ORCID Profile
0000-0002-8770-8743
Current Organisations
McMaster University
,
Telethon Kids Institute
,
University of Western Australia
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Publisher: Cambridge University Press (CUP)
Date: 07-09-2021
DOI: 10.1017/JGC.2021.19
Abstract: Bullying varies in frequency, intensity, duration and hence severity, and contributes uniquely and directly to mental health problems, with severe and long-lasting consequences. Almost a half of school-age students report being bullied in the past year. All school staff, especially school counsellors, are uniquely positioned to reduce student bullying through proactive primary prevention, early intervention, and treatment. However, given the intensity of schools, and counsellors’ limited time and resources, robust evidence is needed to guide their unique contribution to a whole-school approach to reducing bullying behaviour. Since 1999, a pipeline of 18 Friendly Schools studies, including seven randomised control trials, have developed and tested ways to build all school staff’s capacity to effectively target and deliver evidence-based strategies across the prevention, early intervention and treatment continuum to reduce harm from all forms of bullying behaviour. This article describes the implications of Friendly Schools’ research findings relevant and applicable to the work of school counsellors, as part of a whole-school approach to bullying prevention. These implications demonstrate the interconnectedness of actions of all members of the school community, and the need for a whole-school commitment to preventing and reducing bullying, to realise the important synergistic contribution of school counsellors.
Publisher: Routledge
Date: 20-08-2019
Publisher: American Psychological Association (APA)
Date: 10-2013
DOI: 10.1037/A0034503
Publisher: Springer Science and Business Media LLC
Date: 23-03-2013
DOI: 10.1007/S10964-013-9936-2
Abstract: Despite widespread public attention to cyberbullying, online aggression and victimization have received scant conceptual development. This article focuses on how opportunities for aggression are distinct online from those of offline social contexts. The model developed here is informed by a recent aggression typology, which extends the reactive-proactive distinction by distinguishing aggression based on the affective motive (appetitive vs. reactive) and the recruitment of self-control. This typology informs an analysis of psychological processes linked to in idual differences that are relevant to adolescents' aggressive activities. Processes implicated include hostile schema activation, anger and fatigue effects on self-control, anger rumination, empathic failure, excitation transfer, and thrill-seeking. With these processes established, the proposed model focuses on how features of online social platforms may afford opportunities for distinct types of aggression by engaging these processes in adolescent users. Features of online settings that present distinct opportunities for activation of these processes are reviewed for each process, including social cue ambiguity, temporal lag, cue permanence, anonymity, the continual perception of audience, and the availability of online gaming and online pornography. For each of the conceptually grounded cyber-aggression-relevant processes, implications for innovative research directions on adolescent cyber-aggression are presented.
Publisher: Springer Science and Business Media LLC
Date: 10-08-2018
Publisher: Informa UK Limited
Date: 05-2012
Publisher: Informa UK Limited
Date: 16-05-2017
Publisher: Springer Science and Business Media LLC
Date: 31-07-2021
DOI: 10.1007/S10964-021-01482-4
Abstract: Precursors and consequences of bullying have been widely explored, but much remains unclear about the association of moral and motivational factors. This study examined longitudinal associations between need for popularity, moral disengagement, and bullying perpetration. A total of 3017 participants, aged 11 to 16 years in wave 1 (49% girls M age = 13.15, SD = 1.09), were surveyed across four waves with six-month intervals. At the between-person level, cross-lagged modeling revealed a positive bidirectional association between moral disengagement and need for popularity bullying perpetration was predicted by both need for popularity and moral disengagement. From the within-person level, random intercept cross-lagged analyses revealed that need for popularity predicted both moral disengagement and bullying perpetration. The results highlight the interplay between motivational and moral mechanisms that underlies bullying behavior.
Publisher: Wiley
Date: 12-10-2009
DOI: 10.1111/J.1746-1561.2009.00443.X
Abstract: Adolescence is a time of great change. For most young people, this is a healthy and happy experience however, for some it is characterized by many health, social, and academic challenges. A student's feeling of connectedness to school helps meet these challenges. Little is known, however, about the school characteristics that promote this connection and, more importantly, how this connection occurs. This article reviews the connectedness literature and integrates health promotion, adolescent development, and ecological frameworks to describe how a school context fosters this connection. A systematic search and review process was used to retrieve scholarly articles pertaining to the research topic. Each retrieved article was summarized, and a subsequent model was developed to define a school ecology and describe how this ecology influences a student's need to feel connected to school and the positive influence this connection has on adolescent health and well-being. Integrating developmental, ecological, and health promotion intervention theories and frameworks assists in the identification of interpersonal and organizational aspects of a school environment, which satisfy an in idual's needs to feel autonomous, competent, and connected, and to improve health and well-being outcomes for adolescents.
