Psychological Adjustment of Ethnically Victimized Adolescents: Do Teachers' Responses to Ethnic Victimization Incidents Matter?

Autor/inn/en	Bayram Özdemir, Sevgi; Özdemir, Metin; Elzinga, Anais Emma
Titel	Psychological Adjustment of Ethnically Victimized Adolescents: Do Teachers' Responses to Ethnic Victimization Incidents Matter?
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 6, S.848-864 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2021.1877131
Schlagwörter	Ethnic Groups; Self Esteem; Victims; Depression (Psychology); Symptoms (Individual Disorders); Teacher Student Relationship; Immigrants; Emotional Adjustment; Social Adjustment; Parent Teacher Cooperation; Peer Relationship; Intervention; Classroom Techniques; Teacher Collaboration; Secondary School Students; Foreign Countries; Self Concept Measures; Teacher Role; Measures (Individuals); Bullying; Sweden; Rosenberg Self Esteem Scale; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Ethnie; Self-esteem; Selbstaufmerksamkeit; Victim; Opfer; Psychiatrische Symptomatik; Teacher student relationships; Lehrer-Schüler-Beziehung; Immigrant; Immigrantin; Immigranten; Emotionale Anpassung; Soziale Anpassung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Peer-Beziehungen; Klassenführung; Lehrerkooperation; Sekundarschüler; Ausland; Lehrerrolle; Messdaten; Mobbing; Schweden
Abstract	The present study examined how teachers respond to ethnic-victimization, and whether teachers' responses buffer the effect of such aversive encounters on immigrant youth's psychological adjustment. The sample included youth of immigrant background residing in Sweden (N = 423; M[subscript age] = 13.19, SD = 0.51; 44% girls), and their head class teachers. Cluster analysis revealed three subgroups of teachers based on their responses to ethnic victimization: (1) high in enlisting parents; (2) high in initiating discussions with other teachers; (3) high in multiple forms of strategies (i.e., authority-based interventions, comforting and supporting the victim, contacting parents, and initiating discussions with other teachers). The effects of ethnic victimization on youth's depressive symptoms and self-esteem were significantly lower when teachers used multiple forms of strategies than when teachers used collaborative actions or enlisted parents. The findings highlight the importance of approaching ethnic victimization as a multi-dimensional phenomenon, thereby accessing multiple actors so as better to combat aversive effects on the victim. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01