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The aim of the present study was to assess the combined influence of gender stereotypes, sexism, and homophobia on attitudes toward bullying and bullying behavior. A total of 1,500 Spanish adolescents between 12 and 18 years of age (49.3% girls and 50.7% boys) completed a questionnaire that included measures of bullying, attitudes toward bullying, gender-stereotyped personality traits (instrumentality and expressiveness), hostile and benevolent sexism, and attitudes toward gay men and lesbians. First, the findings demonstrated that boys scored significantly higher on all the variables assessed except on benevolent sexism. Two similar models were obtained for both sexes. Benevolent sexism and, in boys, more positive attitudes toward gay men predicted more negative attitudes toward bullying when mediated by more expressive gender traits. An inverse pattern was also observed: Hostile sexism predicted more favorable attitudes toward bullying when mediated by instrumental gender traits. Attitudes toward bullying were highly correlated with bullying behavior. The five-predictor variables (including attitudes toward bullying) explained 58% of the variance of bullying behavior in girls and 37% of such variance in boys.

The authors examined the relationship between adolescents' experiences with violent victimization and academic achievement. Data from the 2009 Youth Risk Behavior Survey were analyzed for males (N = 8,537) and females (N = 7,816). Multinomial logistic regression analyses were employed to estimate the relationship between academic achievement and violent victimization. Among males and females, 6.6% and 4.4%, respectively, earned grades of mostly Ds or Fs during the past year. Among males, those earning mostly Ds or Fs had an increased odds of having been injured in a fight (adjusted odds ratio [OR] = 2.2, 95% confidence interval [95% CI]: 1.5-3.3) or threatened at school (OR = 2.0, 95% CI: 1.3-2.9) when compared to males who earned mostly As or Bs. Moreover, those who earned mostly Cs were at increased odds of having been threatened at school when compared to males who earned mostly As or Bs (OR = 1.4, 95% CI: 1.1-1.9). Among females, those earning mostly Ds or Fs had a higher odds of having been bullied at school (OR = 1.6, 95% CI: 1.1-2.3 ), threatened at school (OR = 1.5, 95% CI: 1.1-2.3), or violently victimized by an intimate partner (OR = 2.0, 95% CI: 1.4-3.0) when compared to females who earned mostly As or Bs. Similar findings were observed when examining females earning mostly C grades. Academic achievement is linked to victimization patterns among male and female adolescents. Although the temporality of the relationship is unclear, the strength of the associations increase as academic achievement decreases.

This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a) bridging the negative experiences within the family with bullying behaviors at schools, and (b) influencing school climate. Bullying behaviors were measured by a modified Korean version of Olweus' bully/victim questionnaire (reliability range: 0.78-0.84) from 1,238 randomly selected Korean middle school students in 2007. Findings from structural equation modeling (SEM) analyses showed that (a) individual traits are one of the most important influence on bullying, (b) negative experiences in the family do not have direct influence on bullying behaviors at school, (c) parental involvement influences school climate, and (d) positive school climate was negatively related to bullying behaviors. (Contains 5 tables, 2 figures and 2 notes.)

The criteria that researchers use to classify aggressive behaviour as bullying are "repetition", "power imbalance", and "intent to hurt". However, studies that have analyzed adolescents' perceptions of bullying find that most adolescents do not simultaneously consider these three criteria. This paper examines adolescents' perceptions of bullying and of the different forms it takes, and whether these perceptions vary according to the teen's role of victim, aggressor, or witness in a bullying situation. The data acquisition instrument was a questionnaire applied to a sample of 2295 teenagers. The results show that none of these three groups considered the criterion of repetition to be important to define bullying. A further conclusion was that both aggressors and witnesses used the criteria of "power imbalance" and "intent to hurt" to identify a situation of bullying, although the aggressors placed especial emphasis on the superiority of power over the victim, while the witnesses emphasized the intent to hurt the victim. One noteworthy finding was that victims do not consider the factor "power imbalance". The factor that determined their perceptions was the "intent to hurt". Finally, some modes of bullying were seen as forms of typical teen social interactions, and the perception depended significantly on the adolescent's role as aggressor, victim, or witness. (Contains 5 tables.)

Peer bullying has been studied since the 1970s. Therefore, a vast literature has accumulated about the various predictors of bullying. However, to date there has been no study which has combined individual-, peer-, parental-, teacher-, and school-related predictors of bullying within a model. In this sense, the main aim of this study was to test a multifactor model of bullying among adolescents in North Cyprus and Turkey. A total of 1,052 adolescents (554 girls, 498 boys) aged between 13 and 18 (M = 14.7, SD = 1.17) were recruited from North Cyprus and Turkey. Before testing the multifactor models, the measurement models were tested according to structural equation modeling propositions. Both models indicated that the psychological climate of the school, teacher attitudes within classroom, peer relationships, parental acceptance-rejection, and individual social competence factors had significant direct effects on bullying behaviors. Goodness-of-fit indexes indicated that the proposed multifactor model fitted both data well. The strongest predictors of bullying were the psychological climate of the school following individual social competence factors and teacher attitudes within classroom in both samples. All of the latent variables explained 44% and 51% of the variance in bullying in North Cyprus and Turkey, respectively. (Contains 3 tables and 1 figure.)

This study had three purposes: to explore psychological characteristics of animal abusers (criminal thinking styles, empathy, and personality traits), to replicate previously reported results (past illegal actions, bullying behavior), and to examine potential gender differences. The self-reported animal abuser group was 29 college students who reported two or more incidents of animal abuse; controls were 29 college students matched on age and gender. Participants completed self-report measures of criminal thinking, illegal behaviors, bullying, empathy, and the five-factor personality traits. Results indicated animal abusers had more previous criminal behaviors, were more likely to bully, and had the highest scores on the power orientation criminal thinking scale. Abuser by gender interactions were detected; female animal abusers scored significantly higher on several measures of criminal thinking, were found to be more likely to bully, and exhibited lower scores on measures of perspective taking and empathy compared to female controls. (Contains 2 tables and 1 figure.)