Publisher: Springer Science and Business Media LLC
Date: 29-10-2020
Publisher: Wiley
Date: 23-10-2017
DOI: 10.1002/JCLP.22376
Abstract: Although developed for adults, the Depression Anxiety Stress Scales-Short Version (DASS-21) has been used in many research studies with adolescent s les. Evidence as to the applicability of the DASS subscale scores to represent the distinct states of depression, anxiety, and stress as experienced by adolescents is mixed, and the age at which it may be possible to differentiate these 3 states using the DASS-21 has not yet been determined. This study evaluated evidence for a multifactor structure in the DASS-21 in adolescents and the specificity of the 3 subscales for adolescents in general and at different ages. Data were from a large cross-sectional survey of 2,873 school students in Grades 6-12 (aged 12-18 years) in Australia. We conducted confirmatory bifactor analyses testing a general mental health distress factor and 3 domain-specific factors for anxiety, depression, and stress for the whole s le and across gender by age groups. The internal consistency reliability of the DASS total and subscale scores was determined using omega coefficients. Analyses identified that most of the variation in the items was explained by the dominance of a single, general factor and the subscales lacked specificity across all age groups. The DASS-21 can be reliably used to measure general distress in adolescents, but the subscales fail to discriminate between the 3 states. Our results indicate that this lack of discrimination does not reduce with increasing age. These findings caution against the use of adult theoretical models and measures within adolescent populations.
Publisher: Springer Science and Business Media LLC
Date: 19-07-2019
Publisher: Wiley
Date: 30-10-2018
DOI: 10.1111/EJED.12307
Publisher: Elsevier BV
Date: 09-2010
Publisher: Elsevier BV
Date: 11-2014
DOI: 10.1016/J.JADOHEALTH.2014.06.007
Abstract: Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the s le of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying.
Publisher: Springer Science and Business Media LLC
Date: 08-08-2022
DOI: 10.1007/S42380-022-00138-6
Abstract: Student bullying behaviours are a significant social issue in schools worldwide. Whilst school staff have access to quality bullying prevention interventions, schools can face significant challenges implementing the whole-school approach required to address the complexity of these behaviours. This study aimed to understand how schools’ capacity to implement whole-school bullying prevention interventions could be strengthened to promote sustainability and improve student outcomes. Qualitative methods were used to observe schools over time to gain insight into their implementation capacity to improve student social and emotional wellbeing and prevent and ameliorate harm from bullying. A four-year longitudinal, multi-site case study intensively followed eight schools’ implementation of Friendly Schools , an Australian evidenced-based whole-school bullying prevention intervention. Regular in-depth interviews with school leaders and implementation teams over four years led to the refinement of a staged-implementation process and capacity building tools and revealed four common drivers of implementation quality: (1) strong, committed leadership (2) organisational structures, processes and resources (3) staff competencies and commitment and (4) translating evidence into local school policy and practice. This paper considers the strengths of qualitative data in understanding how and why bullying prevention interventions work as well as actions schools can take to enhance their implementation and sustainability of complex social interventions.
Publisher: Frontiers Media SA
Date: 06-03-2020
Publisher: Frontiers Media SA
Date: 12-2016
Publisher: American Psychological Association (APA)
Date: 2018
DOI: 10.1037/ORT0000289
Abstract: Currently, there is little research investigating how schools can support the mental health and social development of young people with cystic fibrosis (CF), given their heightened risk of mental illness. Few studies have examined the relationship between bullying and mental health in populations of children with CF. This study describes the peer bullying experiences of young people with CF, and examines associations between school bullying and the psychological well-being of these young people. A sequential mixed-methods approach was used to collect data from 26 young people with CF (10-16 years of age). These data were compared with large s les of healthy children. Following an online survey, 11 young people, through online focus groups, expanded on the survey findings, describing their experiences within the school environment. Young people with CF reported lower involvement in bullying victimization and perpetration relative to the comparison population. For older adolescents with CF, victimization was associated with less connectedness to school and less peer support, and more school loneliness, anxiety, and depression. Young people with CF reported they generally liked the school environment, and were happy with their friendships, whereas some older adolescents reported that bullying evoked anxiety and mood problems. Reported bullying was primarily verbal and targeted characteristics of their CF, including their coughing, noninvolvement in certain activities because of shortness of breath, use of medication, and being underweight (for boys only). The findings provide some recommendations for interventions to promote mental health and school engagement among young people with CF. (PsycINFO Database Record
Publisher: American Psychological Association (APA)
Date: 2013
DOI: 10.1037/A0030511
Publisher: Springer Science and Business Media LLC
Date: 11-11-2016
Publisher: S. Karger AG
Date: 2001
DOI: 10.1159/000057059
Abstract: While largely unacknowledged, Piaget’s views on the epistemology of consciousness presaged key positions now held by contemporary philosophers and psychologists. This paper examines Piaget’s views about two fundamental epistemological problems central to any theory of consciousness: (1) the general problem of the subject-object relationship in any type of knowing and (2) the specific problem of the physical-mental relationship within the knowing subject. Piaget adopts a unique form of internal interactionism toward the first issue and a sophisticated form of parallelism toward the second he aimed for an eventual integrative monism while providing compelling reasons why such a monism may always exist in name only. While his approach to these problems did not solve them, his examination of the problems – and his proposed coordination of philosophy, psychology, and neuroscience – is an important path toward consilience in the scientific study and understanding of consciousness.
