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Victimization and Somatic Problems: The Role of Class Victimization Levels
Gianluca Gini1, Melissa Holt2, Tiziana Pozzoli1
1University of Padova, Padova, 35131, Italy.
The Journal of School Health
|November 11, 2019
Summary
Adolescents experiencing peer victimization report more somatic problems, especially in classrooms where victimization is uncommon. Anti-bullying efforts should consider classroom norms to support victim adjustment.
Area of Science:
- Psychology
- Public Health
- Sociology
Background:
- Peer victimization is linked to somatic health issues.
- Contextual factors influencing victim health are understudied.
- The social misfit hypothesis suggests poorer adjustment when victimization is less normative.
Purpose of the Study:
- To investigate how classroom victimization levels moderate the association between individual peer victimization and somatic problems.
- To examine the social misfit hypothesis in a classroom context.
Main Methods:
- A survey of 1906 adolescents (mean age 14.4) assessed peer victimization, somatic problems, and classroom victimization levels.
- Multilevel modeling with a Bayes estimator was used for analysis.
Main Results:
- Peer victimization was associated with increased somatic problems at the individual level.
- This association was stronger in classrooms with lower overall victimization.
- Classroom norms regarding victimization significantly influenced the health outcomes of victimized adolescents.
Conclusions:
- Adolescents victimized in classrooms with low victimization norms report more somatic problems.
- Anti-bullying programs must consider the impact of class norms on victim adjustment.
- Targeted interventions are needed for victims in low-norm classrooms.
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