Relational Victimisation and the Psychosocial Maladjustment of Adolescents in Secondary Schools in Cameroon
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 28 March 2023

Relational Victimisation and the Psychosocial Maladjustment of Adolescents in Secondary Schools in Cameroon

Shien Vera, Lilian F. Wiysahnyuy, Joseph Lah Lo-oh

University of Bamenda, Cameroon

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.730

Pages: 582-591

Keywords: Victimisation, Relational Victimisation, Psychosocial Maladjustment, Adolescents

Abstract

Nowadays, the rate at which adolescent students victimized others is alarming. They engage in physical, sexual and relational victimisation which may have adverse psychosocial effects on the victims. Though they are diverse forms of victimisation among adolescents, this paper focuses on how relational victimisation (gossips, lies telling, social exclusion and rumours-mongering) leads to psychosocial maladjustment among adolescents in secondary schools in Cameroon. Purposive and stratified sampling techniques were used to select a sample which comprised of adolescent students (577), counsellors (12) and discipline masters (12) from some schools in the North West, South West, Centre, and Adamawa Region (613). The instruments used for data collection were a closed-ended questionnaire for students, a focus group discussion with students, and an interview for counsellors and discipline masters/mistresses. Data obtained were analyzed descriptively and inferentially using cross-tabulations, percentages, and multiple response sets. Findings showed that relational victimisation significantly predicts psychosocial maladjustment (P < 0.001). The positive sign of the correlation (R= 0.351**) implied that adolescents are more likely to suffer from psychosocial maladjustments when there is a persistent of relational victimisation in the school environment. The findings imply that when there are persistent lies telling, gossips, rumours-mongering and exclusion from social groups, the victim turn to suffer from psychosocial maladjustment like isolation, low self esteem, fear, and depression. In order to reduce the adverse effects of relational victimisation and promote positive psychosocial maladjustments among adolescent the various a stakeholders especially parents, teachers, school administrators, and counsellors should play unique roles in organising forums to advice and counsel the students peer victimization

References

  1. Baldry, A.C. (2004). The impact of direct and indirect bullying on the mental and physicalhealthofItalianyoungsters.AggressiveBehaviour,30,343-355

  2. Bond, M, Katja, B., Bedenlier, S, Zacacki-Richter, O. (2020). Mapping research in student engagement and educational technology in higher Education; A System Evidence Map.Digital media in higher Education, 45(9).

  3. Bronfenbrenner, U. (1977) Toward an experimental ecology of human development. American psychologist, 32 (7), 513-531.

  4. Cairns, R. B, & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time.Cambridge University Press.

  5. Campbell, W.K. (1999). Narcissism and Romantic Attraction.Journal of Personality and Social Psychology, 77, 1254- 1270.

  6. Card, N. E, Stuky, B. D, Salawani, G. M, & Little, T.D (2008). Direct and indirect aggression cause, consequences and considerations in assessments and intervention.School Psychology Quarterly, 23, 451,461.

  7. Chokprajakchat, S. &kuanliang, A. (2015). Correlation between attitude toward violence and peer victimization, Kaset Journal of social sciences, 40(1),193-197.

  8. Coleman, P. K., & Byrd, C.P. (2003). Interpersonal correlates of peer victimization among young adolescents. Journal of Youth and Adolescence.32:301–314.

  9. Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multi-informant approach. Journal of Consulting and Clinical Psychology, 66, 337–347.

  10. Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8(2),367-380.

  11. Crick, N. R., Casas, J. F., & Nelson, D. A. (2002). Toward a more comprehensive understanding of peer maltreatment Studies of relational victimization. Current Directions in Psychological science, 11:98-101.

  12. Crick, N. R., Casas, J.K., and Ku, H. C. (1999). Relational and physical forms of peer victimisation in preschool. Developmental psychology, 35(2):376-385.

  13. Crick, N. R., Nelson, D. A., Morales, J. R., Hickman, S. (2001). Relational victimisation in childhood and adolescence: I hurt you through the grapevine. In Juvonen J, Graham S, editors. School based peer harassment; the plight of the vulnerable and victimized.Guildford press.

