Susan Swearer - Academia.edu (original) (raw)

Papers by Susan Swearer

Applied & Preventive Psychology, Mar 1, 1999

Basic research into the prevalence, natural course, and phenomena of comorbidity of depressive di... more Basic research into the prevalence, natural course, and phenomena of comorbidity of depressive disorders during childhood are reviewed and implications of this research for treating depressed youths are noted. Results of investigations into the biological aspects of depression are integrated into a multifactorial model of depressive disorders during childhood and the efficacy of pharmacological interventions is discussed. Cognitive theory is integrated with attachment theory to explain a possible avenue to the development of depressive disorders during childhood. Interpersonal therapy has emerged as a potentially effective intervention for depressed youths. Basic tenets of this treatment model are compared and contrasted to a cognitive-behavioral treatment model, and a hybrid treatment referred to as "cognitive therapy within the interpersonal context" is proposed.

American Psychological Association eBooks, 1996

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

Journal of Interpersonal Violence, May 1, 2003

Sexual abuse research has traditionally focused on adult, retrospective accounts of potential cor... more Sexual abuse research has traditionally focused on adult, retrospective accounts of potential correlates of abuse and their impact on functioning. However, only a few studies have examined sexually abused adolescents' perceptions of their families, and results have proven inconclusive. This study examined whether family factors would differentiate sexually abused and nonabused adolescent psychiatric inpatients. Fifty-seven psychiatric inpatients, ages 11 to 17, who either had experienced sexual abuse or had no history of sexual victimization completed a diagnostic interview and were assessed on a variety of family indices. Results indicated that after controlling for level of depression, sexually abused adolescents could be differentiated from their nonabused counterparts based on family variables. Sexually abused adolescents reported their families as more authoritarian and more enmeshed. They also perceived more negative messages from their nonoffending father figures about the world. Also, exploratory gender analyses revealed that sexually abused females reported greater levels of depression than sexually abused males.

With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, r... more With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis–stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis–stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying preventio...

School Psychology Review, 2003

This special i,sue nn bullying and victimization in Schooll',I'rc!l%gr Rel'ieu' highlights curren... more This special i,sue nn bullying and victimization in Schooll',I'rc!l%gr Rel'ieu' highlights current research elTol1:> in American schools on bullying and peer victimization. and how this research can inform prevention and intervention planning. nlis introductory article provides a brief overview of several major insights gained over the last decade from research on bullying in school-aged youth and sets the stage for the special issue. Research on psychosOl:ial currelates in bullying behaviors is reviewed and four insights that provide directions fur future research are derived. The contributing authors in the special i,sue augment these insights by examining the intluence of the peer ecology on bullying (Rodkin & Hodges. 20031. using longitudinal and multivariate melhodologies in bullying research (Long & Pellegrini. 20(3). assessing the climales within the schuol where bullying typically occurs (letT. Power. Cosligan. & Manz. 20m I. exploring implementation issues of school-wide bullying prevention programming (Orpinas. Home. & Staniszewski. 2003 I. reviewing laws and policies lo address bullying (Limher & Small. 20(3), and challenging researchers to reach a consensus on bullying research (Furlong. Morrison. & Greif. 20m).

Focus on Exceptional Children, 2012

The documentary Bully was released nationwide in theaters in March 2012. Originally titled The Bu... more The documentary Bully was released nationwide in theaters in March 2012. Originally titled The Bully Project, the filmmakers followed five families whose lives had been turned upside down by bullying. Two of the families in the movie lost their sons, Tyler and Ty, to suicide, and three of the youth in the movie,Alex, Kelby, and Ja'Meya, were bullied in school and on the school bus. The movie shows the devastating consequences of bullying and the depressingly poor response on the part of adults. What the movie does not address is the mental health history of one of the boys, who commits suicide, as well as the developmental disabilities affecting another boy in the movie, who was born prematurely (Bazelon, 2012). Understandably, this is a difficult narrative. The filmmakers did not want to delve into the complexity of mental health issues and bullying for fear of creating a story line that those who are bullied are obvious victims. However, by not addressing the issues of ADHD, b...

Adolescent Research Review, 2016

This article reviews current research on bullying during adolescence. The complexity of bullying ... more This article reviews current research on bullying during adolescence. The complexity of bullying behaviors during the adolescent time period are discussed and a review of the developmental literature on adolescence provides suggestions for why current bullying prevention and intervention programs are less effective for this age group. Current anti-bullying policies and legislation are reviewed under a framework of adolescent brain development and the development of consequential thinking. Suggestions for implementing social-emotional learning programming during the adolescent period are provided and a novel approach using social media is presented. In order to effectively combat bullying during this developmental period, programming must focus of positive behavioral development and restorative practices.

