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Workplace bullying is a serious problem in organizations. This study examined the effects of workplace bullying on compulsory citizenship behavior in the work domain and spousal well-being in the family domain. Workplace bullying was viewed as a reality in organizations, and individuals' judgments concerning various features of their workplace situations were considered. We hypothesized that employees' experiences of workplace bullying influence their compulsory citizenship behavior and cross over to influence their spouses' well-being through anger. A total of 796 employee-spouse dyads from a large manufacturing industry and a public sector institution in Taiwan were selected as participants. A time-lag study design and two different sources (employees and their spouses) were utilized to reduce common method bias. The results demonstrate that workplace bullying is significantly related to compulsory citizenship behavior, anger, and spousal well-being. In addition, anger is an important mediator between workplace bullying and its consequences, both at work and at home. These findings have implications for better understanding employee conditions and their associations with social issues in the workplace., Author(s): Chia-Hsuan Wang [sup.1] , Huai-Liang Liang [sup.2] , Yao-Chung Yu [sup.3] Author Affiliations: (1) https://ror.org/03c6e8r26, grid.445025.2, 0000 0004 0532 2244, Ph.D. Program in Management, Dayeh University, , Changhua County, [...]

Author(s): Juliana Y. Valente [sup.1] , Valdemir Ferreira-Junior [sup.1] , Patrícia Paiva de Oliveira Galvão [sup.2] , Alejando de la Torre [sup.3] , Zila M. Sanchez [sup.2] Author Affiliations: (1) [...], The scientific literature firmly states that bullying can affect adolescent mental health, however, it lacks longitudinal studies on potential psychological risk factors of bullying involvement, especially in less developed countries. This longitudinal study with 1,739 7th-grade students of 30 Brazilian schools aimed to analyze how psychiatric symptomatology can predict bullying patterns among adolescents. We conducted a latent class analysis to identify patterns of bullying victimization and perpetration. Multinomial logistic regressions were conducted to assess if baseline psychiatric symptoms affected bullying latent classes at nine-month follow-up. Analyses considered the complex multilevel data structure and were adjusted for sociodemographic variables. We found three bullying latent classes: minimal involvement, victims, and bully-victims. Internalizing psychiatric symptomatology predicted the probability of belonging to the "victims" class. Externalizing symptoms increased the future probability of belonging to the "bully-victims" class. These findings are independent of sociodemografic variables, such as age, socioeconomic status, and sex. Conduct problems were a risk factor for all bullying latent classes. Therefore, bullying prevention actions should target children and early adolescents with internalizing and externalizing symptoms.

Author(s): Li-Hong Zeng [sup.1] [sup.2] , Yungwei Hao [sup.2] , Jon-Chao Hong [sup.3] , Jhen-Ni Ye [sup.4] Author Affiliations: (1) https://ror.org/059djzq42, grid.443414.2, 0000 0001 2377 5798, School of Humanities and [...], Based on micro-ecology theory,teachers' support or caregiving which provides students with optimal strategies is the most important factor in decreasing instances of bullying. To address the effect of teacher support on the reduction of campus bullying, this study considered the emotional self-efficacy (ESE) of students as a mediator in relation to teachers' support and being bullied from students' perspectives. Data were collected from 447 elementary school students located in Northern Fujian, China. Confirmatory factor analysis was first applied, and then structural equation modeling (SEM) was performed in order to verify the research hypotheses. The SEM results confirmed the mediational model in which ESE acted as a mediator in the relationships between teacher support (instrumental and emotional support) and three types of perceived bullying (physical, verbal, and relational bullying).

