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Title: Early Cognitive Stimulation, Emotional Support, and Television Watching as Predictors of Subsequent Bullying Among Grade-School Children
Resulting in 1 citation.
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Zimmerman, Frederick J. Glew, Gwen M. Christakis, Dimitri A. Katon, Wayne |
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Early Cognitive Stimulation, Emotional Support, and Television Watching as Predictors of Subsequent Bullying Among Grade-School Children Archives of Pediatrics and Adolescent Medicine 159,4 (April 2005): 384-388. Also: http://www.commercialalert.org/tvbullying.pdf Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Medical Association Keyword(s): Behavior Problems Index (BPI); Behavior, Antisocial; Behavior, Violent; Bullying/Victimization; Children, School-Age; Home Environment; Home Observation for Measurement of Environment (HOME); Memory for Digit Span (WISC) - also see Digit Span; Modeling, Logit; Peabody Individual Achievement Test (PIAT- Reading); Television Viewing Permission to reprint the abstract has not been received from the publisher. BACKGROUND: Bullying is a major public health issue, the risk factors for which are poorly understood. OBJECTIVE: To determine whether cognitive stimulation, emotional support, and television viewing at age 4 years are independently associated with being a bully at ages 6 through 11 years. METHODS: We used multivariate logistic regression, using data from the National Longitudinal Survey of Youth, to adjust for multiple confounding factors. RESULTS: Parental cognitive stimulation and emotional support at age 4 years were each independently protective against bullying, with a significant odds ratio of 0.67 for both variables associated with a 1-SD increase (95% confidence interval, 0.54-0.82 for cognitive stimulation and 0.54-0.84 for emotional support). Each hour of television viewed per day at age 4 years was associated with a significant odds ratio of 1.06 (95% confidence interval, 1.02-1.11) for subsequent bullying. These findings persisted when we controlled for bullying behavior at age 4 years in a subsample of children for whom this measure was available. CONCLUSION: The early home environment, including cognitive stimulation, emotional support, and exposure to television, has a significant impact on bullying in grade school. |
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Bibliography Citation
Zimmerman, Frederick J., Gwen M. Glew, Dimitri A. Christakis and Wayne Katon. "Early Cognitive Stimulation, Emotional Support, and Television Watching as Predictors of Subsequent Bullying Among Grade-School Children." Archives of Pediatrics and Adolescent Medicine 159,4 (April 2005): 384-388.
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