  14. Cullerton –Sen, C& Crick, N.C. (2005). Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment.School Psychology Review 34(2), 45-56.

  15. Gutierrez, M & Concalves, T. O (2013). Developmental assets, school adjustment, and adolescents' subjective well-being. International Journal of Psychology and Psychological Therapy 13(3):339-35.

  16. Hawker, D.S.J. and Boulton, M.J. (2000) Twenty Years’ Research on Peer Victimization and Psychosocial Maladjustment: A Meta-Analytic Review of Cross-Sectional Studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 441-455.

  17. Heington, C et al., (1998). Assessing mental imagery in clinical psychology: A review of imagery measures and a guiding framework, 6(1): 36-65.

  18. Hunter, Simond C., Boyle J. and Warden D. (2007).Perception and correlates of peer victimization and bullying. British journal of educational psychology,77(4) pp,797-810.

  19. Hyde, J. S. (1984). Children's understanding of sexist language. Developmental Psychology, 20(4), 697–706.

  20. Khanfer et al. (2013). Neutrophil function and cortisol: DHEAS ratio in bereaved older adults. BrainBehav. Immune, 19(2), 57-65.

  21. La Greca, L.J & Printing, (1999). Adolescent Emotional Development and the Emergence of Depressive Disorders>Peer relations, friendships, and romantic relationships: implications for the development and maintenance of depression in adolescents. Cambridge University press.

  22. Morales, J. & Crick.L (2000). Relational victimization and physical victimisation by peersand romantic partners in college students, Journal of social and personal relationships, 3 (1).

  23. Newman, R. (2005). APA’s Resilience initiative professional psychology: Research and practice, 36,227-229.

  24. Pinkerton, J. & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping.Child and family social work, Vol 12(3), p.219-228.

  25. Prinstein, M.J. & Cillessen, A. H. N. (2003). Forms and function of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49(3), 310-342).

  26. Putallaz et al., (2007). Overt and relational aggression and victimization: Multiple perspectives within the school setting. Journal of school psychology, 45(5): 523-547.

  27. Ranasinghe, P., Wathurapatha, W., Mathangasinghe, Y. and Ponnamperuma, G. (2017). Emotional intelligence, perceived stress and academic competence of Sri Lankan Medical undergraduates. Medical Education 17(1).

  28. Rudolph K. D, Hammen C,Burge D, Lindberg N, Herzberg D, Daley SE. (2000). Towards an interpersonal life-stress model of depression: The developmental context of stress generation. Developmental and Psychopathology,20(4),697–701 .

  29. Richardson, S.& Green, p. J. (1997) On Bayesian Analysis of mixtures with an unknown number of components (with discussion). Journal of royal statistics, Vol 59 (4) p.731-792.

  30. Salmivalli, C., Kaukiainen, A. O., Voeten, R. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75(3): 465-87.

  31. Schafer, S. (1968). The victim and his functional responsibility.Criminology Vol 5(3), p. 25-29.

  32. Schäfer, W. D., Byrnes, J. P. and Miller, D. C. (1999). Gender differences in risk taking: A metal analysis, Psychological Bulletin 125(5): 367-383.

  33. Siegal, L. S. (1993). The development of reading. In H. W. Rease (Ed.), Advances in child development and behaviour, Vol.24,pp.63-97.Academic press.

  34. Storch, E. A. and Masia-Warner, C. (2004). The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of adolescence, 27(3), 351-362..

  35. Vaillancourt, T., Hymel.S.and McDougall, P. (2003). Bullying is power: Implications for the school intervention strategies. Journal of applied school psychology, 19(2):157-176.

  36. Vinas et al., (2015). Evolution processes driving spatial patterns of intraspecfic genetic diversity in river ecosystems. Molecular Ecology, Vol 24(18) p. 4586-4604.

  37. Wermer & Schäfer (1999). Statistical method in medical research: Multiple imputation; SAGE Journals. 99-109.

bottom of page