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Does Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment Among Victims?

Laninga-Wijnen Lydia; Garandeau Claire F.; Mulder Saskia; van den Berg Yvonne H. M.; de Castro Bram O.

dc.contributor.authorLaninga-Wijnen Lydia
dc.contributor.authorGarandeau Claire F.
dc.contributor.authorMulder Saskia
dc.contributor.authorvan den Berg Yvonne H. M.
dc.contributor.authorde Castro Bram O.
dc.date.accessioned2022-10-27T12:26:27Z
dc.date.available2022-10-27T12:26:27Z
dc.identifier.urihttps://www.utupub.fi/handle/10024/158603
dc.description.abstract<p> School bullying is a clear violation of children’s rights to a safe education and is a major concern among school professionals and parents. Many antibullying interventions focus on enhancing peer defending of victims to combat bullying and to promote victims’ psychosocial functioning. However, longitudinal studies on the effects of being defended on (a) diminishing victimization and (b) enhancing victims’ psychosocial adjustment are lacking, and the role of the broader peer context has been largely unexplored. Therefore, this study examined whether being defended decreases victimization and improves victims’ psychosocial adjustment, and whether defending peer norms moderate these effects. Data were derived from a nationwide Dutch study on the effectiveness of antibullying interventions, with <em>N</em> = 5,415 students (<em>M</em>age = 9.93; 48.3% girls) from 238 classrooms (54.2% control classrooms) in 68 elementary schools. Findings indicate that victims with at least one defender at the start of the school year (Time 1) experienced higher feelings of belonging at the end of the school year (Time 2) compared with nondefended victims, but experienced lower feelings of belonging compared with nonvictims. Defended victims did not differ from nondefended victims in self-esteem, depressive symptoms, and severity of victimization at Time 2. Nonvictims were significantly better adjusted than defended and nondefended victims regarding these outcomes. Descriptive and popularity norms for defending did not moderate the links between being defended and victims’ adjustment and severity of victimization at Time 2. Thus, being defended only partly relieves victims’ plight, irrespective of how normative defending behaviors are in classrooms. <br></p>
dc.language.isoen
dc.publisherAmerican Psychological Association
dc.titleDoes Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment Among Victims?
dc.identifier.urlhttp://dx.doi.org/10.1037/edu0000712
dc.identifier.urnURN:NBN:fi-fe2022081153931
dc.contributor.organizationfi=INVEST lippulaiva psykologia|en=INVEST Flagship Psychology|
dc.contributor.organization-code2603022
dc.converis.publication-id175053441
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/175053441
dc.identifier.eissn1939-2176
dc.identifier.jour-issn0022-0663
dc.okm.affiliatedauthorGarandeau, Claire
dc.okm.affiliatedauthorLaninga-Wijnen, Lydia
dc.okm.discipline515 Psykologiafi_FI
dc.okm.discipline515 Psychologyen_GB
dc.okm.internationalcopublicationinternational co-publication
dc.okm.internationalityInternational publication
dc.okm.typeJournal article
dc.publisher.countryYhdysvallat (USA)fi_FI
dc.publisher.countryUnited Statesen_GB
dc.publisher.country-codeUS
dc.relation.doi10.1037/edu0000712
dc.relation.ispartofjournalJournal of Educational Psychology
dc.year.issued2022


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