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Both adverse childhood experiences (ACEs) and bullying victimization are linked with mental health problems in adolescents. However, little is known about the overlap between the two factors and how this impacts adolescent mental health problems (i.e., internalizing and externalizing problems). The current study analyzed data from 8,085 participants (47.7% female; 44.1% racial/ethnic minority) in the Adolescent Brain Cognitive Development (ABCD) study, baseline (2016-2018, ages 9-10 years) to Year 2. Regression analyses were used to estimate associations between ACEs, bullying victimization and mental health problems, respectively, adjusting for sex, race/ethnicity, country of birth, household income, parental education, and study site. The findings showed that both ACEs and bullying victimization were independently associated with higher internalizing and higher externalizing problems. However, no significant interaction was found between ACEs and bullying victimization. Overall, the results align with the cumulative risk model of adversity, linking cumulative ACEs and bullying victimization to internalizing and externalizing problems in early adolescents.

Despite growing evidence that parent-adolescent conflict positively correlates with Internet gaming disorder (IGD) among adolescents, its underlying mediating and moderating mechanisms have yet to be thoroughly examined. Based on the social development model and gene-environment interaction perspective, this study investigates whether the indirect association of parent-adolescent conflict, which impacts adolescent IGD through peer victimization, was moderated by the oxytocin receptor (OXTR) gene rs53576 polymorphism. Overall, 673 Chinese adolescents (Meanage = 12.81 years; SD = 0.48 years; 54% boys) were included in this study. The participants completed questionnaires concerning parent-adolescent conflict, peer victimization, and IGD, and genomic DNA was extracted from each participant's saliva and buccal cells. The findings indicated that peer victimization mediated the link between parent-adolescent conflict and IGD among adolescents. The OXTR gene rs53576 polymorphism also moderated this indirect link. Specifically, the indirect effect of parent-adolescent conflict on adolescent IGD through peer victimization was significant for adolescents with AA homozygotes. However, it was non-significant for adolescents with GA and GG genotypes. This research simultaneously considers the roles of family, peers, and genetics in adolescent IGD. Furthermore, it provides beneficial information to customize interventions for adolescent IGD prevention. [ABSTRACT FROM AUTHOR]

The extant literature suggests the importance of belonging in preventing and reducing internalizing symptoms. However, it is not yet clear which sources of belonging are most distinctly and robustly linked to symptoms of depression and anxiety. Further, the associations between various sources of belonging when also considering forms of peer victimization have not been readily examined. As such, the current study examined how peer, family, and school belonging are differentially associated with symptoms of depression and anxiety among middle school-age students (N = 256, Mage = 12.23 years, 52% male) when also considering the variance associated with forms of peer victimization. Further, sources of belonging were examined as moderators of the links between various forms of peer victimization and internalizing symptoms. Findings indicated that while family belonging was most robustly associated with depression symptoms, school belonging was most robustly associated with anxiety symptoms. Relational and cyber-, but not overt, victimization were distinctly and robustly associated with both symptom clusters. The only moderating effect evident was with school belonging and overt victimization, such that the association between overt victimization and depression symptoms was only evident when levels of school belonging were high. Findings contribute to our knowledge of distinct associations of various sources of belonging and further highlight the associations between peer victimization and internalizing symptoms among middle school students. [ABSTRACT FROM AUTHOR]

Middle school is a time of transition associated with increases in peer victimization (PV) and stress that warrant additional attention. Middle school students (N = 256; 54.7% male; Mage = 12.24, SDage =.94) completed measures of PV, negative life events (NLEs), anxiety, and depression. Students were assessed across 6 time points to examine if PV and the number of NLEs at baseline (Time 1; T1) had a unique and interactive effect on symptoms of depression and anxiety concurrently and over three school years. Results suggest that T1 PV, T1 NLEs, and their interactions were significantly associated with concurrent depression. Moreover, the association between T1 PV and the trajectory of depression was moderated by T1 NLEs. Associations with anxiety were not as substantial; nonetheless, T1 PV was significantly associated with concurrent anxiety. Findings clarify the cross-sectional and longitudinal association between PV and NLEs on internalizing symptoms in middle school with an emphasis on the substantial risk of depression symptomatology. [ABSTRACT FROM AUTHOR]

As a global issue, peer victimization is closely associated with adolescent mental health. Although previous research has explored the relationship between peer victimization and mental health in some contexts, the school context, particularly within the Chinese cultural context, has not received sufficient attention. Based on the Healthy Context Paradox, this study aimed to explore the moderating role of school-level victimization in the relationship between individual-level peer victimization and mental health. This study tested two hypotheses by using a multilevel design: higher individual-level and school-level peer victimization are associated with higher depressive symptoms and lower life satisfaction (Hypothesis 1); school-level victimization moderates the association between individual-level peer victimization and mental health (Hypothesis 2). Participants were 39,720 adolescents (50.41% females; M age = 13.68, SD = 2.39) across 292 Chinese schools. They completed a set of questionnaires, including the Center for Epidemiologic Studies Depression Scale, the single-item Life Satisfaction Questionnaire, the Peer Victimization Scale, and demographics. The multilevel model indicated that both individual-level and school-level peer victimization were positively correlated with depressive symptoms and negatively correlated with life satisfaction. In schools with lower levels of victimization, there was a stronger association between individual peer victimization and adolescent mental health. A potential explanation for these results might be the victimization visibility and perceived severity in different contexts. These findings extended the discussion of the Healthy Context Paradox within the Chinese school context and provided valuable insights for developing school support strategies for victimized adolescents. School management might play a significant role in affecting the mental health of victimized adolescents. [ABSTRACT FROM AUTHOR]

