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Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 (N = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective ('promotive') effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions. [ABSTRACT FROM AUTHOR]

Purpose: The current study explored the association between childhood psychological maltreatment and bullying perpetration. Furthermore, it tested a moderated mediation model to examine the role of angry rumination and empathy in this relationship. Methods: A total of 2,286 Chinese adolescents (mean age = 13.46 years, SD = 0.93) completed self-report measures of childhood psychological maltreatment, bullying perpetration, angry rumination, and empathy. SPSS 25.0 was used to evaluate empathy as a moderator of the direct and indirect relationships between childhood psychological maltreatment and adolescents' bullying perpetration via angry rumination. Results: The findings revealed that adolescents who experienced childhood psychological maltreatment were more likely to bully others, which was mediated by angry rumination. Empathy moderated the relationship between childhood psychological maltreatment and angry rumination and also moderated the relationship between childhood psychological maltreatment and bullying perpetration. Specifically, high empathy enhanced the association between childhood psychological maltreatment and angry rumination, but weakened the association between childhood psychological maltreatment and bullying perpetration. Conclusions: Our study is the first to identify how childhood psychological maltreatment is related to bullying perpetration and the underlying mechanisms, which have important theoretical and practical significance for preventing or intervening in adolescents' bullying perpetration from family aspects. [ABSTRACT FROM AUTHOR]

Objectives: Experiencing physical sibling abuse is a form of family violence that is common but understudied. While it is often perceived as a normative aspect of sibling relationships, there are apparent behavioral consequences. The current study aims to advance the literature by utilizing the displaced aggression model and I3 theory to longitudinally examine trait anger as a pathway linking physical sibling abuse to bullying perpetration. Methods: Using data from the Bullying, Sexual, and Dating Violence Trajectories from Early to Late Adolescence in the Midwestern United States, 2008–2013, adolescents (n = 851, M = 14.8 years) completed questionnaires at baseline and were reassessed 6 months later. Results: Results suggested that when adolescents experience physical sibling abuse, they are more likely to engage in bullying perpetration. Mediation analyses indicated that as adolescents were physically abused by a sibling at home, they were more likely to report higher levels of trait anger, which subsequently increased their risk of engaging in bullying perpetration. Conclusion: These results suggest that experiencing physical sibling abuse has long‐term detrimental consequences, including elicitation of trait anger, subsequently predicting bullying perpetration. [ABSTRACT FROM AUTHOR]

Several cross-sectional studies indicated a positive association between school bullying and homicidal ideation during early adolescence. However, few longitudinal studies investigated this association. This study examined whether a bi-directional relationship exists within the longitudinal association between bullying victimization or bullying perpetration and homicidal ideation among early adolescents using a Random Intercept Cross-Lagged Panel Model. A total of 1611 early adolescents (39.5% girls; Mage = 12.50 years, SD = 0.50) were recruited from the Chinese Early Adolescents Cohort study. Data on bullying victimization, bullying perpetration, and homicidal ideation collected during three time points (September 2019, September 2020, and September 2021) were used. Bullying victimization showed a significant positive association with homicidal ideation at the between-person level. Bullying victimization and bullying perpetration had a bi-directional relationship with homicidal ideation at the within-person level. Additionally, this study considered the impact of biological sex-based differences and bullying types on adolescents' homicidal ideation. Based on these findings, school bullying might exhibit unique reciprocal associations with homicidal ideation. [ABSTRACT FROM AUTHOR]

This study investigates the complex relationships between personality traits, bullying perpetration, and victimization among Chinese adolescents, emphasizing the moderating role of sex. Data from 2,342 participants across two educational institutions in China were analyzed using Bayesian Gaussian Graphical Model (BGGM) to identify variable-level network structures among specific personality traits, bullying perpetration, and victimization across different sexes. The findings reveal a consistent inhibitory role of Agreeableness and Conscientiousness on both bullying perpetration and victimization. In contrast, the effects of Openness, Neuroticism, and Extraversion on bullying dynamics are inconsistent. Additionally, a significant overlap between bullying perpetration and victimization was observed, with most types of bullying being positively correlated. The network structure also indicates significant sex differences, suggesting that sex not only moderates the relationships between personality traits and bullying behaviors but also between specific types of bullying perpetration and victimization. These results underscore the importance of psychological network analysis in revealing complex patterns within bullying phenomena and advocate for its expanded use to achieve a deeper understanding of the issue. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative research was to explore the prevalence and impact of workplace bullying among public school teachers in Lahore, Pakistan. Semi-structures interviews were conducted in order to collect insights from the public-school teachers who were selected through purposive sampling technique. Questions were related to the prevalence of bullying among school teachers and its impact on the victims. Through the use of thematic analysis technique, two major themes were identified: Verbal bullying and consequences for the victim. Subthemes of verbal bullying included uncomfortable jokes about personal characteristics and personal life, sexist remarks, name calling, teasing comments, narrative building and indirect bullying. The second theme “consequences for the victims” demonstrated the unwanted consequences which included mental health challenges such as stress, anxiety, sleep issues, job burnout and lack of focus on professional responsibilities. Further research work in different settings is needed for a comprehensive understanding of the prevalence of bullying at educational workplaces is needed. Adoption of anti-bullying programs by the management at school level is also suggested for the improvement of the situation. [ABSTRACT FROM AUTHOR]

Self-regulation has been shown to play a protective role against youth substance abuse, but less is known about its influence on bullying behavior. In the present study, we examined several forms of bullying (physical, social, cyber, and all forms combined) and roles (bullies, victims, and bully-victims). Students (N = 1977, ages 11 to 13) from 27 middle schools throughout the United States (US) completed an online self-reported assessment of bullying and its hypothesized etiologic determinants. Across the outcomes, analyses revealed that social bullying was most prevalent, followed by physical bullying and cyberbullying. For bullying roles, almost two-thirds of students reported bullying victimization, nearly one-quarter reported bullying perpetration, and one in five students reported both. Of those reporting perpetration, 9 of 10 reported being victimized. Multivariate logistic regression models were used to examine the associations between self-regulation, bystander intervention skills, and bullying. For all forms of bullying combined, self-regulation was protective against bullying perpetration (OR 0.51, 95% CI: 0.42, 0.63) and perpetration/victimization (OR 0.55, 95% CI: 0.44, 0.68), while bystander intervention skills were not protective. Similar patterns emerged for physical, social, and cyberbullying. Collectively, these findings indicate that building self-regulation skills may be a critical component of interventions aimed at preventing bullying among school-aged youth.