Author(s): Dexuan Zhao [sup.1] , Dan Wang [sup.2] , Zhuang He [sup.3] , Shuli Yuan [sup.3] , Dan Zhu [sup.4] , Hongyun Liu [sup.1] Author Affiliations: (1) https://ror.org/022k4wk35, grid.20513.35, 0000 [...], Profiling victimization and examining the role of school protective factors could help educators to intervene in bullying effectively. To advance a more comprehensive understanding of bullying victimization, both face-to-face and cyberbullying victimization were considered in profiling victimization, and the preventive role of school anti-bullying norms against bullying victimization was examined specifically in the present study. We used a large data set of 31,362 students in the fifth to twelfth grade from 68 schools in southwest China. We identified three types of victimization through a latent class analysis (LCA) that included "all-type victimization" (Class 1: 7.8%), "verbal-relational victimization" (Class 2: 32.8%), and "non-victimization" (Class 3: 59.4%). We then performed multinomial logistic regression to interpret the nature of the latent classes. We estimated their associations with gender, grade, and parental punishment, and tested the moderation effects of school anti-bullying norms on these relationships. The results indicated that males were at a higher risk of experiencing all-type victimization than females. Students in higher grades and those whose parents scolded or physically disciplined them were at a higher risk of being in Class 1 and Class 2. We found that positive school anti-bullying norms could alleviate victimization and buffer its correlation with associated factors, including gender, grade, and parental disciplinary practices. These findings highlighted the heterogeneity of the students' victimization experiences and the protective role of school anti-bully norms. Moreover, these findings could have important implications for research and practices designed to address the impacts and develop intervention strategies for the victims of bullying.

Author(s): Pooja Choudhary [sup.1] [sup.2] , Deepika Pandita [sup.2] [sup.3] , Monica Kunte [sup.1] [sup.2] Author Affiliations: (1) Symbiosis Centre for Management and Human Resource Development, , Pune, India (2) [...], Workplace Bullying affects employees in many ways, mentally, physically, and emotionally. The negative consequences of workplace bullying on employee behavior are investigated in this research, which tries to discover how anxiety and psychological stress play a significant role in family conflict. The paper is based on a systematic analysis of relevant literature on workplace bullying, anxiety, psychological distress, and its negative consequences on workers' personal life. Bullying at the workplace creates anxiety and psychological distress in employees, and these negative variables increase family conflicts. This conceptual study shows how workplace bullying changes the behavior of employees and becomes the mediating factor of family conflicts. It also suggested a model showing how workplace bullying causes family conflicts that affect employee performance. Observations of this detailed study on the effect of workplace bullying on family conflicts may assist organizations and policymakers in developing and refining stress management practices and preventing workplace bullying, with the ultimate goal of reducing work-family friction and decreasing employee productivity in most modern organizations.

Author(s): Anett Wolgast [sup.1] [sup.2] , Matthias Donat [sup.1] , Johanna Liesen [sup.1] , Claudia Rüprich [sup.1] Author Affiliations: (1) grid.9018.0, 0000 0001 0679 2801, Department of Educational Psychology, Martin-Luther-University [...], Bullying is a serious problem around the world, especially among adolescents. Evidence exists that low levels of social perspective-taking as well as belief in a just world played an important role in bullying. Both dispositions function as psychological resources that may help students behave appropriately in social life. Previous research identified distinct bullying roles such as perpetrator, victim, assistant, reinforcer, defender, and bystander experiences. Although this participant-role approach has been extensively investigated in the last years, a simultaneous examination of students' perspective-taking and belief in a just world in relation to their experiences in these roles is still missing. This study's objective was to examine a differential approach of school students' visuospatial and dispositional social perspective-taking, emotional concern, and personal belief in a just world in relation to their experiences in bullying roles. We tested these relations in a sample of n = 1309 adolescents (50.6% female, M.sub.age = 13.73, SD.sub.age = 0.85) from 38 schools in Germany. The results from a latent structural-equation model suggested that experiences as a perpetrator, assistant, reinforcer but also as defender related to low visuospatial social perspective-taking. Emotional concern was positively related to defender experiences. Personal belief in a just world was negatively associated with experiences as a perpetrator and a victim. The results underline the importance of disentangling concurrent contributions of perspective-taking and belief in a just world related to the bullying roles. We conclude that adolescents' visuospatial social perspective taking seems to be a further mental resource against antisocial behavior in bullying.