This study examined effects of type of and cumulative burden of childhood adversities on bullying and cruelty to animals in the United States. Data were derived from Waves I and II of the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of U.S. adults. Structured psychiatric interviews were completed by trained lay interviewers between 2001-2002 and 2003-2004. Although the effects of childhood adversity diminished with the inclusion of confounding variables, several adversities remained significant. For bullying, these included being made to do chores that were too difficult or dangerous, threatening to hit or throw something, pushing, shoving, slapping, or hitting, and hitting that left bruises, marks, or injuries. With respect to cruelty to animals, swearing and saying hurtful things, having a parent or other adult living within the home that went to jail or prison, and adult/other person fondling/touching in a sexual way were significant. The final models indicated that the cumulative burden of childhood adversities had strong effects on the increased likelihood of bullying behavior but not cruelty to animals. (Contains 3 tables.)

The current study sought to specifically examine the affect of teasing by way of technology (cyber-teasing) and the importance of the redressive component of a tease. A triangulated approach was used here to gain better insight into the concept of "hurtful" cyber-teasing between romantic partners. A pretheoretical model was developed highlighting the possible associations between teasing via technology and relational outcomes. Findings provide researchers with the prevalence of hurtful cyber-teasing and the associated personal and relational outcomes. In addition, the relationship between hurtful cyber-teasing and the reasons why certain messages escalated into face-to-face verbal aggression and physical violence were also revealed. These results are discussed in light of the inability of technology to fully transmit the redressive nonverbal component of a cyber-tease. (Contains 1 figure and 6 tables.)

The current study examined normative beliefs about aggression as a mediator between narcissistic exploitativeness and cyberbullying using two Asian adolescent samples from Singapore and Malaysia. Narcissistic exploitativeness was significantly and positively associated with cyberbullying and normative beliefs about aggression and normative beliefs about aggression were significantly and positively associated with cyberbullying. Normative beliefs about aggression were a significant partial mediator in both samples; these beliefs about aggression served as one possible mechanism of action by which narcissistic exploitativeness could exert its influence on cyberbullying. Findings extended previous empirical research by showing that such beliefs can be the mechanism of action not only in offline but also in online contexts and across cultures. Cyberbullying prevention and intervention efforts should include modification of norms and beliefs supportive of the legitimacy and acceptability of cyberbullying. (Contains 3 tables.)

Routine activities theory has not fully considered the role of gender in shaping victimization and yet, the research literature clearly demonstrates that gender is associated with an individual's risk of victimization. In addition to the pervasive effect of gender on victimization, gender shapes an individual's daily routines and thus may create a gender-specific relationship with victimization. This article explores the importance of gender in understanding the relationship between student's participation in extracurricular routine activities (e.g., student government, clubs, sports, and etc.) and the risk of victimization. From the Education Longitudinal Study of 2002, a sample of 10th-grade students was drawn for analyses. Hierarchical Generalized Linear Modeling was employed to explore the role of gender in the relationship between extracurricular routine activities and victimization at school. The results reveal that students' gender indeed interacts with several of the extracurricular routine activities creating gender-specific risks of victimization. This article highlights the importance of gender in explaining victimization and suggests researchers should consider how gender may interact with other routine activities and victimization. (Contains 4 tables.)

The aim of this study is to identify an ecological prediction model of bullying behaviors. Based on an ecological systems theory, this study identifies significant factors influencing bullying behaviors at different levels of middle and high school. These levels include the microsystem, mesosystem, exosystem, and macrosystem. More specifically, the ecological factors investigated in this multilevel analysis are individual traits, family experiences, parental involvement, school climate, and community characteristics. Using data collected in 2008 from 485 randomly selected students in a school district, this study identifies a best-fitting structural model of bullying behavior. Findings suggest that the ecological model accounted for a high portion of variance in bullying behaviors. All of the ecological systems as well as individual traits were found to be significant influences on bullying behaviors either directly or indirectly. (Contains 6 tables and 2 figures.)

Maternal and paternal psychological violence were examined as potential risk factors for internalized and externalized behavior problems displayed by adolescents. Childhood family violence (physical and psychological parental violence), current extrafamily violence (bullying and dating violence), and family structure were taken into account. A sample of 278 adolescents (mean age: 14.2) were recruited in three public schools located in low to high socioeconomic areas. Participants were in the 7th, 8th, and 9th grades, and each completed a self-administered questionnaire. Frequency of current psychological violence is about the same for each parental figure. The three most frequent and least frequent psychologically violent parental practices were also the same for both parental figures. Psychological violence of both parents was related to internalized and externalized behavior problems over and above family structure, childhood family violence, and current extrafamily violence. (Contains 1 note and 4 tables.)

Collective efficacy, defined as informal social controls that operate under social norms of trust, is an emerging theoretical concept that has been applied to explain violence rates in neighborhoods, affiliation with deviant peers, partner violence, and adolescent delinquency. This study employed a multilevel design to examine the association between collective efficacy at the class-level and individual-level bullying perpetration and victimization using survey data from 1,729 Greek students, aged 11 to 14 years. School class collective efficacy was defined as cohesion and trust among class members combined with their willingness to intervene in the case of aggressive or bullying incidents. Our findings indicate that individual-level victimization is more frequent in classes with lower levels of collective efficacy. We conclude that the notion of collective efficacy might also prove useful in explaining bullying involvement. (Contains 3 tables.)

Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure victims, bully/victims, and noninvolved children in a sample of 307 middle school students. Analyses of cross-sectional and longitudinal results supported the importance of distinguishing between pure bullies and bully/victims. In addition, results revealed some interesting sex differences: girls in the pure bully and bully/victim groups reported significant increases in self-esteem over time, with girls in the pure bully group reporting the greatest increase, whereas boys in these groups reported no significant changes in self-esteem over time. (Contains 2 figures.)

