Search

Purpose: Asian children and youth with disabilities often experience multiple barriers and discrimination in education, healthcare, and social settings, which influence their well-being, especially the transition to adulthood. This review aims to explore the types, factors affecting and impact of ableism on Asian children and youth with disabilities and their caregivers. Methods: We conducted a systematic review and a narrative synthesis whereby we searched the literature from six international databases, including Healthstar, Ovid Medline, Embase, PsycInfo, Scopus, and Web of Science. Results: Twenty-nine studies were included in the review, and three themes were identified that related to ableism: (1) types and rates of ableism (i.e., stigma, bullying and victimization, and discrimination and inequalities); (2) factors affecting ableism (i.e. sociodemographic factors, familial factors, and societal factors); and (3) impacts of ableism (i.e. mental health, family impacts, and societal impacts). Conclusions: Our review highlights that ableism has various types and can be influenced by multiple factors, influencing social and health outcomes of Asian families with children and youth with disabilities. This review also emphasizes the importance of increasing the public's awareness regarding disabilities to reduce ableism among Asian families with children with disabilities. Implications for Rehabilitation: Asian children and youth with disabilities often experience bullying and victimization, therefore it is necessary to develop educational materials to raise awareness of disabilities. Healthcare providers should consider developing more educational programs for caregivers to reduce self-stigma and affiliate stigma and promote mental health. Healthcare service providers should consider creating and implementing more inclusive programs to reduce health disparities and the influence of socio-demographic factors. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodResultsConclusions\nHIGHLIGHTSBullying has consistently been highlighted as a risk factor for youth self-harm. Less is known about associations by bullying sub-type (i.e., physical, verbal, relational, cyberbullying), among boys and girls in diverse urban populations. This study aimed to explore: (1) prevalence of bullying and lifetime self-harm; (2) cross-sectional associations between bullying and self-harm. Both aims investigated bullying sub-types and the role of sex.Baseline data on bullying victimization and lifetime self-harm were drawn from REACH (Resilience, Ethnicity and AdolesCent Mental Health), an accelerated cohort study of adolescent mental health in London, United Kingdom. Data on baseline self-harm and sex were available for 3,060 adolescents aged 11–14 years (Mage=12.4, 50.6% girls, >80% ethnic minority groups) from 10 schools.Prevalence of bullying in the past six months was 22.3% and lifetime self-harm was 16.9%. Both were more common in girls than boys (adjusted risk ratios: bullying, 1.13 [1.02,1.25]; self-harm, 1.45 [1.03,1.86]). By bullying sub-type, prevalence estimates ranged from 4.1% (cyberbullying) to 16.6% (physical bullying). Bullying was associated with self-harm (aRR 3.35 [2.89,3.82]) for both girls (aRR 3.61 [3.07,4.14]) and boys (aRR 2.96 [2.27,3.65]), independent of sex, age, free school meals and ethnic group. All sub-types were associated with self-harm (aRRs 3.16–4.34), for girls and boys.These baseline findings underline the importance of exploring nuances between bullying sub-types and self-harm, by sex or gender.Bullying strongly associated with self-harm in a diverse, urban sample of adolescentsAssociations strong for boys and girls, across all bullying sub-typesFuture research should further explore nuances by sex, and experiences for cis-gender youthBullying strongly associated with self-harm in a diverse, urban sample of adolescentsAssociations strong for boys and girls, across all bullying sub-typesFuture research should further explore nuances by sex, and experiences for cis-gender youth [ABSTRACT FROM AUTHOR]

Background: In the nursing profession, it is concerning to witness frequent occurrences of incivility in the workplace. Therefore, it is imperative to foster a shift in interpersonal interactions. One effective strategy to cultivate a culture of civility is through the practice of Kindness.Objectives: This review explored the role of kindness in nursing beyond bedside care, incorporating insights from psychology and social sciences to define and apply kindness in practice. The goal was to identify ways for nurses to use kindness to reduce workplace incivility and promote a thriving environment.Design: The authors conducted an integrative review to synthesize data from various sources, including experimental and non-experimental studies, to enhance understanding and offer diverse perspectives on the subject.Data Sources: The authors systematically searched CINAHL, PubMed, Embase, and APA Psych Info for peer-reviewed papers on “kindness” and “nursing” published between 2012 and 2024, excluding opinion articles, letters, reviews, commentaries, and papers focused on kindness in the context of therapeutic care.Methods: The authors followed Whittmore and Kafl’s (2005) structured date extraction protocol steps and performed comparative analysis of extracted data tables to verify content uniformity.Results: Seven articles met inclusion criteria, and several key themes were identified: (1) Definition of kindness, (2) Examples of kindness in Action, illustrating how these behaviors manifest in everyday interactions, (3) Interpretation of kindness from multiple perspectives.Conclusions: Acts of intentional kindness are potent tools that can mitigate workplace incivility and cultivate a culture of kindness among nurses and, by extension, positively impact the broader society. Further research is essential to establish a unified definition of kindness in nursing, identify its antecedents and attributes, and conduct empirical studies to substantiate these concepts. [ABSTRACT FROM AUTHOR]

This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders. [ABSTRACT FROM AUTHOR]

AbstractIn this study, we take a critical look at the degree to which the measurement of bullying and sense of belonging at school is invariant across groups of students defined by immigrant status. Our study focuses on the invariance of these constructs as measured on a recent PISA administration and includes a discussion of two statistical methods for assessing measurement invariance—multiple-group confirmatory factor analysis (MGCFA) and alignment optimization—. We discuss and illustrate how the alignment optimization method is optimal for handling data from large-scale international assessments like PISA. An acceptable degree of noninvariance was achieved for the two scales. [ABSTRACT FROM AUTHOR]

Previous studies have shown that bullying victimisation is a significant risk factor for problematic media use. However, little is known about the underlying mechanisms involved in this link. This study aimed to examine the association between bullying victimisation and problematic media use among primary school students, as well as the mediating effect of depression and the moderating effect of teacher–student relationships on this association. A total of 341 participants (10.73 ± 0.68 years) from a Chinese primary school completed the structured questionnaire with respect to the study variables. The results showed that depression mediated the association between bullying victimisation and problematic media use and that teacher–student relationships moderated the second stage (depression to problematic media use) of the mediation model. The simple slope analysis indicated that the association between depression and problematic media use was not significant when the relationship between teachers and students was high (bsimple = 0.03, t = 0.30, p > 0.05). As students perceived low levels of relationships with teachers, depression had a significant effect on problematic media use (bsimple = 0.32, t = 3.34, p < 0.01). These findings can provide empirical support for formulating problematic media use intervention measures based on the bullying victimisation experience as well as the important role of depression and teacher–child relationships. [ABSTRACT FROM AUTHOR]