Self-regulation has been shown to play a protective role against youth substance abuse, but less is known about its influence on bullying behavior. In the present study, we examined several forms of bullying (physical, social, cyber, and all forms combined) and roles (bullies, victims, and bully-victims). Students (N = 1977, ages 11 to 13) from 27 middle schools throughout the United States (US) completed an online self-reported assessment of bullying and its hypothesized etiologic determinants. Across the outcomes, analyses revealed that social bullying was most prevalent, followed by physical bullying and cyberbullying. For bullying roles, almost two-thirds of students reported bullying victimization, nearly one-quarter reported bullying perpetration, and one in five students reported both. Of those reporting perpetration, 9 of 10 reported being victimized. Multivariate logistic regression models were used to examine the associations between self-regulation, bystander intervention skills, and bullying. For all forms of bullying combined, self-regulation was protective against bullying perpetration (OR 0.51, 95% CI: 0.42, 0.63) and perpetration/victimization (OR 0.55, 95% CI: 0.44, 0.68), while bystander intervention skills were not protective. Similar patterns emerged for physical, social, and cyberbullying. Collectively, these findings indicate that building self-regulation skills may be a critical component of interventions aimed at preventing bullying among school-aged youth. [ABSTRACT FROM AUTHOR]

Internalizing symptoms have been linked to bullying perpetration and victimization in adolescence. However, the directions of any causal relationships remain unclear, and limited research has identified the mechanisms that explain the associations. Given the salience of peer relationships during the teenage years, we examine whether perceived support from friends is one such mechanism. By using a transactional framework and four waves of longitudinal panel data on over 900 youth, we test both cross-lagged and indirect associations between bullying perpetration, bullying victimization, internalizing symptoms, and perceived friend support. Our method represents one of the most rigorous tests to date of the mutual influences among these factors. The results show that internalizing symptoms and perceived friend support were reciprocally linked to bullying victimization, but perceived support did not predict internalizing symptoms, and bullying perpetration neither preceded nor followed perceived support or internalizing symptoms. There were no significant indirect paths between bullying involvement and internalizing symptoms through perceived friend support. The results provide only partial support for a transactional model in which bullying victimization, support, and internalizing symptoms are reciprocally related. The implications of these findings for theory, future research, and practice are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to examine the longitudinal reciprocal relationship between parental maltreatment and child bullying perpetration from middle childhood to early adolescence in China and the associated gender differences. Eight hundred ninety‐one children completed a battery of questionnaires at four time points. A random‐intercept cross‐lagged model was established. The results indicated that at the between‐person level, child bullying perpetration was positively associated with physical and psychological maltreatment. At the within‐person level, there was a significant association between an increase in bullying perpetration and an increase in parental psychological and physical maltreatment across the four time points. Conversely, an increase in physical maltreatment led to an increase in child bullying perpetration from T1 to T2, while an increase in psychological maltreatment resulted in an increase in child bullying perpetration from T1 to T2 and T2 to T3. Furthermore, an increase in physical maltreatment increased boys' bullying perpetration but decreased that in girls from T2 to T3. These findings provide inspiration for future family education and anti‐bullying interventions in schools. [ABSTRACT FROM AUTHOR]

The data was collected from 169 school-going adolescents of grades sixth to twelfth from two cities in South India. The data set contains information of the frequency and type of bullying involvement (perpetration and victimization; physical, verbal, and social) among the participants in traditional and virtual classrooms. The data set can be used by all stakeholders to identify the frequency and types of bullying involvement among Indian adolescents. Further, relevant policies and programs can be developed that is tailored to the Indian adolescent population and the specific sociodemographic groups that are most vulnerable. Researchers can also replicate the study in various parts of India to compare bullying involvement among school-going adolescents across different parts of the nation.

Empathy and emotion regulation are potential individual factors and attachment is a potential contextual factor influencing bullying perpetration. The joint consideration of these factors in an integrative model has so far been absent from current research. The aim of the current study is to contribute to this research gap. Specifically, we examined the direct and indirect effects of attachment, empathy/perspective taking, functional and dysfunctional emotion regulation on bullying perpetration. Therefore, we conducted a cross-sectional questionnaire study with N = 201 students (55.7% female) between 10 and 15 years (M = 12.86; SD = 1.29). In the structural equation model significant direct effects from attachment on bullying perpetration, empathy/perspective taking and on functional and dysfunctional emotion regulation were found. Additionally, direct effects from dysfunctional emotion regulation on bullying perpetration were identified. Dysfunctional emotion regulation mediates the effect from attachment on bullying perpetration. Gender and age were controlled. The results highlight the need to promote empathy/perspective taking and reduce the use of dysfunctional emotion regulation strategies. Possible implications for the school are discussed. [ABSTRACT FROM AUTHOR]

Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children's mental health. Cross-sectional data were used from 4727 children aged 6–11 years, from 57 primary schools across England and Wales. The child data included previous bullying involvement and bullying role characteristics (bully, victim, bully–victim, reinforcer, defender, outsider), and the teacher-reported data included each child's mental health (emotional symptoms and externalizing) problems. School-level disadvantage was calculated from the proportion of children in the school eligible to receive free school meals (an indicator of disadvantage). Children in more disadvantaged schools were more likely to report being bully perpetrators, bully–victims, and engage less in defending behaviors during a bullying incident. Children from more disadvantaged schools who reported bullying others showed fewer emotional symptoms than those from less disadvantaged schools. There was no other evidence of moderation by school-level disadvantage between bullying roles and emotional and externalizing problems. The findings highlight the potential for school-based interventions targeting children's emotional and social development, targeting bullying, and promoting defending behaviors, particularly in more disadvantaged settings. [ABSTRACT FROM AUTHOR]

Exposure to violent video games is associated with aggressive behaviors among adolescents. However, not all adolescents who play violent video games demonstrate bullying behaviors. Based on the General Aggression Model (GAM), this cross‐sectional study examined the interactive effect of individuals (i.e., belief in a just world [BJW]) and situational factors (i.e., violent video game exposure [VVGE]) on bullying perpetration. Using a representative sample of 4250 adolescents from five secondary schools in Southwest China (54.4% males, Mage = 15.14, SD = 1.5 years old), we examined the moderating role of BJW in the relationship between VVGE and bullying perpetration. The results suggest that VVGE is significantly and positively associated with bullying perpetration. Moreover, after controlling for covariates, general and personal BJW interact with the situational variable (i.e., VVGE) to predict bullying perpetration among Chinese adolescents. The positive effect of VVGE on bullying perpetration is lower among adolescents with high general and personal BJW than among adolescents with low BJW. The findings support the GAM theory and highlight the buffering role of BJW in the effect of VVGE on bullying perpetration. [ABSTRACT FROM AUTHOR]