This self-report questionnaire study was carried out in Al-Hassa, Saudi Arabia to highlight the magnitude, predictors, and circumstances of workplace violence against primary health care (PHC) workers. A total of 1,091 workers completed a self-administered questionnaire. About 28% were exposed to at least one violent event during the past year. Logistic regression analysis revealed that the most important predictors of violence are high education of workers (OR = 9.3), working in emergency clinics (OR = 6.8), and in Hegar (OR = 3.2). Emotional and physical violence accounted for 92.1% and 7.9% of violent events, respectively. Unmet needs of patients, overcrowding, and reaction to injury or illness were the leading contributing factors for violence. There is a need for violence prevention and control program in health care facilities. (Contains 9 tables.)

This study simultaneously investigates personal and interpersonal traits that were found to be important factors of bullying behavior using data collected from 1,238 randomly selected Korean middle school students. Using a modified and expanded definition of bullying based on a more culturally sensitive approach to bullying, this study categorizes bullies into three groups: Type I (minor-covert-nonchronic bullying), Type II (moderate-covert-chronic or severe-overt-nonchronic bullying), and Type III (severe-overt-chronic bullying). In addition, this study empirically tests several factors for the first time. Those factors are fun-seeking tendency, teachers' attitude toward bullying, teachers' effectiveness of intervention, teachers' moral authority, power dynamic, and pseudofriendship. The comparison across three groups provided unique findings that different factors were differently related to different groups of bullies. Specifically, teachers have influence on bullying only for the moderate group (Type II), and parents have influence on bullying only for the minor group (Type I). The most important and constant factors across all different groups were prior bullying victimization experience and fun-seeking tendency. (Contains 7 tables.)

Sibling violence is the most prevalent and least studied form of family violence, and little research has examined differences based on severity. This research examines more severe versus less severe forms of sibling violence. Using a subsample of married couples with two or more children ages 0 to 17 drawn from the 1976 National Survey of Physical Violence in American Families, the authors employ Conflict Tactics Scale items for child-to-child conflict to construct a measure of sibling violence severity. Drawing from several theoretical perspectives on family violence and peer aggression, the authors analyze the impact of macro-system variables, family stress and resources, and family subsystems on less severe and more severe sibling violence. Contextual factors are most important in explaining less severe sibling violence. Experience of parental violence and unpredictability are individual factors relevant to severe sibling violence. More research is needed to examine the etiology and impact of different forms of sibling violence. (Contains 4 tables.)

Research examining childhood abuse has shown an association between victimization and psychiatric diagnoses (e.g., posttraumatic stress disorder, depression). Historically, psychiatric diagnoses have been emphasized as a consequence of victimization, with less research examining if it also functions as a risk factor for further victimization, perhaps making diagnoses a general victimization risk marker. In addition, much of this research has emphasized particular types of victimization such as childhood physical or sexual abuse. Researchers have given less attention to other forms of victimization (e.g., peer victimization, witnessed violence) or a diverse victimization history. Using the Juvenile Victimization Questionnaire (JVQ) we surveyed parents and children between the ages of 2 and 17 using a random digit dial (RDD) methodology. We examined the relationship between a number of different forms of victimization (termed "poly-victimization") in the preceding year and parent-reported lifetime psychiatric diagnosis. Results show that children with a psychiatric diagnosis have significantly higher rates of victimization than children without a psychiatric diagnosis. In addition, using logistic regression models, we find that psychiatric diagnosis was associated with increased risk for poly-victimization, conventional crime victimization, maltreatment, peer or sibling victimization, and witnessing violence, but not sexual abuse. The results highlight the need to consider psychiatric diagnoses as a risk marker for past and possible future victimization. In addition, the importance of obtaining a comprehensive and more diverse victimization history when working with children is highlighted. (Contains 4 tables.)

This article examines developmental trends in the rates of different kinds of victimization across the span of childhood. The Developmental Victimization Survey was a national telephone survey of the victimization experiences of 2,030 children from ages 2 to 17. The overall mean number of victimizations during a single year increased with age, as did the percentage of children with polyvictimizations (4 or more different kinds of victimization). However, some specific types of victimization, physical bullying and sibling assaults, were highest prior to adolescence and then declined. Other types had different developmental patterns by gender. Peer assaults increased in adolescence for boys but not for girls. Child maltreatment and sexual victimization increased in adolescence for girls but not for boys. The complex and diverse patterns of developmental vulnerability to different kinds of victimization at different ages need more exploration and explanation in order to better target prevention and intervention policies. (Contains 8 figures.)

To increase safety and minimize the risk of interpersonal violence, it is critical that women with disabilities and Deaf women have an opportunity to identify whether or not abuse is happening in their lives. Awareness and knowledge of what constitutes abusive behaviors is an essential first step in addressing interpersonal violence. This article includes a description of the development and evaluation of the Safer and Stronger Program (SSP), an audio computer-assisted self-interview program, which was created for women with disabilities and Deaf women for the purposes of increasing awareness of abuse, encouraging safety-planning behaviors, and providing information about community resources. (Contains 1 figure and 3 tables.)

Punking is a practice of verbal and physical violence, humiliation, and shaming usually done in public by males to other males. This definition is based on interviews and discussion groups with 32 adolescent boys and on media sources within which adolescent males are embedded. Discourse analysis findings reveal that punking terminology and behaviors are usually interchangeable with bullying terminology and behaviors. Both practices are purposeful strategies taken up and used by many boys to affirm masculinity norms of toughness, strength, dominance, and control. Implications from this research promote a shift in understandings of how masculinity norms are achieved. Further, the research suggests that by bringing critical attention to social accountability for production of unhealthy norms and the violent practices that affirm these norms, we might well extend the scope and focus of intervention into harmful practices of violence, such as punking and bullying.

It is a widely voiced notion that juvenile delinquency and victimization co-occur extensively in the youth population, in particular because delinquent youth engage in risky activities. But theory from the bullying and traumatic stress literatures suggests that there may be additional pathways by which delinquency and victimization are connected. This analysis looks for possible subtypes of delinquents and victims consistent with such pathways. Using the Developmental Victimization Survey, a national sample of 1,000 youth aged 10 to 17 were interviewed over the phone. Support emerges for three distinct types of delinquent-victims, who are termed bully-victims, delinquent sex/maltreatment--victims, and property delinquent--victims. There is also evidence for substantial groups of youth who are primarily delinquent but not seriously victimized, as well as youth who are primarily victimized but not delinquent. (Contains 3 tables and 2 figures.)