Students changing classrooms or schools may face challenges from entering a new peer context without friends and standing out from the crowd as newcomers. Two studies examined whether newcomer status predicts peer victimization at school, exploring several potential moderating factors (e.g., social anxiety, immigrant background and having good friends in the classroom) (Study 1: n = 6,199; Mage=12.53) and whether being victimized as a newcomer varied based on the different reasons for mobility (e.g., parental dissolution, residential move, previous victimization, changing into a more suitable school) (Study 2: n = 58,738). In both studies, newcomers reported higher peer victimization compared to established students. Having good friends in the classroom was found as a protective factor in Study 1, being the only statistically significant moderator. All reasons for mobility, except changing into a more suitable school, predicted slightly higher peer victimization in Study 2, with the highest risk for those changing schools due to previous peer victimization experiences. [ABSTRACT FROM AUTHOR]

Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence-a period of heightened sensitivity to social-emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studies were published between 1993 and 2022 that focused on typically developing 5th- to 8th-graders. Sample sizes ranged from 140 to 86,372 participants. Results indicated a bidirectional connection between increased peer victimization and poorer literacy. Preliminary evidence was found in support of an indirect link via internalizing behaviors, externalizing behaviors, and school engagement, but ambiguous support for the effect of sex. Taken together, adolescents who experience peer victimization are likely to struggle in literacy, as well as exhibit negative behaviors that may only serve to exacerbate this connection. [ABSTRACT FROM AUTHOR]

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]

Background: Bullying is a universal problem among school-aged adolescents, characterized by recurrent and destructive behavior toward peers. Bullying victimization has a strong impact on self-esteem. Students diagnosed with communication disorders are more likely to experience low self-esteem. The study's main goal is to detect a correlation between victimization and self-esteem in teenage students diagnosed with communication disorders. Methods: From October 2023 to March 2024, we conducted this cross-sectional study in the Kurdistan region of Iraq. The study included 150 teenage students of both genders diagnosed with communication disorders. Rosenberg's self-esteem scale was used to measure self-esteem, and the multidimensional peer victimization scale was used to measure bullying victimization. We analyzed the data using independent samples t-tests, one-way ANOVA, Pearson correlation coefficients, and simple linear regression analysis. Results: This study found that students with communication disorders experience high levels of bullying victimization (M = 18.63) and report low self-esteem (M = 13.56). A significant negative correlation was observed between bullying victimization and self-esteem (r2 = 0.21), indicating that bullying accounts for 21% of the variance in self-esteem. Male students were more likely to experience higher levels of bullying victimization and lower self-esteem compared to female students. Conclusion: The study determined the severe impact of bullying on the self-esteem of adolescent students with communication disorders, particularly among males and those with stuttering. The long-term effects of bullying and potential protective factors that could mitigate its impact on self-esteem require further research. [ABSTRACT FROM AUTHOR]

Background: Traditional peer victimization and cyber-victimization are predictive risk factors for suicidal behavior in adolescents. Family communication is a protective factor that has seldom been studied in the specific problem of suicidal ideation in adolescent victims of traditional victimization and cyber-victimization. The objective of the present study was to use two different moderated mediation models to analyze the direct and indirect-mediating-effects of traditional victimization and cyber-victimization on suicidal ideation in adolescents, as well as the moderating role of family communication in the relationships between traditional victimization, cyber-victimization, and suicidal ideation. Method: 1007 adolescents (51.9% boys) aged 12-18 years participated. Results: Significant direct and indirect effects of traditional victimization and cyber-victimization on suicidal ideation were confirmed. Family communication moderated the direct effects of cyber-victimization on suicidal ideation, but not the direct effects of traditional victimization on suicidal ideation. In addition, it moderated the relationship between traditional victimization and cyber-victimization. Conclusions: Family communication is a protective factor associated with decreased cyber-victimization in adolescents who suffer traditional victimization and reduced suicidal ideation in victims of cyber-victimization. [ABSTRACT FROM AUTHOR]

Supportive relationships have been hypothesized to protect against psychological distress in general and to reduce the impacts of adversity on distress. Bullying victimization by peers is a salient adverse experience for many adolescents. Being bullied increases the risk of psychological distress which in turn increases the risk of further bullying victimization. There is minimal previous research on whether and how supportive relationships protect adolescents from bullying victimization, psychological distress and the recursive relationships between victimization and distress. This study investigated the direct and moderating effects of supportive relationships with parents, peers, and teachers on later psychological distress and bullying victimization of adolescents. This longitudinal study involved 1425 Australian adolescents aged 12–18 years (mostly male, 74.3%), using questionnaires on bullying victimization, psychological distress, and supportive relationships at two-time points, 6 months apart. All types of supportive relationships reduced the risk of later psychological distress predicted from earlier psychological distress, suggesting a direct compensatory effect. Support from classmates and parents also protected adolescents against ongoing bullying victimization and mitigated the impact of bullying victimization on later psychological distress, consistent with a stress-buffering hypothesis. The pattern of results confirms the important role that supportive relationships play in protecting adolescents from psychological distress and bullying victimization. Persistent bullying victimization and later psychological distress are less likely to occur for victimized adolescents supported by parents and classmates. Strategies and programs that improve parental support may enhance the effectiveness of programs to prevent bullying and improve outcomes for victims. Highlights: This longitudinal study tested how supportive relationships protect adolescents against bullying victimization and distress. Supportive relationships with classmates, parents, friends, and teachers protected adolescents against psychological distress. Supportive relationships with classmates and parents protected adolescents against bullying victimization. Supportive relationships with parents and classmates buffered adolescents from the impact of bullying victimization on distress. Effectiveness of school bullying prevention programs may be enhanced by strategies and programs that increase support by parents. [ABSTRACT FROM AUTHOR]