Publisher: SAGE Publications
Date: 25-11-2020
Abstract: Previous studies have shown that there is overlap between victimization and the perpetration of bullying, and social and motivational variables are known to mediate this relationship. However, the effects of different moral disengagement strategies have not been studied, despite the fact that they exert a major influence on aggressive behavior. This hypothesis and the moderating role of gender were tested through a longitudinal study ( N = 2,066) administered in three waves at 6-month intervals. The results indicated that cognitive restructuring influenced the association between victimization and subsequent bullying. In high victimization scores, boys had higher scores in bullying perpetration compared to girls. The conclusion underlines the importance of the role of morals and ethics in peer relations and in the cycle of violence.
Publisher: Elsevier BV
Date: 04-2019
Publisher: Mary Ann Liebert Inc
Date: 07-2015
Abstract: The study of moral disengagement has greatly informed research on aggression and bullying. There has been some debate on whether cyberbullies and other cyber-aggressors show more or less of a tendency for moral disengagement than traditional aggressors and bullies. However, according to the triadic model of reciprocal determinism, an in idual's behavior influences and is influenced by both personal factors and his/her social environment. This article reviews the literature to propose a new conceptual framework addressing how features of the online context may enable specific mechanisms that facilitate moral disengagement. Specific affordances for moral disengagement proposed here include the paucity of social-emotional cues, the ease of disseminating communication via social networks, and the media attention on cyberbullying, which may elicit moral justification, euphemistic labeling, palliative comparison, diffusion and displacement of responsibility, minimizing and disregarding the consequences for others, dehumanization, and attribution of blame. These ideas suggest that by providing affordances for these mechanisms of moral disengagement, online settings may facilitate cyber-aggression and cyberbullying.
Publisher: Informa UK Limited
Date: 22-02-2021
Publisher: American Psychological Association (APA)
Date: 2007
DOI: 10.1037/0012-1649.43.4.838
Abstract: Little research has examined whether social information processing (SIP) measures from early childhood predict externalizing problems beyond the shared association with familial risk markers. In the present study, family antecedents and first-grade externalizing behaviors were studied in relation to preschool and 1st-grade SIP using data from the U.S. National Institute for Child Health and Human Development Study of Early Child Care (N=1,364). A subgroup of low-risk children reported only benign attributions in preschool and had few externalizing problems in 1st grade according to both teacher and mother reports. After controlling for gender and cognitive functioning, the authors found that maternal education and authoritarian attitudes were key predictors of this "Pollyanna preschooler" status and of SIP in 1st grade. However, small effect sizes for SIP variables underscore the need for new approaches to measurement and for further research on moderators of the link between SIP and children's behavior.
Publisher: Springer Science and Business Media LLC
Date: 17-08-2020
Publisher: Elsevier BV
Date: 03-2022
Publisher: Springer International Publishing
Date: 2016
Publisher: Cambridge University Press (CUP)
Date: 12-2008
Abstract: School-based approaches to addressing aggression in the early grades have focused on explicit curriculum addressing social and emotional processes. The current study reviews research on the distinct modes of aggression, the status of current research on social and emotional processing relevant to problems of aggression amongst young children, as well as the social-relationship processes that occur in schools that hold transformative potential for children's aggression and behavioural development. A framework incorporating peer-to-peer, teacher–child, and teacher-parent relationship components within a social–emotional curriculum is outlined to inform a multisystemic approach to addressing young children's aggression.
