 Individual indicators of self-reported victimization among elementary school-age students: A latent class analysisMindi Moses and Anne Williford Children and Youth Services Review, 2017, vol. 83, issue C, 33-40 Abstract: Peer victimization, in physical, verbal, or relational forms, can lead to significant developmental challenges with up to 60% of children being exposed to victimization during elementary school. Few studies to date have used person-centered approaches to understand this problem among elementary school samples. The present study aimed to investigate peer victimization exposure using Latent Class Analysis among a sample of 3rd–5th grade students and to examine differences in individual level characteristics among classes. From the analysis, three classes emerged including a non-victimized, a generally victimized, and a relationally victimized class. Students in the generally victimized class evidenced the worst individual outcomes. These results suggest that early intervention with peer victimization may help to mitigate negative developmental impacts for those victimized by multiple forms and universal and targeted interventions may be particularly useful for this age group. Keywords: Peer victimization; Elementary school children; Prevention and intervention; Latent class analysis (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:83:y:2017:i:c:p:33-40 DOI: 10.1016/j.childyouth.2017.10.006 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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