Long-Term Relations among Peer Victimization and Internalizing Symptoms in Children

The primary purpose of this research was to examine the long-term relations between peer victimization and internalizing symptoms (anxiety and depression) in middle school children. Furthermore, this study intended to determine the potential roles of self-worth, self-acceptance, and social supports in moderating or mediating these proposed relations. At time one, 280 sixth grade students participated and at follow up, 77 eighth grade children were participants. All children were from the same public middle school and completed selfreport measures representing the constructs previously described. Reported levels of peer victimization were found to be similar to those reported in previous studies. Significant concurrent correlations were found between the sixth grade predictor variables (victimization, self-worth, social acceptance, social supports). Sixth grade reported peer victimization was also significantly associated with eighth grade depression for boys and eighth grade social anxiety for girls. Tests of mediation supported the role of global self-worth for boys and social acceptance for girls. Teacher support served a significant moderating role for boys’ peer victimizationinternalizing symptom (depression and social anxiety) relation. In both cases, boys reported fewer internalizing symptoms when peer victimization was low and teacher support was high. Findings are integrated into the literature regarding peer victimization and internalizing difficulties. Peer Victimization in Children 3 Acknowledgements and Dedication To Tom, for five years of support and guidance, without which I never would have made it through this program in one piece. I am so very grateful for all the opportunities and encouragement you have provided me. From research and clinical skills to proper conference etiquette (e.g., World Congress), I am a better professional and individual having worked with you. Thank you for always making time to help me. I only hope I can give my students the same positive experiences you have given me. Thank you to my committee members for your direction and assistance with this project. To my research team, and especially Heather K. Blier, for motivating me to persevere and for providing valuable feedback over the past year. To all the graduate students who kindly offered their time to help me collect my data and to the undergraduates who assisted in endless collation and library adventures. To Gary McCoy, Dr. Charlotte Sellers, and the eighth grade teachers and students of Blacksburg Middle School for their assistance and participation in this study. To my family and friends, who have provided me with endless strength, assistance, and comfort. I am blessed to have each of you and thank you for the middle of the night destress phone calls, tolerating my irrational moments, and reminding me that the end was in sight even when I was convinced it was not. Special thanks to Angie Krom Fournier, Carla Danielson, Leah Behl, Heather Blier, and Jennifer Korza, who have bared the brunt of my insanity for the past several months. And especially, to my parents for their confidence in me, encouragement, and love, throughout my doctoral training and my life. You have both made substantial sacrifices to help me attain my goals and you will never know the degree of my appreciation or admiration of you. iii Peer Victimization in Children Peer Victimization in Children 4 Table of