The current study aims to examine the mediational effects of explicit weight stigma and moral disengagement (MD) and moderating effects of empathy on the relationship between implicit weight stigma and bullying perpetration. Two hundred and twenty‐eight college students (112 men, mean age of 19.89 ± 1.82 years) completed implicit (the Single Category Implicit Association Test) and explicit (the development of the weight stigma scale) measures of weight stigma, and responded to questionnaires regarding MD, empathy, and bullying perpetration. Structural equation modeling was conducted and mediating effects were tested using AMOS 17.0 software. The results indicated that implicit weight stigma significantly predicted bullying perpetration. After controlling for gender, this association was jointly mediated by explicit weight stigma and MD. Furthermore, empathy moderated the relationship between implicit weight stigma and bullying perpetration. Specifically, college students who have high levels of implicit weight stigma and low levels of empathy would score higher on the bully questionnaire. These findings may provide a possible explanation for when and how implicit weight stigma relates to bullying perpetration. Practitioner Points: The expression of implicit weight stigma (IWS) in college students is related to their bullying perpetration.IWS indirectly predicts bullying perpetration through the chain mediating role of explicit weight stigma and moral disengagement.Empathy deficits strengthen the association between IWS and bullying perpetration. [ABSTRACT FROM AUTHOR]

Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited research has focused on investigating how well-being influences bullying perpetration and how coping strategies mediate the relationship between the two remains unknown. Guided by the general strain theory and empirical findings, this study collected data from 920 primary school students (57.6% male; Mage = 10.88; SD = 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress (β = 0.174; p <.001) and self-esteem (β = 0.136; p <.010) were positively associated with bullying perpetration, with the relationships partially mediated by the approach coping strategy, while the significant relationships between social support (β = -0.047; p <.001) and attitudes toward delinquency (β = -0.082; p <.001) and bullying perpetration were completely mediated by the approach coping strategy. Avoidance coping strategy showed no significant mediating effect in the association between well-being and bullying perpetration. Results have important implications for theory, practice, and future intervention. [ABSTRACT FROM AUTHOR]

(1) Background: Previous studies have shown that stress increases the risk of bullying (including perpetration and victimization) in adolescents, and depressive symptoms are associated with both stress and bullying. However, the relationship between stress, depressive symptoms, and bullying has not been fully elucidated. In addition, previous studies have focused only on stressors but have ignored the role of resilience in evaluating individual's stress. This study aimed to incorporate resilience into the assessment of an individual's stress, which we named comprehensive stress; to examine the relationship between comprehensive stress and bullying; and then to investigate the potential role of depressive symptoms in this relationship. (2) Methods: We recruited 6353 middle and high school students from the 2021 Shanghai CDC Youth Risk Behavior Surveillance Project. After signing informed consent, participants provided demographic information and completed effective measures of stressors, resilience, depressive symptoms, and bullying. (3) Results: Latent profile analysis revealed four profiles of comprehensive stress, labeled as Low stressor–High resilience (37.57%, n = 2216), Moderate high stressor–Average resilience (14.38%, n = 848), Average stressor–Moderate low resilience (33.33%, n = 1966), and High stressor–Low resilience (14.72%, n = 868). In comparison to students in the Low stressor–High resilience profile, students in other profiles demonstrated higher likelihoods of engaging in bullying victimization and perpetration, as well as higher levels of depressive symptoms. Specifically, students in the High stressor–Low resilience profile had the highest odds of bullying victimization (OR = 6.74, 95% CI: 4.92–9.22) and perpetration (OR = 5.15, 95% CI: 3.56–7.46), along with the highest level of depressive symptoms (β = 11.35, Se(β) = 0.17). Students in the Average stressor–Moderate low resilience profile had a moderate increase in the odds of bullying victimization (OR = 2.21, 95% CI: 1.63–3.00) and perpetration (OR = 2.69, 95% CI: 1.91–3.80), as well as a moderate level of depressive symptoms (β = 5.03, Se(β) = 0.13). Students in the Moderate high stressor–Average resilience profile also showed increased odds of bullying victimization (OR = 2.99, 95% CI: 2.12–4.20) and perpetration (OR = 2.80, 95% CI: 1.88–4.20), as well as a moderate level of depressive symptoms (β = 4.44, Se(β) = 0.16). Depressive symptoms were positively correlated with both perpetration and victimization. Furthermore, the mediating role of depressive symptoms between comprehensive stress and bullying was observed. (4) Conclusions: Combining stressors and resilience is crucial when evaluating an individual's stress. Comprehensive stress is associated with bullying, and depressive symptoms may partially mediate this relationship. [ABSTRACT FROM AUTHOR]

This study used data from 2019 Minnesota Student Survey to explore patterns of traditional bullying perpetration. Using conjunctive analysis of case configurations (CACC), results from a sample of 166,351 students 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 by as much as 100% 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]

School transitions are common educational experiences for children and adolescents and many of them worry about being bullied during this type of major life‐changing point. In a sample of 701 Canadians assessed yearly from grade 5 (age 10) to grade 12 (age 18), we examined heterogeneous patterns of bullying involvement while statistically accounting for the transition into high school. Gender differences were also examined. Results indicated that on average, bullying victimization declined over time with a significant drop noted between grade 8 and grade 9 (the transition into high school), with few differences between girls and boys. Bullying perpetration also declined for most students (no gender differences), with a notable drop found at the transition into high school. However, for a subset of adolescents, the transition into high school was accompanied by an increase in bullying perpetration. These varied experiences highlight the need to model heterogeneity when examining the impact of school transitions on bullying, a neglected focus of inquiry to date. Our results suggest that moving into high school is beneficial for most adolescents involved in bullying, but not for all. [ABSTRACT FROM AUTHOR]

