Kamaldeep Bhui1, Maria Joao Silva2, Seeromanie Harding3, Stephen Stansfeld2. 1. Center for Psychiatry, Wolfson Institute of Preventive Medicine, Barts & The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom. Electronic address: k.s.bhui@qmul.ac.uk. 2. Center for Psychiatry, Wolfson Institute of Preventive Medicine, Barts & The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom. 3. Diabetes and Nutritional Sciences, King's College London, London, United Kingdom.
Abstract
PURPOSE: The purpose of the study is to test whether bullying in adolescents relates to poor mental health and whether social support mitigated this effect. METHODS: In 2001, 28 schools in East London were randomly selected for surveys of two representative mixed ability classes: year 7 (11-12 years) and year 9 (13-14 years). Repeated measures were obtained from the same pupils 2 years later, using the Strengths and Difficulties Questionnaire (total difficulties score [TDS]) as a measure of psychological distress. A simple one-level random intercepts model with measurements nested within pupils was used to investigate the effects of bullying and social support from friends and family on TDS. We also assessed whether culturally congruent friendships offered a mental health advantage. RESULTS: Bullying was associated with a higher mean TDS (coefficient, 95% confidence interval: White British: 2.15, 1.41-2.88; Bangladeshi: 1.65, .91-2.4); a high level of family social support was associated with a lower TDS (White British: -2.36, -3.33 to -1.39; Bangladeshi: -2.34, -3.15 to -.149). Social support from friends was helpful for White British adolescents (-1.06, -2.07 to -.04). Culturally congruent friendships offered no general advantage. CONCLUSION: Bullying is associated with psychological distress; family social support is independently associated with less psychological distress.
PURPOSE: The purpose of the study is to test whether bullying in adolescents relates to poor mental health and whether social support mitigated this effect. METHODS: In 2001, 28 schools in East London were randomly selected for surveys of two representative mixed ability classes: year 7 (11-12 years) and year 9 (13-14 years). Repeated measures were obtained from the same pupils 2 years later, using the Strengths and Difficulties Questionnaire (total difficulties score [TDS]) as a measure of psychological distress. A simple one-level random intercepts model with measurements nested within pupils was used to investigate the effects of bullying and social support from friends and family on TDS. We also assessed whether culturally congruent friendships offered a mental health advantage. RESULTS: Bullying was associated with a higher mean TDS (coefficient, 95% confidence interval: White British: 2.15, 1.41-2.88; Bangladeshi: 1.65, .91-2.4); a high level of family social support was associated with a lower TDS (White British: -2.36, -3.33 to -1.39; Bangladeshi: -2.34, -3.15 to -.149). Social support from friends was helpful for White British adolescents (-1.06, -2.07 to -.04). Culturally congruent friendships offered no general advantage. CONCLUSION: Bullying is associated with psychological distress; family social support is independently associated with less psychological distress.