1
SOC SCI 172AW
American Culture
Fall 2021
Short Literature Review
First Draft Due: Friday November 12th by 11:59PM PST on Canvas
Final Revision Due: Sunday December 5th by 11:59PM PST on Canvas
For the third and final assignment, students are individually responsible for writing a short literature
review on the topic of Youth Suicide. This review must be a minimum of 1,500 words, including a title
page, abstract, and reference page. APA formatted is required! This assignment is worth 35% of your
final grade.
Later in the quarter, each student will pick from one of six sub-topics. After the sub-topic has been
assigned, each student will write a literature review using three articles (all on the same sub-topic)
posted on the course website. You may not use any other articles or sources. The sub-topics are as
follows:
• LGBT Youth and Suicide
• Minority Youth and Suicide
• Family Factors and Youth Suicide
• Bullying and Youth Suicide
• Youth Offenders/Homeless Youth and Suicide
• Prevention of Youth Suicide
For this literature review, it is important for students to show their knowledge about the research topic.
This literature review is different from an annotated bibliography, which is a listing of articles with
descriptions. A critical review is not a string of summaries, it is a synthesized review. In other words,
students do not simply write a short review of each research study, but tie the research studies together
into a “story” or “conversation.”.
This process requires some insight and interpretation, not evaluation. Keep in mind that personal
opinions are not included in a literature review.
Report what is relevant to your study and ignore what is not. This means you need to read the abstract,
the introduction and conclusion of your articles. And, for long articles, focus on the parts that relate to
your topic.
**At the end of the literature review, you will also need to write a two-paragraph summary of what
you have learned about the topic from the three articles. This includes critique and reflection about
the “story,” not the individual articles.**
Avoid long quotes in your review, and paraphrase whenever possible.
Maximum quotes = 2 short quotes (less than 40 words each).
2
Do not quote/cite secondary sources in the readings
Correct APA formatting is also required – double-spaced, 12 pt Times New Roman font, 1 inch margins
all around, APA in-text citations and a reference page. Run spelling and grammar checks and doublecheck your APA formatting. Be sure to CITE your sources throughout the review.
Grading Rubric
Short Literature Reviews will be graded according to the following criteria:
1. Content and Development (Total points: 60)
a. Paper adequately synthesizes the key ideas and conclusions from the three articles and puts them in
conversation with one another: 60 Points
2. Mechanics and Style (Total points: 40)
a. APA rules of spelling, grammar, usage, and punctuation are followed: 30 Points
b. Sentences are complete, clear, and concise, and the tone is appropriate to the content and
assignment: 10 Points
100 points total
Journal of Adolescent Health 51 (2012) 93–95
www.jahonline.org
Adolescent health brief
Bullying and Suicidal Behaviors Among Urban High School Youth
Lisa Hepburn, Ph.D.a,b, Deborah Azrael, Ph.D.a,b, Beth Molnar, Sc.D.a,c, and
Matthew Miller, M.D., Sc.D.a,b,*
a
Harvard Youth Violence Prevention Center, Harvard School of Public Health, Boston, Massachusetts
Department of Health Policy and Management, Harvard School of Public Health, Boston, Massachusetts
c
Department of Society, Human Development and Health, Harvard School of Public Health, Boston, Massachusetts
b
Article history: Received May 11, 2011; Accepted December 7, 2011
Keywords: Bullying; Suicidal ideation; Suicide; Adolescence
See Editorial p. 3
A B S T R A C T
Purpose: To determine whether involvement in bullying as a perpetrator, victim, or both victim and
perpetrator (victim-perpetrator) was associated with a higher risk of suicidal ideation or suicide
attempts among a multiethnic urban high school population in the United States.
Methods: In 2008, a total of 1,838 youth in 9th–12th grades attending public high school in Boston,
MA, completed an in-school, self-reported survey of health-related behaviors. Logistic regression
was used to evaluate the relationship between bullying behaviors and self-reported suicidal
ideation and suicide attempts within the 12 months preceding the survey.