This study examined childhood gender atypicality, lifetime victimization based on sexual orientation, and current mental health, including trauma symptoms and posttraumatic stress disorder (PTSD), among 528 lesbian, gay, and bisexual youth. Nearly 80% reported verbal victimization, 11% physical, and 9% sexual, with males reporting significantly more victimization. Victimization began, on average, at age 13. Verbal attacks occurred as early as age 6, physical attacks at 8, and sexual attacks at 9. Youth who were considered gender atypical in childhood reported more victimization and more current mental health symptoms. PTSD was found in 9% of youth and was associated with past physical victimization. (Contains 5 tables.)

This study examined friendship quality as a possible moderator of risk factors in predicting peer victimization and bullying. Children (50 boys and 49 girls, ages 10 to 13 years) reported on the quality of their best friendship, as well as their bullying and victimization tendencies. Parents reported on their childs internalizing and externalizing behaviors, in addition to bullying and victimization tendencies. Results indicated that externalizing problems were related to bullying behavior; however, friendship quality moderated this relation such that among children with externalizing behaviors, a high-quality friendship significantly attenuated bullying behavior. Internalizing problems and low friendship quality were significantly related to victimization; however, friendship quality did not moderate the relation between internalizing problems and victimization. Implications for interventions based on these findings are discussed.

Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually harassed their peers more often than girls did. Hierarchical multiple regression analyses showed that boys and girls who scored high on general misconduct bullied their peers more often than those who scored low on general misconduct. Boys who believed they would be punished by their teachers for bullying and who scored low on benevolent sexism bullied more often than boys who believed they would not be punished by their teachers and who scored high on benevolent sexism. Moreover, bullying predicted peer sexual harassment for boys and girls. Recommendations to prevent bullying and sexual harassment are offered.

Study examined the prevalence of bullying in 375 American children, determined the relationship between peer bullying and sibling bullying, and examined the link between psychological difficulties and bullying. In general those who were both bullies and victims reported the highest level of psychological difficulty followed by victims, bullies, and those not involved in bullying. (Author/MKA)

Examines the qualities of bullying victims, bullies, and the environment that supports bully/victim problems. Results indicate that victims share qualities that differentiate them from other children. Children who are victimized early in life remain victims for a long period of time, and other children can accurately identify potential victims. (RJM)

In the current research, our objective was to explore how men assess and assign blame to both a man and a woman who are victims of workplace mobbing, depending on whether they identify as feminist or egalitarian. It is well recognized that the label "feminist" carries distinct connotations when applied to individuals of different genders. However, it remains unclear whether these varied connotations are due to the label itself or its underlying meaning. Given that the feminist label has been traditionally stigmatized, we aimed to disentangle the influence of the label from its semantic content. To achieve this, we compared the evaluations and attributions of victim blame directed toward targets labeled as feminist with those labeled with a similar but more neutral term—that is, egalitarian—as well as with unlabeled targets. Considering that much of the previous research in this area has focused on samples predominantly composed of women, we aimed to investigate how men respond to these labels. Through three experiments involving male participants (N = 628), we presented fictitious scenarios depicting a man or a woman who were victims of workplace mobbing due to their identification as feminist or egalitarian. The key finding of our research is that the feminist label, rather than its semantic content, significantly influences the evaluations and assignment of blame expressed by men who strongly adhere to traditional male role norms. These findings underscore the importance of these labels (feminist and egalitarian) in social judgments, particularly when applied to victims of workplace mobbing. [ABSTRACT FROM AUTHOR]

We explored the intergenerational transmission effects of maternal adverse childhood experiences (ACEs) and infant neglect from multiple perspectives. The study included a sample of postpartum mothers and infants (N = 550) from the outpatient child health care department of a tertiary hospital in Jinan, Shandong Province, China. Our investigation followed three main lines of inquiry. First, the association of overall maternal ACEs with infant neglect was estimated. Secondly, the cumulative and independent effects of maternal ACEs on infant neglect were explored using the Adverse Childhood Experience Questionnaire-Revised (ACEQ-R) with 14 types of ACEs. Finally, the different patterns of 14 maternal ACEs were identified, and the association between the different patterns and infant neglect was explored. There were three main findings. First, infants born to mothers with ACEs experienced higher levels of neglect compared to those born to mothers without ACEs. Second, infants born to mothers with three or more subtypes of ACEs experienced the greatest levels of neglect, with maternal childhood physical neglect emerging as a particularly influential factor. Third, infants in the "median maternal ACEs" and "high maternal neglect and poor peer relationship" groups experienced more severe neglect than those in the "low maternal ACEs" group. These results suggest that early life experiences substantially shape future parenting behaviors, such as infant neglect. [ABSTRACT FROM AUTHOR]

Experiencing sexual harassment and bullying during military service can lead to negative consequences for a soldier's mental health and life satisfaction, including increased risk of depression, anxiety, and posttraumatic stress. No studies have to date investigated the prevalence and correlates of sexual harassment and bullying among Norwegian Afghanistan veterans, despite the increased global focus on these topics. In 2020, 6,205 Norwegian Afghanistan veterans (8.3% women) completed an online post-deployment survey, including questions about experiences of sexual harassment, bullying, mental health, and life satisfaction. Compared to their male counterparts, female veterans experienced significantly more sexual harassment and bullying during Afghanistan deployment (3.2% vs. 0.04% for experiencing sexual harassment, and 4.0% vs. 1.0% for bullying) and during other military services (14.3% vs. 0.4% for sexual harassment, and 15.9% vs. 3.7% for bullying). Sexual harassment was associated with younger age and experiencing childhood sexual harassment for both women and men, with men also having longer deployments. Bullying was associated with longer deployments and childhood sexual harassment for women, while men who reported bullying more often had longer deployments, held an officer rank, were less inclined to have a spouse/intimate partner, and reported childhood sexual harassment and bullying. Both sexual harassment and bullying were associated with increased risk of mental health problems and reduced life satisfaction for women, but this was only true for bullying among men. Despite lower reported rates of workplace harassment compared to studies from other cultures, this study demonstrates that sexual harassment and bullying in the military can negatively impact soldiers' mental health and life satisfaction. Notably, female veterans' mental health and life satisfaction appear to be particularly affected by sexual harassment during military service, an association not seen in males. This underscores the need for gender-specific, cultural, and context-sensitive prevention and support for workplace harassment experiences. [ABSTRACT FROM AUTHOR]

Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls. [ABSTRACT FROM AUTHOR]

The association between childhood bullying victimization and depression has been well-explored among young adults, but little is known about whether this relationship persists into later life stages, specifically during middle-aged and older phases. Moreover, the intricate mechanisms underpinning this association and the potential existence of gender differences within this context remain inadequately elucidated. To address this gap in knowledge, this study aims to investigate the association between childhood bullying victimization and depression in later life, with a focus on exploring the mediating role of social isolation and the moderating roles of gender. A nationally representative sample of 5,070 individuals (mean age = 61.02, SD = 9.48; male = 55%) was drawn from the China Health and Retirement Longitudinal Study. By employing the bootstrapping analysis method, the mediating role of social isolation was examined, and the moderating role of gender was tested through the generation of interaction items. The results reveal a significant association between childhood bullying victimization and severe depression in later life. Additionally, social isolation plays a mediating role in this association between childhood bullying victimization and social isolation, and the association between social isolation and depression, as well as the relationship between social isolation and depression, are both moderated by gender, presenting stronger effects for female groups than for male groups. However, no moderating role of gender is found in terms of the direct association between childhood bullying victimization and depression. These findings highlight the fact that childhood bullying is not only a problem in the immediate term but also a concern that affects individuals across entire life course. This study has implications for healthcare in proactively investigating, diagnosing, and treating depression by inquiring about childhood bullying victimization experiences. Furthermore, intervention policies that aim to reduce social isolation may be particularly beneficial in mitigating the negative associations, especially for female individuals. [ABSTRACT FROM AUTHOR]

This study considered whether experiencing cybervictimization is associated with increased recognition of cybervictimization intervention opportunities (i.e., witnessing others' cybervictimization), as well as greater engagement in self-protective (e.g., changing usernames and privacy settings) and other-protective cybervictimization bystander response behaviors. We collected cross-sectional self-report data from an age-diverse (M = 46.29 years, SD = 19.14, range = 15–93) national sample (n = 3002). We hypothesized that: (1) personal experiences with cybervictimization would be associated with increased reports of witnessing opportunities to intervene when others are cybervictimized, greater self-reported use of active bystander behaviors in witnessed situations, and greater use of self-protective strategies; (2) We also expected that engagement in self-protective behaviors would be positively associated with engagement in other-protective bystander behaviors in response to witnessed cybervictimization. To test our hypotheses, we estimated a structural equation model wherein four latent variables were constructed: cybervictimization experienced, witnessed opportunities to intervene, engagement in self-protective behaviors, and engagement in other-protective cybervictimization bystander behaviors. As hypothesized, cybervictimization was associated with witnessing more opportunities to intervene in other's cybervictimization, greater self-reported use of active cyber bystander behaviors, and greater engagement in self-protective strategies. However, the strength of two associations was moderated by age, with stronger relationships between cybervictimization and witnessing opportunities to intervene as well as engaging in bystander behavior for older as compared to younger participants. Contrary to hypothesis, there were no significant associations between use of self and other protective behaviors. Furthermore, greater witnessing of cybervictimization was associated with less engagement in bystander behavior in the final model. The implications for existing bystander intervention programs are described. Longitudinal studies of these associations in multiple age groups and among different cultural groups remain necessary. [ABSTRACT FROM AUTHOR]

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics. [ABSTRACT FROM AUTHOR]

School bullying victimization is a highly concerning issue that can lead to a range of negative outcomes. Despite the research showing a significant association between bullying victimization and complex posttraumatic stress disorder (CPTSD), the internal mechanisms with its two components (i.e., posttraumatic stress disorder symptoms [PTSD] and disorders of self-organization symptoms [DSO]) remain unclear. Previous studies have indicated that attachment style may influence the development of CPTSD symptoms and that there may be sex differences in attachment styles. Thus, the present study aims to examine the mediating role of insecure attachment between school bullying victimization and CPTSD symptoms in males and females. The study assessed bullying victimization, attachment orientation, and CPTSD (i.e., PTSD symptoms and DSO symptoms) symptoms in 675 college students (65.2% females; Mage = 19.6, SD = 1.34) from China who had reported bullying experiences at two different time points, 6 months apart. For females, school bullying victimization predicted PTSD and DSO symptoms through attachment anxiety and only predicted DSO symptoms through attachment avoidance. For males, we found that school bullying victimization predicted PTSD symptoms through attachment avoidance. These findings suggest that attachment is critical in understanding how school bullying victimization may lead to CPTSD symptoms among individuals of different sexes. [ABSTRACT FROM AUTHOR]

School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14–16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it—ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p -values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment. [ABSTRACT FROM AUTHOR]

Student absenteeism affects students' engagement in school and academic and professional success. While research documents a significant association between school bullying/fighting and student absenteeism due to fear of being at school or getting to school, little research has examined the association of adolescent dating violence (ADV) victimization with this type of absenteeism. This study examined the relationship between physical and/or sexual ADV victimization in the past year (dichotomized as yes or no), and number of days of student absenteeism due to feeling unsafe at school or on the way to school in the past month (dichotomized as any vs. none). We analyzed cross-sectional data from the 2019 Youth Risk Behavior Survey (YRBS), a nationally representative survey of U.S. high school students (n = 9507). We conducted crude and multivariate regression models for the total sample and stratified by sex to assess our hypothesized association of ADV victimization and absenteeism; sex, grade, race/ethnicity, and sexual identity were included as covariates in adjusted models. Findings demonstrate that students reporting past year ADV victimization had 3.69 times the odds of student absenteeism due to feeling unsafe, when compared to students who did not report ADV victimization (95% CI: 3.06-4.45, p < 0.001). Sex-stratified models reveal that this effect is significantly stronger for males than for females, as indicated by non-overlapping confidence intervals (male AOR: 5.67, 95% CI: 4.18-7.68; female AOR: 2.95, 95% CI: 2.32-3.74). The multivariate models also show that Black and Latinx compared with White students, and lesbian/gay/bisexual/unsure compared with heterosexual students, had higher odds of student absenteeism due to feeling unsafe. Findings indicate the need to address ADV victimization and student absenteeism with integrated and gender-tailored responses, and with consideration of greater vulnerabilities for queer students and students of color.