Despite a large body of research exploring the influence of adolescent bullying victimization on a range of outcomes such as gun possession, scholars know less about the factors driving these relationships. Grounded in Agnew's general strain theory, this study investigated whether the influence of bullying victimization on gun carrying behaviors operates indirectly through depressive symptoms. To answer this question, this study used data collected from a statewide representative sample of 9,819 middle and high school students who participated in the 2019 Florida Youth Substance Abuse Survey. Net of other potential confounding influences including race, age, sex, and level of parental education, results from the analyses indicate bullying victimization increased the odds that a respondent carries a gun. When a measure of depressive symptoms was added to the model, however, the bullying victimization variable dropped to non-significance, thus suggesting bullying victimization increased one's depressive symptoms, which, in turn, increased the odds a respondent carried a gun. Furthermore, results from a Karlson – Holm – Breen (KHB) decomposition analysis revealed this indirect effect was statistically significant. The results from this study provide parents, teachers, and policymakers with information to help address issues associated with bullying and gun carrying behaviors among adolescents. [ABSTRACT FROM AUTHOR]

Epidemiologic research has identified numerous interpersonal and individual risk factors for and warning signs of emerging eating disorders in adolescents. These findings have informed public health prevention and treatment strategies, including translation of findings to clinical recommendations for primary care providers (PCPs). A next step in this translational work could include a comprehensive approach where PCPs are seen as partners in efforts to improve population health outcomes. PCPs have great potential to implement high-yield interventions that prevent or attenuate the course of adolescent eating disorders. To illustrate this potential, we present a case that highlights missed opportunities for a PCP to prevent, detect, and intervene during a patient's developing eating disorder. We then relate the case to two emerging research programs that utilize PCP partnerships: one trains PCPs in Strengths-Based Adolescent Healthcare to improve eating disorder prevention; the other adapts Family-Based Treatment for primary care to improve early access to evidence-based treatment. In addition to these promising areas of research, efforts are needed to widen requirements for eating disorder curricula in medical training programs and to address weight stigma in primary care. Together these efforts will help PCPs become effective partners in the prevention and treatment of eating disorders. [ABSTRACT FROM AUTHOR]

This paper reports from a symposium exploring the application of Virtual Reality (VR) in RE. The contributors presented empirical case-studies of interventions and instructional designs that had been tested in classroom settings ranging from primary to teacher education. The presentations illustrate the ways in which VR can be understood as a rapidly developing family of technologies that, as teaching and learning material, offers a new form of mobility and the shifting of grounds in the RE classroom: It can bring learners to places of worship across the globe or provide immersive experiences of being at the receiving end of bullying as a starting point for ethical reflection. VR and 360-images enable us to encounter religion and worldview, oneself and different ways of exploring our subject in ways that strengthen the relevance of RE. The larger picture that emerges from the symposium is not one of revolutionary change but definite enrichment of the RE toolkit with rich avenues for future research. [ABSTRACT FROM AUTHOR]

Adolescent substance abuse is a pressing public health concern. While a large literature has investigated factors linked to adolescent substance use and its outcomes, less research considers the intersection of race-ethnicity, school victimization, and substance use. The present study uses nationally representative data from the 2009–2019 Youth Risk Behavior Surveillance System (n = 66,906) and insights from stress process and critical race perspectives to examine ethnoracial variation in associations between school victimization (i.e., bullied, threatened with a weapon, and feeling unsafe on the way to school) and use of substances (i.e., hard drugs, tobacco, alcohol, and marijuana). Results showed that all victimization measures were associated with significant increases in using all four substances. Compared with whites, Native Americans experienced higher odds of using most substances while Asians and Blacks were generally less likely to use substances. Race-ethnicity moderated victimization-substance use associations, but patterns diverged based on victimization form and substance under consideration. Threats involving a weapon were linked to greater hard drug use for white and Hispanic adolescents than Blacks. School safety concerns were associated with larger increases in Asian adolescents' hard drug use than whites, Blacks, and Hispanics, and greater marijuana use for Hispanic and white adolescents relative to Blacks. This study complicates the significance of school victimization for substance use such that race-ethnicity factors to a great extent into the presence of associations. [ABSTRACT FROM AUTHOR]

In 2004/5 the Aboriginal and Torres Strait Islander Commission was abolished after 15 years of operation. The longest running and most innovative representative body in the postwar era, its abolition has reverberated to this day.1 This article explores the role of the media in its abolition. It shows how the non-Indigenous media created an image of Indigenous dysfunction such that ATSIC’s abolition was understood as the only viable option. It did so by perpetuating untruths about Indigenous capacity for governance and leadership, suggesting that ATSIC’s alleged failure was self-inflicted. Such representation, including deeply offensive caricatures, worked to support government aims and amounted to institutional bullying. By situating this representation within the wider policy landscape, I show how the media not only created ideational frameworks necessary to project ATSIC as unfit but also helped to deflect attention from the government’s own non-accountability in this space. As a counterpoint to what became a dominant view about ATSIC, I recover the representation of its abolition in the Indigenous media, allowing Indigenous views to be heard for the first time. This case study is of critical importance in the context of today’s concern with both truth-telling and truth-denying. [ABSTRACT FROM AUTHOR]

AbstractThis study, using a socio-ecological model of bullying, examines how school staff, in a Swedish municipality, identify and deal with cyberbullying among primary school pupils, focusing on gender differences to better inform staff participation in the municipality’s anti-bullying strategy. Twenty-five (25) semi-structured interviews were conducted with staff members (including non-teaching staff). Results indicate that cyberbullying, predominantly occurring outside school, impacts educational activities and practices within it. Results also suggest a higher prevalence of cyberbullying among girls. Seven anti-­cyberbullying strategies employed by school staff to identify, intervene in, prevent and deal with cyberbullying among primary school pupils were indicated, providing additional insights into the unique socio-ecological context in which cyberbullying takes place, characterized by ubiquitous ‘twenty-four-seven’ availability. The implications of identifying cyberbullying and addressing initiatives related to this form of bullying in schools are also discussed. [ABSTRACT FROM AUTHOR]