Peer victimization during adolescence has a detrimental impact on the mental health of victims throughout their lives. However, it remains unclear whether these effects are gender-specific. The present study conducted a systematic review to examine the effects of peer victimization on depression status, explore potential sources of heterogeneity, and investigate gender differences in these effects. We systematically searched four electronic databases (Web of Science, PubMed, Embase, and CNKI) for relevant articles that published as far as July 2022. We then extracted odds ratios (OR) and 95% confidence intervals (CI) to assess the association between peer victimization during adolescence and depression, and potential gender differences in the relation. Meta-analysis was performed, using fixed effects models and random effects models, to evaluate the association between each exposure and the outcome. A meta-analysis of 27 studies revealed that peer victimization during adolescence was significantly associated with higher risks of depression (OR = 2.79, 95% CI [2.43, 3.21], p <.001). This finding was consistent across subgroup analyses. In particular, the effect of peer victimization during adolescence on depression was found to be more pronounced in studies conducted in Asia (OR = 3.06, 95% CI [2.38, 3.92], p <.001). Furthermore, five studies focused on gender differences demonstrated that peer victimization has a stronger association with the risk of depression in women (OR = 2.84, 95% CI [2.49, 3.26], p <.001). Peer victimization during adolescence is a significant risk factor for depression, with a greater impact on women and individuals residing in Asia. Further prospective studies are needed to investigate the relationship between peer victimization and depression. [ABSTRACT FROM AUTHOR]

According to the healthy context paradox, the negative effects of peer victimization on core self-evaluation and depressive symptoms may vary in different levels of classroom-level victimization. However, previous studies have not investigated this issue using a longitudinal study design. The present study used a longitudinal design to examine why and under what conditions peer victimization was associated with adolescents' depressive symptoms. A large number of Chinese adolescents (Time 1: N = 4164, 50.3 % girls, M age = 12.89, SD age = 0.77; Time 2: N = 4001, 50.4 % girls, M age = 14.39, SD age = 0.75) were followed for one and a half years. Results showed that adolescents who were victimized in healthy contexts were more depressed and were at an increased risk of reporting more negative core self-evaluation than those victimized in unhealthy contexts. Moreover, core self-evaluation served as a mediator between peer victimization and depressive symptoms. This study included two waves of data, which limited the exploration of dynamic relationships between peer victimization and depressive symptoms. In addition, the self-reported data weakened the objectivity of the results. Finally, this study neglected the effects of different dimensions of peer victimization on depressive symptoms. The healthy context paradox of peer victimization is identified in China, highlighting that future interventions of peer victimization should pay more attention to specific remaining victimized and self-devaluing individuals in healthy contexts. • Core self-evaluation mediated the path between peer victimization and depression. • The negative influence of peer victimization differed in varied contexts. • Victimized adolescents displayed more depressive symptoms in healthier contexts. [ABSTRACT FROM AUTHOR]

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

Research on the link between peer victimization and callous-unemotional (CU) traits has primarily relied on cross-sectional designs and yielded equivocal findings. In light of the poor outcomes related to peer victimization and CU traits, it is important to determine whether this link is reciprocal in nature and to identify factors that may influence its strength. Accordingly, the current study investigated the bidirectional association between peer victimization and CU traits over a 6-month period, accounting for the moderating effects of parents (i.e., support and hostility) and teachers (i.e., support and conflict). Participants included 284 third- through fifth-grade students (ages 7–12; 51.8% boys; 51.1% Hispanic) and their homeroom teachers. Children provided ratings of peer victimization, parental hostility, and parent and teacher support. Teachers provided ratings of CU traits and student-teacher conflict. A series of cross-lagged panel models were estimated. Results revealed that, at higher levels of parental hostility, peer victimization predicted increases in CU traits over time; in contrast, peer victimization predicted decreases in CU traits at lower levels of parental hostility. Surprisingly, at higher levels of teacher conflict, peer victimization predicted decreases in CU traits over time. CU traits did not interact with parent or teacher variables to predict subsequent peer victimization. Moreover, parental hostility was positively associated with subsequent peer victimization, whereas teacher support predicted decreases in victimization over time. These findings build on previous research examining environmental influences on the expression of CU traits by highlighting peer victimization and parental hostility as potential risk factors. [ABSTRACT FROM AUTHOR]

This study explored the perceived effectiveness of bystander strategies as a function of the context of bullying and of bystanders' grade level and gender. The first aim of this study was to identify the strategies that bystanders perceived as most effective in four different contexts of bullying: name calling, relational aggression, physical aggression, and harassment. The second aim was to identify the strategies that bystanders perceived as least effective. The third and primary aim was to investigate bystanders' perceived strategy effectiveness as a function of bullying context, grade level, and gender. Respondents included 8,624 students (51% female) from 31 schools across four geographic areas of the United States. Overall, results indicated that social support strategies were perceived as the most effective bystander strategies. However, findings also demonstrated that perceived strategy effectiveness varied by context, grade level, and gender. In general, bystanders perceived higher strategy effectiveness in response to name calling and lower effectiveness in response to physical aggression and harassment. Gender and grade level effects also emerged with females and elementary aged students reporting more effective use of bystander strategies. Study results suggest that bullying prevention efforts could benefit from teaching students how to better support their peers who are targeted, especially within the contexts of harassment and physical aggression. Results also indicate that males and high school students may need additional training to support their peers when bullied. Implications for prevention and intervention efforts are discussed. [ABSTRACT FROM AUTHOR]

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

Abstract Background Bullying is a universal problem among school-aged adolescents, characterized by recurrent and destructive behavior toward peers. Bullying victimization has a strong impact on self-esteem. Students diagnosed with communication disorders are more likely to experience low self-esteem. The study’s main goal is to detect a correlation between victimization and self-esteem in teenage students diagnosed with communication disorders. Methods From October 2023 to March 2024, we conducted this cross-sectional study in the Kurdistan region of Iraq. The study included 150 teenage students of both genders diagnosed with communication disorders. Rosenberg’s self-esteem scale was used to measure self-esteem, and the multidimensional peer victimization scale was used to measure bullying victimization. We analyzed the data using independent samples t-tests, one-way ANOVA, Pearson correlation coefficients, and simple linear regression analysis. Results This study found that students with communication disorders experience high levels of bullying victimization (M = 18.63) and report low self-esteem (M = 13.56). A significant negative correlation was observed between bullying victimization and self-esteem (r 2 = 0.21), indicating that bullying accounts for 21% of the variance in self-esteem. Male students were more likely to experience higher levels of bullying victimization and lower self-esteem compared to female students. Conclusion The study determined the severe impact of bullying on the self-esteem of adolescent students with communication disorders, particularly among males and those with stuttering. The long-term effects of bullying and potential protective factors that could mitigate its impact on self-esteem require further research.

