Search

Background Methods Results Conclusions Adolescents exposed to victimization are at an increased risk for a variety of adverse mental health outcomes, including depressive symptoms. Yet, the biological pathways underlying these associations remain poorly understood. Focusing on within‐person processes, we examined whether low‐grade systemic inflammation mediated the longitudinal associations between peer victimization and depressive symptoms in adolescence.207 adolescents (at baseline Mage = 12.69 years; SD = 0.49; 43.5% female) participated in a multi‐wave longitudinal study, with assessments repeated every 6 months over 1.5 years. At each assessment wave, participants self‐reported their peer victimization experiences and depressive symptoms. Dried blood spots were collected at each wave using a finger prick procedure to assay a key marker of low‐grade systemic inflammation, interkeukin‐6 (IL‐6). Data were analyzed using random‐intercept cross‐lagged panel models.The cross‐lagged paths from IL‐6 to depressive symptoms were significant across all models and waves (β12 = .13; β23 = .12; β34 = .08), indicating that when adolescents' levels of low‐grade systemic inflammation were above their person‐specific average, they reported increased levels of depressive symptoms in the subsequent months. However, no significant cross‐lagged within‐person associations emerged between peer victimization and either IL‐6 or depressive symptoms.The findings provide no evidence for the hypothesized mediating role of inflammation in the within‐person associations between peer victimization and depressive symptoms. Nevertheless, they extend prior research by indicating that elevated levels of low‐grade systemic inflammation predict the development of depressive symptoms in adolescence. [ABSTRACT FROM AUTHOR]

Leveraging six waves of data, this study examined the effects of ninth‐grade peer victimization on adolescents' future work and education expectations 2 years later, testing depressive symptoms as a mechanism. Participants (N = 388, Mage = 14.05; 61% female, 35% male, 3% non‐binary, trans, or other gender; 46% White, 19% Black, 17% Asian, 6% AMENA, 6% Multiracial, 6% other race) completed surveys from ninth through 11th grade. Results indicated that adolescents who experienced more frequent relational, but not overt, peer victimization in ninth grade were subsequently more pessimistic about their educational and occupational prospects beyond high school; depressive symptoms mediated this link. The findings suggest that relational victimization and its psychological harm may undermine adolescents' confidence in achieving postsecondary success. [ABSTRACT FROM AUTHOR]

Bullying and sexual harassment are commonly experienced by secondary students, yet these behaviors are seldom targeted for intervention in high schools. Norms and Bystander Intervention Training (NAB IT!) is a program designed to address bullying and sexual harassment through promoting prosocial norms and helping behaviors among high school students. This mixed methods study examined students' receptivity to and perceptions of the NAB IT! social norms campaign. The campaign was delivered over 7 weeks in a suburban high school (grades 9–12) in the northeastern United States. Twenty‐eight students (60.7% females; 25.0% males; 7.2% genderqueer/gender non‐conforming/transgender) participated in focus group discussions and provided quantitative ratings of the campaign. Participants were White (82.1%), Asian (7.1%), Multiracial (7.1%), and African American (3.6%). Students appreciated the prosocial messaging and believed that the campaign raised awareness of bullying and sexual harassment. Students reported that the campaign elicited greater self‐reflection and discussion about potentially harmful behaviors. Nonetheless, some students doubted the credibility of the messages and noted incongruence between the messages and what they have observed in the school. Students indicated the need for more skills training for themselves and for faculty. Practitioner points: Social norms campaign sparked discussion and reflection among the students, especially with regard to sexual harassment.Students desired more skills‐based training in addition to the messaging.Students expressed a desire for more teacher/administrator involvement in stopping bullying and sexual harassment in school. [ABSTRACT FROM AUTHOR]

Introduction: Childhood maltreatment, peer victimization, and borderline personality traits have all been shown to be linked to suicidal risk. However, there remains a need to illuminate the possible direct and indirect pathways among them from a developmental perspective that could serve as intervention targets. This study thus aimed to investigate the direct and indirect relationships among developmental trajectories of childhood maltreatment, peer victimization, borderline personality feature, and suicidal risk in adolescents. Methods: A total of 1648 Chinese adolescents (48.12% boys; Mage = 13.69; SD = 0.82) in junior middle schools completed self‐report measures on three‐time points across 1 year. Latent growth curve modeling was used to evaluate the direct and indirect relationships among the developmental trajectories of the aforementioned study variables. Results: The developmental trajectories of childhood maltreatment, peer victimization, and borderline personality feature were positively and directly related to the developmental trajectory of suicidal risk; and the developmental trajectories of childhood maltreatment, peer victimization were indirectly related to the developmental trajectory of suicidal risk through the mediating effect of the developmental trajectory of borderline personality feature. Conclusions: The findings elucidated the direct and indirect longitudinal relationships among childhood maltreatment, peer victimization, borderline personality feature, and suicidal risk, highlighting that interventions should target childhood maltreatment, peer victimization, and borderline personality feature to decrease suicidal risk in adolescents with a developmental perspective. [ABSTRACT FROM AUTHOR]

Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early‐emerging depression growth trajectories, continued victimization into adolescence, and stress‐amplification at the middle school transition. Self‐reported depressive symptoms and teacher‐reported and self‐reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd–9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology. [ABSTRACT FROM AUTHOR]

Background: Children with attention‐deficit/hyperactivity disorder (ADHD) have been consistently found to experience impairments in peer functioning. Irritability is highly prevalent in children with ADHD and may worsen social impairments given the frequent temper outbursts and low frustration tolerance characterizing irritability. However, it is still unclear how ADHD and irritability symptoms interact with peer functioning difficulties over time. Assessing these temporal dynamics using a novel longitudinal approach (i.e., temporal network analysis) may reveal precise targets for intervention. Methods: This study investigates the dynamic associations between ADHD symptoms, irritability, and peer functioning in a community sample of 739 children (ages 8–11 years, Mage = 10.06 [SD = 0.59], 47.77% females) assessed at three timepoints, 6 months apart, in a school‐based study. Parents reported their child's ADHD symptoms using the Swanson, Nolan, and Pelham Rating Scale (SNAP‐IV), and irritability symptoms using the Child Behavior Checklist (CBCL) irritability items. Children's peer functioning (i.e., peer acceptance, peer rejection, number of friendships, and victimization) was measured via peer nomination. To estimate the longitudinal associations between the variables, we built a graphical vector autoregression model for panel data. Results: The longitudinal network highlighted that poor peer functioning contributed to increases in symptoms over time. Specifically, (1) physical victimization predicted increases in inattention, hyperactivity, and irritability; (2) peer rejection predicted increases in inattention, which in turn predicted increases in irritability; (3) peer acceptance predicted decreases in inattention and irritability; and (4) higher numbers of mutual friendships increased inattention. Conclusions: These results suggest that a negative social environment involving physical bullying and rejection may aggravate ADHD and irritability symptoms. Conversely, positive social interactions, such as being liked by peers, may improve inattention and irritability symptoms. Fostering social–emotional skills and positive social interactions and environments in children with ADHD and irritability may be a promising target for future interventions to reduce symptoms. [ABSTRACT FROM AUTHOR]

Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self‐efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted in a limited understanding of how these relationships develop over time. This five‐wave longitudinal study involving 2507 Swedish students addressed this gap by examining longitudinal associations of defender self‐efficacy with defending and passive bystanding. Participating students answered a self‐report questionnaire once a year, from fourth to eighth grade. Our findings provide partial evidence for reciprocal associations among the variables. Moreover, there were more significant associations in the traditional than in the random intercept model, thus favoring between‐person interpretations of the longitudinal associations. The findings highlight the importance of understanding the link between defender self‐efficacy and bystander behavior of peer victimization, and that schools in their efforts in preventing school violence and bullying support students in increasing their defender self‐efficacy and capacity in defending. Practitioner Points: Between fourth and eighth grade, students exhibited a decline in defending behavior and defender self‐efficacy, while showing an increase in passive bystanding.There was partial support for defender self‐efficacy, defending, and passive bystanding to be reciprocally associated over time.Efforts to encourage peers to take sides with the victims of peer victimization need to consider the role of peers' defender self‐efficacy. [ABSTRACT FROM AUTHOR]

Peer victimization can negatively impact emotion regulation in youth and is associated with harmful mental health outcomes. One protective factor against the impacts of peer victimization is a strong attachment to family and positive peer relationships. Given that pets are commonly seen as family members and that youth report turning to their pet for emotional comfort, companion animals could provide an avenue of support for youth experiencing victimization. A geographically diverse sample of 5725 adolescents in the United States from the Adolescent Brain Cognitive Development (ABCD) Study® was used to explore whether the relationship between peer victimization and emotion regulation was moderated by whether a pet lives in the home. Having a pet in the home did not moderate the relationship between peer victimization and emotion regulation; however, mean‐level differences were present across types of household pet (i.e., youth with no pets, youth with at least one dog, and youth with non‐dog pets). Participants who did not live with a companion animal showed higher levels of both maladaptive emotion regulation (expressive suppression) and adaptive emotion regulation (cognitive reappraisal), suggesting that having a pet might lower overall emotion regulation pathways regardless of adaptive directionality. Relational victimization was a significant predictor of expressive suppression regardless of whether there was a pet in the home, although overt victimization was not a predictor of either kind of emotion regulation. This research demonstrates the complex nature of human–animal relationships and suggests more research is needed to understand the nuanced relationship between pets, peer victimization, and emotion regulation. [ABSTRACT FROM AUTHOR]

Peer victimization typically peaks in early adolescence, leading researchers to hypothesize that pubertal timing is a meaningful predictor of peer victimization. However, previous methodological approaches have limited our ability to parse out which puberty cues are associated with peer victimization because gonadal and adrenal puberty, two independent processes, have either been conflated or adrenal puberty timing has been ignored. In addition, previous research has overlooked the possibility of reverse causality—that peer victimization might drive pubertal timing, as it has been shown to do in non‐human primates. To fill these gaps, we followed 265 adolescents (47% female) prospectively across three‐time points (Mage: T1 = 9.6, T2 = 12.0, T3 = 14.4) and measured self‐report peer victimization and self‐ and maternal‐report of gonadal and adrenal pubertal development on the Pubertal Development Scale. Multilevel modeling revealed that females who were further along in adrenal puberty at age 9 were more likely to report peer victimization at age 12 (Cohen's d = 0.25, p =.005). The relation between gonadal puberty status and peer victimization was not significant for either sex. In terms of the reverse direction, the relation between early peer victimization and later pubertal development was not significant in either sex. Overall, our findings suggest that adrenal puberty status, but not gonadal puberty status, predicted peer victimization in females, highlighting the need to separate gonadal and adrenal pubertal processes in future studies. [ABSTRACT FROM AUTHOR]

This study aims to examine co‐occurrence patterns of depression and anxiety among Chinese adolescents and their associations with various forms of peer victimization. We collected longitudinal data from 1005 middle school students using the Multidimensional Peer Victimization Scale, Center for Epidemiological Studies Depression Scale, and State‐Trait Anxiety Inventory. Then we conducted latent profile analysis, latent transition analysis, and logistic regression analysis. The results reveal the presence of three depression‐anxiety profiles among participants: low depression‐anxiety group, moderate depression‐anxiety group, and high depression‐anxiety group. As verbal and relational victimization increase, adolescents are more likely to transition to a higher level of depression‐anxiety profile. However, an increase in physical and property victimization predicts a transition to a lower level of depression‐anxiety profile. The diverse effects resulting from different forms of victimization exhibit gender differences. For boys, an increase in relational victimization made participants in the moderate depression‐anxiety group more likely to transition to the high depression‐anxiety group, whereas this effect was not significant among girls. This study is theoretically significant for understanding the link between depression, anxiety, and their influencing factors. It suggests that educators, while addressing verbal and relational harm in adolescents, should reconsider the potential impact of physical and property harm. Opportunities to transform negative events into positive ones should be explored. Educators should tailor their focus based on gender, with a particular emphasis on addressing relational harm among male students. This underscores the need for differentiated approaches to effectively support students. [ABSTRACT FROM AUTHOR]

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource. [ABSTRACT FROM AUTHOR]

Introduction: Research has found that peer victimization is associated with adolescent nonsuicidal self‐injury (NSSI) behavior; however, most of these studies ignored the association between these constructs at the within‐person level. Additionally, the association between peer victimization and NSSI may vary among adolescents with different personal characteristics. With a longitudinal design, this study investigated whether and how emotion regulation (ER) difficulties moderate the relationship between peer victimization and changes in NSSI, with particular attention given to the unique moderating role of different dimensions of ER difficulties. Methods: The study sample comprised 3,561 adolescents aged between 10 and 17 years old (Mage = 13.22, SD = 0.85; 56.9% males). Self‐report assessments were administered in December 2021 and June 2022 in Shanxi province, China. Results: The latent change score model showed that the adolescent NSSI increased during our assessments, with peer victimization as a significant predictor. ER difficulties moderated the association between peer victimization and NSSI changes, but interestingly, in an unexpected pattern. Specifically, peer victimization significantly predicted NSSI changes among adolescents with low ER difficulties but not for those with high ER difficulties. Moreover, among the multiple dimensions of ER difficulties, only nonacceptance of emotional responses and limited access to emotion regulation strategies interacted with peer victimization to predict NSSI changes and showed interaction patterns similar to those at the overall level of ER difficulties. Conclusions: The current study revealed the moderating role of ER difficulties in the relationship between peer victimization and changes in NSSI. These findings provide intervention implications for adolescents who engage in NSSI. [ABSTRACT FROM AUTHOR]