Publisher: Wiley
Date: 22-08-2022
DOI: 10.1111/DAR.13525
Abstract: People who inject drugs are at risk of hospitalisation with injection‐related infections (IRI). We audited the clinical features, microbiology and management of IRI at a tertiary service in Melbourne to describe the burden and identify quality improvement opportunities. We performed retrospective review of IRI admissions from January 2017 to April 2019. We extracted admissions where ICD‐10 codes or triage text suggested injecting drug use, and the diagnosis suggested IRI. We reviewed these for eligibility and extracted data using a standardised form. We performed mixed‐effects logistic regression to determine predictors of unplanned discharge. From 574 extracted candidate admissions, 226 were eligible, representing 178 patients. Median age was 41 years (interquartile range 36–47), 66% (117/178) male and 49% (111/226) had unstable housing. Over 50% (96/178) had a psychiatric diagnosis and 35% (62/178) were on opioid agonist therapy (OAT) on admission. Skin and soft tissue infection was the most common IRI (119/205, 58%), followed by bacteraemia (36/205, 18%) and endocarditis (26/205, 13%). Management included addictions review (143/226, 63%), blood‐borne virus screening (115/226, 51%), surgery (77/226, 34%) and OAT commencement (68/226, 30%). Aggression events (54/226, 15%) and unplanned discharge (69/226, 30%) complicated some admissions. Opioid use without OAT was associated with almost 3‐fold increased odds of unplanned discharge compared to no opioid use (odds ratio 2.90, 95% confidence interval 1.23, 6.85, p = 0.015). Comorbidities associated with IRI may be amenable to opportunistic intervention during hospitalisation. Further research is needed to develop optimal models of care for this vulnerable patient group.
Publisher: Springer Science and Business Media LLC
Date: 17-11-2016
Publisher: Wiley
Date: 09-06-2016
DOI: 10.1002/AB.21663
Abstract: Aggression in online contexts has received much attention over the last decade, yet there is a need for measures identifying the proximal psychological drivers of cyber-aggressive behavior. The purpose of this study was to present data on the newly developed Cyber-Aggression Typology Questionnaire (CATQ) designed to distinguish between four distinct types of cyber-aggression on dimensions of motivational valence and self-control. A s le 314 undergraduate students participated in the study. The results confirmed the predicted four-factor structure providing evidence for distinct and independent impulsive-aversive, controlled-aversive, impulsive-appetitive, and controlled-appetitive cyber-aggression types. Further analyses with the Berlin Cyberbullying Questionnaire, Reactive Proactive Aggression Questionnaire, and the Behavior Inhibition and Activation Systems Scale provide support for convergent and ergent validity. Understanding the motivations facilitating cyber-aggressive behavior could aid researchers in the development of new prevention and intervention strategies that focus on in idual differences in maladaptive proximal drivers of aggression. Aggr. Behav. 43:74-84, 2017. © 2016 Wiley Periodicals, Inc.
Publisher: Springer Science and Business Media LLC
Date: 13-01-2022
DOI: 10.1186/S13034-021-00433-Y
Abstract: The impacts of the COVID-19 pandemic have been vast and are not limited to physical health. Many adolescents have experienced disruptions to daily life, including changes in their school routine and family’s financial or emotional security, potentially impacting their emotional wellbeing. In low COVID-19 prevalence settings, the impact of isolation has been mitigated for most young people through continued face-to-face schooling, yet there may still be significant impacts on their wellbeing that could be attributed to the pandemic. We report on data from 32,849 surveys from Year 7–12 students in 40 schools over two 2020 survey cycles (June/July: 19,240 October: 13,609), drawn from a study of 79 primary and secondary schools across Western Australia, Australia. The Child Health Utility Index (CHU9D) was used to measure difficulties and distress in responding secondary school students only. Using comparable Australian data collected six years prior to the pandemic, the CHU9D was calibrated against the Kessler-10 to establish a reliable threshold for CHU9D-rated distress. Compared to 14% of responding 12–18-year-olds in 2013/2014, in both 2020 survey cycles almost 40% of secondary students returned a CHU9D score above a threshold indicative of elevated difficulties and distress. Student distress increased significantly between June and October 2020. Female students, those in older Grades, those with few friendships or perceived poor quality friendships, and those with poor connectedness to school were more likely to score above the threshold. In a large dataset collected during the first year of the COVID-19 pandemic, the proportion of secondary school students with scores indicative of difficulties and distress was substantially higher than a 2013/2014 benchmark, and distress increased as the pandemic progressed, despite the low local prevalence of COVID-19. This may indicate a general decline in social and emotional wellbeing exacerbated by the events of the pandemic. Trial registration: ANZCTRN (ACTRN12620000922976). Retrospectively registered 17/08/2020. www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380429& isReview=true .