PsycEXTRA Dataset

Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosoma... more Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosomatic and depressive symptoms, and are at higher risk of considering or attempting suicide. Researchers have put great effort into developing interventions able to stop bullying and cyberbullying, and thus buffering possible negative consequences. Despite this, only a few of them have investigated the effects of these programs on the psychological suffering of the victims. The NoTrap! program is an Italian evidence-based intervention able to reduce victimization, bullying, cybervictimization and cyberbullying. The aim of the present study is to analyze whether the NoTrap! program can reduce internalizing symptoms through the decrease in both victimization and cybervictimization. Participants were 622 adolescents, enrolled in the 9th grade of eight high schools in Tuscany (experimental group: N = 451; control group: N = 171). We collected data at three time points: pre-, mid-and post-intervention. Using latent growth curve models, we found that the program significantly predicted the change in internalizing symptoms over time. Furthermore, the mediation model showed that only the indirect effect via cybervictimization was significant. In summary, the program reduced internalizing symptoms within the experimental group successfully, through the decrease in cybervictimization more so than through the mediational effect of decreasing victimization.

American Psychologist, 2015

With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, r... more With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis-stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis-stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships.

American Psychologist, 2015

This article provides an introductory overview of findings from the past 40 years of research on ... more This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 1996

Journal of School Psychology, 2008

I got the conch," said Piggy indignantly. "You let me speak!" "The conch doesn't count on top of ... more I got the conch," said Piggy indignantly. "You let me speak!" "The conch doesn't count on top of the mountain," said Jack, "so you shut up." "I got the conch in my hand." "Put on green branches," said Maurice. "That's the best way to make smoke." "I got the conch-" Jack turned fiercely. "You shut up!" (Golding, 1954, p. 43) In 1954 William Golding wrote the Lord of the Flies, an allegorical tale of a group of British school boys marooned on an island. Alone, without adult supervision, the boys create their own rules and society. Aggression and the development of aggression is one of the main themes in the book. As the dialogue above illustrates, the aggression among the boys starts as verbal aggression and then, over time, becomes more physical and finally, violent. This book, written over 60 years ago, recognized that relational aggression and physical aggression co-existed, were not mutually exclusive, and existed among boys.

Journal of Emotional Abuse, Mar 1, 2001

Examined differences between bullies, victims, and bully-victims on internalizing psychopathology... more Examined differences between bullies, victims, and bully-victims on internalizing psychopathology (depression and anxiety). Participants included 133 (66 male and 67 female) sixth-grade students from a Midwestern middle school, ages ranging from 11 to 13 years old. The data presented are from the first two years of a five-year longitudinal study that began January of 1999. Initial results indicate differences between

Http Dx Doi Org 10 1080 00405841 2014 947221, Oct 15, 2014

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bully... more Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.