Introduction: Internet addiction has garnered growing attention in recent years, and peer victimization plays a major contributor to adolescents' Internet addiction. However, little is known about the mediating and moderating mechanisms in the association between peer victimization and Internet addiction. Guided by cognitive behavioral model and worldview verification model, this study examined a moderated mediation model in which anger rumination at Time 1 (T1) mediated the association between peer victimization at T1 and Internet addiction at Time 2 (T2), and this mediation effect was moderated by T1 social dominance orientation (SDO). Methods: A short‐term longitudinal design was adopted, incorporating two measurement occasions (with approximately 6‐month intervals). Participants were 2597 adolescents (51.5% male, Mage = 13.9, SD = 0.60) from seven secondary schools in Zhengzhou City, China. All participants were invited to complete the self‐reported questionnaires assessing peer victimization, anger rumination, SDO at T1 (December 2015) and Internet addiction at T2 (June 2016), respectively. A short‐term longitudinal moderated mediation model was conducted to analyze the association between variables. Results: The results showed that T1 peer victimization was positively associated with T2 Internet addiction in which association was mediated by T1 anger rumination. T1 SDO moderated the associations between T1 peer victimization and T1 anger rumination and this effect was stronger with lower levels of SDO. In terms of gender differences, SDO moderated the associations between peer victimization and anger rumination only for boys. Conclusions: Results highlight that anger rumination is a potential mechanism explaining how peer victimization is related to Internet addiction and that this relation may be moderated by SDO. [ABSTRACT FROM AUTHOR]

Bias‐based bullying (BBB) is a serious problem for school‐aged adolescents. However, limited attention has been paid to the mechanism of how BBB may affect youths' sense of belonging to the school. The purpose of the current study was to understand the associations between BBB victimization, school belonging, and school fairness among school‐aged adolescents. The present study also examined whether school fairness mediated the link between BBB victimization and school belonging. Data were drawn from the "No Place For Hate" project, which examined bias‐based incidents, school equity, and school belonging of a school district. The analytic study sample consisted of 2600 middle and high school students. Results from a structural equation model revealed that BBB victimization was negatively related to school fairness and school fairness was positively linked to school belonging. BBB victimization was also inversely associated with school belonging. Furthermore, a significant mediation effect was found in that school fairness mediated the link between BBB victimization and school belonging. The findings highlight the importance of addressing perceived fairness given its mediating role between BBB victimization and school belonging. Practitioner points: Youths rating of school fairness was positively linked to ratings of school belonging.Youth who experienced more frequent bias‐based bullying (BBB) victimization reported lower ratings of school belonging and school fairness.School fairness buffered the effects of BBB victimization on youths' school belonging perceptions. [ABSTRACT FROM AUTHOR]

Previous studies have shown that peer victimization causes a great variety of severe adverse effects on children's development, and it is necessary to explore the influential factors and mechanisms of peer victimization. This study examined the associations between teacher–student relationships and peer victimization, as well as the roles of peer status and gender in China. The participants were 734 primary school students from Grades 5 ~ 6. Structural equation models were conducted to test the roles of peer status in the associations between teacher–student relationships and peer victimization, as well as the gender differences in the above associations. The findings showed that teacher–student closeness negatively predicted peer victimization, and teacher–student conflict positively predicted peer victimization. It was also found that teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization. The above associations did not vary across genders. The findings indicated that both teacher–student closeness and conflict were directly associated with children's peer victimization, and teacher–student conflict was indirectly associated with peer victimization via peer status. This implies that interventions for decreasing children's peer victimization should not only focus on improving teacher–student relationships but also target peer status. Practitioner points: Teacher–student closeness negatively predicted peer victimization and teacher–student conflict positively predicted peer victimization.Teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization.Associations among teacher–student relationships, peer status, and peer victimization did not vary across genders. [ABSTRACT FROM AUTHOR]

Peer victimization is detrimental to child mental health. Research has indicated a reciprocal relationship between peer victimization and mental health problems. Yet limited evidence was from children and adolescents in China. The present study used the random intercepts cross‐lagged panel model (RI‐CLPM) to examine both between‐person and within‐person associations between peer victimization and depressive symptoms among Chinese children and adolescents. Participants were 1205 Chinese students (Mage = 11.27 years; ranged from 9 to 15 years; SD = 1.75; 55% boys) who completed four surveys (Time 1 to Time 4) between 2017 and 2019 on demographics, peer victimization, and depressive symptoms. At the between‐person level, peer victimization was positively associated with depressive symptoms. Controlling for between‐person effects, RI‐CLPM suggested positive within‐person effects from peer victimization to depressive symptoms across adjacent waves. The model also suggested a positive within‐person effect from Time 2 depressive symptoms to Time 3 peer victimization. The multi‐group analysis showed that these effects did not differ by gender, age, or subjective socioeconomic status. Peer victimization and depression appear to be reciprocally related at the transitioning period between late childhood and early adolescence in Chinese students. Mental health interventions should attend to peer victimization for children and adolescents in China. [ABSTRACT FROM AUTHOR]

The goal of the current study was to examine trajectories of relational and physical aggression in early childhood and evaluate peer predictors of these trajectories (i.e., peer rejection, relational victimization, and physical victimization). The study spanned three‐time points (T1 in the spring, T2 in the fall, and T3 in the spring) in early childhood (N = 300; 44.0% girls; Mage = 44.70 months, SD = 4.38; 3.0% African American/Black, 7.6% Asian/Asian American/Pacific Islander, 1.0% Hispanic/Latinx, 11.3% multiracial, 62.1% White, and 15.0% missing/unknown). Observations of peer victimization and teacher report of peer rejection were collected at T1, and teacher report of aggression was collected at all time points. Results from piecewise latent growth models demonstrated that both forms of aggression decreased from T1 to T2 as children entered a new classroom and increased from T2 to T3 as they remained in that classroom. The increase in physical aggression from T2 to T3 was only significant for boys. Peer rejection at T1 emerged as a predictor of both intercepts and slopes from T1 to T2, and physical victimization predicted the physical aggression intercept and physical aggression slope from T1 to T2. Children high on these peer risk variables had higher initial levels of aggression, followed by a greater decrease in aggression from T1 to T2. Results underscore the importance of studying incremental change in aggression in early childhood and suggest that children who experience negative peer treatment have greater fluctuations in aggression over time. [ABSTRACT FROM AUTHOR]

Evidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptions of classmates (i.e., peer beliefs), leading to overreliance on teachers. Data were collected from 365 children in the fall and spring of their third/fourth grade year and the fall of their fourth/fifth grade year (195 girls; Mage = 8.92 years; 86.8% white). Peer‐reports of peer victimization and self‐reports of peer beliefs were collected at each wave of the study. Teacher‐reports of dependency were collected in the fall of the first and second years of the study. Path analyses showed that for boys peer victimization directly predicted higher levels of dependency on the next year's teacher, and, for boys and girls, peer victimization indirectly predicted dependency through lower levels of prosocial peer beliefs. Supplemental analyses assessing teacher‐child conflict and closeness confirmed that findings were unique to dependency. These results underscore how children's perceptions of their classmates may contribute to dependency in their relationships with teachers and highlight the need for further research into the transactional and cumulative impact of difficulties within peer and teacher relationships. [ABSTRACT FROM AUTHOR]