Publisher: Informa UK Limited
Date: 26-04-2019
Publisher: Wiley
Date: 20-04-2023
DOI: 10.1002/CPP.2854
Abstract: In iduals with borderline personality disorder (BPD) are at a substantial risk of harm to themselves and others, experience high levels of functional impairment and typically are high users of tertiary healthcare to address their mental health concerns. As indicators for BPD typically emerge in adolescence, a day therapy service in Bentley, Western Australia, Touchstone Child and Adolescent Mental Health Service (CAMHS), was developed as an intensive intervention for adolescents with indicators for BPD and its associated symptomology. Touchstone utilizes mentalization‐based therapy (MBT) in a therapeutic community setting, where the current study sought to document the anecdotal outcomes using the data provided at Touchstone, to enable a greater understanding of this treatment approach for adolescents with indicators for BPD. Forty‐six participants attended the Touchstone programme between 2015 and 2020. The programme involved 6 months of MBT (group and in idual), occupational therapy, education and creative therapies. Measures of self‐injury, mood and emergency department presentations were collected pre‐ and post‐programme. Results indicate that participants show a reduction in non‐suicidal acts and thoughts, as well as a reduction in negative moods and feelings from pre‐Touchstone to post‐Touchstone. There is also a decrease in participant presentation to tertiary emergency departments for mental health concerns. The current study shows evidence for the efficacy of Touchstone as an MBT therapeutic community intervention to reduce symptoms of emerging BPD and effectively reduce presentations to emergency departments for mental health presentations, alleviating pressure on tertiary hospitals and reducing economic impact of adolescents within this demographic.
Publisher: Elsevier BV
Date: 11-2013
Publisher: Oxford University Press (OUP)
Date: 06-12-2019
DOI: 10.1093/SLEEP/ZSY243
Abstract: Longitudinal data on the course and relationship of concurrent psychopathology in youth are scarce but are of need for better practical patient care and prevention. This study explores the course of (and relationships over time) between sleep problems and concurrent dimensional difficulties relating to anxiety/depression, attention deficiency, and aggressive behaviors in childhood and adolescence. The latter three may jointly form a broad syndrome, the dysregulation profile. Young people from the Raine Study, a large community cohort s le (N = 1625) were followed from age 5 to 17 years. Developmental courses of sleep problems and its concurrent regulatory difficulties were estimated separately and jointly. The majority of adolescents reported low levels of problems and which appeared to be stable over time, while a small group (rates between 7.8% and 10.1%) reported enduring problematic developmental courses. Sleep problems and regulatory difficulties shared a strong association in their development over time (in idual's probabilities of having the same courses, i.e. low-low and high-high, were between 89.8% and 92.3%). Furthermore, having persistent sleep problems over time was associated with an increased risk of having regulatory difficulties by approximately 10 times, and vice versa. Findings from this study provide empirical evidence for a strong mutual association in the development of sleep problems and difficulties of dysregulation with emotion, cognition, and aggression. It may be suggested that a positive screening of one such psychopathological dimension should lead to a careful assessment, not only to reduce the problem in question but also to prevent the youth from further problems.
Publisher: Springer Science and Business Media LLC
Date: 05-07-2019
DOI: 10.1007/S10964-019-01067-2
Abstract: The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a s le of 1895 students from grades 7-9 (50.6% female 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.
Publisher: Elsevier BV
Date: 03-2018
DOI: 10.1016/J.BBI.2018.01.002
Abstract: Observational studies suggest that dietary patterns may impact mental health outcomes, although biologically plausible pathways are yet to be tested. We aimed to elucidate the longitudinal relationship between dietary patterns, adiposity, inflammation and mental health including depressive symptoms in a population-based cohort of adolescents. Data were provided from 843 adolescents participating in the Western Australian Pregnancy Cohort (Raine) Study at 14 and 17 years (y) of age. Structural equation modelling was applied to test our hypothesised models relating dietary patterns, energy intake and adiposity (body mass index) at 14 y to adiposity and the pro-inflammatory adipokine (leptin) and inflammation (high sensitivity C-reactive protein - hs-CRP) at 17 y, and these inflammatory markers to depressive symptoms (Beck Depression Inventory) and Internalising and Externalising Behavioral Problems (Child Behavior Check List Youth Self- Report) at 17 y. We further tested a reverse hypothesis model, with depression at 14 y as a predictor of dietary patterns at the same time-point. The tested models provided a good fit to the data. A 'Western' dietary pattern (high intake of red meat, takeaway, refined foods, and confectionary) at 14 y was associated with higher energy intake and BMI at 14 y, and with BMI and biomarkers of inflammation at 17 y (all p < .05). A 'Healthy' dietary pattern (high in fruit, vegetables, fish, whole-grains) was inversely associated with BMI and inflammation at 17 y (p < .05). Higher BMI at 14 y was associated with higher BMI (p < .01), leptin (p < .05), hs-CRP (p < .05), depressive symptoms (p < .05) and mental health problems (p < .05), all at 17 y. A 'Western' dietary pattern associates with an increased risk of mental health problems including depressive symptoms in adolescents, through biologically plausible pathways of adiposity and inflammation, whereas a 'Healthy' dietary pattern appears protective in these pathways. Longitudinal modelling into adulthood is indicated to confirm the complex associations of dietary patterns, adiposity, inflammation and mental health problems, including depressive symptoms.