Results: Students who reported having been involved in bullying as a perpetrator, victim, or
victim-perpetrator were more likely than those who had not been involved in bullying to report
having seriously considered or attempted suicide within the past year. When age, race/ethnicity,
and gender were controlled, students who were victim-perpetrators of bullying were at highest risk
for both suicidal ideation and suicide attempt.
Conclusions: Urban youth who have been bullied as well as those who have bullied others are at
increased risk of suicidal ideation and suicide attempts.
䉷 2012 Society for Adolescent Health and Medicine. All rights reserved.
An association between bullying and suicidal ideation and suicide attempts has been observed among adolescents both outside
the United States and among suburban U.S. populations [1– 4]. The
highest risk for self-harming behavior has been observed among
youth who are both victims of bullying and bully others [1]. In the
present study, we examine whether there is an association between
bullying and suicidal ideation and suicide attempts, in particular
* Address correspondence to: Matthew Miller, M.D., Sc.D., Department of
Health Policy and Management, Harvard School of Public Health, 677 Huntington
Avenue, Kresge 3rd floor, Boston, MA 01225.
E-mail address: mmiller@hsph.harvard.edu (M. Miller).
The primary investigators and all authors had full access to all of the data in the
study and take responsibility for the integrity of the data and the accuracy of the
data analysis.
IMPLICATIONS AND
CONTRIBUTION
Urban youth face a host of
risk factors for adverse
health behaviors including
poverty, crime and violence.
Involvement in bullying, particularly for those who are
both victims and perpetrators, presents another risk
factor that must be accounted for when planning
interventions to reduce
harmful behavior among urban U.S. populations.
among victim-perpetrators, within a multiethnic population of urban high school youth with a high proportion of immigrant youth or
youth from immigrant families.
Methods
Data were obtained from the 2008 Boston Youth Survey, a
biennial in-school survey of a random sample of traditional high
school students in Boston Public Schools [5]. Twenty-one of 31
invited schools participated (69%) in the study. Seventy-one percent of students selected completed the survey; 85% of those
who did not were absent from school on the day of survey
administration.
Bullying victimization was measured with five questions
about “other kids, including those in your school or neighborhood . . . (but not) people in your family . . . or someone you were
1054-139X/$ - see front matter 䉷 2012 Society for Adolescent Health and Medicine. All rights reserved.
doi:10.1016/j.jadohealth.2011.12.014
94
L. Hepburn et al. / Journal of Adolescent Health 51 (2012) 93–95
neither a victim nor a perpetrator of bullying, (2) perpetrator
of bullying only, (3) victim of bullying only, or (4) victim and
perpetrator of bullying. Three models with interaction terms
were tested to evaluate whether the effect of bullying on the
risk of suicide varied by gender, nativity, or language spoken at
home. Models were adjusted for grade, race, and gender.
or are dating”: In the past 30 days, has someone or a group of people
repeatedly hurt you or made you feel bad by . . . (a) teasing, picking
on, or making fun of you?; (b) sending you mean e-mails, text
messages, or posting something about you on the Internet?; (c)
spreading rumors or lies about you?; (d) making unwanted sexual
comments or gestures?; and (e) stealing your things?
Bullying perpetration was assessed with two questions: In
the past 30 days, how many times have you . . . (1) picked on
someone by chasing them, grabbing their hair or clothes, or
making them do something they didn’t want to do? (2) told lies or
spread rumors about someone, or tried to make sure that other
kids disliked him/her? Responses were collapsed into never versus any. Victim-perpetrators were those who answered affirmatively to at least one bullying victimization question and one
perpetration question.
Suicidal behavior was measured with the following question: In the past 12 months, have you . . . (a) seriously considered
attempting suicide, and (b) actually attempted suicide. Two independent variables were created. Depressive symptoms
were measured using an adapted version of the Modified
Depression Scale [6].
Sociodemographic variables assessed included gender, age,
grade in school, U.S.- or foreign-born, primary language spoken
at home (to represent non-native born households), Hispanic
ethnicity, and race.