Stress coping theories suggest that the effectiveness of coping depends on the level of stress experienced. Existing research shows that efforts to cope with high levels of peer victimization may not prevent subsequent peer victimization. Additionally, associations between coping and peer victimization often differ between boys and girls. The present study included 242 participants (51% girls; 34% Black, 65% White; Mage = 15.75 years). Adolescents reported on coping with peer stress at age 16 and on overt and relational peer victimization at ages 16 and 17. Greater use of primary control engaged coping (e.g., problem‐solving) was associated positively with overt peer victimization for boys with higher initial overt victimization. Primary control coping was also associated positively with relational victimization regardless of gender or initial relational peer victimization. Secondary control coping (e.g., cognitive distancing) was associated negatively with overt peer victimization. Secondary control coping was also associated negatively with relational victimization for boys. Greater use of disengaged coping (e.g., avoidance) was associated positively with overt and relational peer victimization for girls with higher initial victimization. Gender differences and the context and level of stress should be considered in future research and interventions related to coping with peer stress. [ABSTRACT FROM AUTHOR]

Background: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking. Aims: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspirations for and enrolment at university 5 years later through engagement in secondary school. We also examined whether these effects were moderated by ethnicity, and whether teacher support may compensate for the effects of peer victimization. Sample: The sample (N = 15,110, 51% male, 68% White, 12% Black and 20% Asian) was drawn from a nationally representative study of young people in England. We used data from four waves, following adolescents over 3 years of secondary education (T1–T2–T3, age 13 to 15 years) until university (T4, age 18 years). Method: Data were analysed in a longitudinal structural equation model in Mplus 8. Results: Adolescents subjected to more peer victimization at T1 had lower university aspirations 2 years later and were less likely to attend university 5 years later. These effects were mediated via secondary school engagement. Teacher support at T1 was related to higher school engagement, leading to higher aspirations (T3) and higher likelihood of university enrolment (T4) over time. We also found evidence that teacher support may lessen the effect of peer victimization on school engagement, and that ethnic background may moderate the effect of teacher support. Conclusions: Peer victimization had a small long‐lasting negative effect on university choices via school engagement, while teacher support had a positive effect. In summary, relationships in secondary school have long‐lasting implications for university aspirations and enrolment. [ABSTRACT FROM AUTHOR]

Background: Peer connections in school classrooms play an important role in social–emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population‐based sample. Methods: Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract‐Based Spatial Statistics (TBSS) for voxel‐wise associations. Results: Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel‐wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (pFWE <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). Conclusions: Although based only on cross‐sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time. [ABSTRACT FROM AUTHOR]

Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze interpersonal engagements in a 10th grade class in a high school in central Israel. Data were drawn from ethnographic observations conducted by the first author of the cohort over the course of a school year, together with in‐depth semi‐structured interviews with the students and teachers. The findings suggest that students apply "role switching" (the flexible presentation of multiple social roles, depending on context) to negotiate the challenge of bullying in the school setting. The study also assesses the influence of individual teachers on role switching, positing that a teacher's relationship with individual students can serve as a catalyst for role‐switching in three specific circumstances: where the teacher–student relationship instigates bullying against a specific child; where the teacher is a bully; and where a supportive relationship enables positive role‐switching on the part of specific classroom actors. These findings have theoretical and applied significance in both pre‐ and in‐service training for teachers and school administrative staff. [ABSTRACT FROM AUTHOR]

Peers are critical influencers of adolescent behavior, including defending against peer victimization. The current research explored peer influence processes associated with four different types of peer‐defending behaviors (comforting, reporting, solution‐focused, and aggressive defending behaviors) within early adolescent friendship networks. Links with peer victimization, friendship ties, and gender were also explored. Data were collected from 334 early adolescents ages 11–14 in Canada. Participants self‐reported on defending behaviors, victimization, and friendships over two time‐points, 8–10 weeks apart. Data were analyzed using Stochastic Actor‐Oriented Models (SAOMs). After controlling for friendship network structure and peer selection for defending behaviors, results indicated significant peer socialization effects for comforting, reporting, and solution‐focused defending. For solution‐focused defending only, the peer socialization effect was significantly stronger for girls than for boys. There were no significant selection effects across defending behaviors. In terms of social outcomes, youth with higher levels of reporting tended to have higher levels of peer victimization (and vice versa). Peer victimization was also positively associated with aggressive defending. Defending behaviors were generally unrelated to changes in friendship ties. Overall, these results highlight how friendships contribute to the development of peer‐defending behaviors and emphasize the need to examine defending as a multidimensional behavior. [ABSTRACT FROM AUTHOR]

Introduction: Although prior research has considered how friendship quality or quantity influence peer victimization risk and vice versa, considerably less is known about how friendship instability (i.e., high levels of friend turnover) and peer victimization may be related to each other across time.Methods: Survey data were collected from 9th grade students (N = 388; Mage  = 14.05; 60.60% female; 35.8% male; 1.8% non-binary; 1.9% trans/unsure/something else) across 3-month intervals spanning one school year. Using cross-lagged panel modeling, this study investigated cross-lagged longitudinal associations between friendship instability and peer victimization utilizing three waves of data collected across one academic year.Results: Adolescents experiencing greater peer victimization at the beginning of the school year were more likely to experience friendship instability by the end of the school year. However, friendship instability at the beginning of the school year was unrelated to subsequent peer victimization.Conclusion: Peer victimized adolescents are less likely than their nonvictimized peers to maintain stable friendships over time. Findings suggest that adolescents who are victimized by peers after transitioning to high school may have difficulty maintaining friendships. [ABSTRACT FROM AUTHOR]

Introduction: Peer victimization and aggression in adolescence are associated with later mental health morbidity. However, studies examining this association have not controlled for adolescent substance use. We aimed to study the associations between peer victimization, peer aggression, and mental disorders in adulthood, adjusting for substance use in adolescence. Methods: Participants were from the prospective Northern Finland Birth Cohort 1986. Data were available for 6682 individuals (70.8% of the original sample). Peer victimization and peer aggression were assessed with items from the Achenbach Youth Self Report at ages 15−16 years. Outcomes were nonorganic psychosis, anxiety disorder, mood disorder, substance use disorder, and any mental disorder (a none‐vs‐any indicator) at age 33 years collected from nationwide health care, insurance, and pension registers. Family structure, alcohol intoxication frequency, daily smoking, illicit drug use, and baseline psychopathology using Youth Self‐Report total score, and parental mental disorders were considered as confounding factors. Results: In multivariable analyses, the association between peer victimization and psychosis (Hazard ratio [HR]: 2.9, 95% confidence interval [CI]: 1.2−6.9, p =.020) and mood disorder (HR: 1.7, 95% CI: 1.2−2.4, p =.012) in females remained significant after adjusting for confounders. Other associations between female and male peer victimization or aggression and the studied outcomes attenuated after adjustments. Conclusions: Some associations between peer victimization and aggression and later mental health morbidity are explained by adolescent substance use. For females, substance use does not account for the increased risk of psychosis and mood disorder in those who experience peer victimization. [ABSTRACT FROM AUTHOR]

