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Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance.
Child Abuse Negl. 2007 May; 31(5):503-15.CA

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.

Authors+Show Affiliations

Crimes against Children Research Center, University of New Hampshire, Durham, NH 03824, USA.No affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, Non-P.H.S.

Language

eng

PubMed ID

17537507

Citation

Holt, Melissa K., et al. "Multiple Victimization Experiences of Urban Elementary School Students: Associations With Psychosocial Functioning and Academic Performance." Child Abuse & Neglect, vol. 31, no. 5, 2007, pp. 503-15.
Holt MK, Finkelhor D, Kantor GK. Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance. Child Abuse Negl. 2007;31(5):503-15.
Holt, M. K., Finkelhor, D., & Kantor, G. K. (2007). Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance. Child Abuse & Neglect, 31(5), 503-15.
Holt MK, Finkelhor D, Kantor GK. Multiple Victimization Experiences of Urban Elementary School Students: Associations With Psychosocial Functioning and Academic Performance. Child Abuse Negl. 2007;31(5):503-15. PubMed PMID: 17537507.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance. AU - Holt,Melissa K, AU - Finkelhor,David, AU - Kantor,Glenda Kaufman, PY - 2006/01/04/received PY - 2006/11/08/revised PY - 2006/12/18/accepted PY - 2007/6/1/pubmed PY - 2007/8/11/medline PY - 2007/6/1/entrez SP - 503 EP - 15 JF - Child abuse & neglect JO - Child Abuse Negl VL - 31 IS - 5 N2 - 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. SN - 0145-2134 UR - https://www.unboundmedicine.com/medline/citation/17537507/Multiple_victimization_experiences_of_urban_elementary_school_students:_associations_with_psychosocial_functioning_and_academic_performance_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0145-2134(07)00087-7 DB - PRIME DP - Unbound Medicine ER -