scholary article analysis

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Sociology

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Feb 20, 2024

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Basics The authors of this article are Gerald M. Reid, Melissa K. Holt, Chelsey E. Bowman, Dorothy L Espelage, Jennifer Greif Green. The study was published on 30 June 2016. The journal who published this study was The Journal of Child & Family Studies. Introduction In this article the authors studied how the long-term impact of bullying in childhood affects adjustment into college. The researchers found that previously bullied students have a higher risk of having depression and anxiety during the start of adjustment into college environments when compared to non-bullied students. Even though there is a significant association between childhood bullying and poor mental health, nearly 2/3 of first year college students with a history of childhood bullying did not have depression or anxiety. Social support has been linked to mental health among children, adolescents, and emerging adults. In several studies, social support by families, friends, and significant others has been found to be a factor against depression. Stress buffering theory suggests that people with high levels of social support are able to cope with stressful life events and have improved mental health than those without a high level of social support. The main effect theory suggests that people with high levels of social support will always have better mental health than those without high levels of social support, regardless of the levels of stress. It is hypothesized that previously bullied students with higher social support will have better mental health than those with lower social support, which would provide support for the stress buffering hypothesis. It is also hypothesized that students with higher social support will have better mental health regardless of having been previously bullied. Understanding the relationship between social support and mental health with first year college students who were previously bullied has the ability to enhance the way colleges seek the ability to help these students. Method The participants of the study are fist year first semester college students from four large United States Universities. The total amount of students sent the survey was 6.988. The final amount of students who filled out the survey was 1,474. 65.2% were females and 34.8% were males. There was a 21% respondent rate to the survey. There were 436 students who filled out both fall and spring surveys. The follow-up rate was 29.5%. The fall respondents were 50.4% white/Caucasian, 25.8% Asian, 15.7% Hispanic, 3.7% black/African American, and 4.4% who identified with other ethnic/racial groups. Discussion First year college students and young adults with prior bullying experiences higher rates of depression and anxiety int the fall semester compared to students without a history of being bullied during childhood. Previously bullied students had higher rates of depression and anxiety

in the spring compared to the non-bullied students. Some findings in the study support the stress buffering hypothesis. The findings in this study are inconsistent due to the fact that findings from this study suggest family support has a stress buffering effect of spring anxiety. Other findings support the main effect hypothesis of social support. The fall social support was negatively associated with anxiety and depression regardless if anyone was bullied or not as a child. That is consistent with one study finding that total social support had a main effect but not a stress buffering effect for depression. Family support reported during the fall semester buffered against anxiety but not depression during the spring semester. The findings were inconsistent with research on general older adolescent population, which found maternal support is linked with depression. The findings are also inconsistent with prior literature that found friend support buffers against the relation between being bullied and anxiety. Family support may be more stable and secure than peer support due to having poorer friendship quality and trust in college. Findings support that first-year college students may have less anxiety in later stages of college when they fell they have been supported by their families during the initial adjustment to college.

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