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Relationship between Bullying, Substance Use, Psychiatric Disorders, and Social Problems in a Sample of Kenyan Secondary Schools

  • Victoria N. Mutiso
  • Christine W. Musyimi
  • Pauline Krolinski
  • Charlotte M. Neher
  • Abednego M. Musau
  • Albert Tele
  • David M. NdeteiEmail author
Article
  • 12 Downloads

Abstract

We aimed to investigate how direct bullying and victimization relate with substance use, the presence of psychiatric disorders, poor school performance, disruptive behaviors, and social problems among secondary school students. A cross-sectional study was conducted in 20 randomly selected mixed-day secondary school students in forms one to three in Machakos County, equivalent to students in grades 1 to 11. From a random starting point, every sixth student in the class was invited to participate. The Drug Use Screening Inventory (revised) (DUSI-R) and the Olweus Bully/Victim Questionnaire (OBVQ) were administered in a classroom-setting by trained research assistants with experience in data collection. Four categories, i.e., bully only, bully-victim, victim only, and neither bully nor victims (neutrals) were developed and problem density scores computed. Descriptive statistics, bivariate, and multinomial logistic regression analysis summarized the findings. Of the 471 students, 13.6% had not experienced bullying problems. Bully-victim was the most prevalent form of bullying. No significant gender differences were reported across categories. Bully-victims reported significant higher problem density scores in eight out of the nine problem domains, and effect sizes of the differences in problem scores between neutrals and bully-victims were larger compared with other categories. Behavioral and family system problem scores retained a significant relationship with bully-victim category (p < 0.001). A high prevalence of bullying problems was documented in both genders. However, bully-victims had a higher risk of multiple negative individual and environmental and social problems. Assessment of bullying problems is an indirect route to identifying significant youth problems. Bullying interventions should be multifaceted to address psycho-socio-behavioral problems.

Keywords

Direct bullying Substance use Psychiatric disorders School performance Kenya 

Notes

Funding

None.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no competing interest.

Ethical Approval

Ethical approval was sought from the Ethics Board of the University of Nairobi and Kenyatta National Hospital in Kenya. All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Permission to conduct the study was obtained from the headmasters of the participating schools. Parents or guardians were requested to provide informed consent for children under the age of 18. All children whose parents or guardians consented were also requested to participate by providing a written assent. Only those who had both parental consent and a written assent were involved. Informed consent was obtained from all individual participants included in the study. Children absent on the day of assessment were excluded from the study.

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Copyright information

© Society for Prevention Research 2019

Authors and Affiliations

  • Victoria N. Mutiso
    • 1
  • Christine W. Musyimi
    • 1
    • 2
  • Pauline Krolinski
    • 3
  • Charlotte M. Neher
    • 3
  • Abednego M. Musau
    • 1
  • Albert Tele
    • 1
  • David M. Ndetei
    • 1
    • 4
    Email author
  1. 1.Africa Mental Health Research and Training FoundationNairobiKenya
  2. 2.Vrije UniversiteitAmsterdamNetherlands
  3. 3.Maastricht UniversityMaastrichtNetherlands
  4. 4.University of NairobiNairobiKenya

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