Multiple victimization experiences of urban elementary school students: Associations with psychosocial functioning and academic performance

Abstract

Abstract

Objective: This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. Methods: Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Results: Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Conclusions: Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

Department

Psychology

Publication Date

5-2007

Journal Title

Child Abuse and Neglect

Publisher

Elsevier

Digital Object Identifier (DOI)

10.1016/j.chiabu.2006.12.006

Document Type

Article

Rights

© 2007 Elsevier Ltd. All rights reserved.

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