of-home care, but not necessarily beneficial for foster childrens psychosocial functioning. This dilemma leaves researchers with a challenge to find out more about the factors related to foster childrens social and emotional functioning. In a sample of 446 Dutch foster children we examined the extent to which three clusters of characteristics, those akin to the foster child, the foster family, or foster placement, were related to foster childrens functioning at the time of research. Multivariate three-step hierarchical regression analyses were performed for three outcome variables: externalizing problems, internalizing problems, and prosocial behavior. We found that all three clusters of foster care characteristics were significantly related to foster childrens functioning. Foster placement characteristics, in particular interventions aimed at foster children, explained the largest amount of variance in behavior problems. Children receiving interventions had more externalizing and internalizing problems. A possible explanation is that interventions are indicated for those foster children who are in the highest need of additional support. Prosocial behavior was particularly related to foster family characteristics. The results were mostly in line with international research. Careful screening and monitoring of the social and emotional functioning of foster children may help to identify problems at an early stage. In addition (preventive) support should be offered to those foster children and families who are in need of it.

Romaphobia among Serbian and Dutch adolescents: The role of perceived threat, nationalistic feelings, and integrative orientations

This study examines the relationships between nationalism and integration attitudes on one hand, and anti-Roma prejudice on the other. Using Stephan and Stephans threat theory, the study analyzes whether and to what extent these relationships are mediated by perceived economic and symbolic threats. Data were collected among 16- and 17-year-old students in Serbia and The Netherlands. A path analysis shows that perceived economic and symbolic threats mediate the relationships between nationalism and integration on one hand, and Romaphobia on the other. Moreover, the findings show that these relationships are comparable between Serbian and Dutch youth. Levels of threat and Romaphobia differ between countries. Youth in the Netherlands, who barely have contact opportunities with Roma, are characterized by higher threat and Romaphobia scores than Serbian youth, who have proportionally more contact opportunities. Explanations are discussed as well as implications for theory and prejudice reduction in diverse intercultural settings.

Immigrant Youth and Discrimination

Many immigrants face some form of discrimination at some point in their lives. This experience may have severe consequences for immigrants’ well-being. Our specific focus is on discrimination in schools, and what schools may do to create positive interethnic relations, thus minimizing discrimination. Our choice to focus on schools is firstly inspired by the notion that they serve children and adolescents, age groups that may be affected more severely by discrimination, as they lack the cognitive and emotional capacities to deal with such experiences. Secondly, the classroom may be the most likely place for intensifying and improving the quality of interethnic contact, hence for avoiding or combating discrimination, but also a setting were discrimination is likely to be encountered, from classmates and even from teachers and other significant adults. First, we review the effects discrimination may have on victims. We then shift our attention to the school context to find out how discrimination takes shape through and in schools. We continue with a review of research on what can be done by the victims to protect themselves or by others to protect the victims. We further specify what can be done to (a) improve student’s coping capacities and (b) create harmonious interethnic relations in the classroom. Using new data, we argue that a positive school climate is related to fewer experiences of discrimination among students. As such, schools and teachers are able to take important steps to reduce negative intercultural experiences.