Bivariate associations between the two dependent variables (seriously considering and attempting suicide), sociodemographic characteristics, and bullying behavior were assessed using Pearson 2 statistics. Logistic regression models
with robust standard errors adjusted for clustering by school
were used to evaluate the association between bullying behaviors and suicidal ideation and suicide attempts. Respondents were divided into mutually exclusive categories of: (1)
Results
The demographic composition of the sample did not differ
from that of Boston public high schools in terms of sex, nativity,
race, ethnicity, or age [5]. Thirty-one percent of students were
born outside the United States, and 43% of students’ primary
household language was not English.
Involvement with bullying did not vary significantly by race
or ethnicity (2 ⫽ 19.8, p ⬍ .07) or primary household language
(2 ⫽ 6.8, p ⬍ .08). Youth who were born outside of the United
States were more likely to be victims of bullying than youth born
in the United States (2 ⫽ 14.7, p ⫽ .002). Twelve percent (n ⫽
201) of students reported that they had seriously considered
suicide in the past 12 months, and 4.4% (n ⫽ 69) reported a
suicide attempt in the same period.
Youth who reported being bullied were more likely to have
considered suicide, compared with those who had not, as were
those who had bullied others and those who had been both bullied
and had bullied others (Table 1). Multivariate models found that
involvement in bullying as a perpetrator, victim, or victimperpetrator increased the risk of seriously considering suicide, and
that being a victim or victim-perpetrator was also associated with
higher risk of suicide attempts (Table 2). The models with interaction terms included found that the effect of bullying on suicidal
ideation and suicide attempts did not vary by immigrant status
(individual or household) or by gender. Each typology of bullying
Table 1
Association between bullying behaviors and suicidal ideation and suicide attempts
Bullying involvement
Bullying victimization
Any
None
Type of victimization
Teasing
Electronic
Rumors/lies
Sexual harassment
Property theft
Bullying perpetration
Any
None
Type of perpetration
Directb
Indirectb
Bullying participation
None
Perpetration only
Victimization only
Perpetration and victimization
Total sample
N ⫽ 1,833
Suicide attempts
N ⫽ 69
%
Yes
Number
2
No
%
Number
%
p
Number
Yes
%
No
Number
%
2
p
Number
14
59
732
1,101
17.2
8.3
118
81
82.8
91.7
569
898
30.4
⬍.001
7.4
1.6
51
16
92.6
98.4
636
963
35
⬍.001
18
8
22
17
14
311
137
388
293
240
20.1
26
21.3
21.4
22.3
58
32
76
59
50
79.9
74
78.7
78.6
77.7
230
91
280
217
174
21.9a
25.0a
37.8a
27.4a
26.1a
⬍.001
⬍.001
⬍.001
⬍.001
⬍.001
9
13.8
9.8
9.4
8.9
26
17
35
26
20
91
86.2
90.2
90.6
91.1
262
105
321
250
204
21.8a
33.5a
38.1a
24.0a
15.5a
⬍.001
⬍.001
⬍.001
⬍.001
⬍.001
20
80
353
1,506
19.8
10
64
134
80.2
90
260
1,201
23.4
⬍.001
9
2.9
29
39
91
97.1
296
1,296
24
⬍.001
12
14
212
254
21.8
19.5
42
46
78.2
80.5
151
190
19.8
15
⬍.001
0.001
9.8
16.5
19
39
90.2
83.5
174
216
21.6a
11.1a
⬍.001
⬍.001
51
8
29
12
891
133
512
214
7.8
11.3
13.9
25.1
66
14
67
50
92.2
88.7
86.1
74.9
777
110
416
149
48.2
⬍.001
1.7
1.6
5
13.6
14
2
24
27
98.3
98.4
95
86.4
829
123
459
149
61.1
⬍.001
2: Pearson 2 test performed to examine differences between those who attempted suicide or seriously considered suicide and those who did not.
a
Binary variables, comparison with “None” in each case.
b
Direct perpetration includes chasing, grabbing hair and clothes, making them do things they did not want to do; indirect perpetration includes telling lies, spreading
rumors, and trying to make other kids dislike him/her.