The relationships between peer bullying victimization in adolescence and substance use have been poorly studied. Thus, we examined the associations between peer bullying victimization and tobacco, alcohol and cannabis use in 496 French high school students. Peer bullying victimization was measured with a 17-item standardized assessment and analyzed as quartiles. Tobacco, alcohol, and cannabis use were assessed with the Hooked on Nicotine Checklist (HONC), the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C) and the Cannabis Abuse Screening Test (CAST), respectively. Total scores at the HONC (0 to 10), AUDIT-C (0 to 12), and CAST (0 to 24) were used as dependent variables in generalized linear models, adjusting for sex, age, prepared graduation, last school marks and friends outside high school. Compared to the first quartile (i.e., the least bullied students), those from the second, third and fourth quartiles had significant increase of the AUDIT-C (B = 0.78 [95%CI 0.17–1.40] with p = 0.013; B = 0.86 [95%CI 0.26;1.46] with p = 0.005 and B = 1.00 [95%CI 0.38;1.62] with p = 0.002, respectively), with dose-dependent relationships (B = 0.33 ([95%CI 0.13; 0.52] with p = 0.001). Those from the fourth quartile had a significant increase of the CAST (B = 2.13[95%CI 1.25;3.01], p < 0.001). When examining the role of peer bullying victimization on the number of substances used, there were significant increased odds for students from the third and fourth quartiles, with dose-dependent relationships (OR = 1.24 [95% CI 1.07;1.44], p = 0.005). These findings encourage paying a particular attention to substance use in students who report being bullied. Consequently, information and prevention using standardized screening tools should be proposed. Conversely, substance use could be an indicator of peer bullying victimization and should thus be explored. [ABSTRACT FROM AUTHOR]

Objective: Having been bullied at school in childhood links to suicidality. We aimed at verifying earlier findings and delivering diverse data from a representative population-based sample of young adults to characterize the impacts beyond childhood. Method: A random sample of adults, aged 18–28 years and representative of the general population living in Finland, participated in a nationwide health examination study. Adverse childhood experiences before the age of 16 years were analyzed for 779 participants in relation to lifetime suicidality (suicidal ideation, suicide attempts), current suicidal thoughts (HSCL-25), mental disorders (self-reports for lifetime, M-CIDI for DSM-IV during the past 12 months), current usage of mental health services, current usage of prescription medicines (ATC codes), current psychological distress (GHQ-12), and current work capacity and work ability. Results: Having been bullied in childhood contributed to greater suicidality (p < 0.001), more frequent current usage of antipsychotics (p < 0.001) as well as antidepressants (p < 0.001), greater current psychological distress (p < 0.001), and poorer current work capacity (p < 0.001) as well as work ability (p < 0.001). Of the self-reported mental disorders on lifetime basis, psychosis had the strongest association (p = 0.03) with having been bullied, whereas the interview-based diagnosis of mental disorders during the past 12 months had no significant association. Conclusions: Having been bullied at school before the age of 16 years was independently associated not only with suicidality, but also with the self-report of psychosis as well as a range of indicators of poorer mental health at the age of 18–28 years. HIGHLIGHTS: Having been bullied at school contributed to suicidality in young adults. Having been bullied linked to current use of antipsychotics and antidepressants. Having been bullied associated with poor work capacity and poor work ability. [ABSTRACT FROM AUTHOR]

School toilets, globally and historically, have been problematic as places of shame and bullying, often providing pupils with inadequate facilities. This participatory student research project sought to develop political agency with youth researchers, equipping them with research skills to develop a project about school toilets, and to help challenge and shape their school's policy and practice. By applying Sara Ahmed's concepts of willful subjects (2014) and complaint (2021) to the data, we begin to question who can use school toilets as expected. Often fear, disgust and restrictions encourage, if not force, disabled, menstruating, transgender and gender diverse students, to contravene toilet norms, and be considered willful. We worked with student researchers to problematize issues and explore the potential for more effective policies. We argue it is imperative to use feminist pedagogy to challenge toilet policy and practice, with children and young people, to achieve wider social justice in education. [ABSTRACT FROM AUTHOR]

The study presented in this paper examined intersectional discrimination against individuals with multiple minority identities in the housing market, specifically those identifying as Arab Muslims. By sending inquiries from three fictitious applicants – a Swedish Christian, an Arab Christian, and an Arab Muslim – to 1,200 landlords in Sweden, we analyzed differences in landlord responses. Results showed the Swedish Christian received the most positive replies, followed by the Arab Christian, with the Arab Muslim receiving the fewest. The study underscores the compounded discrimination faced by those with multiple minority identities and challenges the conflation of ethnic and religious identities in prior research. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between bullying victimization and both acculturation and life satisfaction among children from multicultural families, while differentiating between the effects of transitions into and out of bullying victimization. This study used data from the Multicultural Adolescent Panel Survey, a nationally representative sample of children from multicultural families in South Korea. A novel asymmetric fixed effects model was employed to estimate the effects of transitions into and out of bullying victimization. Conventional symmetric fixed effects models found no significant association between bullying victimization and acculturation. However, asymmetric fixed effects models revealed that transitions into bullying victimization was linked to a decrease in affective acculturation (b = −0.118, p < 0.001), while transitions out of bullying victimization had no significant association with acculturation. On the other hand, both transitions into and out of bullying victimization were associated with life satisfaction (b = −0.223 and b = 0.179, p < 0.001, respectively), with no significant difference in the magnitude of the coefficients. Our findings regarding the asymmetric effects of bullying victimization offer valuable insights for policymakers seeking to effectively promote the acculturative well-being of children from multicultural families. [ABSTRACT FROM AUTHOR]

The goals of this project are to (1) create a list of children's books that are related to bullying, (2) summarize how bibliotherapy can be used, and (3) review and critique the children's literature involving bullying. The list includes books for students in kindergarten through eighth grade. For each book, the Accelerated Reader points and characteristics are summarized including: (a) target audience (i.e., bullies, victims, bystanders, or a combination), (b) major theme, (c) bully/victim gender, (d) race or ethnicity of the bully/victim (e) setting, (f) type of bullying, and (g) resolution. The curated list provides details regarding a total of 56 books. The findings are summarized and gaps in the children's literature related to bullying are highlighted. [ABSTRACT FROM AUTHOR]