Abstract Background Attentional processes are influenced by both stimulus characteristics and individual factors such as mood or personal experience. Research has suggested that attentional biases to socially relevant stimuli may occur in individuals with a history of peer victimization in childhood and adolescence. Based on this, the present study aimed to examine attentional processes in response to emotional faces at both the behavioral and neurophysiological levels in participants with experiences of peer victimization. Methods In a sample of 60 adult participants with varying severity of retrospectively reported peer victimization in childhood and adolescence, the dot-probe task was administered with angry, disgusted, sad, and happy facial expressions. In addition to behavioral responses, physiological responses (i.e., event-related potentials) were analyzed. Results Analyses of mean P100 and P200 amplitudes revealed altered P200 amplitudes in individuals with higher degrees of peer victimization. Higher levels of relational peer victimization were associated with increased P200 amplitudes in response to facial expressions, particularly angry and disgusted facial expressions. Hierarchical regression analyses showed no evidence for an influence of peer victimization experiences on reaction times or P100 amplitudes in response to the different emotions. Conclusion Cortical findings suggest that individuals with higher levels of peer victimization mobilize more attentional resources when confronted with negative emotional social stimuli. Peer victimization experiences in childhood and adolescence appear to influence cortical processes into adulthood.

BackgroundNon-suicidal self-injury （NSSI） behavior has become a major public health concern and can have significant implications for the physical and mental health of adolescents. Peer victimization is a risk factor for adolesents to have NSSI behavior， so exploring the relationship and underlying mechanism between peer victimization and NSSI functions will provide a promising strategy for the prevention and intervention of NSSI behavior.ObjectiveTo investigate the relationship between peer victimization and NSSI functions in adolescents with unipolar and bipolar depression， so as to provide references for the intervention of NSSI behavior in adolescent patients with unipolar and bipolar depression.MethodsUsing multi-stage stratified sampling， 940 adolescents with unipolar and bipolar depression who met the Diagnostic and Statistical Manual of Mental Disorders， fifth edition （DSM-5） criteria for bipolar depressive episodes or depressive disorders were selected from 14 psychiatric hospitals in China. All participations were assessed using Chinese version of the Functional Assessment of Self-Mutilation （C-FASM）， Multidimensional Peer-Victimization Scale （MPVS）， UCLA Loneliness Scale （UCLA-LS） and Patient Health Questionnaire-9 item （PHQ-9）. Pearson correlation coefficient was to assess the correlation among above scales， and the model fit and path coefficients for mediation were analyzed with model 4 in Process 4.0 for SPSS.ResultsA total of 698 （74.26%） adolescents with unipolar and bipolar depression completed the questionnaire survey. NSSI behavior was detected in 374 patients （53.58%）. Among adolescents with unipolar and bipolar depression and NSSI behavior， MPVS total score was positively correlated with the scores of NSSI emotion regulation function， attention-seeking function and social avoidance function in C-FASM （r=0.104， 0.130， 0.266， P

Peer victimization experiences is suggested to play a mediating role in the transmission of depression symptoms between mothers and children. Childcare attendance has been found to reduce the association between mother and child depressive symptoms. However, it is not clear whether this protective effect unfolds via a reduction of peer victimization experiences in middle childhood. The aims of this study were to test (1) whether peer victimization in middle childhood mediated the association between exposure to maternal depressive symptomatology in early childhood and child depressive symptoms in late childhood, (2) whether childcare attendance moderate the direct associations between maternal depressive symptoms and children's peer victimization experiences in middle childhood as well as depressive symptoms in late childhood and (3) whether childcare attendance moderates this mediated association. Data come from the Avon Longitudinal Study of Children and Parents (N = 5526) where exposure to maternal depressive symptoms and intensity of childcare attendance were assessed repeatedly during early childhood. Children's peer victimization and depressive symptoms were self-reported at eight and 10 years of age, respectively. We used weighted structural equation modeling and found that the association between mothers and children's depression was partially mediated by peer victimization. Childcare attendance did not moderate the indirect effect of maternal depression on child depressive symptoms via peer victimization. However, we found that for children who attended childcare, maternal depression was no longer associated child depressive symptoms in late childhood. In conclusion, peer victimization experiences partly explain the intergenerational transmission of depressive symptoms, but this mechanism is not altered by children's childcare attendance. Future research should examine potential socio-emotional and school readiness mechanisms that may break the cycle of depressive symptomatology from mothers to children. Highlights: Children's peer victimization experiences partially explained the association mothers' and children's depressive symptoms. Part-time childcare attendance decreased the association between mothers' and children's depressive symptoms. We did not find that childcare attendance moderated the association between mother's depressive symptoms and children's peer victimization experiences. The protective role of childcare attendance did not unfold via a reduction of peer victimization experiences, other intermediary psychosocial factors need to be explored. [ABSTRACT FROM AUTHOR]

This short-term longitudinal study aims to expand our understanding of the role of peer victimization, student-level perceived school climate, covitality, and mental health difficulties among 897 Chinese elementary school students (3rd to 6th graders, Mage = 9.91 years, SD = 1.16 years, 57.44% boys). Results of the latent-moderated structural equation modeling indicated that peer victimization predicted mental health difficulties six months later, but mental health difficulties did not predict later peer victimization. Higher levels of perceived school climate and covitality predicted lower mental health difficulties cross-sectionally, but not longitudinally. Perceived school climate also moderated the relation between victimization and mental health difficulties. Victimized students tended to report more mental health difficulties when they perceived a better school climate. The results were consistent with the "healthy context paradox." These findings have important implications for prevention and intervention for peer victimization in China. Impact Statement This short-term longitudinal study contributed to our understanding of the relation between peer victimization and mental health difficulties over time (six month) and the "healthy context paradox" among Chinese elementary school students. Results highlighted the importance of preventing peer victimization and promoting school climate and covitality in order to reduce mental health difficulties. [ABSTRACT FROM AUTHOR]