Author(s): Ping Ren [sup.1] , Liu Yang [sup.1] , Chuansheng Chen [sup.2] , Fang Luo [sup.3] Author Affiliations: (1) https://ror.org/022k4wk35, grid.20513.35, 0000 0004 1789 9964, Collaborative Innovation Center of Assessment [...], The present study was designed to examine the unique associations of parental behavioral control and psychological control with Chinese adolescents' bullying victimization, as well as the moderating role of teacher support. Using a longitudinal design, two-wave data were obtained from 2,445 junior high school students (M.sub.age = 12.98 years, SD = 0.60, 51.7% boys at baseline) from 47 to 7 classes in central China over 6 months. Hierarchical linear modeling (HLM) was used to examine the predictive effects of within-class and between-class predictors on bullying victimization. The results showed that: (1) parental control significantly predicted bullying victimization, with psychological control playing a significant positive role and behavioral control playing a significant negative role; (2) teacher support significantly negatively predicted bullying victimization; and (3) teacher support significantly moderated the effect of parental psychological control on bullying victimization, with a relatively stronger effect in low teacher support classes than in high teacher support classes, which indicated high teacher support could alleviate the harmful effect of parental psychological control, and low teacher support would greatly exacerbate the harmful effect contrarily; however, teacher support did not moderate the association between parental behavioral control and bullying victimization, implying that parental behavioral control has a consistent impact on bullying victims regardless of the level of teacher support. The educational implications of these findings and directions for future research are discussed.

Author(s): Sijia Wang [sup.1] [sup.4] , Laura Lambe [sup.2] , Yan Huang [sup.1] , Xudong Liu [sup.3] , Wendy Craig [sup.2] , Li Zhang [sup.1] [sup.3] Author Affiliations: (1) https://ror.org/021cj6z65, [...], School climates foster cooperation or competition among students. In socially competitive school climate, adolescents compete for valuable social resources such as attention and status. Competition is an advantageous way to gain dominance and resources, which may also promote moral disengagement and bullying behaviors. The current study examined whether moral disengagement mediated the link between perceived social competition at school and bullying perpetration among early adolescents, while also considering gender differences. A large sample of Chinese students (N = 1528) from grades 7 to 9 in three middle schools completed questionnaires regarding perceived social competition, school bullying, and moral disengagement. Results showed that: (1) perceived social competition and bullying perpetration were significantly higher for boys than for girls; (2) perceived social competition was positively related to school bullying; (3) moral disengagement partially mediated the association between early adolescents' perceived social competition and school bullying; (4) the mediating role of moral disengagement in the relationship between perceived social competition and school bullying was significant for girls only. Overall, when adolescents are embedded in school climates that emphasize competing for attention and popularity, they are also more likely to engage in bullying behaviors. Girls may adapt to socially competitive climate by altering their social cognition to be more accepting of such forms of aggression.

Author(s): Carolina Álvarez [sup.1] , Dénes Szücs [sup.1] Author Affiliations: (1) grid.5335.0, 0000000121885934, Centre for Neuroscience in Education, University of Cambridge, , Cambridge, UK There is growing interest in understanding [...], Self-esteem and bullying and academic achievement measures are related in Western countries. However, evidence from other culture spaces is extremely sparse. To fill this gap, here, we analyze a wide range of relevant measures from 8,381 8- to 12-year-old Latin American children enrolled in the Early Childhood Longitudinal Survey in Chile. We considered the relationship of math achievement, receptive vocabulary, Grade Point Average (GPA), self-esteem and bullying. We found positive relationships between most achievement measures, and a negative relationship between self-esteem and bullying. Unlike the international literature, we found a stronger relationship between self-esteem and GPA, and a weaker relationship between bullying and GPA. Findings suggest that children's learning and their experiences at school are connected. Results provide useful information for stakeholders.

Author(s): Tingyu Luo [sup.1] , Yik Wa Law [sup.1] , Carmen Chui-shan Lai [sup.2] Author Affiliations: (1) grid.194645.b, 0000000121742757, Department of Social Work and Social Administration, The University of Hong [...], Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited research has focused on investigating how well-being influences bullying perpetration and how coping strategies mediate the relationship between the two remains unknown. Guided by the general strain theory and empirical findings, this study collected data from 920 primary school students (57.6% male; Mage = 10.88; SD = 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress ([beta] = 0.174; p < .001) and self-esteem ([beta] = 0.136; p < .010) were positively associated with bullying perpetration, with the relationships partially mediated by the approach coping strategy, while the significant relationships between social support ([beta] = -0.047; p < .001) and attitudes toward delinquency ([beta] = -0.082; p < .001) and bullying perpetration were completely mediated by the approach coping strategy. Avoidance coping strategy showed no significant mediating effect in the association between well-being and bullying perpetration. Results have important implications for theory, practice, and future intervention.