Publisher: Wiley
Date: 04-05-2017
DOI: 10.1111/ACPS.12744
Publisher: Wiley
Date: 24-01-2019
DOI: 10.1111/ACPS.12986
Abstract: The role of serotonin (5-HT) in human aggression has been the subject of a large number of studies, mostly with adults. Meta-analyses indicate a small but significant inverse relationship between central nervous 5-HT availability and aggression, but genetically informed studies suggest two pathways: one to reactive aggression and the other to proactive aggression. We conducted a systemic review on central nervous 5-HT function in children and adolescents, with attention to the function of aggression. In total, 675 articles were screened for relevance, with 45 reviewed. These included blood assays (e.g. plasma, 5-HIAA platelet 5-HTR We propose factors that may be blurring the picture, including problems in the conceptualization and measurement of aggression in young people, the lack of prospective designs and the bias towards clinical s les of boys. Research needs to account for variance in the both motivation for and implementation of aggression, and look to the behavioural economics literature to consider the roles of reward, vengeance and self-control more clearly.
Publisher: Springer Science and Business Media LLC
Date: 17-01-2019
Publisher: Wiley
Date: 06-11-2016
DOI: 10.1111/ACPS.12661
Publisher: Wiley
Date: 03-05-2014
DOI: 10.1111/BJEP.12037
Abstract: The role of reactive aggression in the development of peer victimization remains unclear due in part to a failure to account for confounding problems of behavioural undercontrol (e.g., hyperactivity). As well, the school social context has rarely been examined to see whether these risks are mediated by relationships with teachers. This study tests the prospective relations between reactive aggression, hyperactivity, victimization, and teacher-child (T-C) relationship, to determine whether conflict mediates the relationships between externalizing problems and victimization. A s le of 1,114 Australian students were followed from pre-kindergarten through first grade. Cross-lagged path analyses were conducted, with comparison of gender-moderating models and autocorrelation models. Full-information maximum likelihood was deployed to account for missingness. Best fitting models found that the relationship of early externalizing problems to later victimization was mediated by T-C conflict. No evidence of victimization increasing externalizing problems nor gender differences were observed. T-C conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity. Understanding the processes whereby externalizing problems confer risk of victimization involves understanding the whole social context of classrooms, including relationships with teachers. Finer-grained research is needed to better understand how peer dynamics may be influenced by observation of T-C relationships. Pre-service teacher education needs to ensure a focus on the potential social impact of teacher's relationships with students.
Publisher: Elsevier BV
Date: 03-2022
Publisher: SAGE Publications
Date: 05-12-2020
Abstract: Children and adolescents with chronic physical health conditions are also at elevated risk of poor mental health the mechanisms to account for this relationship remain unclear. In this narrative review, we used the socio-ecological model to examine research on experiences of school for children with chronic health conditions and how socio-ecology might be involved in mental health problems. We conducted a scoping review of the existing literature, focused on hearing loss, cystic fibrosis and type 1 diabetes, which examined child and/or adolescent mental health and aspects of the school social setting. PubMed and ScienceDirect databases were searched for the three target conditions from 353 abstracts, 38 articles were reviewed in detail. Relevant articles that examined social aspects of the experience of school for students with chronic health conditions, including absenteeism due to illness or healthcare, self-perceived difference from peers, stigmatisation and discrimination, bullying and victimisation, and positive aspects of peer support at school were reviewed. Teacher–child aspects including teacher knowledge and/or attitudes about the condition and the possibility of overdependence in the relationship were examined. Each of these processes was considered for its impact on the young person’s mental health. School-based social risk processes in the lives of young people with chronic health conditions, in particular in the peer microsystem, are likely to contribute to risk of psychological problems. These risks cannot be disentangled from mesosystemic, exosystemic and macrosystemic influences. Further research is required on the role of teachers and parents in the school social functioning of children with chronic health conditions.
