Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/32018
Title: Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects.
Authors: Wolke, D.
Baumann, N.
Strauss, V.
Johnson, Samantha
Marlow, N.
First Published: 24-Mar-2015
Publisher: Elsevier for Mosby
Citation: Journal of Pediatrics, 2015
Abstract: Objective To investigate whether adolescents who were born extremely preterm (<26 weeks gestation), very preterm (<32 weeks gestation), or with very low birth weight (<1500 g) are more often bullied, and whether this contributes to higher emotional problem scores. Study design We used 2 whole population samples: the German Bavarian Longitudinal Study (BLS) (287 very preterm/very low birth weight and 293 term comparison children) and the UK EPICure Study (183 extremely preterm and 102 term comparison children). Peer bullying was assessed by parent report in both cohorts at school years 2 and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and preexisting emotional problems. Results Preterm-born children were more often bullied in both cohorts than term comparisons (BLS: relative risk, 1.27; 95% CI, 1.07-1.50; EPICure: relative risk, 1.69; 95% CI, 1.19-2.41). Both preterm birth and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B, 0.78; 95% CI, 0.28-1.27; P < .01; EPICure: B, 1.55; 95% CI, 0.79-2.30; P < .001). In the EPICure sample, being born preterm and being bullied at just a single time point also predicted emotional problems. Conclusion Preterm-born children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems. Health professionals should routinely ask about peer relationships.
DOI Link: 10.1016/j.jpeds.2015.02.055
eISSN: 1097-6833
Links: http://www.sciencedirect.com/science/article/pii/S0022347615002267
http://hdl.handle.net/2381/32018
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Pediatrics. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Pediatrics , (2015) DOI 10.1016/j.jpeds.2015.02.055
Appears in Collections:Published Articles, Dept. of Health Sciences

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