Speaker
Description
Research on adverse childhood experiences (ACEs) and adolescent peer relationships, including bullying, has three key limitations that include limited attention on co-occurring ACEs, insufficient studies on the timing of ACE exposure during adolescence, and the lack of consideration given to the multifaceted nature of peer relationships. Informed by a developmental life course perspective, this study addresses these gaps by examining the effects of co-occurring ACEs experienced during early adolescence on bullying and peer relationship outcomes in late adolescence. Data were from the Longitudinal Studies of Child Abuse and Neglect (N = 883). Using the ten ACEs from the original CDC-Kaiser study, latent class analysis identified three theoretically supported ACE classes in early adolescence (threat, deprivation, low ACEs). The study assessed associations between the ACE classes and ten peer relationship outcomes in late adolescence, adjusting for demographics. Results indicated that adolescents in the threat ACE class had higher rates of bullying perpetration and victimization, peer conflict, peer substance use, peer delinquency, and lower popularity and positive peer behaviors. Conversely, adolescents in the deprivation ACE class reported lower levels of peer companionship, satisfaction, intimacy, and conflict. Adolescents experiencing threat ACEs exhibited negative peer status and characteristics, including being a bully-victim, while those with deprivation ACEs showed lower peer relationship quality. Findings highlight the importance of examining co-occurring ACEs during adolescence and underscore the need for trauma-informed care that addresses diverse ACE exposures. The distinct peer-related outcomes linked to threat versus deprivation ACEs emphasize the need for tailored, rather than universal, prevention efforts.
Keywords
adverse childhood experiences, bullying, peer relationships, person-centered approach, trauma-informed care
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