Author(s): Xian Li [sup.1] , Chun-Yang Lee [sup.2] , Yu-Jung Lin [sup.3] , Meijie Chu [sup.1] , Xiaorui Qin [sup.1] , Shi Zhang [sup.1] , Shuoxun Zhang [sup.4] , Yi-Chen [...], Bullying is a public health issue of great concern worldwide. The occurrence of student bullying is affected by many factors. However, the impact of teachers&apos; behaviors on student bullying remains to be further discussed. This study explores gender differences in the influencing factors of teenagers&apos; bullying behavior and the moderating effects of teachers&apos; praise/criticism on teenagers&apos; bullying behavior. Data were derived from the China Education Panel Survey (CEPS). A total of 9449 students aged 14-15 years were followed from grade 7 through grade 8 (4937 boys, 4512 girls). The chi-square test was used to determine the gender distribution of bullying behavior. Logistic regression was used to analyze the moderating effects of teachers&apos; behaviors on students&apos; bullying behavior, and interaction diagrams were generated. Three times as many boys (15.57%) than girls (5.14%) had ever bullied vulnerable students in the past year (p < 0.001). Teacher praise or criticism had moderating effects on the relationships between different individual/peer factors and bullying behavior among boys and girls (p < 0.05, p < 0.01 or p < 0.001). Moreover, teenagers with bullying behavior had significantly higher levels of cursing or saying swearwords, quarreling, fighting, engaging in antisocial behaviors, tobacco/alcohol usage, surfing the Internet, and playing games in cyber cafes. The abovementioned externalizing/substance addictive behaviors may be risk signals for the occurrence of bullying (all p < 0.001 by the chi-square test for trend or t-test). It may be beneficial for school officials to be alert to specific behaviors that may lead to bullying others. Furthermore, teachers can actively play the role of "gatekeepers" for bullying through standardized training and intervention to protect "the second home of students".

Author(s): Cansu Karakus [sup.1] , Asli Göncü-Köse [sup.1] Author Affiliations: (1) grid.411919.5, 0000 0004 0595 5447, Department of Psychology, Çankaya University, , Ankara, Turkey According to Unicef's report (2020), every [...], The present study aimed to investigate the relationships of Child Exposure to Domestic Violence (CEDV) with bullying, silencing-the-self (STS) behaviors, resilience, and self-efficacy. In addition, moderating effects of stress-coping strategies in the relationships of CEDV with the outcome variables were examined. Data were collected from 569 adolescents aged between 14 and 17. The findings showed that CEDV was positively related to bullying and STS and it was negatively associated with resilience, overall self-efficacy, academic and emotional self-efficacy. Optimistic style and seeking social support moderated the relationship between CEDV and resilience. Also, the self-confident style, seeking social support, and optimistic style moderated the associations between CEDV and self-efficacy. Findings are discussed in terms of theoretical and practical contributions as well as directions for future research.

Author(s): Santiago Yubero [sup.1] , Marta de las Heras [sup.2] , Raúl Navarro [sup.1] , Elisa Larrañaga [sup.1] Author Affiliations: (1) grid.8048.4, 0000 0001 2194 2329, Department of Psychology, Faculty [...], Bullying is a frequently occurring problem behavior among youths. Some youth are persistently victimized across different school contexts. However, the impact of bullying experiences before and in university on well-being is relatively underexplored. Students who experienced victimization at both time points (before and at university) were classified as chronic victims. This study aimed to explore the prevalence of chronic bullying victimization of university students and examined the relations among chronic bullying victimization, resilience and subjective well-being. This is a cross-sectional study comprising a total of 1122 university students (78% female), aged between 18 and 25 years, in an autonomous community in central Spain. Participants completed a structured survey to assess bullying victimization experiences in university and previous bullying victimization (in Primary and Secondary Schools) experiences. Additionally, participants self-reported subjective well-being and resilience. A considerable proportion of participants (19.2%) reported being chronic bullying victims. The results showed that the chronic bullying victimization group reported the worst emotional well-being. The regression analyses revealed that resilience moderate the association between chronic bullying victimization and emotional well-being. This study provides evidence for significantly deteriorated well-being of university students involved in chronic victimization and the need to deal with bullying from the health network along with education institutions.