Background: Transgender and gender diverse (TGD) people are disproportionately incarcerated in the United States relative to the general population. A dearth of quantitative research has explored victimization as a risk factor for incarceration as well as the victimization experiences of formerly incarcerated TGD populations. Methods: In 2019, 574 TGD adults completed an online survey assessing sociodemographics, victimization across settings, and incarceration history. Latent class analysis was used to identify two sets of latent subgroups based on respondent's victimization experiences: 1) lifetime victimization (low; moderate; and high) and 2) classes of victimization while incarcerated (low; moderate; and high). Bivariate and multivariable logistic regression analyses examined sociodemographic, mental health, and lifetime victimization experiences associated with lifetime incarceration (Outcome 1). Among those with incarceration histories, bivariate hierarchical logistic regression analyses also explored the association between gender identity, race/ethnicity, HIV status, visual gender non-conformity, and class of victimization during incarceration (Outcome 2) . Results: Participants' mean age was 31.4 (SD = 11.2), 43.4% had a non-binary gender identity, 81.5% were White, non-Hispanic, 2.1% were living with HIV, and 13.2% had been incarcerated. In the multivariable model for Outcome 1, high levels of victimization, age, being a racial/ethnic minority, being a trans woman, living with HIV, and past-12-month polysubstance use were all associated with increased odds of lifetime incarceration (p-values < 0.05). In the bivariate hierarchical logistic regression analyses for Outcome 2, living with HIV and having a visually gender non-conforming expression were significantly associated with elevated odds of experiencing high levels of victimization while incarcerated (p-values < 0.05). Conclusion: Findings document the relationships between victimization and incarceration among TGD people as well as identify the subpopulations at greater risk for incarceration and experiencing victimization while incarcerated. Efforts are needed to prevent victimization across the life course, including while incarcerated and support TGD individuals in coping with the negative sequelae of victimization and incarceration experiences.

Adolescents involved in the juvenile justice system face a variety of risk factors that are associated with more frequent and severe experiences of aggression within romantic relationships as compared to community samples. The current study examines the nature and characteristics of adolescent dating violence (ADV) among first-time offense court-involved non-incarcerated (CINI) adolescents. A sample of 199 male and female CINI adolescents (58% male; M age = 15.05) who had a first-time, open status (e.g., truancy, curfew violation) and/or delinquent petition (e.g., assault, breaking, and entering). Overall, CINI adolescents reported prevalence rates of ADV consistent with community samples of adolescents. Females reported higher perpetration than did males in the sample of physical abuse and social networking abuse, as well as higher victimization of social networking abuse. Only one difference was found by offense type. CINI females report an increased risk for dating violence, though the cause of these gender differences is unclear. Findings also highlight that risk for ADV does not differ by offense type, suggesting that prevention efforts targeting ADV at the earliest possible intervention point, regardless of first-time offense type or severity, may be especially impactful.

Latinx early adolescents within the United States are particularly vulnerable to dating violence; yet, little research has examined early dating experiences and violence outside large urban settings. Latinxs, in particular, may experience a unique window of opportunity for dating violence (DV) prevention during early adolescence, based on their trends in risk behavior over the adolescent period. This study extends the current research on dating violence by examining a highly understudied population, Latinx early adolescent girls and boys residing in an agricultural community, by assessing victimization and perpetration, and examining interpersonal-level factors as potential risk and protective factors for violence. Using data from a prospective cohort study of Latinx adolescents with relationship experience (past six months) (N = 296; girls: n = 147; boys: n = 149; mean age: 13.8), we assessed the association between dating relationship characteristics and dating violence victimization and perpetration using modified-Poisson regression models with robust standard errors stratified by gender. In multivariable analyses, we found that girls with gang-affiliated partners, partner-related withdrawal from friends, and girls who had used drugs or alcohol with a partner experienced greater risk for dating violence. Additionally, holding beliefs supportive of female sexual naivete and engaging in and communicating about sexual activity were associated with victimization among girls. No significant associations were found among boys. Findings affirm the need for multilevel DV prevention programming that starts in middle school and addresses social isolation, gang exposure, and traditional Latinx gender-norm beliefs regarding marianismo. These findings underscore the imperative to coordinate dating and gang violence prevention efforts by addressing common co-occurring interpersonal and environmental risk factors, including social isolation and culturally-specific traditional beliefs. Such factors could also assist providers, families, and peers in early identification of Latinx early adolescents at risk for DV, especially in rural contexts where resources are often limited.

