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Babarro I, Ibarluzea J, Theodorsson E, Fano E, Lebeña A, Guxens M, Sunyer J, Andiarena A. Hair cortisol as a biomarker of chronic stress in preadolescents: influence of school context and bullying. Child Neuropsychol 2022:1-18. [PMID: 36036166 DOI: 10.1080/09297049.2022.2115991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
Bullying has been identified as the most common form of aggression and a major source of stress among children and adolescents. The main objective of this study was to analyze the association that school context in general and bullying in particular might have with hair cortisol concentration (HCC), examining the effect of executive function and sex on this association. The study included 659 11-year-old preadolescents from the cohorts of Gipuzkoa and Sabadell of the INMA (INfancia y Medio Ambiente-Children and Environment) project. We gathered information about school-related factors (bullying, school environment, problems with peers and academic performance) and executive function (risky decision-making). Hair samples were collected to measure cortisol concentrations and Structural Equation Modeling was used to examine associations between school-related factors, executive function and HCC. Results showed that being involved as a bully/victim was related to higher HCC and, higher HCC was associated with poorer executive function. This study may contribute to a better understanding of the consequences that chronic exposure to a stressful factors may have on preadolescents' health and developmental outcomes. Besides, our results are relevant for designing programs for prevention and intervention, which could modify individual physiological responses to stress and reduce the effects of stress on the health.
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Affiliation(s)
- Izaro Babarro
- Faculty of Psychology, University of the Basque Country, UPV/EHU, Donostia/San Sebastian, Spain.,Biodonostia Health Research Institute, Group of Environmental Epidemiology and Child Development, Donostia/San Sebastian, Spain
| | - Jesus Ibarluzea
- Faculty of Psychology, University of the Basque Country, UPV/EHU, Donostia/San Sebastian, Spain.,Biodonostia Health Research Institute, Group of Environmental Epidemiology and Child Development, Donostia/San Sebastian, Spain.,Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Madrid, Spain.,Health Department of Basque Government, Public Health of Gipuzkoa, Donostia/San Sebastian, Spain
| | - Elvar Theodorsson
- Department of Biomedical and Clinical Science, Clinical Chemistry, Linköping, Sweden
| | - Eduardo Fano
- Faculty of Psychology, University of the Basque Country, UPV/EHU, Donostia/San Sebastian, Spain.,Biodonostia Health Research Institute, Group of Environmental Epidemiology and Child Development, Donostia/San Sebastian, Spain
| | - Andrea Lebeña
- Faculty of Psychology, University of the Basque Country, UPV/EHU, Donostia/San Sebastian, Spain.,Department of Biomedical and Clinical Science, Clinical Chemistry, Linköping, Sweden
| | - Monica Guxens
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Madrid, Spain.,Department of Experimental and Health Sciences, Barcelona Institute for Global Health (ISGlobal), Barcelona, Spain.,Department of Experimental and Health Sciences, University of Pompeu Fabra (UPF), Barcelona, Spain.,Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC University Medical Centre, Roterdam, The Netherlands
| | - Jordi Sunyer
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Madrid, Spain.,Department of Experimental and Health Sciences, Barcelona Institute for Global Health (ISGlobal), Barcelona, Spain.,Department of Experimental and Health Sciences, University of Pompeu Fabra (UPF), Barcelona, Spain.,Municipal Institute of Medical Research (IMIM-Hospital del Mar), Barcelona, Spain
| | - Ainara Andiarena
- Faculty of Psychology, University of the Basque Country, UPV/EHU, Donostia/San Sebastian, Spain.,Biodonostia Health Research Institute, Group of Environmental Epidemiology and Child Development, Donostia/San Sebastian, Spain
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Costa Martins M, Santos AF, Fernandes M, Veríssimo M. Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review. Children (Basel) 2021; 8:915. [PMID: 34682180 DOI: 10.3390/children8100915] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/07/2021] [Accepted: 10/11/2021] [Indexed: 11/17/2022]
Abstract
In recent years, the development of social and moral emotions (often associated to pro-social behaviors) has become the subject of increased research interest. However, the relation between these emotions and attachment is less studied. The present systematic literature review (PROSPERO: CRD42021247210) was designed to synthesize current empirical contributions that explore the link between attachment and the development of moral emotions (e.g., empathy, sympathy, altruism, and guilt) during childhood and adolescence. Article exclusion criteria included: studies with participants not living in natural contexts (e.g., institutionalized); studies on mental illness; qualitative research; research that does not reliably evaluate attachment or moral emotions; research on intervention programs; and non-peer-reviewed articles. Only 10 studies were found eligible. Results highlight a present focus on empathy and guilt and gaps regarding sympathy and altruism. The mediator role and positive effect of emotion regulation was noted. Significant positive correlations between attachment security and guilt, shame and forgiveness were emphasized. Limitations of the eligible studies included: representativeness of the participants; causality of the results; and the validity and significance of the instruments (e.g., lack of results reported by various parties involved). The present review aims to contribute to the understanding of an empathic, healthy development, in contrast to the alienation and bullying affecting the youth’s emotional, relational and academic lives.
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Duque E, Carbonell S, de Botton L, Roca-Campos E. Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts. Front Psychol 2021; 12:662831. [PMID: 33815239 PMCID: PMC8010125 DOI: 10.3389/fpsyg.2021.662831] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 02/24/2021] [Indexed: 01/25/2023] Open
Abstract
Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools - the dialogic model of prevention and resolution of conflicts (DMPRC) - in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students' voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students' well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.
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Affiliation(s)
- Elena Duque
- Department of Theory and History of Education, University of Barcelona, Barcelona, Spain
| | - Sara Carbonell
- Faculty of Education, University of Girona, Girona, Spain
| | - Lena de Botton
- Department of Sociology, University of Barcelona, Barcelona, Spain
| | - Esther Roca-Campos
- Department of Comparative Education and Education History, University of Valencia, Valencia, Spain
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