Objective: The social vulnerability that is associated with food allergy (FA) might predispose children with FA to bullying and harassment. This study sought to quantify the extent, methods, and correlates of bullying in a cohort of food-allergic children.
Methods: Patient and parent (83.6% mothers) pairs were consecutively recruited during allergy clinic visits to independently answer questionnaires. Bullying due to FA or for any cause, quality of life (QoL), and distress in both the child and parent were evaluated via questionnaires.
Results: Of 251 families who completed the surveys, 45.4% of the children and 36.3% of their parents indicated that the child had been bullied or harassed for any reason, and 31.5% of the children and 24.7% of the parents reported bullying specifically due to FA, frequently including threats with foods, primarily by classmates. Bullying was significantly associated with decreased QoL and increased distress in parents and children, independent of the reported severity of the allergy. A greater frequency of bullying was related to poorer QoL. Parents knew about the child-reported bullying in only 52.1% of the cases. Parental knowledge of bullying was associated with better QoL and less distress in the bullied children.
Conclusions: Bullying is common in food-allergic children. It is associated with lower QoL and distress in children and their parents. Half of the bullying cases remain unknown to parents. When parents are aware of the bullying, the child's QoL is better. It is important to proactively identify and address cases in this population.
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http://dx.doi.org/10.1542/peds.2012-1180 | DOI Listing |
Psychol Trauma
January 2025
Department of Applied Social Sciences, Hong Kong Polytechnic University.
Objective: This study investigates the connections among various forms of violence experienced by adolescents, both online and offline, including bullying, cyberbullying, child maltreatment, and witnessing parental intimate partner violence (IPV). The aim was to elucidate the patterns of these adversities to enhance understanding from a child-centered perspective.
Method: We conducted an online survey with a sample of 934 parents ( = 41.
Dev Psychol
January 2025
Adelaide Dental School, University of Adelaide.
Adolescence is a period in which peer problems and emotional symptoms markedly increase in prevalence. However, the causal mechanisms regarding how peer problems cause emotional symptoms at a behavioral level and vice versa remain unknown. To address this gap, the present study investigated the longitudinal network of peer problems and emotional symptoms among Australian adolescents aged 12-14 years.
View Article and Find Full Text PDFJ Youth Adolesc
January 2025
School of Public Health and Preventive Medicine, Monash University, Melbourne, VIC, Australia.
Adolescence is a vulnerable period for the onset of mental disorders and risk behaviours. Based on the Health-Promoting Schools Framework, whole-school interventions offer a promising strategy in this developmentally-sensitive cohort, through championing a systems-based approach to promotion and prevention that involves the key stakeholders in an adolescent's life. The evidence-base surrounding the effectiveness of whole-school interventions, however, remains inconclusive, partly due to the insufficient number of studies in previous meta-analyses.
View Article and Find Full Text PDFInt J Bullying Prev
April 2023
INVEST Flagship Research Center/Department of Psychology and Speech-Language Pathology, University of Turku, 20014 Turku, Finland.
We examined how often teachers' targeted interventions fail in stopping bullying and to what extent this varies between schools vs. between students involved. In addition, we investigated which student-level factors were associated with intervention failure.
View Article and Find Full Text PDFJ Sch Nurs
January 2025
Faculty of Nursing, University of Sharjah, Sharjah, UAE.
Previous literature indicates that even when teachers hold antibullying attitudes, they may fail to intervene, suggesting that self-efficacy is essential for successful intervention. This study explored the mediating role of self-efficacy in the relationship between attitudes toward bullying and intervention efforts among teachers. A cross-sectional, mediational design was used with a convenience sample of 567 Jordanian teachers teaching students aged 12 to 17.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!