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Abstract: This study examined to what extent bullying behavior of popular adolescents is responsible for whether bullying is more or less likely to be accepted or rejected by peers (popularity-norm effect) rather than the behavior of all peers (class norm). Specifically, the mean level of bullying by the whole class (class norm) was split into behavior of popular adolescents (popularity-norm) and behavior of non-popular adolescents (non-popularity-norm), and examined in its interaction with individual bullying on peer acceptance and peer rejection. The data stem from a peer-nominations subsample of TRAILS, a large population-based sample of adolescent boys and girls (N = 3312). The findings of multilevel regression analyses demonstrated that the negative impact of individual bullying on peer acceptance and the positive impact on peer rejection were particularly weakened by bullying by popular adolescents. These results place the class-norm effects found in previous person-group dissimilarity studies in a different light, suggesting that particularly bullying by popular adolescents is related to the social status attached to bullying.

Despite the expanding body of research on school bullying and interventions, knowledge of what makes teachers intervene in bullying situations remains limited. Based on the Theory of Planned Behavior, a theoretical framework that combined the predictive elements contributing to teachers’ likelihood of intervening was tested empirically. The model used teachers’ characteristics and behavior as predictors of their tendencies to identify, prevent, and reduce bullying. Survey data of 114 primary school teachers (Mage= 42 years, 87% female, 10 schools) and 66 secondary school teachers (Mage= 40 years, 44% female, 5 schools) were analyzed using multilevel regression models. Teachers’ attitudes (including perceived seriousness of bullying) and behavioral control (including attribution styles) were related to teachers’ likelihood of intervening in six hypothetical bullying situations. Two other main elements of the Theory of Planned Behavior (subjective norms, as measured with perceived collegial support) and the additional element of knowledge (about the distinguishing characteristics of bullying) were unrelated to the likelihood of intervention. These findings emphasize the importance of teachers’ attitudes and attribution styles to the likelihood of intervention. These can be emphasized in teacher training and anti-bullying programs to empower teachers more systematically.

Despite the expanding body of research on school bullying and interventions, knowledge is limited on what teachers should do to identify, prevent, and reduce bullying. This systematic literature review provides an overview of research on the role of primary school teachers with regard to bullying and victimization. A conceptual framework was developed in line with the Theory of Planned Pehavior, which can serve in further research to facilitate research in investigating the prevention and reduction of bullying. Different elements of this framework were distinguished in categorizing the literature: teachers’ knowledge, attitudes, perceived subjective norms, and self-efficacy, which impacted subsequently the likelihood to intervene, used strategies and programs, and ultimately the bullying prevalence in the classroom. In total, 75 studies complied to the inclusion criteria and were reviewed systematically. The Newcastle–Ottawa Quality Assessment was used to assess the quality of each study, leading to 25 papers with an adequate research design that were discussed in more detail. The approach in this review provides a framework to combine studies on single or multiple elements of a complex theoretical model of which only some parts have been empirically investigated.

Despite increased attention to tackling bullying and the use of effective anti-bullying programs that can reduce victimization for many, some children remain victimized. Preventing persistent victimization requires that teachers identify victims and intervene at an early stage, but this is often difficult because teachers cannot always recognize victimization or the underlying social dynamics that determine what kind of interventions are necessary. This proposal discusses how network diagnostics of the social structure of the classroom can help teachers to recognize and reduce victimization more systematically. First, it discusses research that shows promising effects of the use of network diagnostics to reduce health problems. It describes how these diagnostics (for bullying and victimization, social position, and school well-being) can help in recognizing victimization and tailoring interventions to the most relevant students. Second, this proposal discusses a systematic stepwise approach for teachers to interpret the diagnostics and translate them into structural actions. Overall, this proposal aims to raise awareness of the potential of network information to facilitate the daily practice of reducing bullying and gives researchers directions for further empirical research on teachers’ role in tackling bullying and on the situations that may affect whether their approaches are effective. Moreover, it discusses potential barriers to teachers’ use of network diagnostics, such as a lack of time and resources at school.

Little is known about the conditions under which paternal incarceration is harmful to children and the mechanisms that explain this. This study addressed the family relationship context in the associations between paternal incarceration and adolescents’ internalizing and externalizing problem behaviors. Using data from the Future of Families and Child Wellbeing Study, a moderated mediation model was specified where paternal incarceration predicted adolescents’ internalizing and externalizing problem behaviors through family relationship quality, and where the mediating role of family relationship quality was moderated by pre-incarceration family relationship characteristics. Using latent profile analyses, three pre-incarceration family clusters were identified (“Cohesive”; “Fragmented”; “Disharmonious”). Analyses indicated that the association between paternal incarceration and family relationship quality differed across pre-incarceration family clusters and that decreased father-mother relationship quality mediated the negative association between paternal incarceration and adolescents’ internalizing and externalizing problem behaviors among “Cohesive” and “Fragmented”, but not among “Disharmonious” family clusters. The findings suggest that adolescents with more harmonious pre-incarceration family relationships are most vulnerable to the negative consequences of paternal incarceration. The study demonstrates the need to consider the family relationship context to understand the intergenerational consequences of incarceration.