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

Background: Attentional processes are influenced by both stimulus characteristics and individual factors such as mood or personal experience. Research has suggested that attentional biases to socially relevant stimuli may occur in individuals with a history of peer victimization in childhood and adolescence. Based on this, the present study aimed to examine attentional processes in response to emotional faces at both the behavioral and neurophysiological levels in participants with experiences of peer victimization. Methods: In a sample of 60 adult participants with varying severity of retrospectively reported peer victimization in childhood and adolescence, the dot-probe task was administered with angry, disgusted, sad, and happy facial expressions. In addition to behavioral responses, physiological responses (i.e., event-related potentials) were analyzed. Results: Analyses of mean P100 and P200 amplitudes revealed altered P200 amplitudes in individuals with higher degrees of peer victimization. Higher levels of relational peer victimization were associated with increased P200 amplitudes in response to facial expressions, particularly angry and disgusted facial expressions. Hierarchical regression analyses showed no evidence for an influence of peer victimization experiences on reaction times or P100 amplitudes in response to the different emotions. Conclusion: Cortical findings suggest that individuals with higher levels of peer victimization mobilize more attentional resources when confronted with negative emotional social stimuli. Peer victimization experiences in childhood and adolescence appear to influence cortical processes into adulthood. [ABSTRACT FROM AUTHOR]

Adolescents' chronic experience of peer victimization may exacerbate a wide range of health risk behaviors and have negative outcomes for families, schools, and societies. The aim of this study was to explore peer victimization, fear of missing out, and family connectedness as potential predictive mechanisms for adolescent health risk behaviors. A moderated mediation analysis of cross-sectional data served as the basis for an examination of peer victimization levels as a predictive mechanism for adolescent health risk behaviors (N = 602, Mage = 12.86, SD = 0.71). The path analysis showed that peer victimization significantly and positively predicted fear of missing out and health risk behaviors with fear of missing out partially mediating the relationship between peer victimization and health risk behaviors. Moreover, family connectedness moderated the predictive effects of peer victimization on health risk behaviors. These findings suggest that fear of missing out may be essential to understanding how peer victimization impairs adolescents' health risk behaviors; furthermore, strengthening the sense of connectedness between adolescents and family members may be beneficial in mitigating the impact of peer victimization on health risk behaviors. [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]

Children's risk of poorer mental health due to the COVID-19 pandemic may depend on risk and protective factors heading into the pandemic. This study examined same-day associations between COVID-19 stressors and children's mental health using a daily diary design across 14 days, and considered the moderating roles of pre-pandemic peer victimization experiences and resting respiratory sinus arrhythmia (RSA; an indicator of cardiac regulatory capacity). Forty-nine Canadian children aged 8–13 years (Mage = 10.69, 29 girls) participated in the final wave of a longitudinal study just prior to the pandemic and a daily diary extension during the pandemic (N = 686 pandemic measurement occasions). Multilevel modeling indicated that children had poorer mental health on days when they experienced a COVID-19 stressor (e.g., virtual academic difficulties, social isolation). A three-way interaction indicated that this association was stronger for those with higher pre-pandemic peer victimization experiences and lower pre-pandemic resting RSA; however, highly victimized children with higher resting RSA did not experience poorer mental health on days with COVID-19 stressors. Findings offer preliminary insights into the preceding risk and protective factors for children's mental health amidst major subsequent stress. [ABSTRACT FROM AUTHOR]

Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls. [ABSTRACT FROM AUTHOR]

Background: In recent years, online trolling has garnered significant attention due to its detrimental effects on mental health and social well-being. The current study examined the influence of peer victimization on adolescent online trolling behavior, proposing that hostile attribution bias mediated this relationship and that trait mindfulness moderated both the direct and indirect effects. Methods: A total of 833 Chinese adolescents completed the measurements of peer victimization, hostile attribution bias, trait mindfulness, and online trolling. Moderated mediation analysis was performed to examine the relationships between these variables. Results: After controlling for gender and residential address, the study found a significant positive correlation between peer victimization and online trolling, with hostile attribution bias serving as a mediator. In addition, trait mindfulness moderated the direct relationship between peer victimization and online trolling. Specifically, the effect of peer victimization on online trolling was attenuated when adolescents had high levels of trait mindfulness. The results of the study emphasized the joint role of peer and personal factors in adolescents' online trolling behavior and provide certain strategies for intervening in adolescents' online trolling behavior. Conclusion: The results of the study suggest that strategies focusing on peer support and mindfulness training can have a positive impact on reducing online trolling behavior, promoting adolescents' mental health, and their long-term development. [ABSTRACT FROM AUTHOR]

Childhood abuse experiences are risk factor for peer victimization. However, the process by which childhood abuse experiences influence peer victimization remains less clear. This study aimed to investigate the mediating role of self-control, depression, and aggression in childhood abuse experiences and peer victimization. Using Childhood Abuse Questionnaire, Peer Victimization Questionnaire, Self-Control Questionnaire, and Problematic Behavior Questionnaire, 1521 Chinese adolescents (901 girls, 620 boys, average age = 14.74 ± 1.55) who had experienced abuse in childhood participated in this survey. Structural equation modeling showed that self-control, aggression, and depression were mediators between childhood abuse experiences and peer victimization. Specifically, self-control, aggression, and depression acted as separate mediators. Additionally, there were two other pathways: the chain mediating effect of self-control and aggression, and the chain mediating effect of self-control and depression. This study enriches relevant research in peer victimization and provides a theoretical basis for understanding the impact of childhood abuse experiences on peer victimization. [ABSTRACT FROM AUTHOR]