L. Hepburn et al. / Journal of Adolescent Health 51 (2012) 93–95
Table 2
Logistic regression models for bullying categories and suicidal ideation and
suicide attempts
Bullying behavior
Considered suicide
OR (95% CI)
Attempted suicide
OR (95% CI)
None
Perpetrator
Victim
Victim-perpetrator
1.00
1.49 (1.07–2.09)
1.69 (1.11–2.58)
3.78 (2.86–4.99)
1.00
.99 (.20–4.88)
2.90 (1.58–5.36)
9.32 (4.91–17.73)
Adjusted for gender, race, and grade in school (standard errors adjusted for
clustering by school).
OR ⫽ odds ratio; CI ⫽ confidence interval.
remained significantly associated with suicide attempts in models
that included depressive symptomology (Table 2).
Discussion
In addition to common stressors related to adolescence,
youth who are racial or ethnic minorities, including those who
are foreign-born or born to immigrant families, face additional
stressors related to cultural assimilation and may be at higher
risk for bullying victimization [7]. Although we observed that
immigrant youth were at greater risk of being victims of bullying,
there were no differences in the effect of bullying on suicidal
ideation or suicide attempts among youth who were immigrants
or from immigrant families. We did not observe any differential
effect by gender, in contrast to the findings by Kim et al [8]
among Korean youth.
Our study suggests that the association between bullying and
the risk for seriously considering or attempting suicide remains
consistently strong even after taking into account race, ethnicity,
immigrant status, and gender. Victim-perpetrators have again
demonstrated the highest risk for self-harming behavior, supporting the findings in more homogeneous populations [2], that
this group deserves special attention.
Our study may not be generalizable to nonurban populations,
nor did we ask about several potentially important confounders
(previous suicide attempts, aggressive-impulsive and disruptive
behavior, parental divorce) [9] or about frequency of victimiza-
95
tion. We also did not ask about physical bullying victimization,
a behavior often difficult to distinguish from more normative
peer fighting. As a result, we may be underreporting bullying
victimization.
Health professionals who work with urban and immigrant
youth should evaluate adolescents’ involvement in bullying
when addressing the risk of self-harming behavior within this
population.
Acknowledgments
The Boston Youth Survey 2008 (BYS) was funded by a grant
from the CDC/NCIPC (U49CE00740) to the Harvard Youth Violence Prevention Center (David Hemenway, Principal Investigator). BYS was conducted in collaboration with the City of Boston
and Mayor Thomas M. Menino. The survey would not have been
possible without the participation of the faculty, staff, administrators, and students of Boston Public Schools. The authors also
acknowledge the work of Renee Johnson, Daria Fanelli, Alicia
Savannah, Angela Browne, and Dan Dao.
References
[1] Kim YS, Leventhal B. Bullying and suicide. A review. Int J Adolesc Med Health
2008;20:133–54.
[2] Klomek AB, Marrocco F, Kleinman M, et al. Bullying, depression, and suicidality in adolescents. J Am Acad Child Adolesc Psychiatry 2007;46:40 –9.
[3] Kaltiala-Heino R, RimpelÅ M, Marttunen M, et al. Bullying, depression, and
suicidal ideation in Finnish adolescents: School survey. BMJ 1999;319:348 –51.
[4] Liang H, Flisher AJ, Lombard CJ. Bullying, violence, and risk behavior in South
African school students. Child Abus Negl 2007;31:161–71.
[5] Rothman EF, Johnson RM, Azrael D, et al. Perpetration of physical assault
against dating partners, peers, and siblings among a locally representative
sample of high school students in Boston, Massachusetts. Archive of pediatric
and adolescent medicine Arch Pediatr Adolesc Med 2010;164:1118 –24.
[6] Dahlberg LL, Toal SB, Swahn M, Behrens CB. Measuring Violence-Related
Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools, 2nd ed., Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, 2005.
[7] Yu SM, Huang ZJ, Schwalberg RH, et al. Acculturation and the health and
well-being of U.S. Immigrant adolescents. J Adolesc Health 2003;33:479 – 88.
[8] Kim YS, Koh YJ, Leventhal B. School bullying and suicidal risk in Korean
middle school students. Pediatrics 2005;115:357– 63.
[9] Cash SJ, Bridge JA. Epidemiology of youth suicide and suicidal behavior. Curr
Opin Pediatr 2009;21:613–9.