Student hazing activities on American college campuses have resulted in numerous deaths reported in the news media. Despite regular reports on hazing-related fatalities, no research has examined how these deaths are reported. The current study aims to bridge this research gap by analyzing articles covering hazing deaths in the U.S. between 1994 and 2019. The analysis reveals consistent patterns highlighting the influence of alcohol, different classifications of deaths, punitive responses, and the emotional reactions of the campus community. While these reports provide records of important and tragic events, their recurrent publication may bias understandings of the relative risk of student hazing, particularly fraternity hazing. Based on these findings, we make several recommendations for reporting on hazing deaths and future research directions. [ABSTRACT FROM AUTHOR]

We examined bullying victimization spanning from before the pandemic to the two school years post COVID-19 onset in adolescents. We used survey data from Canadian secondary school students collected during the 2019–20, 2020–21, and 2021–22 academic years. Generalized Estimating Equations models were used to estimate the population average odds of past 30-day bullying victimization by other students, using both longitudinal (N = 3716) and repeat cross-sectional (N = 23,862; 19,413; 21,897) data. The odds of bullying victimization were lower in 2020–21 and higher in 2021–22 relative to 2019–20. Elevated odds of bullying victimization were found among gender diverse, higher weight, and relatively less affluent students. While remote schooling during the pandemic may have provided a reprieve for some students, bullying appears to have rebounded with the lifting of COVID-19 restrictions to exceed pre-pandemic levels. More effective strategies are essential to prevent bullying and improve school contexts for equity denied populations. [ABSTRACT FROM AUTHOR]

This study examined how changes in cumulative peer victimization are associated with depressed mood and suicidality among adolescents over time, as well as whether certain protective factors (e.g., school mattering) moderate these associations. Middle and high school students (N = 2,539) from a small city in the Great Plains responded to five surveys across three years. Multilevel logistic regression analyses were conducted to examine within-person changes in cumulative peer victimization (i.e. number of victimization types experienced), depressed mood, suicidality, and several protective factors. Within-person increases in cumulative peer victimization were associated with within-person increases in depressed mood and suicidality. The effect of cumulative peer victimization on both depressed mood and suicidality was attenuated at higher levels of school mattering, highlighting the importance of this protective factor against depressed mood and suicidality. [ABSTRACT FROM AUTHOR]

While previous research has examined the extent to which bullying victimization relates to delinquency via negative emotions, few studies have considered how this process may vary by subgroups of the population. Moreover, studies have yet to consider specifically how these processes may vary among youth who identify and LGBTQ+, an at-risk group who experiences higher rates of bullying victimization and higher rates of negative emotions than others. This study uses data from the Technology, Teen Dating Violence and Abuse, and Bullying in Three States, 2011–2012 survey (N = 4,776) to test if relationships between bullying-related victimization and delinquency are mediated by negative emotions, and if the mediation processes are moderated by LGBTQ+ identity. Results show that relationships between bullying-related victimization and both general delinquency and substance use are largely mediated by anger. Results further show that the effect of bullying-related victimization on depression and anxiety is stronger for youth who identify as LGBTQ+ compared to youth who identify as heterosexual and cisgender, but the effects of bullying-related victimization and negative emotions on general delinquency and substance use do not vary by LGBTQ+ identity. [ABSTRACT FROM AUTHOR]

This study examined the prevalence of non-accidental violence, focusing on experienced harassment and abuse (HA), and mental health among current and retired Swedish competitive cheerleaders. An online survey was distributed to current and retired athletes in the Swedish cheerleading federation. The survey assessed perceived coach–athlete relationship, sport psychological safety, resilience, mental health, and experienced HA within the cheerleading environment. A total of 284 athletes (men = 5; women = 278; gender not disclosed = 1; current athletes = 211; retired athletes = 73) completed the survey. Psychological abuse was the most frequently reported HA form (current athletes = 21.6%; retired athletes = 53.5%), followed by neglect (current athletes = 5.4%; retired athletes: 26.8%) and physical abuse (current athletes = 3.9%; retired athletes = 12.7%). A high-quality coach–athlete relationship was identified as a protective factor for HA. Additionally, 33.1% and 8.9% of participants displayed scores indicating anxiety and depression caseness, while 63.8% reported a high level of wellbeing. Anxiety/depression scores above clinical cut-off were linked to injury episodes and a high level of wellbeing to a mentally healthy environment. Resilience was found to protect mental health overall. The high occurrence of reported psychological abuse and indications of anxiety/depression related to injury episodes suggest a need of attention towards prevention and athlete protection strategies in cheerleading environments. [ABSTRACT FROM AUTHOR]

In recent years, bullying victimization has received increasing attention from researchers worldwide. The link between bullying victimization and reactive aggression is well-established in numerous studies. However, longitudinal association and underlying mechanisms remain less explored. This study examined gender-specific effects of traditional and cyberbullying victimization on reactive aggression using longitudinal data from 486 Chinese primary and middle school students (51.44% boys, average age = 11.66 ± 1.66 years). Assessments occurred every six months across three waves. Structural equation modeling and multigroup analyses were used to test mediating effects and gender differences. Depressive symptoms mediated the association between traditional bullying victimization and reactive aggression, but no such mediation was observed for cyberbullying victimization. Gender differences were also found (ΔCFI = 0.03, ΔRESEA = 0.01). These findings underscore the importance of gender-specific interventions and supportive environments for addressing offline and online bullying. [ABSTRACT FROM AUTHOR]

The study aims to examine changes over time in school victimization and climate in Israel, and whether these changes varied between Jewish and Arab schools and schools with different SES. A secondary analysis of the Ministry of Education database of structured student surveys regarding victimization and climate, was conducted during 2008–2019. All students in grades 5–6 were surveyed. The number of schools ranged between 751 and 1,189 (M = 983, SD = 166.3); 73.7% were Jewish schools, and 26.3% were Arab. Peer victimization dropped from 14.95 in 2008 to 7.97 in 2019 (β = -.39). All climate aspects positively increased. The highest improvements were in feeling unsafe (β = -.28). Reductions in victimization and progress in climate were the strongest among students from Arab schools and schools with lower SES. The implications for policy and future research are discussed. [ABSTRACT FROM AUTHOR]