Author(s): Matteo Angelo Fabris [sup.1] , Laura Badenes-Ribera [sup.2] , Claudio Longobardi [sup.1] , Alessia Demuru [sup.1] , Scigala Dawid Konrad [sup.3] , Michele Settanni [sup.1] Author Affiliations: (1) grid.7605.4, [...], Bullying victimization has several consequences for the psychological well-being of marginalized people, including body dysmorphic concerns and paranoid ideation, a relatively stable way of thinking characterized by suspiciousness and mistrust of others. Men who have sex with men (MSM) report a greater risk of homophobic bullying victimization (HBV), and previous research has indicated that MSM face a higher risk of body dysmorphic concerns, particularly in reference to their muscles. The aim of this study is to examine the association between HBV and muscle dysmorphic concerns in a sample of MSM, and to test the hypothesis that paranoid ideation mediates the association between HBV and muscle dysmorphic concerns. The sample consisted of 270 Italian-speaking MSM aged 18-64 years (M = 34.3; SD = 11.4). We administered an anonymous online questionnaire to collect data about sociodemographics, previous HBV experiences, muscle dysmorphic concerns and paranoid ideation using internationally validated instruments. Our results suggest that HBV positively predicts both higher levels of paranoid ideation and muscle dysmorphic preoccupation. Moreover, the results indicate that paranoid ideation is a mediator of the relationship between HBV and MD. Implications for research and clinical practice are discussed.

Dr. Antoinette 'Bonnie' Candia-Bailey's suicide on Jan. 8 has sparked a national conversation on improving the treatment of Black women in higher education. The conversation includes discussion on mental health [...]

Bullying is a common problem among children and adolescents, with long-lasting negative effects on the well-being of both victims and bullies (Ttofi, Farrington, & Losel, 2012; Ttofi, Farrington, Losel, & [...], Purpose: Victimization is a common problem for many children but is exacerbated for children with a developmental language disorder (DLD). However, the severity of communication problems does not explain their victimization rates. In children without DLD, difficulties with emotional competence are a risk factor for victimization and also increase the risk of bullying. In this longitudinal study, we examined the extent to which the level and development of emotional competence (understanding of one&apos;s own emotions and levels of anger, sadness, and fear) contributed to the prediction of victimization and bullying in children with and without DLD, over and above the type and severity of communication problems of children with DLD. Method: Clinically referred youngsters (8-16 years old) with (n = 112; 48% girls, 52% boys) and without (n = 233; 58% girls, 42% boys) DLD completed self-reports 3 times over an 18-month period. Parents of children with DLD reported on their children&apos;s communication problems. Results: Participants with DLD reported more victimization but comparable levels of bullying behavior compared with peers without DLD. Higher levels of sadness and fear were risk factors for more victimization in both groups. Better understanding of one&apos;s own emotions had a larger effect on less victimization in children with DLD, independent of their communication problems. In addition, increased levels of anger and lower levels of understanding of one&apos;s own emotions explained more bullying in both groups. Conclusion: Outcomes indicate that secondary difficulties in emotional competence in children with DLD make these children more vulnerable to victimization and warrant specific support and interventions.

The latest issue to permeate the educational collective mind is that of bullying. In fact, it has become the flavor of the month in education. It has been explored through virtually every medium including documentaries, writings, and oral stories, on the local, state, national, and international levels. It has caused changes in school curricula, and new types of lesson plans, teaching strategies, and methodologies have been developed to deal with the issue. To better understand this controversial issue it is crucial to also understand the students who are at the center of this growing problem. These students are unlike any other that this nation has fostered. These are the children known as Generations Z and AO. These are the technologically savvy children of the new millennia. These are the over protected generation of children who prefer to play with a video controller instead of a baseball bat. This article explores the topic of bullying in today' schools by taking a closer look at this generation of children and how they have been raised by parents who refuse to allow them to fail., The latest issue to permeate the educational collective mind is that of bullying. According to some educators the problem of bullying within our nation's schools has grown to epidemic proportions. […]

'Homophobia can lead to the bullying that GLBTQ teens too often face in schools.' According to the American Library Association (ALA) Library Bill of Rights, librarians must locate and provide [...]