Journal of Adolescent Health 53 (2013) S43eS50
www.jahonline.org
Original article
Acutely Suicidal Adolescents Who Engage in Bullying Behavior: 1-Year
Trajectories
Cheryl A. King, Ph.D. a, b, *, Adam Horwitz a, b, Johnny Berona a, b, and Qingmei Jiang, M.S. c
a
b
c
Department of Psychiatry, University of Michigan Depression Center, Ann Arbor, Michigan
Department of Psychology, University of Michigan Depression Center, Ann Arbor, Michigan
Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, Michigan
Article history: Received June 8, 2012; Accepted September 30, 2012
Keywords: Bully; Suicide; Suicidal ideation; Aggression; Psychiatric hospitalization; Longitudinal
A B S T R A C T
Purpose: Prospective longitudinal research is needed to examine associations between bullying behaviors
and trajectories of suicidal ideation and behavior and overall functional impairment. The specific aims of the
present study are to: (1) characterize differences in baseline functioning between acutely suicidal adolescents who are classified into bullying perpetrator and non-bully groups and (2) examine the 1-year
trajectories of these two groups of adolescents.
Method: Participants were 433 psychiatrically hospitalized suicidal adolescents (72% female), ages 13 to 17
years. Participants reported suicidal ideation, depression, anxiety, substance use, adaptive functioning, and
bullying behavior. Six items from the Youth Self-Report were used to classify adolescents into bullying
perpetrator (n ¼ 54) and non-bully (n ¼ 379) groups. Follow-up assessments were conducted at 6 weeks, 3
months, 6 months, and 12 months.
Results: At hospitalization, adolescents in the bully group reported significantly higher levels of suicidal
ideation, substance use, and functional impairment. Suicidal ideation differences remitted at six weeks.
The elevated functional impairment of the bullying perpetrator group persisted across the 12-month period.
Conclusion: Adolescents who met bullying perpetrator group criteria were characterized by more severe
suicidal ideation and higher levels of proximal risk factors for suicide. Bullying behavior was not stable over
time but was associated with elevated suicide risk when present. These findings highlight the importance of
specifically assessing for and targeting bullying behavior at multiple time points when treating suicidal
adolescents.
Ó 2013 Society for Adolescent Health and Medicine. Open access under CC BY-NC-ND license.
We thank Sanjeev Venkataraman, M.D., and Paul Quinlan, M.D., for administrative and risk management support; Anne Kramer, M.S.W., A.C.S.W., Barbara
Hanna, Ph.D., and Lois Weisse, R.N., for project management; and Jean Pletcher
and Kiel Opperman for administrative and research assistance. We also thank
our research staff, participating inpatient staff, and the families who took part in
this study. This research was supported by NIMH awards to Dr. Cheryl King (R01
MH63881, 5K24MH077705) and a clinical and translational research award to
the University of Michigan (UL1RR024986).
The authors declare no conflicts of interest.
Publication of this article was supported by the Centers for Disease Control and
Prevention. The opinions or views expressed in this paper are those of the
authors and do not necessarily represent the official position of the Centers for
Disease Control and Prevention.
* Address correspondence to: Cheryl A. King, Ph.D., ABPP, Department of
Psychiatry, Rachel Upjohn Building, 4250 Plymouth Road, University of
Michigan, Ann Arbor, MI 48109.
E-mail address: kingca@umich.edu (C.A. King).
Suicide is the second leading cause of death among adolescents ages 13 to 17 [1]. Moreover, 6.3% of high school students
have attempted suicide at least once and 13.8% report suicidal
ideation during the previous year [2]. Individual risk factors
include depression, hopelessness, substance abuse, and family
history of mental illness [3]. Social and interpersonal risk factors
for suicidal behavior among adolescents include peer victimization, physical and sexual abuse, having a socially stigmatized
social identity, and perceptions of limited social support [4].