Guided by the compensatory Internet use theory, this cross-sectional study examined the relationship between bullying victimization (i.e., overall, traditional, and cyberbullying victimization) and problematic Internet use (PIU) among 1,141 Chinese adolescents. The study also examined the moderating roles of five core social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, relationship skills, self-management, and self-awareness) between bullying victimization and PIU. Results of structural equation modeling (SEM) showed that more frequent traditional bullying and cyberbullying victimization were associated with a higher frequency of PIU symptoms. Overall, SEL competencies were protective factors against PIU. Moreover, the positive association between traditional bullying victimization and PIU was intensified among students with higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness. The significant and positive association between cyberbullying victimization and PIU was not moderated by any of the five core SEL competencies. This implies that students with high SEL competencies generally experienced less bullying victimization and PIU. However, once they experienced bullying, they were more vulnerable to have PIU. Implications for school-based bullying intervention and PIU prevention were also discussed. Impact Statement The study demonstrated that traditional bullying and cyberbullying victimization place students at a higher risk of PIU. Overall, SEL competencies were protective factors against PIU. However, higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness intensified the positive relationship between traditional bullying victimization and PIU. This implies that students with high SEL competencies generally experienced less bullying victimization. However, once they experienced bullying, they were more vulnerable to PIU. [ABSTRACT FROM AUTHOR]

In order to explore the effects of prosocial behavior, teacher's attitudes towards bullying, and classroom climate on peer victimization, we collected data from 1,221 students (Mage = 13.60, SD = 0.88) from 47 classrooms and their teachers from three middle schools in Beijing, China. The hierarchical linear modeling was used to examine the effect of the classroom climate at both the individual and classroom levels, and the interactions between classroom climate and students' prosocial behavior, as well as student perceptions of teachers' attitudes towards bullying. Results showed that prosocial behaviors, teachers' negative attitudes towards bullying, and authoritative classroom climate (at both individual and classroom levels) predicted less peer victimization. We also found significant cross-level interactions (classroom climate * student perceptions of teachers' attitudes towards bullying and classroom climate * prosocial behavior) in predicting peer victimization. Specifically, student perceptions of teachers' attitudes predicted peer victimization only when the overall authoritative classroom climate was high, or when the classroom-level teacher support was high. Students' prosocial behavior only predicted peer victimization when there was less peer support in the classroom. These findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students. Impact Statement This is the first study examining classroom climate and its interaction with prosocial behavior and teachers' attitudes towards bullying to predict victimization among Chinese middle school students. Findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students. [ABSTRACT FROM AUTHOR]

Background: Life narratives are an underutilized mechanism to understand experiences of people diagnosed with serious mental illnesses (SMI). Understanding one's life can help form a narrative identity (i.e. one's integrated, internalized life story), which helps individuals make sense of their lives, sense of self, and relationships with other people. This increased awareness can thus enable effective self-management and living a meaningful life. The purpose of this exploratory study was to examine life narrative interviews completed with individuals with SMI. By doing so, we aimed to elucidate important aspects of life narratives and inform narrative identity. Method: Participants completed a semi-structured interview in which interviewers asked participants to narrate the story of their lives. Interviews of 11 participants were transcribed and analyzed by three independent coders using thematic analysis. Results: Five themes emerged: (1) Isolation; (2) Adverse Social Interactions; (3) Adverse Life Events; (4) Formative Socialization; and (5) Growth Narratives. Discussion: Findings from this exploratory study add context and depth to established psychological concepts important in understanding the lives of persons with SMI, including adversity, trauma, and resilience. Further, we hope this study informs psychological treatments, for example with further understanding resilience and recovery. [ABSTRACT FROM AUTHOR]

This study examined whether and how moral judgment components (moral reasoning and moral value evaluation) combined with self-serving cognitive distortions are related to peer bullying (including associated participant roles) among adolescents. A total of 522 adolescents (49% males) from grades 1 to 4 of three public secondary schools in Spain (Mage = 14.6 years, range 12–18 years) completed questionnaires on moral judgment, self-serving cognitive distortions, and bullying. Bullies and bully-victims showed the lowest levels of moral judgment and the highest levels of self-serving cognitive distortions. In contrast, moral judgment was highest and self-serving cognitive distortions lowest for defenders and bystanders. Self-serving cognitive distortions mediated completely the relationship between moral reasoning and bullying, and partially between moral evaluation and bullying. Multigroup analyses indicated that the strength of the relationships between the moral judgment components and self-serving cognitive distortions varied across adolescents' role. Anti-bullying intervention programs should include the facilitation of moral reasoning and valuing as well as the reduction of self-serving cognitive distortions. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate how teachers' socialization experiences influence their perceptions of and responses to bullying. Methods: Thirty in-service physical education teachers were recruited to participate. One semi-structured, individual interview was conducted with each participant lasting approximately 60 minutes. Data analysis employed inductive and deductive techniques. Results: Two themes emerged that described teachers' perceptions of and responses to bullying. These themes included: (a) socialization experiences and socializing agents influence teachers' perceptions and behaviors in relation to bullying, and (b) teachers have developed strategies to address bullying but also experience significant challenges. Discussion: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in managing bullying. [ABSTRACT FROM AUTHOR]

Persistent bullying behavior is that which starts high and remains either moderately high or persistently high, seemingly in spite of intervention/prevention approaches employed: yet little is known about how/why persistent bullying emerges or is sustained. Those who do not respond to interventions and persist with their bullying behavior, require close consideration and more targeted, nuanced approaches. This instrumental case-study uniquely explores a self-identified, high-persistent bully's explanations of how the bullying emerged, and what supported/sustained it to become a persistent behavior. A whole-of-life interview protocol facilitated a reflective exploration of the participant's social and behavioral 'turning points': the influence of transitions and changes in one's life: serving to initially steer him toward bullying others, and eventually sustaining his persistent bullying behavior over time. An interpretative phenomenological analysis (IPA) revealed three 'turning points' which seemingly met his primary personal and social goals/needs of belonging, social positioning and status. This paper adds to the literature by introducing the notion of 'turning points' as a possible mechanism that facilitates the emergence of, and sustains persistent negative/bullying behaviors. Understanding turning points and any chain reactions in the lives of those who engage in higher, persistent levels of bullying can inform the development of future measures, intervention approaches and provide insights into issues of care for individuals engaging in persistent bullying. [ABSTRACT FROM AUTHOR]