Publisher: Wiley
Date: 11-10-2018
DOI: 10.1111/JORA.12343
Abstract: The aim of this study is to describe the self-reported experiences of adolescents in population-based s les when completing health-related surveys on topics with varying potential for evoking distress. Survey data were collected in three school-based studies of bullying behaviors (N = 1,771, 12-14 years), alcohol use (N = 823, 12, 15, and 17 years), and electronic image sharing (N = 274, 13 years). Between 5% and 15% of respondents reported being upset at survey completion, but at most 1.4% were entirely negative in their evaluation. Age was not associated with being upset, but younger adolescents were more likely to see benefit in participation. Although concurrent mental health symptoms increased the risk of being upset, this was mostly mitigated by perceived benefits from participation.
Publisher: Springer Science and Business Media LLC
Date: 17-11-2022
DOI: 10.1007/S10964-022-01704-3
Abstract: Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls M age = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.
Publisher: Project MUSE
Date: 2014
Publisher: Elsevier BV
Date: 07-2015
DOI: 10.1016/J.PHARMTHERA.2015.03.004
Abstract: Protein kinases are one of the most studied drug targets in current pharmacological research, as evidenced by the vast number of kinase-targeting agents enrolled in active clinical trials. Dual-specificity Tyrosine phosphorylation-Regulated Kinase 1A (DYRK1A) has been much less studied compared to many other kinases. DYRK1A primary function occurs during early development, where this protein regulates cellular processes related to proliferation and differentiation of neuronal progenitor cells. Although most extensively characterised for its role in brain development, DYRK1A is over-expressed in a variety of diseases including a number of human malignancies, such as haematological and brain cancers. Here we review the accumulating molecular studies that support our understanding of how DYRK1A signalling could underlie these pathological functions. The relevance of DYRK1A in a number of diseases is also substantiated with intensive drug discovery efforts to develop potent and selective inhibitors of DYRK1A. Several classes of DYRK1A inhibitors have recently been disclosed and some molecules are promising leads to develop DYRK1A inhibitors as drugs for DYRK1A-dependent diseases.
Publisher: Elsevier BV
Date: 12-2015
Publisher: Elsevier BV
Date: 12-2022
DOI: 10.1016/J.SOCSCIMED.2022.115451
Abstract: School bullying is a public health concern affecting the physical and mental health of children and young people. While school-based interventions to prevent bullying have been developed internationally, the effectiveness of many interventions has been mixed and modest. Despite a growing recognition that the school built environment may impact bullying behaviour, few anti-bullying interventions have addressed the built environment. This systematic scoping review explored existing literature for evidence that the school built environment influences bullying behaviour in school students. The review was guided by Arksey and O'Malley's methodological framework for scoping reviews. A search of six databases (Medline, PsycINFO, ERIC, EMBASE, CINAHL Plus and The Cochrane Library) identified studies addressing primary, middle and secondary school students, bullying, school bullying locations, and school built environments. Peer-reviewed journal articles published in English prior to July 19, 2021, were included. In total, 7568 documents were screened by title and abstract. Following a full-text review, 61 studies (63 articles) were selected 43 studies identified school bullying locations, and 19 studies linked features of the school built environment to bullying behaviour. Classrooms, playgrounds, and corridors were identified as common bullying locations. Features of the school built environment linked to bullying behaviour included security cameras, architectural design, aesthetics, seating, and vandalism. This review identified key school settings for anti-bullying interventions and identified gaps in existing built environment and bullying literature. Further analyses of published studies will inform anti-bullying policy and practice.
Publisher: Colegio Oficial de Psicologos de Madrid
Date: 03-2021
DOI: 10.5093/PI2020A21
Publisher: Wiley
Date: 11-12-2020
DOI: 10.1111/SJOP.12502
Abstract: Bullying is a perplexing and persistent problem with negative consequences for all involved. Schools are assigned considerable responsibility for the management of bullying because of its prevalence amongst youth. Despite considerable efforts over decades to curtail bullying through the use of anti-bullying policies and other school-based interventions, the rates of young people who frequently bully has not decreased significantly. Motivational Interviewing (MI) is a relational and affirming conversational method that strengthens an in idual's motivation and commitment to change, overcoming ambivalence toward the problem. The aim of the current study was to provide preliminary insight into the feasibility of incorporating MI into student service repertoires for addressing bullying. Ten staff participants from six secondary schools, who had roles in bullying intervention within their respective schools, were offered training in MI and invited to use and monitor this method in their practice as an intervention for students who perpetrate bullying. Results indicated a number factors which influenced the uptake of MI in schools. Facilitators enabling the use of MI included practitioner's professional background, administrative support, training and implementation of MI. Barriers to the use of MI included time pressure and administrative expectations, school roles and system limitations, and preconceptions and the stigma of bullying.