Past research has emphasized the impact of prior trauma on adult depression and anxiety rates. However, few studies have examined the simultaneous connection between various trauma characteristics (e.g., type, variety, repetition, timing) and symptoms of depression and anxiety in adults. Understanding how these different trauma characteristics relate to mental health issues can offer valuable insight into predicting the onset of such problems. We conducted a cross-sectional analysis with 356 adult participants to explore the associations between lifetime trauma history and depression/anxiety scores. Participants retrospectively reported on five different traumatic experiences from birth to the present, including childhood physical abuse, witnessing parental violence, lifetime experiences of rape, witnessing trauma to loved ones, and the unexpected death of loved ones. For each trauma type, participants indicated the timing of their first exposure and the frequency of subsequent occurrences. Depression and anxiety symptoms in the past 2 weeks were also self-reported. Multiple regression analyses with covariates were employed. On average, participants experienced two out of the five trauma types. Regardless of the type, having at least one traumatic experience was linked to higher depression and anxiety scores. Those who experienced all five trauma types reported the highest levels of depression and anxiety. Repeated instances of rape, witnessing trauma to loved ones, and the death of loved ones were significantly associated with elevated depression and anxiety scores. The timing of exposure to the unexpected death of loved ones predicted higher depression scores in childhood compared to adulthood, while no relationship between timing and anxiety scores was observed. Other trauma types did not show significant associations. Our study enhances knowledge of the link between trauma and depression/anxiety by elucidating how various trauma characteristics, such as type, variety, repetition, and timing of trauma, have differential influences on depression and anxiety scores. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore U.S. parents' and caregivers' understanding about children's bullying—what bullying is and how to address it. We analyzed 2017, 2018, and 2019 Fall ConsumerStyles online panel survey data from U.S. parents/caregivers of children ages 10 to 17 years (N = 1,516), including 20 items representing statements consistent or inconsistent with the bullying prevention evidence and best practices. Percentage of endorsement for each item and a summary measure of understanding about bullying were calculated. The association between low overall understanding about bullying and sociodemographic characteristics was explored. Most parents identified bullying as harmful (77%), repetitive (63%), and involving power imbalance (51%). At least half of parents answered 13 or more items (20 total) consistent with the bullying prevention evidence or best practices. Being male, non-Hispanic Black or Hispanic, having high school or less education, and small household size were associated with higher odds of low overall understanding about bullying. Awareness of parents' understanding about bullying and how to appropriately address it is vital for bullying prevention. Findings can inform the strategic development of bullying prevention health messages for parents. [ABSTRACT FROM AUTHOR]

Previous research documents relationships between unstructured socializing activities and in-person victimization in adolescents. In parallel, there is a body of research which has linked virtual socialization activities (i.e., social networking, texting, video chatting, phone usage) with both online and in-person victimization. The majority of research in this area, however, has assumed the relationship between time spent engaging in virtual socializing and victimization is linear. Yet, there are several reasons to anticipate that while virtual socializing may initially increase the risks for in-person victimization, after adolescents begin spending a significant portion of their free time socializing virtually this may function to displace time they would have otherwise spent engaging in unstructured socializing in-person. As a result, very high levels of engagement in virtual socializing may actually lower the risks for in-person victimization. This study addresses this gap in the literature by utilizing negative binomial regression and logistic regression to test for nonlinearity in the relationship between virtual socializing and three forms of in-person victimization (i.e., violent, property, and in-person bullying) using data from the 8th and 10th grade 2018 cohort of Monitoring the Future. In addition, this study tests for nonlinearity in the relationship between virtual socializing and one form of online victimization (i.e., cyberbullying). Our findings reveal that virtual socializing is associated with all four forms of victimization. In addition, tests for nonlinearity revealed that virtual socializing exhibits a nonlinear relationship with in-person property victimization and cyberbullying victimization. Additional analyses revealed differential relationships between individual virtual socializing activities and the risks for property victimization. On the other hand, three out of the four forms of virtual socializing activities were found to exhibit nonlinear relationships with the likelihood of cyberbullying victimization. Overall, these findings imply that virtual socializing activities appear to exhibit nonlinear relationships with several forms of victimization. [ABSTRACT FROM AUTHOR]

Adolescents are at particular risk for multiple violence experiences and substance use behaviors. The extent to which the two clusters of experiences correlate with each other remains unclear. The purpose of this study is to assess the co-occurrence and mutual impact of violence experiences and substance use behaviors in adolescents using structural equation modeling (SEM) based on syndemic theory. This study utilized data collected by 2019 Youth Risk Behavior Survey from a nationally representative sample (N = 13,677). Bivariate associations and correlations between four forms of violence experiences (weapon threats, sexual violence, dating violence, and bullying) and three types of substance use behaviors (e-cigarette smoking, alcohol drinking, and marijuana use) were examined. Two SEM models were built to measure the correlation between the two clusters of variables. The results showed that 36.8% of adolescents experienced at least one form of violence in the past year (22.0% one form, 8.9% two forms, and 5.9% three or more forms) and 42.4% reported one or more types of substance use in the past month (16.3% one type, 14.0% two types, and 12.1% three types). Youths with multiple violence experiences were three to four times more likely to report substance use, and those using three types of substances were two to six times more likely to report violence victimization. All examined associations and correlations between violence experiences and substance use behaviors were statistically significant. In the final SEM model, the four violence variables indicated a syndemic factor and the three substance use variables indicated another syndemic factor. The two syndemic factors were positively correlated (β =.43, p <.05), with 19% of variance being explained by each other. Findings in this study highlight the needs for comprehensive prevention efforts to address the co-occurring and mutually reinforced situation between violence experiences and substance use behaviors in the youth population. Targeted intervention programs and mental health services are needed for adolescents with multiple violence experiences and concurrent substance use behaviors. [ABSTRACT FROM AUTHOR]

Engaging adolescent males is a promising violence prevention strategy. This study explored primary versus secondary prevention effects of a gender-transformative program (i.e., Manhood 2.0) versus job-readiness training on multiple forms of violence perpetration. Adolescent males, ages 13 to 19 years, were recruited through youth-serving organizations in Pittsburgh, PA, between July 27, 2015, and June 5, 2017, to participate in an unblinded community-based cluster-randomized trial in 20 neighborhoods. The intervention curriculum, Manhood 2.0, focused on challenging norms that foster gender-based violence and building bystander skills. The control program was job-readiness training. We completed a planned secondary analysis of surveys from baseline and 9 months post intervention (follow-up), wherein we stratified participants based on any sexual violence/adolescent relationship abuse (SV/ARA) at baseline and examined risk of perpetration of SV/ARA, incapacitated sex, sexual harassment, cyber sexual abuse, peer violence, bullying, and homophobic teasing at follow-up. Among 866 participants, mean age was 15.6 years, 70% identified as Black, 6% as Hispanic, and 6% as multiracial. In both the Manhood 2.0 intervention group and job-readiness control groups, youth who reported SV/ARA at baseline were significantly more likely to report any form of SV/ARA, incapacitated sex, sexual harassment, cyber sexual abuse, bullying, and homophobic teasing at follow-up. Among participants who reported no SV/ARA perpetration at baseline, participating in the Manhood 2.0 intervention program was associated with increased risk of SV/ARA at follow-up compared to participating in the job-readiness control program. Among participants who reported SV/ARA perpetration at baseline, participating in the Manhood 2.0 intervention group was associated with lower risk of peer violence at follow-up. Synergizing gender-transformative approaches with job-readiness training may offer opportunities for crosscutting prevention programming to address multiple forms of violence. [ABSTRACT FROM AUTHOR]