Youth violence continues to be a major developmental and health concern. Preventative resources at individual, family, and community levels may reduce risk, yet the extent to which youth violence perpetration differs by patterns of risk and protective factors remains unknown. Using data from the Florida Youth Substance Abuse Survey (N = 4630; 49% female; Mage = 14.69), we conducted person‐centered, latent profile analyses to identify four patterns for risk of violence perpetration among middle and high school youth. Youth in the Low Risk‐High Protection profile (37%) had low likelihood of violence perpetration. Youth in the Low Risk‐Low Protection profile (4%) were characterized by poor family functioning, low school belonging, and low community protection. These youth had similar odds of violence perpetration as youth in the Moderate Risk‐Moderate Protection profile (44%), which were elevated compared to the Low Risk‐High Protection profile. Youth in the High Risk‐Low Protection profile (15%), which had the highest levels of risk factors and lowest levels of protective factors, had the highest likelihood of violence perpetration. The High Risk‐Low Protection profile was expected based on past research, but the emergence of the Low Risk‐Low Protection profile is a unique contribution to the research. Findings contribute to the literature by going beyond a cumulative risk model, identifying subgroups with various patterns of risk and protection in the population, and highlighting the importance of selected prevention for subgroups of youth with high risk or challenging family and community environments. [ABSTRACT FROM AUTHOR]

This study sought to determine whether peer delinquency, cognitive insensitivity, and/or their interaction mediated the transition from bullying perpetration to delinquency. Data from 845 early adolescent youth (406 boys, 439 girls) organized into three waves were subjected to path analysis, with peer delinquency and cognitive insensitivity as parallel mediators. Results revealed that cognitive insensitivity successfully mediated the relationship between Wave 1 bullying perpetration and Wave 3 participant delinquency, whereas peer delinquency and the peer × insensitivity interaction did not. It would seem that involvement in bullying behavior may lead to a rise in antisocial thinking of the neutralization/moral disengagement type and that this thinking, referred to in this study as cognitive insensitivity, may then stimulate future involvement in delinquent behavior. [ABSTRACT FROM AUTHOR]

Objective: This study tests a four-path mediation model in which bullying victimization was hypothesized to predict a rise in hostility, an expansion of delinquent peer associations, and growth in pro-bullying attitudes, all of which were tied to an increase in future bullying perpetration. Method: The four-path model was tested on a self-selected sample of 1,650 (822 boys, 828 girls) early adolescents from several middle schools in the Midwestern United States. Participants ranged in age from 9 to 16 (M = 12.35 years) at the beginning of the study. Because there were 6 months between adjacent waves and over 2 years between the fourth and fifth waves, participants were in mid-to-late adolescence by the time the study ended. Results: As predicted, hostility served as a first-stage mediator when controlling for the effects of age, sex, and race at Wave 1 and two alternate first-stage mediators (depression and anger) at Wave 2. Two abbreviated pathways that featured hostility also achieved significance: one which ran from bullying victimization to hostility to delinquent peers to bullying perpetration and one which ran from bullying victimization to hostility to pro-bullying attitudes to bullying perpetration. Conclusion: One-way bullying victimization may lead to bullying perpetration is by stimulating feelings of hostility in those who have been victimized. These hostile feelings, in turn, encourage association with aggressive and delinquent peers, who serve as role models for the learning of antisocial behavior and the development of pro-bullying attitudes, both of which help transform bullying victims into bullying perpetrators. [ABSTRACT FROM AUTHOR]

School bullying is a serious public health concern in many countries worldwide. Over recent decades, several effective anti-bullying prevention programs have been developed. This study aimed to evaluate the effectiveness of an adapted version of the “Equipping Youth to Help One Another (EQUIP) for Educators” (EfE) program in reducing adolescents’ engagement in school bullying perpetration by correcting their use of self-serving cognitive distortions (CDs). Furthermore, guided by the vantage sensitivity framework, we investigated whether the intervention effects varied depending on the adolescents’ gender and environmental sensitivity. A quasi-experimental pre-test/post-test with a control group design involved 354 Italian middle and high school adolescents (51.7% males; Mage = 14.86, SD = 2.54). Both the control (n = 187) and experimental group (n = 167) completed self-report questionnaires, before and after the intervention. Structural equation modeling revealed a significant moderated mediation effect: highly sensitive males participating in the EfE program decreased their engagement in bullying by reducing CDs, compared to females and those with low- and medium- sensitivity. These findings support the effectiveness of the EfE program in equipping youth to think and act more responsible and shed light on “why” and “for whom” the intervention might work better to counteract school bullying during adolescence.

The study aimed to determine the mediating and/or moderating associations of perceived parent attachment and peer attachment dimensions (trust, communication, alienation) with bullying experiences (perpetration and/or victimisation). Data were collected from 465 Sesotho-speaking learners (10 – 12 years; female = 274; male = 191). Participants completed the Inventory of Parent and Peer Attachment Revised for Children and the Adolescent Peer Relations Instrument: Bully/Target. Multiple hierarchical regression analyses indicated a significant negative association between parent attachment and bullying perpetration only, and between peer attachment and bullying perpetration and/or victimisation (except for peer alienation and bullying perpetration). Parent attachment was not differentially associated with bullying experiences among boys and girls. Peer attachment dimensions did not mediate or moderate the association between parent attachment and bullying perpetration and/or victimisation. Anti-bullying interventions should prioritise peer attachment resources, which is proximal in the development of pre-adolescents and their lived school life. [ABSTRACT FROM AUTHOR]

Experience of bullying may be a significant risk factor for non-suicidal self-injury (NSSI). This study had three aims: to systematically investigate the association between bullying and NSSI, analyze the possible mechanisms underlying the two phenomena, and evaluate any differences between bullying victimization and bullying perpetration with respect to NSSI. A systematic search about the association between bullying victimization and perpetration and NSSI was conducted using specific databases (PubMed, Scopus, Science Direct). The following keywords were used in all database searches: "bullying" AND "NSSI" OR "peer victimization" and NSSI. The searches in PubMed, Scopus and Science Direct revealed a total of 88 articles about bullying or peer victimization and NSSI. However, only 29 met our inclusion criteria and were used for the present review. Overall, all studies examined victimization; four studies also evaluated the effects of perpetration and one included bully-victims. According to the main findings, both being a victim of bullying and perpetrating bullying may increase the risk of adverse psychological outcomes in terms of NSSI and suicidality in the short and the long run. To the best of our knowledge, this is the first review to systematically evaluate the relation between bullying victimization/perpetration and NSSI. The main results support a positive association. Future research should evaluate the possible role of specific mediators/moderators of the association between experience of bullying and NSSI. [ABSTRACT FROM AUTHOR]