Publisher: Cambridge University Press (CUP)
Date: 16-06-2014
DOI: 10.1017/JGC.2014.3
Abstract: Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers’ perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether teachers’ reports of relationship quality were differentially associated with children's behaviours depending on child gender. Teachers provided behavioural reports and ratings of closeness and conflict for children from kindergarten ( n = 598), pre-primary ( n = 496), and year 1 ( n = 451). Of 19 significant associations, only 5 were moderated by gender, including hyperactivity and emotional problems. The findings suggest that, primarily, gender does not moderate how teachers’ perceptions of behaviours correlate with their ratings of relationship quality, but that gender role expectations may affect teacher-child relationship quality in some behavioural domains. Suggestions for counsellors working with teachers are presented that target teacher self-reflection on gender expectations, behavioural expectations and their intersection, to improve teacher-child relationship quality.
Publisher: MDPI AG
Date: 11-05-2018
DOI: 10.3390/NU10050594
Publisher: Wiley
Date: 29-06-2018
DOI: 10.1002/AB.21770
Abstract: The role of reactive and proactive aggression in school bullying perpetration remains unclear. In this study, we explore the predictive value of an expanded model of aggression motives based on the Quadripartite Violence Typology (QVT), which distinguishes between motivational valence (appetitive or aversive) and recruitment of deliberative self-control to derive four classes of motives: Rage, Revenge, Reward, and Recreation. With a s le of 1,802 students from grades 7-9, we assessed aggression motives via self-report, along with self-report of bullying perpetration and victimization, which were used to assign students into categories of Pure Bully, Bully/Victim (B/V), Pure Victim, and Uninvolved. Two structural models were computed to examine the relationship between these four categories of bullying involvement and aggression motives, using conservative and liberal bullying cutoffs. As predicted, B/V status was more strongly related to Rage and Revenge motives. However, B/Vs had higher scores than Pure Bullies for almost all aggression motives, including Recreation. We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage (which map most clearly to proactive and reactive aggression, respectively) aggression motives, for bullying prevention and intervention strategies, especially among adolescents for whom extant bullying prevention strategies may be ineffective or counterproductive.
Publisher: Elsevier BV
Date: 03-2003
Publisher: Springer Science and Business Media LLC
Date: 12-2017
Publisher: Elsevier BV
Date: 03-2003
Publisher: Cambridge University Press (CUP)
Date: 05-03-2021
DOI: 10.1017/JGC.2020.32
Abstract: Children with asthma face serious mental health risk, but the pathways remain unclear. This study aimed to examine bullying victimisation and perpetration in children with asthma and a comparison s le without a chronic health condition, and the role of bullying in moderating psychosocial adjustment outcomes for those with asthma. A s le of children with ( n = 24) and without asthma ( n = 39), and their parents, were recruited from hospital clinics. Parents rated children’s psychosocial adjustment children provided self-report of bullying victimisation and perpetration from which co-occurring bully/victim status was derived. No differences in mean perpetration or victimisation were found, but children with asthma were more likely to be bully/victims (involved both as target and perpetrator), compared to those without asthma. Children with asthma who were victims of bullying had greater peer problems and overall adjustment problems bully/victims did not show this pattern. Children with asthma may be more likely to be bully/victims, and those who are victims of bullying may be at elevated risk for psychosocial adjustment problems and require particular support in this area from school counsellors and psychologists.
Publisher: Informa UK Limited
Date: 10-2017
DOI: 10.2147/NDT.S137549
Publisher: American Speech Language Hearing Association
Date: 06-10-2022
DOI: 10.1044/2022_LSHSS-21-00178
Abstract: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student–teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents ( n = 37), and their classroom teachers ( n = 40) participated in the intervention program and were provided access to the resource. In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.
Publisher: Wiley
Date: 25-03-2018
DOI: 10.1002/PITS.22120
Location: Canada
Start Date: 2016
End Date: 2018
Funder: Asthma Foundation of Western Australia
View Funded ActivityStart Date: 2015
End Date: 2016
Funder: Ian Potter Foundation
View Funded ActivityStart Date: 2013
End Date: 2016
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2013
End Date: 2014
Funder: University of Victoria
View Funded ActivityStart Date: 2007
End Date: 2009
Funder: Department of Education and Training
View Funded ActivityStart Date: 2019
End Date: 2021
Funder: Healthway
View Funded ActivityStart Date: 2016
End Date: 2018
Funder: Healthway
View Funded ActivityStart Date: 2016
End Date: 2017
Funder: University of Western Australia
View Funded Activity