Introduction: Peer sexual harassment is associated with adolescent substance use at the global level; however, it is unknown whether substance use occurs proximal in time to the sexual harassment experience. This study used daily reports to examine the proximal relations between sexual harassment victimization and affect and substance use. Based on theories of self-medication, we hypothesized that negative affect and substance use (cigarettes, electronic cigarettes, alcohol, and marijuana) would be higher than typical on days when sexual harassment occurred relative to nonvictimization days.Method: A community sample of 13-16-year-old adolescents (N = 204, 55.4% female) from a metropolitan area in the northeastern United States completed 56 days of online reports assessing experiences with peer sexual harassment, substance use (cigarettes, electronic cigarettes, alcohol, and marijuana), and positive and negative affect.Results: Multilevel modeling revealed that experiencing sexual harassment on a given day was associated with higher than typical negative affect on that day, relative to nonvictimization days. The likelihood of cigarette and alcohol use (but not electronic cigarettes, marijuana, or positive affect) was greater on days when sexual harassment occurred.Conclusion: Sexual harassment victimization is proximally associated with negative affect and alcohol and cigarette use, suggesting that adolescents may be using substances to cope with sexual harassment victimization. The co-occurrence of sexual harassment with negative affect and substance use points to the need for prevention efforts that conjointly address sexual harassment victimization, coping, and substance use. [ABSTRACT FROM AUTHOR]

Despite evidence suggesting the role of the parent–child relationship in externalizing problems, few studies have examined the direct and indirect association of father rejection and externalizing problems. This research examines the mediation effect of peer victimization in the association of paternal rejection with externalizing problems in adolescents. Besides, it explores the moderating effect of impulsivity on this association. In total, 2,116 pupils completed anonymous questionnaires about paternal rejection, peer victimization, externalizing problems, and impulsivity. Sex, age, paternal and maternal education, and per capita income were set as covariates. The results revealed that peer victimization mediated the relationship between paternal rejection and externalizing problems in adolescents. Impulsivity played a moderating role not only in the relationship between paternal rejection and externalizing problems but also in the link between peer victimization and externalizing problems. Specifically, paternal rejection predicted greater externalizing problems only for adolescents with high–level impulsivity, and peer victimization was predictive of greater externalizing problems only for adolescents with high levels of impulsivity. The findings highlight that paternal rejection and peer victimization have a potential, long‐lasting influence on the psychological well‐being of adolescents, particularly for adolescents high in impulsivity. [ABSTRACT FROM AUTHOR]

BACKGROUND: This study examined pathways from peer victimization to alcohol use and the role of parental support in mediating potential peer effects among biracial youth. Given a significant dearth of research on biracial youth, this study addresses this significant gap in the extant literature. METHODS: Secondary data analyses were conducted using the Health Behavior in School‐Aged Children (HBSC) study in the United States. This study enrolled 492 self‐identified biracial school‐aged youth using a nationally representative sampling of public and private schools. RESULTS: Structural equation modeling was computed to test the mediational effects of low number of close friends, affiliation with delinquent friends, and parental support on alcohol use. Major findings indicated that affiliation with delinquent friends was correlated with higher alcohol use, higher levels of parental support were correlated with lower peer victimization, and higher levels of parental support were negatively correlated with affiliation with delinquent peers and alcohol use. CONCLUSIONS: Parental and peer effects remain salient for biracial youth who are navigating adolescence and experiencing peer victimization. School‐based interventions that include parents and friends of biracial youth are likely to be effective in reducing peer victimization and its negative sequelae. [ABSTRACT FROM AUTHOR]

We examined the association between involvement in peer victimization in early childhood and different measures of peer relations to examine the role of the peer group in victimization with a special focus on the role of the aggressor, defender, and target. Children (N = 200; 45.5% girls) and teachers (N = 8; 100% women) were recruited from three primary schools in the south‐east of England. Children were aged 5−7 years (M = 75.6 months, SD = 10.39). Child and teacher reports of children's friendships were obtained. Children reported on the quality of their best friendship. Children provided peer reports on involvement in peer victimization (as aggressor, defender, and target) and social status (like‐most and like‐least). Results show that aggressive children received more like‐least nominations than other children, defenders were the most liked by peers, but targets' social status was not clearly identifiable. There were no significant differences between role in peer victimization and best friend nominations—most children said that they had a best friend. Similarly, there were no differences in reciprocated friendship between different roles. However, children who had their friendship reciprocated received more defender nominations. In line with the homophily hypothesis, aggressive children tended to have aggressive friends and have friendships characterized by conflict. Defenders were friends with other defenders. Targets tended to follow the social competence model of friendships by indicating defenders as their best friends. We discuss these findings in relation to the role that group processes may play in peer victimization in early childhood. [ABSTRACT FROM AUTHOR]

Interpersonal stress in adolescence has been associated with alterations in neural responses to peer feedback, and increased vulnerability to psychopathology. However, it is unclear whether the associations of interpersonal problems with neural responses are global across event‐related potentials (ERPs) or might result in alterations only in specific ERPs. We examined associations between multiple informants of peer stress (self‐reported, parent‐reported, and peer‐reported) and multiple ERPs (N1, P2, RewP, and LPP) to social feedback in a sample of 46 early adolescents (aged 12–13 years). Reports of peer stress were only moderately correlated with one another, indicating different informants capture different aspects of peer stress. Regressions using informant reports to predict ERPs revealed greater parent‐reported peer stress was associated with a smaller RewP, whereas self‐reported stress was associated with a smaller P2, to acceptance. In contrast, greater peer‐reported stress was associated with larger P2, RewP, and LPP to acceptance. Findings suggest that different sources of stress measurement are differentially associated with ERPs. Future research using social feedback‐related ERPs should consider multiple sources of information as well as multiple ERP components across the time‐course of feedback processing, to gain a clearer understanding of the effects of peer stress on neural responses to feedback. [ABSTRACT FROM AUTHOR]

Introduction: In the United States, physical activity (PA) among adolescents is declining; 75% of high school students do not meet daily PA guidelines. Low rates of PA are more prevalent among high school girls. Schools provide an optimal environment to target and promote PA. However, school climate has not yet been studied for its importance in promoting PA among high school students, particularly girls.Methods: A cross-sectional analysis was conducted using the Georgia Student Health Survey (GSHS) 2.0 data on perceptions of different school climate measures and self-reported weekly PA levels to study gender differences in the association of PA with school climate.Results: Data from a total of 362,926 students (48% males and 52% females) were analyzed. For both genders, the odds of being physically active increased with a more positive report of supportive school environments, school connectedness, peer social support, school physical environments, cultural acceptance, school safety, and adult social support. Peer victimization was associated with increased odds of PA among females but lower odds for males.Conclusion: Results suggest that improving school climate can increase PA among adolescents. As new or existing school-based interventions and policies are considered by states and local governments, improving the school climate should be part of the overall strategy. Future research is needed on peer victimization among physically active females.Implications and Contributions: This study evaluated gender differences in the association between measures of school climate and PA among high school students. School climate or policies fostering positive environments including feelings of safety, connectedness, and peer support may increase adolescent PA; addressing peer victimization and fights may reduce gender disparities in PA. [ABSTRACT FROM AUTHOR]

