Offline und online Peer-Viktimisierung und der Zusammenhang mit emotionalen Problemen
Die vermittelnde Rolle der Emotionsregulation und kognitiven Bewertung
Abstract
Zusammenfassung. Sowohl online als auch offline Peer-Viktimisierung (PV) in ihrer direkten und indirekten Form stehen als Stressoren in einem Zusammenhang mit emotionalen Problemen bei Jugendlichen. Welche Faktoren diesen Zusammenhang vermitteln, ist noch nicht ausreichend geklärt. Die vorliegende Studie beschäftigt sich auf Grundlage von Stress-, Coping- und kognitiven Theorien mit maladaptiver Emotionsregulation und kognitiver Bewertung als potenziell vermittelnde Faktoren. Dazu wurden die Daten von 755 Schüler_innen im Alter von 10 bis 20 Jahren analysiert. Knapp zwei Drittel der befragten Jugendlichen hat im letzten halben Jahr PV erlebt. Dabei geht im Gegensatz zu den anderen Viktimisierungsformen indirekte offline PV mit häufiger maladaptiver Emotionsregulation einher. Diese wiederum steht im Zusammenhang mit der kognitiven Bewertung von PV als Belastungsfaktor und mündet schlussendlich in schwereren emotionalen Problemen. Konsequenzen aus diesen Ergebnissen und Therapieoptionen werden diskutiert.
Abstract. Online and offline peer victimization (PV) are stressors associated with emotional problems in adolescents. The mechanism that links PV to emotional problems has not yet been investigated sufficiently. Stress, coping, and cognitive theories provide potential explanatory models. The aim of the present study was not only to investigate the association between direct and indirect offline and online PV and emotional problems, but also to analyze maladaptive emotion regulation strategies and cognitive appraisal as mediating factors in the association of PV and emotional problems. For this propose, data from 755 Austrian students (42.9 % female) were collected in five different types of schools. The participants’ age ranged from 10 to 20 years with a mean of 15.04 years (SD = 1.96). Instruments used in the current study included the Multidimensional Offline and Online Peer Victimization Scale (MOOPV), the Questionnaire to Assess Emotion Regulation in Children and Youths (FEEL-KJ), and the Strength and Difficulties Questionnaire (SDQ). At least 63.4 % of the adolescents experienced some type of PV in the past 6 months. Direct types, such as beatings or threats, were more prevalent than indirect types of PV, such as social exclusion, offline as well as online. Correlation analyses demonstrate an association between all types of PV and emotional problems (r = .16–.30, p < .001), except of direct offline victimization (r = .05, p = .167). Moreover, for all forms of PV there was a significant correlation with the cognitive assessment of the events (r = .18–.50, p < .001). Direct online PV (r = .10, p < .001), indirect online PV (r = .23, p < .001), and indirect offline PV (r = .28, p < .001) correlated significantly with maladaptive emotion regulation strategies. Furthermore, a serial mediation according to Hayes was calculated for each form of PV, with the three other forms being considered as covariates. Age, gender identity, type of school, and the type of survey (paper–pencil or online) were controlled for based on correlations with the variables. The results of mediation analysis suggest that the relationship between indirect offline PV and emotional problems is mediated by maladaptive emotion regulation strategies and cognitive appraisal (β = .01, SE = .00, 95 % CI [.01, .02]; R2 = 38 %). This means that an increase in indirect offline PV is associated with an increase in maladaptive emotion regulation. This is associated with a cognitive appraisal of victimization as more stressful and is correlated with results regarding severe emotional problems. For direct offline, indirect online, and direct online PV this serial mediation cannot be confirmed. However, the cross-sectional design of the study should be taken into account when interpreting the results. Nonetheless, these findings support the usefulness of cognitive behavioral psychotherapy for adolescents with emotional problems after PV, aiming at teaching them adaptive emotion regulation strategies and how to deal with stress.
Literatur
2010). Emotionregulationstrategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30, 217 – 237.
(2018). Investigating the mediating role of cognitive emotion regulation in the development of adolescent emotional problems. Nordic Psychology, 70, 3 – 16.
(2010). Bullying victimization in youths and mental health problems: ’Much ado about nothing?’. Psychological Medicine, 40, 717 – 729.
(2018). Consequences of bullying on adolescents’ mental health in Germany: Comparing face-to-face bullying and cyberbullying. Journal of Child and Family Studies, 28, 2347 – 2357.
(1967). Depression: Clinical, experimental, and theoretical aspects. Philadelphia: University of Pennsylvania Press.