In this article, we analyze data from a survey conducted in the Swiss city of Fribourg to investigate the correlation between bystanders' experiences of street harassment and their likelihood of active engagement and strategies used to stop the harasser or assist and support targets of street harassment. Results reveal that, among bystanders, lifetime experiences of street harassment correlate positively with their ability to recognize street harassment conduct and the likelihood of intervention, support of the survivors, and reporting emergencies, even more significantly when the bystander endured physical abuse. In addition, behavioral differences among bystanders reflect different forms of resistance to the sexist culture that fuels street harassment. In light of these findings, we emphasize the need to integrate the narratives of the bystanders into awareness programs and campaigns, the importance of designing tools and policies to improve feelings of safety and limit street harassment conducts, including forms of benevolent sexism, and support further studies to assess the effectiveness of different intervention strategies in support of victims, including the need to research the use of digital media and its impact as a deterrent to street harassment or in increasing police reporting. [ABSTRACT FROM AUTHOR]

With increased use of social networking sites in recent years, there has also been an increased opportunity for users to fall prey to bullying victimization. However, little is known about the differences between online and in-person victimization in association with depression or how different coping strategies may mediate this relationship among college students. The goal of the current study was to examine whether there were similarities or differences in the extent to which self-reported online and in-person victimization were associated with depressive symptoms in a sample of 210 undergraduate students (72.9% Women; 85.4% Cauasian), as well as whether different problem- and emotion-focused coping may differentially mediate the links between young adult victimization and depressive symptoms. Participants reported depressive symptoms, problem- and emotion-focused coping, and in-person and online victimization. In-person and online victimization independently predicted emotion-focused coping and depressive symptoms in young adults, and both problem- and emotion-focused coping predicted depressive symptoms. Further, emotion-focused coping partially mediated the effect of in-person victimization and depressive symptoms, suggesting that training more effective coping strategies may be an important intervention target to reduce depressive symptoms for those experiencing bullying victimization. Future research should continue to explore how different coping strategies act as a mechanism between victimization and depressive symptoms. [ABSTRACT FROM AUTHOR]

Students' violence against teachers is a significant problem in many schools worldwide. Yet very little is known about the teachers who suffer from violence and the way they contend with it. The current study focused on teachers' willingness to seek help for violence. More specifically it focused on the effect of teachers' seniority—by means of time (years of teaching) and proficiency general pedagogical knowledge (GPK)—on their willingness to seek help from other teacher-colleagues or members of school management. The sample consisted of 233 Israeli teachers (199 women) from elementary (35%), middle (34.2%), and high school (45%). Teachers' ages were 21 to 68 (mean = 41.77; SD = 10.96), and years of teaching ranged from less than 1 year up to 40 years in the school system (mean = 12.13; SD = 10.67). The findings revealed a negative correlation between victimization and willingness to seek help: namely, the higher the level of violence teachers suffered, the less willing they were to seek help from either colleagues or school management. Also, senior teachers were less likely to seek help from colleagues than were novice teachers, and the negative association between victimization and willingness to seek help was stronger among teachers who had a higher GPK. Moreover, years of teaching served as a risk factor for help-seeking from colleagues, and GPK served as a risk factor for help-seeking from both colleagues and management, but only amidst high levels of violence. Findings revealed the difficulties teachers have when facing violence as well as the role played by their professional status when considering seeking help at school. [ABSTRACT FROM AUTHOR]

Despite a hypothesized link between family conflict and school bullying perpetration, previous findings on the direct association have been inconsistent. It has been argued that affiliation with delinquent peers may be a potential psychosocial mechanism mediating the relationships between family conflict and school perpetration. However, such a proposition has not been examined employing longitudinal panel data. Using longitudinal panel data (two waves with a 9-month interval) from Hong Kong collected from 424 lower secondary students (grades 7–9), this study examined how affiliation with delinquent peers mediates the relationships between family conflict and adolescent school perpetration. The results of the half-longitudinal mediation model indicated no significant link between family conflict at T1 and school bullying perpetration at T2. However, family conflict at T1 was indirectly linked to school bullying perpetration at T2 through affiliation with delinquent peers. The findings imply that affiliation with delinquent peers mediates the association between family conflict and adolescent school bullying perpetration. The findings provide insights into the future development of policies and interventions to reduce school bullying perpetration. [ABSTRACT FROM AUTHOR]

Drawing from Agnew's general strain theory, this study examines whether certain risk factors have a consistent effect across different situational contexts that characterize bullying perpetration. A conjunctive analysis of case configurations was conducted to examine and identify situational factors that increase adolescents' risks for bullying perpetration using data from the 2019 Minnesota Student Survey. Results from a sample of 166,176 U.S. adolescents show that (1) incidents of traditional bullying perpetration cluster significantly among dominant situational profiles; (2) students most likely to be bullies experience victimization, but students least likely to bully their peers rarely experience bullying victimization; and (3) being a victim of traditional bullying can increase the chances of traditional bullying perpetration in some situational contexts, but can have almost no influence on perpetration in other contexts. Current findings are discussed considering existing bullying scholarship and recommendations for policy and future areas of research are presented. [ABSTRACT FROM AUTHOR]