Bully perpetration (bullying others) is also a risk factor for
suicidal ideation and behavior among adolescents [5]. Among
sixth- to tenth-grade U.S. students, 13.0% bully others, 10.6% are
1054-139X Ó 2013 Society for Adolescent Health and Medicine. Open access under CC BY-NC-ND license.
http://dx.doi.org/10.1016/j.jadohealth.2012.09.016
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C.A. King et al. / Journal of Adolescent Health 53 (2013) S43eS50
victims of bullying, and 6.3% report being both a bully and
a victim (“bully-victims”) [6]. Among Finnish adolescents,
depression and severe suicidal ideation were strongly associated
with bullying perpetration or being bullied [7]. Bully-victims
may exhibit greater rates of depression and suicidal behavior
than those who are solely victims or perpetrators [e.g., 7,8].
Research involving psychiatrically hospitalized adolescents
provides an opportunity to assess future trajectories for a highrisk group. This population is at a high risk for suicide attempts
[9], particularly during the first year following hospitalization
[10]. Aggressive and bullying behaviors have received less
attention in this population than internalizing psychopathology.
Kerr et al. [11] found that disruptive and aggressive behaviors did
not have a main effect on adolescent suicidal behavior after
hospitalization. However, internalizing symptoms were more
predictive of subsequent suicidal behavior among aggressive
youth, suggesting an interaction between aggressive behaviors
and internalizing psychopathology. Goldston and colleagues [12]
found that up to 13 years after hospitalization, co-occurring
major depressive disorder and conduct disorder was the only
unique pattern of comorbidity that elevated risk for suicide
attempts. Prinstein et al. [13] found that externalizing and
disruptive behaviors were not predictive of later attempts after
hospitalization. Further research is needed to clarify the relation
between aggressive behaviors and suicide. A transactional
developmental model of risk for suicidal behavior suggests that
bullying perpetration would exacerbate this risk, possibly via
reciprocal influences on self-schema and interpersonal relationships [14]. The bullying may lead to heightened social
conflict, impair interpersonal relationships, and reduce opportunities for involvement in positive social activities. In a downward spiral, this could create heightened emotional distress and
ultimately lead to a more negative self-concept.
To our knowledge, only one study has examined the relation
between bullying others and suicidal behavior among psychiatrically hospitalized youth [15]. Female bully perpetrators had
a threefold increase risk of suicide attempt compared to nonbullying girls. This association was not found among the boys;
however, the study may have been underpowered to detect such
a relationship because significantly more girls than boys reported
both bullying behavior and suicide attempts. Further, in the
absence of longitudinal data for psychiatrically hospitalized
samples, it is unknown whether bullying will predict future
suicidal thoughts and behavior. The few studies that examine
bullying longitudinally are community- or population-based
samples in which the base rates of suicidal ideation and
behavior are low (for a review, see [16]). For instance, Klomek
and colleagues [17] found that bullying behaviors and victimization had differential effects by gender. Bullying behavior and
victimization was associated with suicide attempts and
completions in adulthood but not after controlling for the effects
of conduct disorder and depression, whereas frequent victimization contributed to attempted and completed suicide above
and beyond conduct disorder and depression. Additional
prospective longitudinal research is needed to explore further
the ways in which bullying impacts trajectories of suicidal
ideation and behavior and overall functioning, particularly for
clinical samples at elevated risk for suicidal behavior.
The specific aims of the present study are twofold: (1) to
describe whether bully perpetrators differ from non-bullying
adolescents at the time of hospitalization for severe suicidal
ideation and/or behavior; and (2) to examine the 1-year
trajectories of acutely suicidal adolescents who are classified into
bullying perpetrator and non-bully groups. This study improves
on past research by providing a prospective longitudinal examination of the trajectories of adolescent “bully-perpetrators” and
“non-bullies” at the time of their acute suicide risk. Data were
unavailable to focus on peer victimization in this study. It is
hypothesized that psychiatrically hospitalized adolescents
who engage in bullying behaviors will exhibit more suicidal
behavior and ideation, higher levels of depression, and lower
levels of adaptive functioning at baseline and over a 1-year
period as compared to non-bullying psychiatrically hospitalized
adolescents.
