You've got a friend(ly school): Can school prosocial norms and friends similarly protect victims from distress?

Social Development

Volumn 27, Issue 3, 2018, Pages 636-651

  Schacter, Hannah L ^a,b   Juvonen, Jaana ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

adolescence; friendship; peers peer relations; schools; victimization

Indexed keywords

EID: 85047962223     PISSN: 0961205X     EISSN: 14679507     Source Type: Journal    
DOI: 10.1111/sode.12281     Document Type: Article

References (56)

1. Asher, S. R., & Wheeler, V. A. (1985). Children's loneliness: A comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology, 53(4)500–505. https://doi.org/10.1037/0022-006X.53.4.500
2. Bagwell, C. L., & Schmidt, M. E. (2011). Friendships in childhood and adolescence. New York, NY: Guilford Press
3. Bellmore, A. D., Witkow, M. R., Graham, S., & Juvonen, J. (2004). Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims' adjustment. Developmental Psychology, 40(6), 1159. https://doi.org/10.1037/0012-1649.40.6.1159
4. Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing?. Annual Review of Psychology, 65, 187–207. https://doi.org/10.1146/annurev-psych-010213-115202
5. Boulton, M. J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence, 22(4), 461–466. https://doi.org/10.1006/jado.1999.0240
6. Bowker, J. C. W., Rubin, K. H., Burgess, K. B., Booth-LaForce, C., & Rose-Krasnor, L. (2006). Behavioral characteristics associated with stable and fluid best friendship patterns in middle childhood. Merrill-Palmer Quarterly, 52(4), 671–693. https://doi.org/10.1353/mpq.2006.0000
7. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
8. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development. (pp. 993–1028). Hoboken, NJ: Wiley
9. Cairns, R., Xie, H., & Leung, M. (1998). The popularity of friendship and the neglect of social networks: Toward a new balance. New Directions for Child and Adholescent Development, 1998(81), 25–53. https://doi.org/10.1002/cd.23219988104
10. Choukas-Bradley, S., Giletta, M., Cohen, G. L., & Prinstein, M. J. (2015). Peer influence, peer status, and prosocial behavior: An experimental investigation of peer socialization of adolescents’ intentions to volunteer. Journal of Youth and Adolescence, 44(12), 2197–2210. https://doi.org/10.1007/s10964-015-0373-2
11. Chung, H., Elias, M., & Schneider, K. (1998). Patterns of individual adjustment changes during middle school transition. Journal of School Psychology, 36(1), 83–101. https://doi.org/10.1016/S0022-4405(97)00051-4
12. Cillessen, A. H. N., & Marks, P. E. L. (2017). Methodological choices in peer nomination research. New Directions for Child and Adolescent Development, 2017(157), 21–44. https://doi.org/10.1002/cad.20206
13. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
14. Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L. (2002). Family adversity, positive peer relationships, and children's externalizing behavior: A longitudinal perspective on risk and resilience. Child Development, 73(4), 1220–1237. https://doi.org/10.1111/1467-8624.00468
15. Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. https://doi.org/10.1038/nrn3313
16. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
17. Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365–384
18. Ettekal, I., Kochenderfer-Ladd, B., & Ladd, G. W. (2015). A synthesis of person-and relational-level factors that influence bullying and bystanding behaviors: Toward an integrative framework. Aggression and Violent Behavior, 23, 75–86. https://doi.org/10.1016/j.avb.2015.05.011
19. Fox, C. L., & Boulton, M. J. (2006). Friendship as a moderator of the relationship between social skills problems and peer victimisation. Aggressive Behavior, 32(2), 110–121. https://doi.org/10.1002/ab.20114
20. Furman, W. (1996). The measurement of children and adolescent's perceptions of friendships: Conceptual and methodological issues. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendships in childhood and adolescence. (pp. 41–65). Cambridge, MA: Cambridge University Press
21. Galván, A., Spatzier, A., & Juvonen, J. (2011). Perceived norms and social values to capture school culture in elementary and middle school. Journal of Applied Developmental Psychology, 32(6), 346–353. https://doi.org/10.1016/j.appdev.2011.08.005
22. Gottfredson, G. (1984). Effective school battery. Odessa, Ukraine: Psychological Assessment Resources
23. Graham, J. W., Taylor, B. J., Olchowski, A. E., & Cumsille, P. E. (2006). Planned missing data designs in psychological research. Psychological Methods, 11(4), 323–343. https://doi.org/10.1037/1082-989X.11.4.323
24. Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the ruler approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3–4), 530–543. https://doi.org/10.1007/s10464-013-9570-x
25. Henry, D. B., Cartland, J., Ruchross, H., & Monahan, K. (2004). A return potential measure of setting norms for aggression. American Journal of Community Psychology, 33(3–4), 131–149. https://doi.org/10.1023/B:AJCP.0000027001.71205.dd
26. Hodges, E. V., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101. https://doi.org/10.1037/0012-1649.35.1.94