Http Dx Doi Org 10 1080 15388220 2013 788449, Jun 26, 2013

ABSTRACT Date completed - 2013-03-19, Date created - 2013-01-15, Date revised - 20131021, Number ... more ABSTRACT Date completed - 2013-03-19, Date created - 2013-01-15, Date revised - 20131021, Number of references - 38, Last updated - 2013-11-08, SubjectsTermNotLitGenreText - Experimentation, Birkett, M., & Espelage, D. L. (in press). Homophobic name-calling, peer-groups, and masculinity: The socialization of homophobic behavior in adolescents. Social Development., Bradshaw, Catherine P.; Sawyer, Anne L.; O'Brennan, Lindsey M. Bullying and peer victimization at school: Perceptual differences between students and school staff. SCHOOL PSYCHOLOGY REVIEW, 36. 3 (2007): 361-382. NATL ASSOC SCHOOL PSYCHOLOGISTS, Bradshaw, Catherine P.; Waasdorp, Tracy Evian; Goldweber, Asha; Johnson, Sarah Lindstrom. Bullies, Gangs, Drugs, and School: Understanding the Overlap and the Role of Ethnicity and Urbanicity. JOURNAL OF YOUTH AND ADOLESCENCE, 42. 2 (2013): 220-234. SPRINGER/PLENUM PUBLISHERS, Cook, Clayton R.; Williams, Kirk R.; Guerra, Nancy G.; Kim, Tia E.; et al. Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation. SCHOOL PSYCHOLOGY QUARTERLY, 25. 2 (2010): 65-83. AMER PSYCHOLOGICAL ASSOC, Copeland, William E.; Wolke, Dieter; Angold, Adrian; Costello, E. Jane. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70. 4 (2013): 419-426. American Medical Association, Espelage, Dorothy L.; Aragon, Steven R.; Birkett, Michelle; Koenig, Brian. Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? SCHOOL PSYCHOLOGY REVIEW, 37. 2 (2008): 202-216. NATL ASSOC SCHOOL PSYCHOLOGISTS, ESPELAGE, Dorothy L.; HOLT, Melissa K. Dating violence & sexual harassment across the bully-victim continuum among middle and high school students. Journal of youth and adolescence, 36. 6 (2007): 799-811. Springer, ESPELAGE, Dorothy L.; HOLT, Melissa K.; HENKEL, Rachael R. Examination of peer-group contextual effects on aggression during early adolescence. Child development, 74. 1 (2003): 205-220. Blackwell, Espelage, Dorothy L.; Basile, Kathleen C.; Hamburger, Merle E. Bullying Perpetration and Subsequent Sexual Violence Perpetration Among Middle School Students. JOURNAL OF ADOLESCENT HEALTH, 50. 1 (2012): 60-65. ELSEVIER SCIENCE INC, Espelage, Dorothy; Green, Harold; Polanin, Joshua. Willingness to Intervene in Bullying Episodes Among Middle School Students: Individual and Peer-Group Influences. JOURNAL OF EARLY ADOLESCENCE, 32. 6 (2012): 776-801. SAGE PUBLICATIONS INC, Farrington, David P.; Ttofi, Maria M. School-based programs to reduce bullying and victimization. School-Based Programs to Reduce Bullying and Victimization (2009): 144, Graham, Sandra; Juvonen, Jaana. Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22. 2 (2002): 173-199. SAGE Publications Inc, Green, Jennifer Greif; Felix, Erika D.; Sharkey, Jill D.; Furlong, Michael J.; et al. Identifying bully victims: Definitional versus behavioral approaches. Psychological Assessment, 25. 2 (2013): 651-657. American Psychological Association, Hanish, L D; Guerra, NG. The roles of ethnicity and school context in predicting children's victimization by peers. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY, 28. 2 (2000): 201-223. KLUWER ACADEMIC/PLENUM PUBL, Hanish, Laura D.; Eisenberg, Nancy; Fabes, Richard A.; Spinrad, Tracy L.; et al. The expression and regulation of negative emotions: Risk factors for young children's peer victimization. Development and Psychopathology, 16. 2 (2004): 335-353. Cambridge University Press, Hanish, Laura D; Sallquist, Julie; DiDonato, Matthew; Fabes, Richard A; et al. Aggression by whom-aggression toward whom: Behavioral predictors of same- and other-gender aggression in early childhood. Developmental Psychology, 48. 5 (2012): 1450-1462. American Psychological Association, Washington DC, Holma, K. Mikael; Melartin, Tarja K.; Haukka, Jari; Holma, Irina A. K.; et al. Incidence and predictors of suicide attempts in DSM-IV major depressive disorder: A five-year prospective study. American Journal of Psychiatry, 167. 7 (2010): 801-808. American Psychiatric Association, KOCHENDERFER, B. J.; LADD, G. W. Peer victimization : Cause or consequence of school maladjustment? Child development, 67. 4 (1996): 1305-1317. Blackwell, Olweus, Dan. Bullying at school: What we know and what we can do. Bullying at school: What we know and what we can do. (1993): xii, 140. Blackwell Publishing, Pellegrini, A.D.; Long, Jeffrey D. A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20. 2 (2002): 259-280. British Psychological Society, Polanin, Joshua R.; Espelage, Dorothy L.; Pigott, Therese D. A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention…

Applied & Preventive Psychology, Mar 1, 1999

American Psychological Association eBooks, 1996

Journal of Interpersonal Violence, May 1, 2003

School Psychology Review, 2003

Focus on Exceptional Children, 2012

Adolescent Research Review, 2016

PsycEXTRA Dataset

American Psychologist, 2015

With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, r... more With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis-stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis-stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships.

American Psychologist, 2015

Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 1996

Journal of School Psychology, 2008

Journal of Emotional Abuse, Mar 1, 2001

Http Dx Doi Org 10 1080 00405841 2014 947221, Oct 15, 2014

Http Dx Doi Org 10 1080 15388220 2013 788449, Jun 26, 2013