Methods
Participants
Participants in the present study were 433 suicidal
adolescents (310 females, 123 males), ages 13 to 17 years
(M ¼ 15.6 years, SD ¼ 1.3), who were psychiatrically hospitalized
between 2002 and 2005. Participants were primarily white
(85.9%). The distribution of other racial/ethnic groups was: black
(7.6%), American Indian (2.3%), Asian American (1.2%), and other
(3.0%). Annual income for families ranged from less than $15,000
(5%) to more than $100,000 per year (16%), with the median
income in the range of $40,000 to $59,000 per year.
This study used data from the Youth-Nominated Support
Team-II study, a randomized controlled intervention trial for
suicidal adolescents following hospitalization [18]. Inclusion in
the parent study was determined by parent or adolescent report
of an adolescent suicide attempt during the past month, or
suicidal ideation characterized by persistence or a specific plan,
as reported on the Diagnostic Interview Schedule for Children,
version IV DISC-IV [19]. Exclusion criteria included: severe
cognitive impairment, direct transfer to a medical unit or residential placement, residence more than 1 hour drive from the
hospital, and no legal guardian available. Thirteen adolescents
were excluded from the present study because they did not
complete the Youth Self Report (YSR) [20], which was used to
classify adolescents into bully-perpetrator and non-bully groups.
Measures
The Suicidal Ideation QuestionnairedJunior (SIQ-JR) [21] is
a 15-item self-report measure that assesses a range of suicidal
thoughts on a 7-point time-referential scale ranging from
“I never had this thought” to “almost every day.” It has excellent
test-retest reliability [21] and was predictive of suicidal thoughts
and attempts 6 months after hospitalization in an adolescent
inpatient sample [9]. In this sample, the SIQ-JR had an internal
consistency of .92.
The Children’s Depression Rating ScaledRevised (CDRS-R) [22]
is a semistructured interview that assesses depressive symptoms for the previous 2 weeks. The CDRS-R has demonstrated
strong validity and reliability in studies with adolescents [23].
Inter-interviewer reliability for total scores, which were established prior to study onset and at 1-year intervals, was very high
(mean alpha across raters was .98).
The Beck Hopelessness Scale (BHS) [24] is a 20-item self-report
true/false questionnaire that assesses negative attitudes about
the future (e.g., “I don’t expect to get what I really want,” “My
future seems dark to me”). The BHS has demonstrated strong
C.A. King et al. / Journal of Adolescent Health 53 (2013) S43eS50
psychometric properties in adolescent samples [e.g., 25] and had
an internal consistency of .91 in this sample.
The Multidimensional Anxiety Scale for Children (MASC) [26] is
a 39-item self-report scale designed to assess a broad spectrum
of anxiety symptoms. The internal consistency coefficient for the
total score, which was used in this study, was .73.
The Personal Experiences Screen Questionnaire (PESQ) [27] is
a self-report measure used to screen for adolescent abuse of
alcohol or other substances. The PESQ Problem Severity scale has
demonstrated adequate reliability and validity for identifying
problem substance usage [27]. The Problem Severity scale in this
sample had an internal consistency of .94.
The Child and Adolescent Functional Assessment Scale (CAFAS)
[28] is administered to parents and assesses their child’s functional impairment across a spectrum of settings (e.g., school,
home, community). The CAFAS has established strong inter-rater
reliability as well as construct and concurrent validity [29]. Interrater reliability for CAFAS subscales in this study were high
(alpha range of .83e.98).
The Youth Self Report (YSR) [20] is a 119-item questionnaire
that assesses a broad range of behavior problems and was
assessed at baseline. Six items pertaining to bullying behavior
(I tease others a lot; I physically attack people; I am mean to
others; I destroy things belonging to others; I threaten to hurt
people; I get in many fights) were selected from the larger
inventory. Items were scored on a 0 to 2 scale (0 ¼ not true;
1 ¼ sometimes true; 2 ¼ very true). Bully-perpetrators were
categorically defined as having a score of 6 or higher on these
six items. This 6-item scale had an internal consistency of .77.
Procedures
Detailed study procedures are described elsewhere [17].
Briefly, Institutional Review Board approval was attained.
Participants were recruited from either a university or private
psychiatric hospital in a Midwestern region of the United States.