In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation between the boys and suggest that rather than constituting a straight-forward bullying situation involving a problematically aggressive 'bully' targeting a less powerful 'victim', it is part of a more complex figuration involving interdependent social relations that are tenuously balanced in terms of power dynamics and where the boys position themselves and are positioned in relation to the long-term symbolic norms of status dominant within their specific school field. [ABSTRACT FROM AUTHOR]

According to the socio-ecological model, the social environment contributes to the acquisition and maintenance of negative attitudes towards ethnic minority groups. However, the strength of the association between negative attitudes at different levels (i.e. individual, peers) and ethnic bullying and discrimination has not yet been assessed. A systematic review and meta-analysis were conducted following the PRISMA guidelines. After duplicate screening, inclusion criteria and quality assessment, 10 studies (predominantly European, cross-sectional and involving secondary school students) were identified for descriptive analysis (i.e. systematic review) and 9 (22 assessments) were included in the meta-analysis. The results showed a positive average effect of attitudes towards ethnic minorities and ethnic bullying (d =.41, p <.001). Furthermore, the moderation analysis revealed a non-significant difference between the two levels of negative attitudes towards ethnic minorities (i.e. individual, peers) and ethnic bullying/discrimination (d = -.07, p =.09). [ABSTRACT FROM AUTHOR]

Attributional processes about why outcomes occur constitute an important mediating mechanism that can explain different reactions of both the targets of harassment and their peers. The present study aimed to evaluate the psychometric properties of a measure of attributions for victimization among adolescents, using Confirmatory Factor Analyses, and to examine differences among roles (i.e., not involved, bullies, victims, bully-victims) in self-blame attributions, by means of testing invariance. The sample consisted of 1,207 adolescents (54% females; Mage = 14.89; SD = 1.39). The results showed a multidimensional structure of the scale with three factors (Characterological self-blame, Behavioral self-blame, and External Attribution). Partial invariance was found across different roles, highlighting a difference in the latent means of Characterological Self-Blame, higher in the victim group than in the other roles. The findings suggested how victims showed biases in their interpretations of social situations attributing the negative experience to internal, stable, and uncontrollable causes. [ABSTRACT FROM AUTHOR]

The purpose of the study was to assess sexual risk behaviours among young people in Central America. Secondary data were analysed from 15,807 school adolescents (mean age = 14.4 years) who were part of the most recent cross-sectional Global School Based Student Health Survey (GSHS) in six Central American countries. Results show that almost a quarter (24.3%) of participants had sexual initiation, with 19.7% in Guatemala and 40.9% in Panama. Among those students who had sexual initiation, 51.7% had it early (≤14 years), 27.7% had non-condom use, 45.1% had non-birth control use and 41.5% had multiple sexual partners. Older age (≥15 years), male sex, psychological distress, suicide attempt, bullying victimization, school truancy, in physical fight, history of alcohol intoxication, trouble from alcohol use, no physical education, physical injury, soft drink intake and low parental support were associated with sexual risk behaviours. One in four adolescents in the Central America had sexual risk behaviours, calling for interventions. [ABSTRACT FROM AUTHOR]

This analysis examined relationships between childhood adversities and the odds of suicide attempt(s) prior to age 17. Respondents (N = 2072) completed the survey through Amazon's Mechanical Turk crowdsourcing platform. The sample was represented disproportionately by young adult women who identified as Caucasian. The sample was differentiated into subsets with versus without suicide attempt(s) prior to age 17. Suicide attempt(s) in this sample (22.4%) varied in number (once, n = 200; 9.7%; twice, n = 114, 5.5%; multiple, n = 150, 7.2%). The odds of suicide attempt(s) prior to age 17 were significantly (p <.001) higher for respondents reporting childhood sexual abuse (OR = 5.0), physical abuse (OR = 4.9), emotional abuse (OR = 3.7), peer bullying (OR = 3.1), parental neglect (OR = 1.6), and maternal battering (OR = 2.15). All adversities but exposure to maternal battering accounted for unshared variance in suicide attempts prior to age 17. Adverse Childhood Experiences Questionnaire exposure counts were associated with child and adolescent suicide attempts. Suicide risk did not appear to increment progressively by additional exposures after two co-occurring stressors. The odds of early suicide attempt(s) were markedly higher in this sample among respondents who were exposed to one or more forms of childhood adversity. [ABSTRACT FROM AUTHOR]

This paper describes and evaluates the procedure for the development and validation of the bullying victimisation scale for Pakistani young people aged 12–18 years. During phase I, a total of 60 participants aged from 13 to 17 years were selected by using a multistage sampling strategy for item generation for bullying victimisation. In phase II, empirical validation was carried out by 10 experienced clinical psychologists for the cultural relevance of the scale. In phase III, a pilot study was carried out on 20 participants for testing the layout of the bullying victimisation scale (BVS). In the final phase, a total of 780 participants were selected through a multi-stage sampling within the age range of 12–18 years (M = 14.78, SD = 1.33) and were given a demographic Proforma, BVS, and School Children Problem Scale. Factor analysis identified a three-factor solution for bullying victimisation, consisting of emotional bullying, verbal bullying, and physical bullying. The current findings have implications for psychological and educational professionals for the identification and management of social and emotional problems in children resulting from bullying victimisation. [ABSTRACT FROM AUTHOR]

'FUSE' is an anti-bullying and online safety programme developed to support schools in complying with the Action Plan Procedures (2013). Between 2019 and 2022, 56% of all Post-Primary Schools in Ireland registered for the programme. FUSE is designed to address two key concerns, (a) students tend not to report bullying, and (b) students are increasingly facing online risks. FUSE aims to increase student's self-efficacy to recognise and report bullying behaviour and online harms safely. The programme is informed by Latané and Darley's bystander intervention model which outlines five sequential steps that an individual needs to follow in order to take action. This paper reports on the implementation of FUSE in Post Primary Schools in Ireland, justifying its theoretical base and model, and conveying the results of an empirical study conducted amongst a sample of 1254 Post Primary students (14–15 years of age) in 41 schools upon completion of the programme. Upon completion of the programme students reported high levels of self-efficacy in relation to noticing, responding and willingness to report. Future research will implement a pre- and post-study design to draw firmer conclusions regarding the effectiveness of the intervention. [ABSTRACT FROM AUTHOR]

