Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment.

By Patricia McDougall, T. Vaillancourt. American Psychologist, 2015

604 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/22caee93e2e87d7ea30036aea993214229699db1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Christina Salmivalli
2. Jaana Juvonen
3. Shelley Hymel
4. Ersilia Menesini
5. J. Bradshaw
6. Gijs Huitsing
7. René Veenstra
8. Nick Turner

In Safety Research

1. Christina Salmivalli
2. J. Bradshaw
3. Jaana Juvonen
4. Shelley Hymel
5. René Veenstra
6. Ersilia Menesini

In Social Psychology

1. Christina Salmivalli
2. Jaana Juvonen
3. Ersilia Menesini
4. René Veenstra
5. Shelley Hymel
6. Gijs Huitsing
7. Gwyther Rees
8. J. Bradshaw

Citations in the corpus

• Analyzing Skewed Continuous Outcomes With Many Zeros: A Tutorial for Social Work and Youth Prevention Science Researchers (2018, background): “For example, students who are victimized often report higher internalizing problems (e.g., depression and social anxiety; Reijntjes, Kamphuis, Prinzie, & Telch, 2010), which may elevate their risk for mental health problems later in life (McDougall & Vaillancourt, 2015).”
• Children and Adolescents and Digital Media (2016, background): “Similar to traditional bullying, cyberbullying can lead to short-and long-term 133, 134 negative social, academic, and health 134 – 137 consequences for both the perpetrator and target.”
• Comparing children's experiences of schools-based bullying across countries (2017, background): “In summary there is now considerable evidence from a range of studies (reviewed in Wolke et al., 2015; McDougall & Vaillancourt, 2015) of the negative impact of experiencing bullying as a child on outcomes in later life and of a dose effect of bullying – i.e. more frequent and more severe…”
• Bullying in schools: the state of knowledge and effective interventions (2017, background): “McDougall and Vaillancourt (2015) in recent systematic review underscored the necessity to use a complex and multifactorial model to understand direct and indirect links connecting peer victimisation experiences and later adult outcomes.”
• The Healthy Context Paradox: Victims’ Adjustment During an Anti-Bullying Intervention (2018, background): “We focused on indicators of psychological adjustment that are known to be associated with victimization: depressive symptoms, social anxiety, and self-esteem (see for reviews/meta-analyses: Hawker and Boulton 2000; McDougall and Vaillancourt 2015; Reijntjes et al. 2010).”
• Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling (2017, background): “Bullied children and youth are at risk for many forms of psychological distress (McDougall & Vaillancourt, 2015), including depression (e.g., van der Wal, de Wit, & Hirasing, 2003), anxiety (e.g., Craig, 1998), loneliness (e.g., Boivin, Hymel, & Hodges, 2001), and suicidal ideation (e.g., Bonanno &…”