Introduction: Although exposure to peer victimization during adolescence has been linked to poorer (perceived) physical health, little is known about how multiple peer stressors may independently and conjointly be related with adolescent physical health outcomes. The current study investigated the unique, interactive, and cumulative effects of peer victimization and two types of peer status (i.e., peer preference and peer popularity) on adolescent perceived physical health, while separating between- and within-person effects.Methods: Two hundred and thirty-three adolescents (Mage  = 12.7 years; 47.2% females) enrolled in two secondary schools in the Netherlands completed self-report measures and sociometric nominations of peer status four times, every 6 months, during the first 2 years of secondary school.Results: Multilevel analysis showed that adolescents who reported higher levels of peer victimization than their peers also reported more perceived physical health problems. Moreover, when adolescents were exposed to higher levels of peer victimization (as compared with their own average levels), they also reported poorer perceived physical health (as compared with their own average levels). No main or interactive effects of peer status were found and the effect of a cumulative peer stress score emerged to be driven by peer victimization.Conclusions: Findings revealed both between- and within-person effects of peer victimization on perceived physical health, suggesting that peer victimization may be the most salient peer stressor to affect physical health outcomes in adolescence. [ABSTRACT FROM AUTHOR]

Introduction: The goal of this investigation was to understand the way in which the quantity and quality of maternal consulting are related to adolescents' peer victimization and loneliness and to examine whether these associations were moderated by adolescents' social competence.Method: An ethnically diverse sample of 70 early adolescents (Mage  = 12.39 years; 51.4% girls) and their mothers, living in the United States, completed questionnaires and were video recorded discussing hypothetical peer-related issues. Quantity of maternal consulting was assessed using adolescents' reports and observers' assessments. Observers' assessments of the quality (e.g., benign interpretation, threatening interpretations, and prosocial strategies) of maternal consulting were also examined.Results: Analyses revealed that adolescents' reports of higher quantity of consulting predicted lower levels of peer victimization. Observers' assessments of higher quantity of maternal consulting were related to higher levels of peer victimization. More frequent threatening interpretations by mothers were related to higher levels of peer victimization. More frequent benign interpretations by mothers were related to higher levels of loneliness. However, higher use of prosocial strategies by mothers were related to lower levels of loneliness. Social competence moderated the direct associations such that contrasting patterns of results emerged for the adolescents' reports of consulting versus the observers' reports of consulting.Conclusion: Findings shed light on the way in which quantity and quality of maternal consulting differentially predicts adolescents' peer victimization and loneliness. [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]

Peer victimization (PV) is a serious concern for youth and is associated with subsequent suicide ideation in young adulthood. The interpersonal theory of suicide may provide a framework for understanding suicide ideation in this population. Specifically, thwarted belongingness (TB) and perceived burdensomeness (PB) have been significantly associated with suicide ideation among young adults with a history of peer victimization. Additionally, the personality trait of pessimism is associated with elevated suicide ideation. Thus, this study tested the association between self‐reported frequency of retrospective relational (i.e., verbal and indirect) PV in primary and secondary school, thwarted interpersonal needs (TB and PB), and current suicide ideation, as well as how these relations may vary based on current pessimism. Participants were 330 undergraduate students. Nonparametric bootstrap moderated mediation procedures were used to test hypotheses. Results indicated significant indirect effects of frequency of retrospective relational PV and suicide ideation through PB and TB. Contrary to predictions, results did not indicate significant moderated mediation; however, the association between PB and suicide ideation was stronger at lower pessimism levels. We also provide supplemental analysis with optimism as the moderator. These findings suggest that clinicians may consider targeting TB, PB, as well as pessimism and optimism among those with a history of relational PV when assessing and intervening on current suicide ideation. Implications, limitations, and future directions are further discussed. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of LET's CONNECT (LC), a community mentorship program based on the positive youth development model. Participants were 218 youth (66.5% girls), ages 12 to 15, who reported peer victimization, bullying perpetration, and/or low social connectedness. These youth were randomized to LC or the control group (community resource information). The LC program linked youth to community mentors who connected with youth and facilitated their involvement in social growth activities across a 16‐month period. Outcomes were assessed at 6 and 16 months with self‐report measures of social and community connectedness, thwarted belongingness, depression, self‐esteem, and suicidal ideation and behavior. In intent‐to‐treat analyses, LC was associated with modest positive effects for social connectedness, self‐esteem, and depression. It had no effects on suicidal ideation or behavior. Results suggest that LC has the potential to positively impact the developmental trajectories of youth dealing with the interpersonal challenges of victimization, bullying perpetration, or low social connectedness. LC implementation challenges and directions for further research are also discussed. Highlights: LET's CONNECT (LC) is a community mentorship program for youth with peer social problems.We examined the effectiveness of LC in a randomized intervention trial.LC was associated with modest benefits, including improved social connectedness and self‐esteem.LC may positively impact the developmental trajectories of youth with peer social problems. [ABSTRACT FROM AUTHOR]

Aim: Engagement in risky behaviours, including substance use, disordered eating, suicidal behaviour, and peer victimization/violence, during adolescence is becoming increasingly prevalent. These risky behaviours are highly comorbid and associated with long‐term consequences for health, relationships, and socioeconomic status, representing an important public health concern. Past research has primarily investigated risky behaviours in adolescence using latent variable models, which are based on assumptions that may limit insight into the complex reality of these behaviours. Methods: The current study uses network analysis to examine adolescent substance use, disordered eating, suicide risk, and peer victimization/violence in a national (N = 29 008) and state‐level (Kentucky; N = 3455) epidemiological dataset. We calculated central and bridge symptoms and compared network structure based on demographic factors (race, sex, grade) and sample (state vs. nation). Results: The most central symptoms were suicidal ideation and attempts, stimulant drug use, and prescription drug misuse. The most central bridge symptoms were depression, methamphetamine use, peer violence, and suicide attempts. There were no differences in network structure between samples or across demographic factors in the Kentucky sample. There were differences in network structure across sex and race in the national dataset. Conclusions: These findings suggest stimulant use, suicidal ideation, depression, and peer violence may contribute to the high rates and co‐occurrence of risky behaviours in adolescence. Based on network theory, these symptoms may represent important targets for intervention. Due to network differences, special considerations may be necessary to adapt such interventions to meet the needs of students from different backgrounds. [ABSTRACT FROM AUTHOR]