This study explores the influence of individual and relational predictors on bullying perpetration/victimization among semi-professional team sport players in North Cyprus. Three variables reflect on an individual's level characteristics (e.g., gender, age, and nationality), and another one, representing the relational level factor (e.g., negative coaching behavior). The current paper obtained data from athletes through convenient sampling technique and online survey utilization. A total of 190 sports players with an average age of 24.77 (SD = 4.52) participated. All participants were club athletes from 16 diverse nations, competing in four different sports disciplines: football, volleyball, handball, and basketball. Hierarchical regression analysis was implemented to evaluate the above underlying linkages. It was found that age, nationality, and the coach's negative personal rapport significantly predicted bullying victimization dynamics among athletes. Bullying perpetration was only predicted by negative personal rapport with the coach but not by any of the individual level predictors. The moderation analysis showed that negative personal rapport with the coach significantly predicted the level of bullying victimization, the age and the nationality of the athlete moderated the relationship between the negative personal rapport and bullying victimization. In other words, the negative personal rapport had a higher effect on bullying victimization for the younger athletes and for international ones. Such findings have the potential to shape the base for further ongoing works, which could underline the critical demand for more emphasis and analysis of nationality, gender, age, and coach's negative rapport on bullying perpetration or victimization. The significance of the study's findings, its limits, and potential paths for further interpersonal violence research are addressed. [ABSTRACT FROM AUTHOR]

Introduction: Associations between bullying perpetration and social status vary, not only between different facets of social status but also between bullying in primary versus secondary school. The main aim of the present study was to meta‐analyse existing evidence regarding the prospective associations between bullying perpetration and various facets of social status, that is, popularity, peer acceptance, peer rejection, and social preference. Methods: Electronic databases were searched to identify studies on bullying perpetration and later social status published up to January 17, 2022. Multilevel random effects models were performed using Metafor and differences in effect sizes as a function of substantive and methodological moderators were tested. Results: In total, 116 effects were included from 18 publications, reporting on 17 different samples and more than 15,000 participants (mean age bullying assessment = 11.57 years, on average 51% female participants). Most samples were from the United States (7) or Europe (7). Overall, bullies were more popular, but also more rejected and scored lower on social preference compared with non‐bullies. These associations remained when effects were adjusted for previous social status and other confounders. No link between bullying perpetration and acceptance was found. There was little evidence that effect sizes differed as a function of moderators. Conclusions: Bullies become more popular over time, but also have a higher risk of being rejected and being less socially preferred. Bullying perpetrators are more popular but also more rejected by their peers. There is no evidence that these links differ depending on sex or age at which perpetrators bully, reporter or type of bullying. [ABSTRACT FROM AUTHOR]

Introduction: Borderline personality features are often associated with toxic social relationships and problematic peer functioning. Less is known, however, about the extent to which bullying experiences may shape the development and maintenance of borderline-related traits during crucial periods of rapid normative developments in impulse and emotion regulation skills. Given the core interpersonal character of borderline personality pathology (BPP), such research focus may be relevant to better understand possible causal social mechanisms in the development of personality difficulties within the borderline trait spectrum. Method: The current longitudinal study examined whether experiences of both bullying perpetration and victimization in pre-adolescence mediated the developmental course of BPP traits between childhood and adolescence. To examine these associations, a sample of children (N = 242; 57% girls; Mage = 10.87 years) was recruited and followed up 1 and 4 years later. Results: Mediation analysis indicated that the prospective link between child and adolescent BPP trait vulnerability was shaped by pre-adolescent experiences of bullying victimization, but not by bullying perpetration. Discussion: These results indicate that the continuity between child and adolescent borderline trait features are partly explained by exposure to bullying victimization, indicating that the impact of environmental invalidation on BPP development also extends to the peer context. [ABSTRACT FROM AUTHOR]

Objectives. Bullying and physical fighting are prevalent among adolescents and have negative health and psychosocial effects for both perpetrators and victims. Risk and protective factors for bullying and violence have been identified, including the protective role of the characteristics of Positive Youth Development. According to Lerner’s 5Cs model these include Competence, Confidence, Connection, Character, and Caring. The aim of the study was to explore the impact of Positive Youth Development characteristics on adolescent bullying and cyberbullying perpetration and participation in physical fighting. Material and methods. Data from the 2017/2018 Bulgarian Health Behaviour in School-Aged Children [HBSC] study were used. The national representative sample comprised 1517 adolescents aged 15 years. Measures included the Positive Youth Development Scale – short form and single-item measures of bullying, cyberbullying and physical fighting. Results. Bullying, cyberbullying, and physical fighting were prevalent among Bulgarian adolescents, more often in boys. The proportion of explained variance by the 5 Positive Youth Development characteristics was 3% for bullying, 11% for cyberbullying and 4% for fighting. Bullying and cyberbullying were both significantly negatively associated with Character, with bullying also significantly negatively associated with Confidence. Physical fighting was significantly negatively associated with Confidence and Caring and positively associated with Competence. These associations remained significant after being adjusted for gender and socioeconomic status, except for the association between fighting and Caring. Conclusions. Findings suggest the development of the characteristics of Positive Youth Development (especially Character and Confidence) through various youth programs can contribute to the reduction of bullying and violence in young people.

Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used from 4727 children aged 6–11 years, from 57 primary schools across England and Wales. The child data included previous bullying involvement and bullying role characteristics (bully, victim, bully–victim, reinforcer, defender, outsider), and the teacher-reported data included each child’s mental health (emotional symptoms and externalizing) problems. School-level disadvantage was calculated from the proportion of children in the school eligible to receive free school meals (an indicator of disadvantage). Children in more disadvantaged schools were more likely to report being bully perpetrators, bully–victims, and engage less in defending behaviors during a bullying incident. Children from more disadvantaged schools who reported bullying others showed fewer emotional symptoms than those from less disadvantaged schools. There was no other evidence of moderation by school-level disadvantage between bullying roles and emotional and externalizing problems. The findings highlight the potential for school-based interventions targeting children’s emotional and social development, targeting bullying, and promoting defending behaviors, particularly in more disadvantaged settings.