(2014). Emotion regulation in children with emotional problems. Cognitive Therapy and Research, 38, 493 – 504.
(2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8, 332 – 350.
(2013). Teachers’ attitudes toward different types of bullying and victimization in Turkey. Psychology in the Schools, 50, 987 – 1002.
(1962). Reason and emotion in psychotherapy. New York: Lyle Stuart.
(2017). Giving victims of bullying a voice: A qualitative study of post bullying reactions and coping strategies. Child & Adolescent Social Work Journal, 34, 543 – 555.
(1998). The Strengths and Difficulties Questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125 – 130.
(2009). Fragebogen zur Erhebung der Emotionsregulation bei Kindern und Jugendlichen (FEEL-KJ) (2., akt. u. erg. Aufl.). Bern: Hans Huber.
(1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271 – 299.
(2019). Validierung der deutschsprachigen Version der Multidimensional Offline and Online Peer Victimization Scale (MOOPV) für Jugendliche an einer Schülerstichprobe. Psychotherapie – Psychosomatik – Medizinische Psychologie, 69, 1 – 7.
(2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). New York: Guilford Press.
(2014). Randomized controlled trial of a family intervention for children bullied by peers. Behavior Therapy, 45, 760 – 777.
(2017). Intervention und Therapie für Täter und Opfer von Schulbullying: Ein systematisches Review. Praxis der Kinderpsychologie und Kinderpsychiatrie, 66, 740 – 755.
(2018). Correlates of direct and indirect forms of cyberbullying victimization involving South Korean adolescents: An ecological perspective. Computers in Human Behavior, 87, 327 – 336.
(2019). The role of shame in the relation between peer victimization and mental health outcomes. Journal of Interpersonal Violence, 34, 156 – 181.
(2018). Cyberbullying victimization and adolescent mental health: Evidence of differential effects by sex and mental health problem type. Journal of Youth and Adolescence, 47, 661 – 672.
(2003). The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying. Scandinavian Journal of Psychology, 44, 479 – 488.
(2013). Dysfunktionale Emotionsregulation als grundlegendes Merkmal von Jugendlichen mit Angst-und depressiven Störungen. Fortschritte der Neurologie, Psychiatrie, 81, 35 – 39.
(2006). Stress, appraisal, and coping (Vol. 10). New York: Springer.
(2018). Cyber victimization and adolescent depression: The mediating role of psychological insecurity and the moderating role of perceived social support. Children and Youth Services Review, 94, 10 – 19.
(2015). Die deutsche Selbstbeurteilungsversion des Strengths and Difficulties Questionnaire (SDQ-Deu-S) Psychometrische Eigenschaften, Faktorenstruktur und Grenzwerte. Diagnostica, 66, 222 – 235.
(2009). Emotion dysregulation as a mechanism linking peer victimization to internalizing symptoms in adolescents. Journal of Consulting and Clinical Psychology, 77, 894 – 904.
(1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171 – 1190.
(2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse and Neglect, 34, 244 – 252.
(2015). Does forgiveness mediate the impact of school bullying on adolescent mental health? Journal of Child and Adolescent Mental Health, 27, 25 – 39.
(2002). A comparison of two approaches to the study of negative peer treatment: General victimization and bully/victim problems among German schoolchildren. British Journal of Developmental Psychology, 20, 281 – 306.
(2019). Fairplayer. Manual – Klasse 7 – 9: Förderung von sozialen Kompetenzen – Prävention von Mobbing und Schulgewalt. Theorie- und Praxismanual für die Arbeit mit Jugendlichen in Schulklassen (4. Aufl.). Göttingen: Vandenhoeck & Ruprecht.
(2014).
(Mehrebenenanalyse . In M. A. Wirtz (Hrsg.), Dorsch-Lexikon der Psychologie (18., überarb. Aufl.; S. 1007). Bern: Hogrefe.2015). Development and validation of the Multidimensional Offline and Online Peer Victimization Scale. Computers in Human Behavior, 46, 114 – 122.
(2018). Cyber victimization and internalizing difficulties: The mediating roles of coping self-efficacy and emotion dysregulation. Journal of Abnormal Child Psychology, 46, 1129 – 1139.
(2018). Patterns of cybervictimization and emotion regulation in adolescents and adults. Aggressive Behavior, 44, 647 – 657.
(2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56, 483 – 488.
(2016). Peer rejection, victimization, and relational self‐system processes in adolescence: Toward a transactional model of stress, coping, and developing sensitivities. Child Development Perspectives, 10, 122 – 127.
(