Problem: The consistent prevalence and occasionally severe consequences of bullying and victimization suggest the need to include a more accurate assessment of these episodes within the Emergency Departments (ED). However, the literature on mental health related symptoms of bullying/victimization treated in the ED is still scarce. The aim of this study is to assess the prevalence of peer victimization amongst children and adolescents referred to an Italian Pediatric Emergency Department. Differences between Hospital Departments, type of victimization and ages are tested. Methods: A retrospective observational study was conducted with 705 subjects. The age range was from 6 to 18 years old (M= 13.09; SD = 3.048). Findings: 15.3% of the sample reported to be victimized (8.2% occasionally; 7.1% systematically). For the Child and Adolescent Psychiatry Unit, we found a significant association between peer victimization and being adolescent (Fisher's p = 0.003). In addition, a significant association was found between verbal victimization and Child and Adolescent Psychiatry Unit (Fisher's p = 0.02) and physical victimization and Child Abuse Department (Fisher's p < 0.001). Conclusion: Findings suggest the importance of an accurate assessment of victimization experiences of children and adolescents with access to ED, to prevent future re-victimization and crystallization of symptoms across time. [ABSTRACT FROM AUTHOR]

The present study tests a conceptual framework guided by the social disorganization theory, which examined whether neighborhood deterioration was correlated with perceived hopelessness, and coping strategies (i.e., defending behavior and a display of a tough demeanor). We also examined whether, within the context of social disadvantage, some coping strategies were correlated with aggressive behavior, which might be associated with peer victimization. The study sample consisted of 502 African American youths in low‐resource communities in Chicago's Southside. Results indicated that neighborhood deterioration was positively associated with hopelessness (B =.138, p =.006), tough demeanor (B =.137, p =.042), and peer victimization (B =.158, p =.011). Also, hopelessness was positively associated with peer victimization (B =.109, p =.025). Defending behavior was positively associated with physical aggression (B =.110, p =.009) and verbal aggression (B =.047, p =.019). Moreover, tough demeanor was also positively associated with physical aggression (B =.217, p <.001) and verbal aggression (B =.169, p <.001). Furthermore, verbal aggression was found to be positively associated with peer victimization (B =.766, p =.019). Overall, findings point to a more nuanced and complex relationship between neighborhood conditions and peer victimization among urban African American youth. An understanding of the coping strategies of urban adolescents in dealing with peer victimization encounters can shed light on the complexities of adolescent peer dynamics in urban areas. [ABSTRACT FROM AUTHOR]

Using an experimental design, we examined whether retaliatory normative beliefs mediated the relation between peer victimization and reactive aggression and whether self‐perspective moderated the relations among peer victimization, retaliatory normative beliefs, and reactive aggressive behavior in a sample of 381 junior high‐school students (165 girls) in Grades 7 and 8. Findings revealed that retaliatory normative beliefs fully mediated the relation between peer victimization and reactive aggression. Moreover, the mediating effect of retaliatory normative beliefs was moderated by self‐perspective. Specifically, for the self‐distanced group, peer victimization demonstrated a weaker impact on retaliatory normative beliefs than that of the self‐immersed group and the control group. These results suggest that adolescents' beliefs about the acceptability of retaliatory aggression (rather than peer victimization) are directly associated with reactive aggression, and that self‐distancing may be a protective factor against retaliatory normative beliefs and reactive aggression in provocative situations. The implications and limitations of these findings are discussed. [ABSTRACT FROM AUTHOR]

Objective/Hypothesis: The goal of this scoping review is to evaluate and synthesize the published research regarding bullying and children who are deaf or hard‐of‐hearing (DHH). Study Design: The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for scoping review (PRISMA‐ScR) statement was used as the guideline for conducting this review. Methods: This review included studies assessing pediatric (0–21 years) DHH children. Seventy records underwent the initial title‐abstract screening, 33 underwent full‐text review, and 23 studies met inclusion criteria. During the data extraction process, an additional six were excluded, resulting in a total of 17 evaluated studies. Results: Of the 17 studies assessed, nine compared peer victimization of DHH children and their hearing peers. Of those, seven studies reported that hearing loss (HL) is significantly associated with increased victimization. Two studies found that HL is significantly associated with decreased bullying perpetration. Notably, bullying in DHH children was not associated with a visible sign of disability, such as a hearing assistive device. Rather, variables such as educational setting, parental, and peer support are more likely to mediate bullying in this population. Conclusions: DHH children have a higher risk of peer victimization and may bully others less often than their hearing peers. Studies described the health consequences of bullying in children who are DHH, including sleep issues and anxiety. These consequences may have implications for the patients' overall HL management. Additional research regarding bullying interventions and prevention in this population should be conducted. Level of Evidence: NA Laryngoscope, 131:1884–1892, 2021 [ABSTRACT FROM AUTHOR]

Introduction: Being victimized by peers has been shown to be associated with a range of adolescent problems, including mobile phone addiction (MPA). Although being victimized is assumed to lead to problem behavior, the reverse could also occur. In this longitudinal study we tested the reciprocal effects of victimization and MPA, taking into account the role of adolescent depression in these effects.Methods: The sample included 1987 adolescents from middle schools in Guangdong and Shandong Provinces, China (56.10% male; Mage at Wave 1 = 12.32). Three waves of questionnaire data were collected at half-year intervals during the transition from 7th to 8th grade. Cross-lagged models were adopted for data analysis.Results: Peer victimization at W1/W2 predicted MPA at W2/W3, and the inverse relation was also significant: MPA at W1/W2 positively predicted peer victimization at W2/W3. Furthermore, the bidirectional association between peer victimization and MPA was mediated by adolescent depression.Conclusions: This is the first longitudinal study on the relation between MPA and associated problems. Victimization by peers and MPA appear to have mutual influences over time that are explained in part by adolescent depression. The results have potential applied value for promoting adolescent adjustment. [ABSTRACT FROM AUTHOR]

Perceived relational value describes the extent to which individuals consider themselves to be liked and valued. Given the salience of peer opinions in adolescence, perceived relational value is an important part of adolescents' developing self‐concept. Here, we examined the neural correlates of youth's perceptions of their relational value in two independent samples (N = 33, Mage = 13.71, SD = 2.71; N = 26, Mage = 15.43, SD = 0.33). In both studies, peer victimization was associated with lower perceived relational value behaviorally and with altered frontostriatal connectivity when perceiving low relational value during fMRI. Our results suggest that peer victimization may lead youth to become biased about how they will be perceived socially and may disrupt connectivity between brain regions involved in responding to appetitive social stimuli. [ABSTRACT FROM AUTHOR]