Parent/guardian written informed consent and adolescent
informed assent were obtained. Baseline assessments were
conducted within 1 week of hospitalization (7% completed
following discharge). Adolescents were randomized to either
a social support intervention (Youth-Nominated Support Team
Intervention-Version II [YST-II]) or treatment-as-usual [18].
There were no differences in treatment assignment between the
bully-perpetration and non-bully groups. Follow-up assessments
for the SIQ-JR, CDRS-R, and BHS took place after 6 weeks,
3 months, 6 months, and 12 months. Follow-up assessments for
the MASC, PESQ, and CAFAS took place after 3 and 12 months.
The follow-up assessment for the YSR took place after 12 months.
Data analysis
Baseline demographic and clinical characteristics of bullyperpetrator and non-bully groups were compared using chisquare and t-tests. The SIQ-JR, BHS, CDRS-R, CAFAS, MASC, and
PESQ repeated scores over time were treated as correlated
outcome values in mixed regression models. The aim of these
analyses was to describe the trends in these scores across
assessment points during the 12-month study period. Mixed
regression models enabled subjects with incomplete data across
time to be included, which increases statistical power. Such
models are often also less biased than complete-case analysis
because the smaller number of subjects in complete case
S45
analyses may be less representative of the larger population of
interest [30]. Since all clinical outcome scores showed nonlinear
trends over time, segmented or pairwise linear regression
models were chosen over polynomial regression models because
of better global fit without losing local fit. All baseline scores
were centered. Coded time; hospital; treatment group; five
baseline clinical scores; sex, age, and race; multiple suicide
attempts; and bully group were included as fixed effects in the
initial model. The subject effects were modeled as random effects
so that each subject had his/her own intercept and slope. An
unstructured covariance matrix of random coefficients was
specified. Bully-perpetrator versus non-bully and the coded time
variable, including any time interaction terms with bully, if at
least one was significant, were included in final reduced models.
Other main effects were kept in the final model at the alpha ¼ .05
significance level.
Results
Baseline comparisons of bully-perpetrator and non-bully groups
Demographics. There were no differences in sex, race, maternal
level of education, and proportion of families receiving public
assistance between bully-perpetrator and non-bully groups
(Table 1). The bully-perpetrator group was significantly younger
(mean: 15.2, SD: 1.2) than the non-bully group (mean: 15.6,
SD: 1.3).
Clinical characteristics. As displayed in Table 2, the bullyperpetrator group had significantly higher baseline scores
than the non-bully group for suicidal ideation (SIQ-JR), substance
abuse (PESQ), and overall functional impairment (CAFAS Total).
In terms of specific domains of functioning, Fisher exact
tests indicated the subscale scores of bully-perpetrator and nonbully groups were distributed differently in the domains of:
home (p ¼ .02), school/work (p ¼ .04), and behavior toward
others (p ¼ .0003). A greater proportion of adolescents in the
bully-perpetrator group were at the most severe levels of these
subscales. There were no differences between groups for suicide
attempt history, depression severity, hopelessness, anxiety, and
functional impairment specifically related to moods/emotions.
Table 1
Demographic characteristics of bully perpetrators and non-bullies
Demographic
Sex
M
F
Race
Black
White
Other
Mother education
Some high school
High school
Some college
Some graduate
Family public assistance
No
Yes
Bully
perpetrators %
Non-bullies %
(n ¼ 54)
(n ¼ 379)
31.5
68.5
28.0
72.0
28.4
71.5
13.2
83.0
3.8
6.0
86.1
7.9
6.9
85.8
7.4
9.6
36.5
28.9
25.0
9.5
20.3
38.4
31.8
9.5
22.4
37.2
30.9
82.7
17.3
89.7
10.3
88.8
11.2
There were no significant p values at 95% confidence.
Overall %
(N ¼ 433)
S46
C.A. King et al. / Journal of Adolescent Health 53 (2013) S43eS50
Table 2
Baseline clinical characteristics of bully perpetrators and non-bullies
Measure
Construct
SIQ-JR
CDRS-R
CAFAS Total
BHS total
PESQ e Problem
Severity
MASC
Suicide
Attempt Hx
None
One
Multiple
Suicidal ideation
53.50 (18.8) 45.31 (21.6)
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