The nature of the relation between victimization of bullying and social information processing is unclear. The prevention hypothesis predicts that victims focus more on negative social cues to prevent further escalation. In contrast, the reaffiliation hypothesis predicts that victims focus more on positive social cues to restore the social situation. Alternatively, the desensitization hypothesis predicts that victims become increasingly insensitive to social cues because of a numbing effect. This systematic review examines evidence for these three hypotheses on the relation between victimization and social information processing. The focus is on two phases of social information processing: encoding of social information (attending to and registration of social cues) and interpreting social information (making sense of multiple social cues simultaneously). These phases are important prerequisites for behavioral responses. The systematic search led to the inclusion of 142 articles, which were published between 1998 and 2021 and received quality assessment. The studies included on average about 1600 participants (range: 14–25,684), who were on average 11.4 years old (range: 4.1–17.0). The topics covered in the literature included attention to and accurate registration of social cues, peer perception, attribution of situations, empathy, and theory of mind. The results were most often in line with the prevention hypothesis and suggested that victimization is related to a negative social-cognitive style, as shown by a more negative perception of peers in general and more negative situational attribution. Victimization seemed unrelated to abilities to empathize or understand others, which contradicted the desensitization hypothesis. However, desensitization may only occur after prolonged and persistent victimization, which to date has been sparsely studied. The reaffiliation hypothesis could not be thoroughly examined, because most studies did not include positive social cues. In bullying prevention, it is important to consider the negative social information processing style related to victimization, because this style may impede the development of positive social interactions.

Peer influence occurs across a wide variety of behavioral domains, which is an important reason for peer-led interventions: interventions in which peers are involved in the delivery of the program. These programs are promising in combatting undesirable behaviors (e.g. risk behavior) and promoting desirable behavior (e.g. healthy lifestyle), but it was shown recently that the effectiveness of these programs is modest at best and the mechanisms underlying programs’ effectiveness are poorly understood. Research is needed that promotes understanding of the relative, cumulative, and interactive impacts of different types of peer relations and unpacks the various mechanisms underlying peer selection and influence. This has the potential to yield insights that advance theory and optimize peer-led interventions.

Previous work has shown that during adolescence, classrooms vary greatly in the extent to which aggression is rewarded with popularity (the ‘popularity norm’). Aggressive popularity norms may promote the proliferation of aggression and negatively affect the classroom climate. It is, however, unknown how these norms emerge in the first place. This longitudinal study therefore investigated whether aggressive popularity norms can be predicted by the classroom composition of students. We examined whether the prevalence of six student types - socially and non-socially dominant prosocial, aggressive, and bi-strategic adolescents (adolescents who are both highly prosocial and aggressive) - contributed to the norm by establishing a popularity hierarchy: strong classroom asymmetries in popularity. We collected peer-nominated data at three secondary schools in the Netherlands (SNARE-study; Nstudents= 2843; Nclassrooms= 120; 51.4% girls; Mage= 13.2). Classroom-level regression analyses suggest that the classroom percentage of socially dominant aggressive and bi-strategic students predicted higher aggressive popularity norms, both directly and by enhancing the classrooms’ popularity hierarchy. Instead, the presence of non-socially dominant aggressive students and socially dominant prosocial students contributed to loweraggressive popularity norms. Socially dominant prosocial students also buffered against the role of socially dominant aggressive adolescents in the aggressive popularity norm (moderation), but not against bi-strategic adolescents’ role. Our findings indicate that interventions aimed at reducing aggressive popularity norms should first and foremost take the composition of classrooms at the start of the school year into account; and should not only encourage prosocial behavior, but also actively discourage aggression.

Previous research has found a genetic component of human reproduction and childlessness. Others have argued that the heritability of reproduction is counterintuitive due to a frequent misinterpretation that additive genetic variance in reproductive fitness should be close to zero. Yet it is plausible that different genetic loci operate in male and female fertility in the form of sexual dimorphism and that these genes are passed on to the next generation. This study examines the extent to which genetic factors influence childlessness and provides an empirical test of genetic sexual dimorphism. Data from the Swedish Twin Register (N=9942) is used to estimate a classical twin model, a genomic-relatedness-matrix restricted maximum likelihood (GREML) model on twins and estimates polygenic scores of age at first birth on childlessness. Results show that the variation in individual differences in childlessness is explained by genetic differences for 47% in the twin model and 59% for women and 56% for men using the GREML model. Using a polygenic score (PGS) of age at first birth (AFB), the odds of remaining childless are around 1.25 higher for individuals with 1 SD higher score on the AFB PGS, but only for women. We find that different sets of genes influence childlessness in men and in women. These findings provide insight into why people remain childless and give evidence of genetic sexual dimorphism.

