Callous-Unemotional Behaviors and Peer Victimization Predict Bullying Behaviors Among Low Income, Urban Youth

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - Social Relationships

Abstract

Peer victimization and bullying are associated with negative mental health sequelae, including internalizing and externalizing symptoms and long-term difficulties with psychosocial adjustment (Evans et al., 2018; Baldry et al, 2019). Those who exhibit bullying behaviors and experience victimization are at increased risk for developing such symptoms, compared to their peers who experience bullying, victimization, or neither. Nevertheless, extant literature examining the relation between peer victimization and bullying is limited. As such, it is important to understand what factors may moderate the association between peer victimization and bullying among school-aged children. Callous-unemotional (CU) behaviors, which are characterized by a lack of empathy (Frick, 2009) and lower receptivity to context (Pardini et al., 2003), may be one such factor. CU behaviors are associated with aggression and bullying among youth (van Geel et al., 2017) and may be protective in distressing, low income environments. However, there is a dearth of literature considering peer victimization and CU behaviors jointly in predicting bullying behaviors. As such, the goal of the current study was to test whether the relation between peer victimization and bullying differed based on the level of youth CU behaviors among contextually disadvantaged youths. Participants were 104 low-income, urban youth (50% male, M= 9.93 ± 1.22 years old, 95% African-American/Black). Youth reported on peer victimization and bullying using the Peer Social Support, Bullying, and Victimization Questionnaire (Ladd, Kochenderfer, & Coleman, 1997). Teachers reported on youth CU behaviors with the Inventory of Callous-Unemotional Traits (Frick, 2003). Multiple regression analyses were conducted with bullying as the dependent variable, and child sex, age, peer victimization, CU behaviors, and the CU × victimization behavior interaction term as predictors. Higher teacher-reported CU behaviors and child-reported victimization were associated with higher rates of bullying (β=.26, p = .014; β=.27, p = .002, respectively). Teacher-reported CU behaviors moderated the relation between peer victimization and bullying (β=.25, p = .015). Post-hoc probing indicated among youth with higher CU behaviors, those with higher levels of victimization exhibited significantly elevated rates of bullying compared to those with lower levels of victimization (B = 2.04, p<.001). Youth with low teacher-reported CU behaviors exhibited low rates of bullying regardless of levels of peer victimization (B = .16, p = .755). Elevated rates of CU behaviors and peer victimization predicted bullying behaviors among contextually disadvantaged, urban youth. However, regardless of level of victimization, children with low levels of CU behaviors exhibited low rates of bullying. This suggests the combination of high CU and peer victimization may put children at the highest risk for engaging in bullying behaviors (e.g., becoming a “bully/victim”). Additionally, it is possible that youth who experience chronic victimization may develop a superficial, outward appearance of callousness as a protective mechanism in contextually distressing environments (Ford et al., 2006). Interventions should seek to identify youth in the bully/victim role who also exhibit high levels of CU behaviors to improve peer processes and psychological symptoms, though careful attention should be paid to informant and context in identifying youth at risk for peer difficulties.

Authors

• Valerie Sophia Everett, Temple University
  Presenting Author

• George Emory, Temple University
  Non-Presenting Author

• Faylyn B. Kalchthaler, Temple University
  Non-Presenting Author

• Deborah A. G. Drabick, Temple University
  Non-Presenting Author