Previously bullied students are at risk of severe negative consequences related to academic performance and development of mental health problems. Little is known about organizing and building capacity in schools to facilitate follow-up work that may reduce this risk. This study explored how schools can work systematically to follow-up after bullying through organizational features. Focus group interviews were conducted with school resource groups’ members at three secondary schools in southwest Norway. Data were analyzed via content analysis revealing two main dimensions: “Current practices for designing follow-up work” and “Future needs for capacity building,” with two sub-categories each, “identifying needs” and “organizing staff collaboration,” and “core components” and “capacity building.” Findings suggest a need for capacity building among school staff and emphasize that management is crucial in facilitating follow-up work. School organization emerges as an important measure. Collaboration with the school support system’s members in the municipality and parents is essential. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionsCyberbullying research has gained considerable attention among scholars due to the proliferation and diversification of the digital media platforms. Although cyberbullying research has a robust empirical nature, the research is more difficult to define and deserves close investigation. In response to the situation, we have examined topics, forms, context, media, predictive factors, outcomes, utilization of methodology, and research trends in cyberbullying research from 2014 to 2023.This study analyzed 3,588 articles to investigate the trend and development of cyberbullying research using the Scopus academic databases.85.87% of research focused on cyberbullying as ‘social issues’. 71.57% of articles focused on cyberbullying itself rather than specific forms of cyberbullying. 50.81% of articles focused on cyberbullying in middle/high school contexts. Most research did not state any predictive factors (39.83%) or outcomes (60.17%) suggested. The predominant research method used in cyberbullying research was via surveys (30.69%), while the second phase of research dominated the cyberbullying research agenda (victims and bullies in cyberbullying).Although Cyberbullying research has increased, broadened, and diversified over time, it still focuses primarily on the first phase of the research agenda of cyberbullying issues. The findings of this study provides a framework for new insights for future cyberbullying research and practices by suggesting exploration to different mechanisms of cyberbullying such as: victims/bullies, effects, and improvement of cyberbullying beyond the issues of cyberbullying itself. [ABSTRACT FROM AUTHOR]

The relationship between family poverty and children’s psychological distress is well-established, often assessed through income-based measures. However, a child-centric perspective is lacking, particularly regarding the roles of teacher neglect and peer bullying as potential mediators, and the impact of cultural differences. This study explores how familial poverty affects psychological distress, examines teacher neglect and peer bullying as mediators, and assesses the moderating role of culture. Analyzing a global sample of 16,860 ten-year-olds from the International Survey of Children’s Well-Being, the findings reveal a positive correlation between poverty and psychological distress. Teacher neglect and peer bullying partially mediate this link. Moreover, the association between teacher neglect and psychological distress is stronger for children in collectivist cultures, while the association between peer bullying and psychological distress is stronger for children in individualistic cultures. This research provides new insights and practical implications for addressing children’s psychological distress worldwide. [ABSTRACT FROM AUTHOR]

Background: While research suggests that both negative affect and alcohol use are impacted by exposure to harassment (i.e., sexual harassment, generalized harassment or bullying), less is known about the effect of harassment on negative affect subsequently leading to alcohol consumption, particularly in young adults. We examined the mediating role of negative affect on the relationships between sexual and generalized harassment at school and alcohol misuse. Methods: Participants were 2899 incoming freshmen in fall of 2011 who completed a Web-based survey assessing demographics (T0), sexual and generalized harassment at school (T0-T2), negative affect (T3), and problems associated with drinking, binge drinking, and drinking to intoxication (T0, T4, T5). Separate hybrid path models were fitted in Mplus v.8.8 for generalized harassment and sexual harassment and each outcome. Results: Mediation analyses showed a small but significant indirect effect for the sexual harassment model (beta = 0.05, S.E. = 0.01, p < 0.001) and generalized harassment (beta = 0.03, S.E. = 0.01, p < 0.01), indicating that negative affect partially mediated the associations between harassment early in students' college experience and later problems associated with drinking. No significant indirect effects were found for the binge drinking or intoxication models. Conclusions: High levels of negative affect associated with harassment may contribute to longer term impact on problematic use of alcohol in young adults, providing evidence that the effects of harassment on drinking may partly stem from harassment's lingering effects on negative affective pathways. [ABSTRACT FROM AUTHOR]

Purpose: Asian children and youth with disabilities often experience multiple barriers, stigmas and discrimination within and outside their families; yet less is understood about their lived experiences. This systematic review explored the experiences of ableism among Asian children and youth with disabilities and their families. Methods: We conducted a systematic review of qualitative studies and a qualitative meta-synthesis. We searched six databases including Ovid Medline, Embase, PsychInfo, Healthstar, Web of Science, and Scopus. Results: Forty-two articles met our inclusion criteria involving 17 countries and regions over a 22-year period. The findings were synthesized into four themes: (1) individual- and family-level ableism (i.e., stigma, fears, concerns, stress and anxieties, physical abuse, bullying, reduced engagement in community activities); (2) institutional-level ableism (i.e., barriers to accessing and navigating supports, ableist attitudes among service providers, unavailable services); (3) societal-level ableism (i.e., cultural and religious stigma, social rejection, discrimination, environmental and policy barriers); and (4) coping strategies (i.e., self-care activities, supports from family, friends and people with similar conditions, religious beliefs). Conclusions: Our results highlight the ableist experiences that Asian children and youth with disabilities and their caregivers often encounter and the strong need for further supports to address ableism using culturally responsive strategies. IMPLICATIONS FOR REHABILITATION: Asian children and youth with disabilities encounter multiple forms of ableism at the individual, family and institutional levels. It is important for healthcare providers to customize resources that are culturally appropriate and aligned with the cultural and language backgrounds of the clients they serve. Clinicians and service providers should engage in culturally sensitive training and education to understand the barriers faced by the clients they serve. Clinicians and service providers should continue to advocate for marginalized and equity-deserving groups. [ABSTRACT FROM AUTHOR]

Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community. [ABSTRACT FROM AUTHOR]

To determine if student radiographers and radiation therapists experience harassment (verbal, physical or sexual) while on clinical placement and their awareness of policies in place to report such incidents. An online questionnaire developed from the World Health Organisation's questionnaire on workplace violence in healthcare and the higher education authority (HEA) national survey of student experiences of sexual violence and harassment in Irish HEIs was used. Undergraduate and postgraduate diagnostic radiography and radiation therapy students in the Republic of Ireland to be included and have completed a minimum of four weeks of clinical placement. Our of 256 students, 98 filled out the survey. Forty-one per cent (n = 40) of students reported experiencing at least one incident of harassment. Thirteen per cent reported experiencing two forms of harassment, and 2 students reported experiencing verbal, physical and sexual harassment. Verbal harassment (n = 33) and sexual (n = 16) were the most common form of harassment while physical harassment was experienced 7 participants. Ninety-one per cent (n = 88) of participants reported they don't believe they have received sufficient training in dealing with incidents of physical, verbal or sexual harassment. Harassment of student radiographers and radiation therapists is occurring while on placement. Male patients are the modal perpetrator, and most incidents go unreported. Students are not empowered to report an incident of harassment and are sometimes unaware of how to report harassment. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how workplace bullying mediates between workplace conflict and employee silence (acquiescent, quiescent, and pro-social silence). Data was collected from 430 employees of service-sector companies (IT and ITES). Structural equation modeling using bootstrap technique was applied for data analysis. The findings of this study confirm that workplace bullying partially mediates the relationship between workplace conflict and the three types of employee silence. The implications of this research work are beneficial for organizations in order to fathom the silence behavior of employees that arises due to conflict and bullying at workplace. Management should discourage any signs of conflict, curb bullying, and at the same time encourage the employees to raise their voices against their problems in a formal way. [ABSTRACT FROM AUTHOR]

The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents' experiences as a way of augmenting the adolescents' responses. This study used a social capital framework to explore various aspects of the adolescents' lives and ascertained factors that facilitated or diminished the social capital reserves of the young participants through an interpretative phenomenological analysis approach. Four themes were identified: Social Capital Reserves; Social Capital Boosters; Social Capital Barriers; and Identity. Particular attention is drawn to how these adolescents perceived themselves and the role of the school in developing, or diminishing, social capital Ten d/Deaf Australian adolescents interviewed in this study generally felt supported and understood by family and close friends. The adolescents' social capital was influenced by how they engaged with their d/Deaf identity. Some adolescents reported diminished participation in networks outside the home that may indicate they do not feel included in all school and extra-curricular activities. Some parents reported that their children had experienced bullying and discrimination at school. Adolescents had mixed feelings about their d/Deaf identity, with some attempting to normalize their experiences. This may be indicative of people in their social networks not accepting an identity outside of the majority, typically-hearing population. [ABSTRACT FROM AUTHOR]

This study aimed to explore barriers to implementing peace education in secondary schools in South Africa. The empirical inquiry employed qualitative research methodology and evaluation research design to examine the implementation of a peace education programme in three selected secondary schools in the Western Cape, South Africa. Purposive sampling was used to select the research sites and participants. Data were collected through semi-structured individual interviews with the manager of the Quaker Peace Centre (QPC) programme and school principals; and focus group discussions with teachers and learners. The data were analysed through thematic content analysis. Findings indicate that peace education was implemented with modest success outside the formal curriculum by following a multimedia approach using learner-run peace clubs and anti-bullying campaigns. However, barriers to the implementation of peace education persist, including financial constraints; inadequate allocation of time to peace education; poor parental involvement; overburdened teachers; and negative attitudes and societal influences. Based on these findings, the study recommends that government and school management should support the successful implementation of peace education by providing teacher training on peace education, including peace education in the mainstream curriculum; ensuring that all stakeholders participate in peace education efforts; and prioritising funding for implementation. [ABSTRACT FROM AUTHOR]

There is a noticeable absence of scholarship on student-on-student bullying at institutes of higher education in the Caribbean. As a result, this study investigated the phenomenon at a national university in Trinidad and Tobago using a phenomenological case study approach to gather data via semi-structured interviews from five undergraduate and graduate students and a within-case analysis conducted. Thematic analyses revealed nine themes (loneliness, fear, intimidation, low self-esteem, embarrassment, power imbalance, lack of immediate action/indifference, harassment, and quitting). The findings indicated that bullied students feared attending lectures, felt intimidated, disheartened, depressed, anxious, disenchanted, disillusioned, had trouble concentrating on their course of study and had suicidal ideations. These findings inform understandings of student bullying at institutes of higher education and how Caribbean universities can better support students who experience student-on-student bullying on campus. This study has the potential to advance knowledge and improve policy and practice in higher education in the region. [ABSTRACT FROM AUTHOR]

Despite the well-known long-term negative effects of school bullying, there is notable lack of research on the positive changes resulting from bullying, including perceptions of personal growth. This mixed methods study was designed to advance current understanding of negative and positive changes of school bullying in former victims. Specifically, it investigated post-traumatic stress disorder symptoms (PTSD), mental resilience and post-traumatic growth (PTG) in former victims. Three-hundred thirty-six young adults who were former victims of school bullying completed questionnaires on retrospective experiences of school bullying, PTSD symptoms, mental resilience, and PTG. For the qualitative part, 10 participants took part in a semi-structured interview. All data were collected online. Qualitative data have been subsequently analyzed through thematic analysis with a phenomenological orientation. Quantitative results indicated that co-existence of multiple forms of bullying as well as victimization in secondary school and stable victimization were associated with higher levels of PTSD [F(5,330) = 6.96, η2 =.10, p <.05 and F(3,333) = 13.18, η2 =.07, p <.05, respectively]. They also showed that both PTSD (B =.41, p <.001) and mental resilience (B =.50, p =.001) were predictors of PTG. In qualitative data, benefits (e.g. new life paths and possibilities, appreciation of life) coexisted with negative consequences (e.g. stress, flashbacks, interpersonal difficulties, withdrawal). These findings may significantly contribute toward designing interventions for improving the mental health of former victims of school bullying. [ABSTRACT FROM AUTHOR]