Background: Peer victimization predicts the development of mental health symptoms in the transition to adolescence, but it is unclear whether and how parents and school environments can buffer this link. Methods: We analyzed two-year longitudinal data from the Adolescent Brain Cognitive Development (ABCD) study, involving a diverse sample of 11 844 children across the United States (average at baseline = 9.91 years; standard deviation = 0.63; range = 8.92–11.08; complete case sample = 8385). Longitudinal associations between peer victimization and two-year changes in mental health symptoms of major depression disorder (MDD), separation anxiety (SA), prodromal psychosis (PP), and attention-deficit/hyperactivity disorder (ADHD) were examined including a wide range of covariates. Mixed linear models were used to test for the moderating effects of parental warmth and prosocial school environment. Results: 20% of children experienced peer victimization. Higher exposure to peer victimization was associated with increases in MDD, SA, and ADHD symptoms. Parental warmth was associated with decreases in MDD symptoms but did not robustly buffer the link between peer victimization and mental health symptoms. Prosocial school environment predicted decreases in PP symptoms and buffered the link between peer victimization and MDD symptoms but amplified the link between peer victimization and SA and ADHD symptoms. Conclusions: Peer victimization is associated with increases in mental health symptoms during the transition to adolescence. Parental warmth and prosocial school environments might not be enough to counter the negative consequences of peer victimization on all mental health outcomes. [ABSTRACT FROM AUTHOR]

Background Non-suicidal self-injury (NSSI) behavior has become a major public health concern and can have significant implications for the physical and mental health of adolescents. Peer victimization is a risk factor for adolesents to have NSSI behavior, so exploring the relationship and underlying mechanism between peer victimization and NSSI functions will provide a promising strategy for the prevention and intervention of NSSI behavior. Objective To investigate the relationship between peer victimization and NSSI functions in adolescents with unipolar and bipolar depression, so as to provide references for the intervention of NSSI behavior in adolescent patients with unipolar and bipolar depression. Methods Using multi-stage stratified sampling, 940 adolescents with unipolar and bipolar depression who met the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria for bipolar depressive episodes or depressive disorders were selected from 14 psychiatric hospitals in China. All participations were assessed using Chinese version of the Functional Assessment of Self-Mutilation (C-FASM), Multidimensional Peer-Victimization Scale (MPVS), UCLA Loneliness Scale (UCLA-LS) and Patient Health Questionnaire-9 item (PHQ-9). Pearson correlation coefficient was to assess the correlation among above scales, and the model fit and path coefficients for mediation were analyzed with model 4 in Process 4. 0 for SPSS. Results A total of 698 (74. 26%) adolescents with unipolar and bipolar depression completed the questionnaire survey. NSSI behavior was detected in 374 patients (53. 58%). Among adolescents with unipolar and bipolar depression and NSSI behavior, MPVS total score was positively correlated with the scores of NSSI emotion regulation function, attention-seeking function and social avoidance function in C-FASM (r=0. 104, 0. 130, 0. 266, P<0. 05 or 0. 01), UCLA-LS score also yielded a positive correlation with the scores of NSSI emotion regulation function, attention-seeking function and social avoidance function in C-FASM (r=0. 321, 0. 112, 0. 246, P<0. 05 or 0. 01), and UCLA-LS score was positively correlated with MPVS total score (r=0. 241, P<0. 01). Loneliness demonstrated a complete mediating role in the relationship between peer victimization and emotion regulation function, with an indirect effect value of 0. 033 (95% CI: 0. 019~0. 050) and an effect size of 73. 33%. A partial mediating effect of loneliness was also observed for the relationship between peer victimization and social avoidance function, with an indirect effect value of 0. 016 (95% CI: 0. 007~0. 025) and an effect size of 17. 98%. Conclusion Loneliness may act as a mediator in the relationship between the peer victimization and the NISS emotion regulation and social avoidance functions in adolescents with unipolar and bipolar depression and NSSI behaviors. [ABSTRACT FROM AUTHOR]

This study examined whether varying dimensions of teacher-child relationship quality and gender moderated associations between knowledge of negative emotion-eliciting situations and peer victimization among Black preschoolers (60 boys, 54 girls) who ranged in age from 35 to 65 months. Fifty-one children had a Black teacher, 46 had a White teacher, and 17 had a Latine teacher. All teachers were female. Knowledge of negative emotion-eliciting situations was assessed directly in the fall. Lead teachers reported on teacher-child relationship quality between September and December. A second teacher completed peer victimization ratings in the spring of the following year. When teacher-child closeness was high, there was a positive association between knowledge of negative emotion-eliciting situations and physical victimization, but a negative association emerged when teacher-child closeness was low. In accord with the victim schema model that undergirded this study, knowledge of negative emotion-eliciting situations was negatively related to physical victimization for children who experienced high teacher-child conflict and dependency. Black teachers perceived more relational victimization. Our findings highlight the need for further examination of peer victimization among young Black children and suggest that identifying the individual and ecological correlates of peer victimization should be a priority for school psychologists working in early educational contexts. [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]

Though school children tend to view peer victimization as morally wrong most do not to intervene on the victim's behalf and some instead choose to aid the victimizer. The aim of this longitudinal study was to investigate how students' defending and pro-aggressive bystander behaviors evolved over the course of one school year and their association to basic moral sensitivity, moral disengagement, and defender self-efficacy. Three-hundred-fifty-three upper elementary school students (55% girls; 9.9-12.9 years of age) each completed self-report surveys at three points during one school year. Results from latent growth curve models showed that pro-aggressive bystander behavior remained stable over the year, whereas defending behavior decreased. Moreover, students who exhibited greater basic moral sensitivity were both less likely to be proaggressive and simultaneously more likely to defend. Students with defender self-efficacy were not only associated with more defending behavior at baseline but also were also less likely to decrease in defender behavior over time. Conversely, students reporting a higher degree of moral disengagement were linked to more pro-aggressive behavior, particularly when also reporting lower basic moral sensitivity. These short-term longitudinal results add important insight into the change in bystander behavior over time and how it relates to students' sense of morality. The results also highlight the practical necessity for schools to nurture students' sense of morality and prosocial behavior in their efforts to curb peer victimization. [ABSTRACT FROM AUTHOR]

Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N = 26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N = 14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children. [ABSTRACT FROM AUTHOR]

