Protective Factors Interrupting the Continuity from School Bullying to Later Internalizing and Externalizing Problems: A Systematic Review of Prospective Longitudinal Studies

Autor/inn/en	Ttofi, Maria M.; Bowes, Lucy; Farrington, David P.; Lösel, Friedrich
Titel	Protective Factors Interrupting the Continuity from School Bullying to Later Internalizing and Externalizing Problems: A Systematic Review of Prospective Longitudinal Studies
Quelle	In: Journal of School Violence, 13 (2014) 1, S.5-38 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2013.857345
Schlagwörter	Longitudinal Studies; Resilience (Psychology); Bullying; Behavior Problems; Victims; Adjustment (to Environment); Academic Achievement; Interpersonal Competence; Family Environment; Attachment Behavior; Parent Child Relationship; Prosocial Behavior; Peer Influence; Risk; Literature Reviews; Age Differences; Correlation + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mobbing; Victim; Opfer; Schulleistung; Interpersonale Kompetenz; Familienmilieu; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Risiko; Age; Difference; Age difference; Altersunterschied; Korrelation
Abstract	A systematic review is presented, based on prospective longitudinal studies, on protective factors that interrupt the continuity from bullying perpetration at school to externalizing problem behaviors later in life; and from bullying victimization to later internalizing problems. Some common factors were established, which seem to interrupt the continuity from school bullying perpetration and victimization to later maladjustment problems. These included having a good performance at school and good social skills, coming from a stable (undisrupted) family, being attached to parents, and having prosocial friends. Findings are consistent with the wider resilience literature on factors that confer emotional and behavioral adjustment to school youth. This is not surprising given the interconnectedness and common pathways between bullying and other risk behaviors. Effective antibullying and other multicomponent programs may successfully interrupt this long-term continuity. Future intervention research should be informed by the resilience literature and incorporate existing findings in future program planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10