Prior work on has demonstrated that irritability and anxiety are associated with bullying perpetration and victimization, respectively. Even though symptoms of irritability and anxiety often occur concurrently, few studies have tested their interactive effects on perpetration or victimization. The current study recruited 131 youths from a broader program of research that examines the pathophysiology and treatment of pediatric irritability and anxiety. Two moderation tests were performed to examine concurrent irritability and anxiety symptoms and their relation to perpetration and victimization of bullying. More severe anxiety was associated with greater victimization. However, more severe irritability was associated with, not just greater perpetration, but also greater victimization. An irritability-by-anxiety interaction demonstrated that youths with more severe irritability and lower levels of anxiety engaged in more perpetration. Our findings suggest a more nuanced approach to understanding how the commonly comorbid symptoms of irritability and anxiety interact in relation to peer-directed behavior in youths. [ABSTRACT FROM AUTHOR]

Introduction: Bullying among adolescents is a global public health issue prevalent in schools, posing significant risks to positive adolescent development. Studies have shown that bullied adolescents tend to engage in more bullying perpetration, but this underlying process of longitudinal correlation has not been fully elucidated., Methods: Based on two waves of longitudinal data collected from 347 junior and 144 senior high school students in China (M age  = 13.66 years, SD age  = 1.46, 59.27% boys) at 1-year intervals, two moderated chain-mediation models were used to explore the longitudinal correlations between bullying victimization and bullying perpetration and its underlying processes., Results: The results found a significant positive correlation between adolescents' bullying victimization experiences 1 year prior and bullying perpetration 1 year later. Furthermore, fear of negative evaluation and psychache played a longitudinal chain-mediating role in the process, with self-esteem and grade moderating this mediating pathway, either enhancing or weakening the effect., Conclusions: This study demonstrates that prior bullying victimization is longitudinally and positively associated with subsequent bullying perpetration among adolescents. This process is mediated by fear of negative evaluation and psychache, with self-esteem and grade level as moderators. Based on these conclusions, we have formulated the Threat-Motivation Model, offering a framework to understand the relationship between bullying victimization and bullying perpetration. Practical implications, including strategies to reduce bullying in youth groups, are discussed., (© 2024 Foundation for Professionals in Services to Adolescents.)

Recent work on bullying perpetration includes the hypothesis that bullying carries an evolutionary advantage for perpetrators in terms of health and reproductive success. We tested this hypothesis in the National Child Development Study (n = 4998 male, n = 4831 female), British Cohort Study 1970 (n = 4261 male, n = 4432 female), and TRacking Adolescents' Individual Lives Survey (n = 486 male, n = 521 female), where bullying was assessed in adolescence (NCDS, BCS70: age 16, TRAILS: age 14) and outcomes in adulthood. Partial support for the evolutionary hypothesis was found as bullies had more children in NCDS and engaged in sexual intercourse earlier in TRAILS. In contrast, bullies reported worse health in NCDS and BCS70. [ABSTRACT FROM AUTHOR]

The present study examined the direct and indirect effects (via moral disengagement) of violent video game playing on bullying/cyberbullying perpetration in early adolescents. The study included 479 middle school students aged 11–14 years (M = 13.06, SD =.76). Of the participants, 216 (45.1%) were girls and 263 (54.9%) were boys. The measures included violent video game playing, moral disengagement, bullying, and cyberbullying perpetration scales. The significance of indirect effects was estimated using 5000 bootstrap samples and 95% bias-corrected confidence intervals. The findings showed that violent video game playing was directly and positively associated with early adolescents' bullying perpetration. Also, violent video game playing was indirectly associated with early adolescents' bullying and cyberbullying perpetration through moral disengagement. Finally, moral disengagement both predicted bullying and cyberbullying perpetration. Findings provided evidence for the role of violent video game playing and moral disengagement for early adolescents' bullying and cyberbullying perpetration. Limitations and implications of the findings are discussed and future directions are provided. [ABSTRACT FROM AUTHOR]

Although teacher–student relationship has been shown to be associated with bullying perpetration, little is known about the mediating and moderating mechanisms underlying this relationship. The present study investigated (a) the mediating effect of deviant peer affiliation in the relationship between teacher–student relationship and bullying perpetration and (b) the moderating effect of peer pressure in the relationship between deviant peer affiliation and bullying perpetration. Our theoretical model was examined with 2407 Chinese adolescents. Participants completed questionnaires regarding teacher–student relationship, bullying, deviant peer affiliation, and peer pressure. After controlling for gender and age, teacher–student relationship was significantly negatively associated with bullying perpetration. Mediation analysis indicated that deviant peer affiliation partially mediated the relation between teacher–student relationship and bullying perpetration. Moderated mediation analysis further revealed that the relationship between deviant peer affiliation and bullying perpetration was moderated by peer pressure. Specifically, for adolescents with high peer pressure, the relationship between deviant peer affiliation and bullying perpetration became much stronger. These results can contribute to design effective interventions aimed at preventing and reducing adolescents' bullying perpetration. [ABSTRACT FROM AUTHOR]

School bullying is a serious public health concern in many countries worldwide. Over recent decades, several effective anti-bullying prevention programs have been developed. This study aimed to evaluate the effectiveness of an adapted version of the "Equipping Youth to Help One Another (EQUIP) for Educators" (EfE) program in reducing adolescents' engagement in school bullying perpetration by correcting their use of self-serving cognitive distortions (CDs). Furthermore, guided by the vantage sensitivity framework, we investigated whether the intervention effects varied depending on the adolescents' gender and environmental sensitivity. A quasi-experimental pre-test/post-test with a control group design involved 354 Italian middle and high school adolescents (51.7% males; Mage = 14.86, SD = 2.54). Both the control (n = 187) and experimental group (n = 167) completed self-report questionnaires, before and after the intervention. Structural equation modeling revealed a significant moderated mediation effect: highly sensitive males participating in the EfE program decreased their engagement in bullying by reducing CDs, compared to females and those with low- and medium- sensitivity. These findings support the effectiveness of the EfE program in equipping youth to think and act more responsible and shed light on "why" and "for whom" the intervention might work better to counteract school bullying during adolescence. [ABSTRACT FROM AUTHOR]