Individual differences in aggressive behavior emerge in early childhood and predict persisting behavioral problems and disorders. Studies of antisocial and severe aggression in adulthood indicate substantial underlying biology. However, little attention has been given to genome‐wide approaches of aggressive behavior in children. We analyzed data from nine population‐based studies and assessed aggressive behavior using well‐validated parent‐reported questionnaires. This is the largest sample exploring children's aggressive behavior to date (N = 18,988), with measures in two developmental stages (N = 15,668 early childhood and N = 16,311 middle childhood/early adolescence). First, we estimated the additive genetic variance of children's aggressive behavior based on genome‐wide SNP information, using genome‐wide complex trait analysis (GCTA). Second, genetic associations within each study were assessed using a quasi‐Poisson regression approach, capturing the highly right‐skewed distribution of aggressive behavior. Third, we performed meta‐analyses of genome‐wide associations for both the total age‐mixed sample and the two developmental stages. Finally, we performed a gene‐based test using the summary statistics of the total sample. GCTA quantified variance tagged by common SNPs (10–54%). The meta‐analysis of the total sample identified one region in chromosome 2 (2p12) at near genome‐wide significance (top SNP rs11126630, P= 5.30 × 10−8). The separate meta‐analyses of the two developmental stages revealed suggestive evidence of association at the same locus. The gene‐based analysis indicated association of variation within AVPR1Awith aggressive behavior. We conclude that common variants at 2p12 show suggestive evidence for association with childhood aggression. Replication of these initial findings is needed, and further studies should clarify its biological meaning. © 2015 Wiley Periodicals, Inc.

Parental involvement in education is significant for children's schooling experience and their cognitive and academic development. It also plays a role in refugee children's success and integration in the host country. However, understanding refugee parents’ educational involvement can be a complex issue because of their different cultural beliefs and unique challenges as refugees. Drawing on 20 in-depth interviews with Syrian parents in Turkey, this study examines how they are involved in their children's primary education. The findings indicate that the type and degree of parents’ involvement are shaped by their capabilities, resources, and challenges. Focusing only on parents’ perspectives, this study fills a gap in understanding Syrian parents’ involvement in their children's education in Turkey. Syrian parents were interested and involved in their children's education, but home-based involvement, the most frequent type, is often invisible to school staff. They were less involved in other ways because of a variety of challenges and a lack of capabilities and resources.

Two explanations of differences in undercoverage and nonresponse between neighbourhoods in a telephone survey among the inhabitants of the City of Groningen were studied: differences in population composition between neighbourhoods or in their social disorganization. Logistic multilevel analyses were performed on a sample of 7,000 inhabitants and all 14 city neighbourhoods. Differences in undercoverage and nonresponse between neighbourhoods could be attributed for the greater part to variations in the population composition of the neighbourhoods. Social disorganization had no effect on nonresponse and only a small one on undercoverage: people in neighbourhoods in decay (indicated by prolonged vacancies and relatively frequent criminal offenses) more often had no telephone or an unlisted number than people in other neighbourhoods.

Abstract: Since non-response may jeopardize the validity of studies, comprehensive assessment of non-response is a prerequisite for proper interpretation of study findings. Recently, the baseline assessment of the TRacking Adolescentsrsquo Individual Lives Survey (TRAILS), a prospective cohort study among Dutch pre-adolescents, was completed. The aim of this report is to examine non-response bias by comparing responders and non-responders regarding mental health determinants (e.g., demographics and cognitive performance) and outcomes, as well as associations between the two. Furthermore, we examine whether extended efforts to recruit participants contribute to the prevention or reduction of non-response bias. Thanks to various recruitment procedures, the initial response rate of 66% increased to a final rate of 76%. The extended efforts to recruit participants prevented non-response bias in the prevalence rates of psychopathology. Although non-responders differed from responders with respect to several individual characteristics, no significant differences were found regarding associations between these characteristics and psychopathology. We conclude that TRAILS provides a solid basis to improve our understanding of the development of mental health during adolescence.

This study investigates how temperament factors are linked to internalizing and externalizing problems in a Dutch population sample of preadolescents (N = 2230). Internalizing and externalizing problems were assessed by the Child Behavior Checklist and the Youth Self-Report and temperament was evaluated by the parent-version of the Revised Early Adolescent Temperament Questionnaire. Temperament profiles were examined in children with (a) neither internalizing nor externalizing problems, (b) only internalizing problems, (c) only externalizing problems, and (d) both internalizing and externalizing problems. The results suggest clearly diverging temperament profiles for these groups of children, with High-Intensity Pleasure and Shyness (representing the broad dimension of Surgency) steering the conditional probability of internalizing and externalizing problems (direction markers), Frustration mainly being related to maladaptation in general (severity marker), and Fear and Effortful Control being associated with both the severity and the direction of internalizing and externalizing problems, respectively. Girls and boys differed in the distribution across the problem groups, but the associations between temperament and psychopathology were comparable for both genders.