Bullying victimization, psychosocial functioning, and protective factors: Comparing African American heterosexual and sexual minority adolescents in Chicago's Southside

被引:4
|
作者
Hong, Jun Sung [1 ]
Valido, Alberto [2 ]
Rivas-Koehl, Matthew M. [3 ]
Wade, Ryan M. [4 ]
Espelage, Dorothy L. [2 ]
Voisin, Dexter R. [5 ]
机构
[1] Wayne State Univ, Sch Social Work, 5447 Woodward Ave, Detroit, MI 48202 USA
[2] Univ N Carolina, Sch Educ, Chapel Hill, NC 27515 USA
[3] Texas Tech Univ, Human Dev & Family Sci, Lubbock, TX 79409 USA
[4] Univ Illinois, Sch Social Work, Urbana, IL USA
[5] Univ Toronto, Factor Inwentash Fac Social Work, Toronto, ON, Canada
关键词
adolescents; bullying; protective factors; psychosocial functioning; sexual minorities; HIGH-SCHOOL-STUDENTS; SUBSTANCE USE; PSYCHOLOGICAL DISTRESS; MENTAL-HEALTH; PARENTAL SUPPORT; HOMOPHOBIC VICTIMIZATION; SUICIDE IDEATION; ALCOHOL-USE; DRUG-USE; GAY;
D O I
10.1002/jcop.22521
中图分类号
R1 [预防医学、卫生学];
学科分类号
1004 ; 120402 ;
摘要
African American heterosexual and sexual minority (SM) adolescents report widespread bullying victimization (BV), which is associated with poorer psychosocial functioning. However, studies examining potential protective factors that moderate this association are limited. Using data from a cross-sectional study conducted in Chicago, we examined the association between BV and psychosocial functioning among a sample of heterosexual (n = 475) and SM (n = 105) African American adolescents and examined whether four empirically-supported protective factors moderated these associations. Among SM adolescents, having close parents was protective against psychosomatic symptoms for those who reported high BV and having caring teachers was protective against substance use for those who reported both high and low BV. Among heterosexual adolescents, having close parents was protective against substance use for those who reported high BV but having high neighborhood support exacerbated the risk of developing psychosomatic symptoms for those who reported high BV. Implications for school and parental-based interventions are discussed.
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页码:1358 / 1375
页数:18
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