Background: It is well known that Adverse Childhood Experiences (ACEs) are associated with poor health and well-being outcomes among adult samples. However, there are notable gaps in examining these relationships among youth. Objective: The objectives were to examine: a) the prevalence of an expanded list of ACEs among adolescents, b) ACEs sex differences, c) associations between ACEs and several adolescent health and at-risk behavioural outcomes, and d) the population attributable fractions (PAFs) for three ACE groupings (i.e., child maltreatment, household challenges, and peer victimization). Study design: Cross-sectional. Participants and setting: Data were from the provincially-representative, cross-sectional 2014 Ontario Child Health Study (N = 6537 dwellings, response rate = 50.8%). One randomly selected child aged 14–17 years old (n = 2910) from each household was included. Methods: The majority of measures (nine ACEs and six health and well-being outcomes) were self-reported (three household challenges ACEs and physical health were collected from parents/caregivers). Descriptive statistics estimated the prevalence of ACEs for the sample and by sex. Logistic regressions tested associations between individual ACEs and seven outcomes. Population attributable fractions (PAFs) were computed for three ACE groupings with each outcome. Findings: ACEs prevalence ranged from 1.8% to 47.4% with several noted sex differences. Each ACE was associated with four or more studied outcomes. PAFs ranged from 3.5% to 47.8%, varying for each ACEs grouping. Conclusion: The significant associations and estimated proportions of poor adolescent outcomes attributed to ACEs indicate that identifying approaches aimed at preventing these experiences could have a substantial impact on youth health and well-being.

Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence–a period of heightened sensitivity to social–emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studies were published between 1993 and 2022 that focused on typically developing 5th- to 8th-graders. Sample sizes ranged from 140 to 86,372 participants. Results indicated a bidirectional connection between increased peer victimization and poorer literacy. Preliminary evidence was found in support of an indirect link via internalizing behaviors, externalizing behaviors, and school engagement, but ambiguous support for the effect of sex. Taken together, adolescents who experience peer victimization are likely to struggle in literacy, as well as exhibit negative behaviors that may only serve to exacerbate this connection.

Yoshio Iwata,1 Miki Ono,1 Yoshitaka Ishii,1 Shunichiro Ito,1 Masayuki Kikkawa,1 Chihiro Morishita,1 Yu Tamada,1,2 Mina Honyashiki,1 Takeshi Inoue,1 Jiro Masuya1 1Department of Psychiatry, Tokyo Medical University, Tokyo, Japan; 2Department of Psychiatry, Tokyo Medical University Hachioji Medical Center, Tokyo, JapanCorrespondence: Jiro Masuya, Department of Psychiatry, Tokyo Medical University, 6-7-1 Nishi-shinjuku, Shinjuku-ku, Tokyo, 160-0023, Japan, Tel +81-3-3342-6111, Email j-masuya@tokyo-med.ac.jpBackground: The experience of peer victimization in childhood increases the risk of developing anxiety disorders and depression, risk of suicide, as well as sensitivity to stress, in adulthood. Various personality traits are known to be associated with these effects. However, the influence of trait anxiety on job stress has not yet been reported. In the present study, we tested the hypothesis that the experience of peer victimization in childhood and trait anxiety influence job stress in adulthood.Methods: A questionnaire survey, including State-Trait Anxiety Inventory, Childhood Victimization Rating Scale, and Brief Job Stress Questionnaire, was administered to 566 adult workers. The interrelationship between multiple variables was analyzed by multiple regression analysis and path analysis.Results: In the path model, childhood peer victimization had a positive direct effect on trait anxiety and the psychological and physical stress response (PPSR). Trait anxiety had a positive direct effect on job stressors and PPSR, and job stressors had a positive direct effect on PPSR. Regarding indirect effects, childhood peer victimization had a significant adverse effect on job stressors and PPSR via trait anxiety.Conclusion: Our results showed that childhood peer victimization has a negative impact on job stress in adulthood, which is influenced by trait anxiety. Interventions to address peer victimization in childhood and trait anxiety may reduce job stress in adulthood, and thus contribute to improved occupational mental health and productivity in the workplace.Keywords: job stress, peer victimization, trait anxiety, path analysis, mediation effect

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]

Previous research has consistently shown that parental psychological control is associated with negative psychosocial outcomes, including rule-breaking behavior, aggression, and delinquency. Given the potential long-term consequences of early involvement in externalizing problems, it is important to understand pathways of risk for a child engaging in these behaviors. Therefore, the aim of the current cross-sectional study was to investigate whether peer victimization underlies the associations between parental psychological control and externalizing problems. Participants included 275 children (51.6% girls) in the third through fifth grade (M = 9.33 years, SD = 0.99 years) and their homeroom teachers. Children provided self-reports of psychological control, peer victimization, and delinquency, and teachers provided ratings of peer victimization and forms of aggression. Rule-breaking behavior was assessed using school records. As predicted, a higher order latent externalizing problems factor was identified from indices of rule-breaking behavior, relational aggression, physical aggression, and delinquency. Further, results indicated that peer victimization served as a mechanism linking parental psychological control to a higher-order latent externalizing problems factor as well as individual indices (i.e., rule-breaking behavior, relational aggression, physical aggression, and delinquency). Findings from this study suggest that parents can have an impact on child outcomes through their impact on peer relations. Additionally, these findings may have important implications for early identification and prevention efforts addressing externalizing problems during middle childhood. Highlights: There was a significant indirect effect from parental psychological control to childhood externalizing problems through peer victimization. Findings remained consistent when using child- and teacher-reported peer victimization. Rule-breaking behavior, aggression, and delinquency significantly loaded on to a latent externalizing problems factor. Links between parenting behavior and externalizing problems are evident among children in elementary school. There might be multiple points of intervention when trying to reduce youth externalizing problems. [ABSTRACT FROM AUTHOR]