Although peer victimization is widely considered to be detrimental to children's well‐being, knowing what it feels like to be harmed is also thought to contribute to children's sense of concern for others. However, research has yet to establish a clear link between peer victimization and sympathy during childhood. Across two samples of Canadian 4‐ and 8‐year‐olds (total N = 504), we examined whether children's emotion regulation capacities (ER) moderated the victimization–sympathy link. Study 1 (n = 300; 33% European origin; 73% of caregivers held bachelor's degree or higher) examined the interactive effects of victimization and child‐ and caregiver‐reported ER on children's self‐reported sympathy assessed concurrently and 1 year later. Concurrently, victimization was positively associated with sympathy for children higher in self‐reported ER and for boys higher in caregiver‐reported ER. Longitudinally, victimization positively predicted changes in sympathy from 4 to 5 years of age for children higher in self‐reported ER. No longitudinal interaction effects emerged for caregiver‐reported ER or in older children. Using the same caregiver‐reported ER measure, Study 2 (n = 204; 30% European origin; 65% of caregivers held bachelor's degree or higher) replicated this pattern in a different cross‐sectional sample of 4‐ and 8‐year‐olds. These results provide initial support for the hypothesis that victimization experiences may facilitate other‐oriented concern in children who can effectively regulate their emotions. [ABSTRACT FROM AUTHOR]

Exposure to peer victimization is a traumatic stressor, with adverse consequences for mental and physical health. This prospective, multi‐method, multi‐informant study investigated how victimization "gets into the brain," as reflected in neural dysregulation of emotion during adolescence. Moreover, we examined whether certain youth are particularly vulnerable to compromised neural function (i.e., a pattern of positive amygdala‐right ventrolateral prefrontal cortex [rVLPFC] connectivity linked to poor emotion regulation [ER] and emotional distress) following victimization. In all, 43 adolescent girls completed an implicit ER task during a functional brain scan, and reported on rejection sensitivity. In 6th–9th grades, teachers and adolescents reported annually on victimization. Results revealed that a history of elevated victimization predicted less effective neural regulation of emotion (more positive amygdala‐rVLPFC connectivity) in girls with high but not low rejection sensitivity. Consistent with a differential susceptibility model, high rejection sensitivity was associated with particularly effective neural regulation of emotion (more negative amygdala‐rVLPFC connectivity) in girls with low‐victimization histories. A parallel pattern emerged for a behavioral index of ER. This research provides insight into one pathway through which peer adversity undermines emotional development in ways that forecast compromised future health, and identifies youth who are at particularly high risk following peer adversity. [ABSTRACT FROM AUTHOR]

Introduction: Student-teacher relationships have been shown to influence bullying-related behaviors in students. In this study we considered the moderating role of student-teacher conflict and students' social status in the classroom and involvement in bullying behaviors and peer victimization.Methods: Sample consisted of 1742 students (47.2% females, mean age = 10.79; SD = 1.36; range = 8-14) clustered in 113 classrooms, of which 1017 (58.4%) attended primary schools and 725 (41.6%) attended lower secondary schools. We implemented a series of multilevel analyses aimed at determining the role of student-teacher conflict, and students' social status among classroom peers (i.e., average, popular, rejected, neglected, and controversial statuses), as well their interaction, in influencing verbal, physical, and social forms of bullying and victimization at school.Results: Student-teacher conflict had a significant positive effect on all bullying and victimization variables. Regarding students' social status, rejected students showed increased bullying and victimization when compared with average students, except in social bullying. Significant interactions emerged indicating that a highly conflictual student-teacher relationship exacerbated bullying behaviors and the risk of victimization among rejected students. Additionally, popular students who had conflictual relationship with their teachers were more likely to engage in physical bullying then average students.Conclusions: Our study suggests the importance of low conflictual student-teacher relationships in acting as a buffer for aggressive student-student interactions in the classroom, especially when these interactions involve students rejected by their classroom peers. [ABSTRACT FROM AUTHOR]

Background: Peer victimization has been associated with long‐lasting risks for mental health. Prior research suggests that stress‐related systems underlying adaptation to changing environments may be at play. To date, inconsistent findings have been reported for the hypothalamic–pituitary–adrenal (HPA) axis, and its end product cortisol. This study tested whether peer victimization was associated with hair cortisol concentrations (HCC), and whether this association varied according to sex, timing, and changes in exposure. We also examined whether peer victimization differentially predicted depressive symptoms according to HCC. Methods: The sample comprised 556 adolescents (42.0%; 231 males) who provided hair for cortisol measurement at 17 years of age. Peer victimization was reported at seven occasions between the ages of 6 and 15 years. Results: Peer victimization was nonlinearly associated with HCC for boys only, whereas changes in peer victimization were related to HCC for boys and girls. Peer victimization predicted more depressive symptoms for all participants, except those with lower HCC. Conclusions: Our findings provide further support for persistent dysregulation of the HPA axis following exposure to chronic adversity, of which the expression may change according to sex and the severity of victimization. [ABSTRACT FROM AUTHOR]

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed. [ABSTRACT FROM AUTHOR]

Aim: Polycystic ovary syndrome (PCOS) is a common endocrinological disorder in reproductive age and criterion have recently been revised for adolescent age group. Research regarding effects of PCOS on psychological well‐being is limited; and majority of the studies are conducted in adult patients. We aimed to examine psychological effects of PCOS in adolescents who are diagnosed using latest criterion. Methods: Cases were divided into PCOS and control groups according to their clinical, ultrasonographical and biochemical features. Beck depression inventory (BDI), State & Trait Anxiety Inventory (STAI‐I/II), Self‐Confidence Scale (SCS), Multidimensional Peer‐Victimization Scale (MPVS) and Social Anxiety Scale for Adolescents (SAS‐A) were used in psychiatric evaluation. Results: There were no statistically significant differences between groups regarding psychiatric scale scores. However, several biochemical parameters (dehydroepiandrosterone sulfate, 17‐hydroxyprogesterone) and clinical (Ferriman–Gallwey score [FGS]) of hyperandrogenism affected certain indicators of psychological well‐being such as social anxiety, low self‐esteem and peer victimization. In some psychiatric scales, biochemical indicators were found correlated while clinical indicators were not. Conclusion: Similar psychiatric scale scores between groups may indicate preliminary stages for adolescent PCOS in which endocrinological, physical and social factors have not yet reached their full potential for their effect on emergence of psychological problems; thus making this age group critical for interventions of prevention measures. In addition, while examining the effects of PCOS on psychological well‐being, biochemical parameters of hyperandrogenism might be as effective as physical manifestations (FGS); and high levels of biochemical parameters of hyperandrogenism might also affect psychological state. [ABSTRACT FROM AUTHOR]

This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual‐ and classroom‐level efficacy to stop peer victimization. Self‐report survey data were analyzed from 1,467 Swedish fourth‐grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in defender self‐efficacy and if they belonged to classrooms high in collective efficacy. In contrast, students were more likely to remain passive if they were low in defender self‐efficacy and if they belonged to classrooms low in collective efficacy. Taken together, our findings suggest that efficacy beliefs both at the individual and at the classroom level contribute to explaining variability in students' bystander behaviors, which has potential implications for prevention and intervention work. [ABSTRACT FROM AUTHOR]