Existing theories and empirical studies have evidenced the association between bullying victimization and bullying perpetration. However, it is still unclear what factors mitigate or alter this risk linkage between bullying victimization and bullying perpetration to reduce bullying incidents. Guided by the social-ecological theory, this study used a longitudinal design to examine the moderating role of school climate in the association between bullying victimization and bullying perpetration at both the within-person and between-person levels among Chinese adolescents across a 1-year period. Participants included 2,997 Chinese adolescents (M age = 14.9, 49.7% male) from 5 secondary schools. Results suggested that students who experienced high levels of bullying victimization were also involved in high levels of bullying perpetration over time (i.e., the positive within-person effect of bullying victimization on bullying perpetration). Results also showed that the between-person level of perceived school climate interacted with the within-person level of bullying victimization to predict the within-person level of bullying perpetration (i.e., cross-level effects). More specifically, the magnitude of the positive association between bullying victimization and bullying perpetration at the within-person level was mitigated among students with higher perceptions of school climate at the between-person level. Findings of the study highlighted the causal effect of bullying victimization on bullying perpetration and the buffering role of perceived school climate in the longitudinal association between bullying victimization and perpetration, which was consistent with the risk-buffering model but not the healthy context paradox hypothesis. Furthermore, the findings provided implications for bullying prevention and intervention services by using multitiered systems of support in bullying prevention efforts and highlights the need for promoting positive school climate. [ABSTRACT FROM AUTHOR]

Bullying perpetration is a well-established risk factor for depression. One potential explanation for the elevated depression levels among perpetrators is reduced self-compassion resulting from the process of dehumanisation during bullying perpetration, while the effects of this may vary across cultures. To explore the potential role of two dimensions of self-compassion, namely compassionate and uncompassionate self-responding, in the relationship between bullying perpetration and depression, considering cultural differences. 3,982 adolescents aged 12–18 years from Hong Kong, Taiwan, United Kingdom, and the Netherlands completed questionnaires regarding traditional bullying and cyberbullying perpetration, self-compassion, and depressive symptoms. Moderated mediation analyses were conducted, considering a potential moderating effect of Eastern and Western culture. Subgroup analyses were conducted to explore cross-cultural differences in the mediation models. Significant associations were found between cyberbullying perpetration and depressive symptoms (β = 0.06, SE = 0.02, p = 0.007). Uncompassionate self-response partially mediated the association between traditional bullying perpetration and depressive symptoms (β = 0.08, SE = 0.01, p < 0.001). A significant interaction effect was found between traditional bullying perpetration and culture in predicting compassionate self-responding (β = 0.11, SE = 0.04, p = 0.002). The association between traditional bullying perpetration and compassionate self-responding was identified only in Western participants (β = 0.12, SE = 0.02, p < 0.001). Uncompassionate self-responding mediated the association between traditional bullying perpetration and depression. Interventions and prevention programs should target uncompassionate self-responding among bullying perpetrators to prevent depressive symptoms. The distinct and culturally-specific roles of compassionate and uncompassionate self-compassion were supported, providing insights into the internal structure of self-compassion and its role in bullying behaviour. [ABSTRACT FROM AUTHOR]

Previous research indicates that the disproportionate distribution of income within society is associated with aggression and violence. Although research has been conducted identifying the relationship between income inequality and bullying victimization and perpetration, little is known about possible mediators. We investigated the association between income inequality and bullying perpetration and victimization among adolescents participating in the Cannabis, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behavior (COMPASS) study. We identified whether school connectedness and psychosocial well-being mediated the relationship between income inequality and bullying behavior. This study used pooled cross-sectional data from 147,748 adolescents aged 13 to 18 from three waves (2015–2016, 2016–2017, 2017–2018) of the COMPASS study from 157 secondary schools in British Columbia, Alberta, Ontario, and Quebec (Canada). The Gini coefficient was calculated based on the school Census Divisions (CD) using the Canada 2016 Census and linked with student data. We used multilevel modeling to investigate the relationship between income inequality and self-reported bullying victimization and perpetration, while controlling for individual-, school-, and CD-level characteristics. A standard deviation increase in Gini coefficient was associated with increased odds for bullying victimization and perpetration. Findings were observed among girls; however, inequality was only associated with perpetration among boys. We identified social cohesion and psychosocial well-being as potential mediators. To counter the adverse effects of income inequality, school-based interventions designed to increase school connectedness and student psychosocial well-being should be implemented to protect against bullying. [ABSTRACT FROM AUTHOR]

This study investigated the experiences of workplace bullying among primary and postprimary school staff in Ireland. A sample of 630 teachers and members of the Senior Management Team (SMT) completed an online survey inquiring about their own experiences of bullying in the workplace, as targets, bystanders, and perpetrators. Information about respondents' perspective taking, empathic concern, personal distress, and demographic background was also collected. Results of the ordinal regression analysis showed a negative association of perspective taking with victimisation and bystander behaviour. In addition, respondents belonging to an SMT reported experiencing victimisation more frequently than teachers, while victimisation experiences and witnessing bullying were more common in postprimary than primary schools. Findings are discussed in terms of the importance of providing awareness and training programmes to school staff. [ABSTRACT FROM AUTHOR]

Bullying victimisation is a serious risk factor for mental health problems in children and adolescents. School bullying prevention programs have consistently produced small to moderate reductions in victimisation and perpetration. However, these programs do not necessarily help all students affected by bullying. Paradoxically whole-school programs lead to higher levels of depression and poorer self-esteem for students who continue to be victimised after program implementation. This may be because some elements of whole-school programs make victims more visible to their peers, thus further eroding their peer social status. Three main identified risk factors for children and adolescents who continue to be victimised following school bullying prevention programs are peer rejection, internalising problems, and lower quality parent-child relationships. All are potentially modifiable through family interventions. A large body of research demonstrates the influence of families on children's social skills, peer relationships and emotional regulation. This paper describes the theoretical foundations and empirical evidence for reducing the incidence and mental health outcomes of school bullying victimisation through family interventions. Family interventions should be available to complement school efforts to reduce bullying and improve the mental health of young people. [ABSTRACT FROM AUTHOR]

Introduction: Peer victimization is prevalent and associated with adverse outcomes. In this prospective study of youth who self-reported interpersonal problems, we examined school connectedness, school behavioral difficulties, academic difficulties, and internalizing problems (social anxiety, self-esteem, depression) as predictors of peer victimization and bullying perpetration severity. We also examined the moderating effects of gender.Methods: Participants were 218 youth (66.5% female), ages 12-15 years (M = 13.5, SD = 1.1), who screened positive for peer victimization, bullying perpetration, and/or low social connectedness using self-report measures. Youth were recruited from an emergency department in the United States as part of an intervention trial. Youth identified primarily as African American (53.7%) and Caucasian (31.7%). Youth completed a 6-month follow-up assessment (75% retention). Separate Bayesian regression models were used to examine the effects of baseline school connectedness, school behavioral difficulties, academic difficulties, and internalizing problems on the severity of 6-month peer victimization and bullying perpetration.Results: Baseline depression was positively related to both peer victimization and bullying perpetration severity. Baseline behavioral problems were positively related to bullying perpetration severity. Interactions indicated that gender moderated the relationship between school connectedness and peer victimization.Conclusions: Given the adverse outcomes linked with peer victimization and bullying perpetration, an improved understanding of factors that predict victimization and perpetration severity may be helpful in defining intervention targets. [ABSTRACT FROM AUTHOR]