27. Hong, J. S., & Espelage, D. (2012). A review of research on bullying and peer victimization in schools: An ecological systems analysis. Journal of Child and Family Studies, 20, 863–872. https://doi.org/10.1007/s10826-011-9494-8
28. Huitsing, G., Veenstra, R., Sainio, M., & Salmivalli, C. (2012). “It must be me” or “It could be them?”: The impact of the social network position of bullies and victims on victims’ adjustment. Social Networks, 34(4), 379–386. https://doi.org/10.1016/j.socnet.2010.07.002
29. Juvonen, J., Kogachi, K., & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development, online first, https://doi.org/10.1111/cdev/12834
30. Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5), 393–400. https://doi.org/10.1111/j.1467-9280.2006.01718.x
31. Juvonen, J., Schacter, H. L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. Journal of Consulting and Clinical Psychology, 84(4), 334–344. https://doi.org/10.1037/ccp0000078
32. Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82(1), 311–330. https://doi.org/10.1111/j.1467-8624.2010.01557.x
33. Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282. https://doi.org/10.1353/mpq.0.0052
34. Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9(01), 59–73. https://doi.org/10.1017/S0954579497001065
35. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0
36. La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94. https://doi.org/10.1023/A:1022684520514
37. Masten, A. S. (1999). Resilience comes of age: Reflections on the past and outlook for the next generation of research. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations. (pp. 281–296). Dordrecht, The Netherlands: Kluwer Academic
38. McClelland, G. H., & Judd, C. M. (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Bulletin, 114(2), 376–390. https://doi.org/10.1037/0033-2909.114.2.376
39. McCormick, M. P., & Cappella, E. (2015). Conceptualizing academic norms in middle school: A social network perspective. The Journal of Early Adolescence, 35(4), 441–466. https://doi.org/10.1177/0272431614535093
40. Muthén, L. K., & Muthén, B. O. (1998–2016). Mplus user's guide (7th ed.). Los Angeles, CA: Muthén & Muthén
41. Nansel, T. R., Haynie, D. L., & Simonsmorton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19(2), 45–61. https://doi.org/10.1300/J008v19n02_04
42. Nickerson, A. B., Singleton, D., Schnurr, B., & Collen, M. H. (2014). Perceptions of school climate as a function of bullying involvement. Journal of Applied School Psychology, 30(2), 157–181. https://doi.org/10.1080/15377903.2014.888530
43. Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences, 113(3), 566–571. https://doi.org/10.1073/pnas.1514483113
44. Paul, J. J., & Cillessen, A. H. (2003). Dynamics of peer victimization in early adolescence: Results from a four-year longitudinal study. Journal of Applied School Psychology, 19(2), 25–43. https://doi.org/10.1300/J008v19n02_03
45. Pellegrini, A. D., & Bartini, M. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37(3), 699–725. https://doi.org/10.2307/1163486
46. Pöyhönen, V., & Salmivalli, C. (2008). New directions in research and practice addressing bullying: Focus on defending behavior. In D. Pepler & W. Craig (Eds.), An international perspective on understanding and addressing bullying. (PREVNet Publication Series, 1, pp. 26–43). Bloomington, In: AuthorHouse
47. Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144–151. https://doi.org/10.1177/0165025410378068
48. Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668–676. https://doi.org/10.1080/15374416.2011.597090
49. Schacter, H. L., & Juvonen, J. (2015). The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions. Developmental Psychology, 51(6), 841. https://doi.org/10.1037/dev0000016
50. Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147–177. https://doi.org/10.1037/1082-989X.7.2.147
51. Simpson, E. H. (1949). Measurement of diversity. Nature, 163(4148), 688. https://doi.org/10.1038/163688a0
52. U.S. Department of Justice, Bureau of Justice Statistics. (2013). School Crime Supplement (SCS) to the National Crime Victimization Survey. Washington D.C: National Center for Education Statistics
53. van Noorden, T. H., Bukowski, W. M., Haselager, G. J., Lansu, T. A., & Cillessen, A. H. (2016). Disentangling the frequency and severity of bullying and victimization in the association with empathy. Social Development, 25(1), 176–192. https://doi.org/10.1111/sode.12133
54. van Rijsewijk, L., Dijkstra, J. K., Pattiselanno, K., Steglich, C., & Veenstra, R. (2016). Who helps whom? Investigating the development of adolescent prosocial relationships. Developmental Psychology, 52, 894–908. https://doi.org/10.1037/dev0000106
55. White, S. J. A. S. (2013). Prosocial conduct in urban middle schools: Do young adolescents' experiences of the school context matter? (Unpublished doctoral dissertation). University of California, Los Angeles, CA
56. Williford, A., Boulton, A., Noland, B., Little, T. D., Kärnä, A., & Salmivalli, C. (2012). Effects of the KiVa anti-bullying program on adolescents’ depression, anxiety, and perception of peers. Journal of Abnormal Child Psychology, 40(2), 289–300. https://doi.org/10.1007/s10802-011-9551-1