Youth who are behaviorally aggressive and victimized by their peers comprise a significant population with specific risks and vulnerabilities relative to substance use. The goals of the current study were to examine the roles that youth aggression and peer victimization play in determining the timing of alcohol and marijuana use initiation and the frequency of use 5-years later in a sample of at-risk, aggressive youth. 360 youth (Mage= 10.17 years; 65% boys, 35% girls; 78.1% African American, 20.3% Caucasian, 1.4% Hispanic, and 0.3% other) recruited for a prevention program for at-risk youth were followed for 5 years (4th – 9th grade). Cox PH regressions were conducted to predict timing of alcohol and marijuana use initiation. Zero-inflated negative binomial regressions were used to predict frequency of alcohol and marijuana use 5 years later. Results showed that peer victimization inferred decreased risk of alcohol use initiation. However, this effect was only observed for youth with relatively moderate, and low levels of aggression. Findings suggest that differences in youth aggression and victimization interact to predict distinct outcomes, suggesting the need for a more comprehensive approach when working with aggressive youth who have experienced peer victimization. [ABSTRACT FROM AUTHOR]

Bias-based (also called identity-based) harassment refers specifically to a subset of peer victimization that targets a person's identity, such as their gender identity, religion, immigration status, sexual orientation, race, or ethnicity. Research indicates that bias-based harassment is a particularly devastating form of victimization that has an even stronger association with poor mental health and school functioning than general forms of bullying and harassment that do not target identity characteristics. In the current study, we used the AmeriSpeak Teen Panel, a US nationally representative panel of youth ages 13–17, to examine the prevalence and predictors of bias-based harassment. Youth (N = 639) completed a self-report survey about their experiences with victimization and perpetration of bias-based harassment. A series of regression models tested the association of individual youth demographic characteristics with reports of bias-based harassment victimization and perpetration. Overall, 28.2% of youth reported experiences of bias-based victimization, and 12.4% reported bias-based perpetration. Bias-based harassment most often targeted students' race, sexual orientation, and gender identity. Results have implications for school-based prevention and intervention planning to address bias-based harassment. [ABSTRACT FROM AUTHOR]

This study examined the mediating effect of cognitive impulsivity and the moderating effect of dispositional mindfulness in the relations between peer victimization and adolescent proactive and reactive aggressive behaviors. The sample included 2477 Chinese adolescents (51.43% boys and 48.57% girls; Mage =12.23 years, SD = 1.65). The results of path analysis showed that peer victimization was significantly related to both proactive and reactive aggressive behaviors. Cognitive impulsivity mediated in the relations between peer victimization and proactive and reactive aggressive behaviors. Dispositional mindfulness buffered against the relations between peer victimization and proactive aggressive behavior, and between peer victimization and cognitive impulsivity. The results further showed that the indirect effect of cognitive impulsivity was more salient when there were lower levels of dispositional mindfulness. This study revealed the mediating and moderating mechanism between peer victimization and aggressive behavior from the perspective of the control model of the criminal lifestyle theory and has important implications for preventing and reducing adolescent aggressive behaviors. [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]

Background: In recent years, the number of adolescents with depression has been increasing annually, with individuals often exhibiting non-suicidal self-injury (NSSI) behavior. The purpose of this study is to investigate the family (childhood abuse), school (peer victimization), and individual (psychological resilience) factors of adolescents with depression with or without NSSI (the Chinese version of the Functional Assessment of Self-Mutilation [C-FASM] scale), and to analyze the correlation between the above psychological and social factors and the frequency of NSSI, to provide a basis for NSSI prevention and intervention in adolescents with depression. Methods: We recruited 355 adolescents with depressive symptoms to participate in this study and divided them into Group NSSI (N = 227) and Group no-NSSI (n-NSSI) (N = 128) based on the C-FASM scale. The Short-Form Childhood Trauma Questionnaire (CTQ-SF), Multidimensional Peer Visualization Scale (MPVS), and Resilience Scale for Chinese Adolescents (RISC) scores were compared between two groups of adolescents. Pearson correlation coefficient was used to analyze the correlation between NSSI frequency and the above scores. Results: Emotional abuse, physical abuse, sexual abuse, emotional neglect, physical neglect, and total CTQSF score in Group NSSI were significantly higher than those in Group n-NSSI (all p < 0.001). Physical victimization, verbal victimization, social manipulation, attacks on property, and total MPVS score in Group NSSI were significantly higher than those in Group n-NSSI (p < 0.001, p < 0.001, p = 0.009, p < 0.001, p < 0.001). Goal concentration, emotion regulation, positive perception, family support, interpersonal assistance, and total RISC score in Group NSSI were significantly lower than those in Group n-NSSI (all p < 0.001). The frequency of NSSI was significantly positively correlated with emotional abuse, physical abuse, sexual abuse, emotional neglect, physical neglect, and total CTQ-SF score (r = 0.366, p < 0.001; r = 0.411, p < 0.001; r = 0.554, p < 0.001; r = 0.220, p = 0.001; r = 0.255, p < 0.001; r = 0.673, p < 0.001). The frequency of NSSI was significantly positively correlated with physical victimization, verbal victimization, social manipulation, attacks on property, and total MPVS score (r = 0.418, p < 0.001; r = 0.455, p < 0.001; r = 0.447, p < 0.001; r = 0.555, p = 0.001; r = 0.704, p < 0.001). The frequency of NSSI was significantly negatively correlated with goal concentration, emotion regulation, positive perception, family support, interpersonal assistance, and total RISC score (r = -0.393, p < 0.001; r = -0.341, p < 0.001; r = -0.465, p < 0.001; r = -0.272, p = 0.001; r = -0.160, p = 0.016; r = -0.540, p < 0.001). Conclusions: Our findings highlight the importance of family (childhood abuse), school (peer victimization), and individual (psychological resilience) factors for NSSI in depressed adolescents, and these factors are closely related to NSSI frequency. Implications for Practice: Maintaining a good family environment, solving the problem of peer victimization at school, and developing corresponding measures to improve psychological resilience are of great significance for improving the mental health of depressed adolescents and reducing the risk of NSSI. [ABSTRACT FROM AUTHOR]