Purpose: The current study was designed to extend the results of an earlier study in which parental support was found to moderate the prospective relationship between bullying perpetration and subsequent delinquency. Method: A unique aspect of the current study was that instead of focusing on the two-way interactions beween bullying and parenting, as was done in a previous investigation, the three-way interaction between bullying, parental support, and parental knowledge was scrutinized. Using data provided by 3956 (2047 boys, 1909 girls) members of the nationally representative Longituidnal Study of Australian Children (mean age = 12.41 years) a multiple regression analysis was performed using a maximum likelihood with robust standard errors estimator. Results: The results revealed a significant three-way interaction between bullying perpetration, parental support, and parental knowledge as prior (age 12-13) predictors of subsequent (age 14-15) delinquency, controlling for age, sex, indigenousness, bullying victmization, peer delinquency, and prior participant delinquency. Conclusions: The nature of the interactions observed in this study imply that high parental support, combined with low parental knowledge, may protect children who engage in bullying behavior from progressing into a delinquent lifestyle two years later. [ABSTRACT FROM AUTHOR]

Objective: To explore related factors of school bullying in primary and middle school students in China. Methods: By searching CNKI, Wanfang, CQVIP, Web of Science, Elsevier, SpringerLink, the literatures related to school bullying in primary and middle school students in China’s mainland were collected and screened for meta-analysis. Results: Nineteen literatures were included, there were 97 615 samples, 14 factors related to bullying perpetration and 16 factors related to bullying victimization were involved in the meta-analysis. The combined OR value indicated that 9 factors were relevant factors of school bullying, and the most closely related factors to school bullying among students was smoking（bullying perpetration OR=6. 26, bullying victimization OR=3. 91). There was publication bias on the relationship between bullying perpetration and ethnic minorities, bullying victimization and drinking. Conclusion: It suggests that primary and middle school students who are boys, junior high school student, with poor academic performance, with high learning pressure and bad behavior are more likely to bully others or be bullied. Poor family economic conditions may be risk factors of bullying victimization among students. Low parents’ educational level and low mother’s educational level may be protective factors for bullying perpetration and bullying victimization respectively. [ABSTRACT FROM AUTHOR]

School bullying represents a widespread expression of violence in the peer context. Guided by the social-ecological model, this study investigated the longitudinal and transactional pathways linking domestic and neighborhood/community violence exposure (through direct victimization and witnessing), self-serving cognitive distortions (CDs), and school bullying perpetration. Furthermore, consistent with the previous literature, we tested the cognitive desensitization process that could develop in response to chronically violent contexts. Two four-wave cross-lagged panel mediation models were tested in a sample of 778 high school students (28.1% males; M age [Time 1; T1] = 14.20, SD = 0.58). The results showed differential effects of multiple contexts and forms of violence exposure, with domestic violence victimization and community violence witnessing being associated with self-serving CDs and bullying perpetration over time. Moreover, significant associations between CDs and bullying perpetration over time were found, with bidirectional effects for each of these longitudinal patterns. Finally, self-serving CDs significantly mediated the relationships between both domestic violence victimization and community violence witnessing and school bullying perpetration. These findings highlight the need to consider school bullying as a social phenomenon stemming from a complex and bidirectional interplay between individuals and the environments they inhabit, confirming a basic postulate that "violence breeds violence".

Twenty-three samples from 22 longitudinal studies assessing both bullying perpetration and bullying victimization were selected from a sample of 1,408 candidate studies using several prespecified criteria (i.e., participants ≤ 18 years of age; self-reported bullying victimization and perpetration assessed with a lag of at least 1 month but no more than 24 months; not a treatment or program study). A random effects meta-analysis was then performed on the concurrent and cross-lagged longitudinal associations between bullying victimization and perpetration in the 23 samples. A large pooled effect size (r =.40, 95% confidence interval [CI] = [.34,.45]) was obtained for the concurrent association between bullying victimization and perpetration, whereas modest to moderate effect sizes (victimization to perpetration: r =.20, 95% CI [.17,.24]; perpetration to victimization: r =.21, 95% CI [.17,.24]) were obtained for the two cross-lagged longitudinal correlations. The results did not change when analyses were conducted separately for traditional bullying and cyberbullying outcomes. These findings indicate that bullying victimization and perpetration correlate strongly and that their cross-lagged longitudinal relationship runs in both directions, such that perpetration is just as likely to lead to future victimization as victimization is to lead to future perpetration. Different theoretical models are proposed in an effort to explain these results: cycle of violence, general strain, and social cognitive theories for victimization leading to perpetration and risky lifestyles, routine activities, and peer selection theories for perpetration leading to victimization. [ABSTRACT FROM AUTHOR]

Objective: The joint developmental trajectories of empathic concern and perspective taking were examined across adolescence, along with childhood social and psychological predictors. Method: Adolescents completed self‐report measures of empathy annually from Grades 7 to 10 (i.e., ages 13 to 16; N = 609; 53.9% girls; 76.2% White). Childhood social and psychological predictors were assessed in Grades 5 and 6 using self‐ and parent‐reports. Results: As predicted, the majority of individuals reflected a joint trajectory of moderate stable empathic concern and moderate increasing perspective taking (31.9%), followed by joint high increasing (17.2%) and joint low stable (7.4%) empathy. Fewer adolescents reflected joint trajectories of being high on one form of empathy but not the other (e.g., high empathic concern only, 1.6%; high increasing perspective taking only, 2.8%). High increasing perspective taking was a better indicator of high increasing empathic concern than the reverse. Higher childhood hyperactivity, higher bullying perpetration, and lower perceived school climate were prominent predictors of developing low levels of at least one form of empathy, but childhood anxiety was a predictor of developing high empathy. Conclusions: The skills and abilities associated with perspective taking and empathic concern should be promoted, with special attention paid to early indicators of affective, cognitive, and behavioral self‐regulation. [ABSTRACT FROM AUTHOR]