Byline: V. Paul Poteat (1), Craig D. DiGiovanni (1) Keywords: Bullying; Homophobia; Dominance; Gender; Prejudice; Sexual orientation Abstract: Biased language related to sexual orientation is used frequently among students and is related to prominent social concerns such as bullying. Prejudice toward gay, lesbian, bisexual, and transgender individuals also has been examined among adolescents, but separately from these behaviors. This study tested whether biased language use was associated with bullying and dominance irrespective of sexual prejudice or if sexual prejudice moderated these associations among 290 high school students (50% female 56% White). Sexual prejudice was associated with biased language use among boys only. Biased language was associated with bullying regardless of levels of sexual prejudice for boys. However, this association was dependent on sexual prejudice for girls. For dominance behavior, its association with biased language was moderated by sexual prejudice for boys, but not girls. However, girls' engagement in all behaviors was significantly less than boys. These results indicate nuanced ways in which multiple factors contribute to the use of sexual orientation biased language. Also, they underscore the need to address biased language and prejudice as part of anti-bullying programs. Author Affiliation: (1) Department of Counseling, Developmental, and Educational Psychology, Boston College, Campion Hall 307, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA Article History: Registration Date: 16/06/2010 Received Date: 26/04/2010 Accepted Date: 16/06/2010 Online Date: 26/06/2010

What sort of social support best enhances bullied victims' adjustment has yet to be clarified. To explore this support-related aspects of bullied individuals' coping process, a mediational model of social support and adaptation was tested with the data from Japan (n = 148) and the US (n = 192). The results indicated that emotional support generated positive appraisal, which, in turn, enhanced victims' behavioral and mental adjustment. At the same time, other types of support were found to be less effective or even deteriorative. In addition, these dynamics of supportive communication for bullied victims showed both similarities and differences across cultures. These findings were discussed with reference to the research on bullying, supportive communication, and cross-cultural variations in value orientation. Keywords: Bullying; Disclosure; Individualism-Collectivism; Japan-US Cross-Cultural Comparison; Supportive Communication DOI: 10.1080/03637751003758235

The moderating effect of variations in the serotonin transporter gene on the relationship between bullying victimization and emotional problems is studied. Genetic variation in the serotonin transporter linked polymorphic region moderates the risk of emotional disturbance after stressful events.

Byline: Kevin M. Fitzpatrick (1), Akilah Dulin (2), Bettina Piko (3) Keywords: Bullying; Victimization; Depressive symptoms; African--American youth Abstract: Utilizing a risk and protective factors approach, this research examined the relationship between self-reported depressive symptomatology, group membership (bully, victim, bully--victim) risks, and protection among a sample of African--American youths. Self-report data were collected in spring, 2002. Youth in grades 5--12 were sampled (n = 1,542 51% female) from an urban school district in the Southeast. African--American youths self-identifying as bullies, victims, or bully--victims, reported higher levels of depressive symptoms compared to their nonbullied--nonvictimized counterparts. Additionally, multivariate results highlight a significant set of risk and protective factors associated with depressive symptomatology, even after controlling for the effects of self-identified group membership. These findings further contribute to our general understanding of the interplay among bullying, victimization, risk and protective factors, and their effects on depressive symptoms among a group of understudied African--American youth. Author Affiliation: (1) Department of Sociology, University of Arkansas, Fayetteville, AR, USA (2) Department of Sociology, University of Alabama at Birmingham, Birmingham, AL, USA (3) Department of Behavioral Sciences, University of Szeged, Szeged, Hungary Article History: Registration Date: 12/06/2009 Received Date: 10/04/2009 Accepted Date: 11/06/2009 Online Date: 02/07/2009