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Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Welcome to this resource designed for social networking providers by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-econ omic disadvantage. The Blurred Lives Project focuses on the online experiences of 14-16 year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents/carers and social networking providers. The two-year project (2017-2019) is funded by Erasmus+ under KA2 Strategic Partnerships for School Education, and is led by a team of international experts with a wealth of experience of addressing bullying in schools: Dr Noel Purdy, Stranmillis University College, Belfast, Northern Ireland; Prof Peter K. Smith, Goldsmiths, University of London, England; Prof. Dr. Herbert Scheithauer, Freie Universität Berlin, Germany; Prof Antonella Brighi/Dr Consuelo Mameli, University of Bologna, Italy; and Dr. Trijntje Völlink, Open University of the Netherlands.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country, and explored pupils’ online access and negative experiences. Pupils were first invited to provide background demographic information and to detail the nature and extent of their regular online activity. They were then asked to describe a nasty or unpleasant online experience that had happened to them personally over the past couple of months, to indicate who they had reported it to (if anyone) and what happened as a result. They were also asked to describe a nasty online experience that had happened to someone else the y know well, and to describe anything nast y or unpleasant that they had done themselves to someone online over the past couple of months. Finally, the survey invited the young people to provide suggestions as to how teachers, parents/carers and friends could help more.The second phase aimed to provide up-to-date resources for teachers, pupils and parent/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups and Quality Circles, carried out intensively with two classes of 14-16 year old pupils in each country. The first Sequential Focus Group was used to present some of the findings of the survey and to explore pupils’ online experiences in more qualitative detail. There followed a series of Quality Circles where pupils worked in groups with experienced facilitators to create original resources for particular audiences: teachers, pupils, parents/carers and social networking providers. The number and length of each session varied between schools and countries, depending on school timetables and availability of time. However, in each case pupils were encouraged and empowered to work together (often outside normal friendship groups) with a common purpose to design appropriate and targeted guidance and/or resources, and to share their resources with others in their class or year group. The resulting resources comprise a rich variety of formats including posters, leaflets, videos, comic strips and presentations. The final two Sequential Focus Groups provided an opportunity for the pupils to provide feedback on the first dr aft of the resources (after which minor revisions could be made) and on their experiences of participating in the Quality Circles.

Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Cyberbullying perpetration (CBP) and problematic Internet use (PIU) are the most studied risky online activities for adolescents in the current generation. However, few studies have investigated the relationship between CBP and PIU. Still lacking is a clear understanding of common or differentiated risk and protective pathways for adolescents interacting in the cyber world. The aim of this study was to understand the role of individual (emotional symptoms) and environmental variables (parental monitoring) underpinning both CBP and PIU, with time spent online as a mediator of these factors. Furthermore, we investigated gender and school level differences in these dynamics. A questionnaire was filled in by 3,602 students from Italian Lower Secondary Schools and Upper Secondary Schools. Structural equation modeling was used to test the effects of emotional symptoms and parental monitoring on CBP and PIU mediated by time spent online, controlling for school level. In addition, the model was implemented for girls and boys, respectively. Negative emotional symptoms and low levels of parental monitoring were risk factors for both CBP and PIU, and their effect was mediated by the time spent online. In addition, parental monitoring highlighted the strongest total effect on both CBP and PIU. Risk and protective pathways were similar in girls and boys across Lower Secondary and Upper Secondary Schools, although there were some slight differences. CBP and PIU are the outcomes of an interplay between risk factors in the individual and environmental systems. The results highlight the need to design interventions to reduce emotional symptoms among adolescents, to support parental monitoring, and to regulate the time spent online by adolescents in order to prevent risky online activities.

A considerable amount of research has examined the link between children’s peer acceptance, which refers to the degree of likability within the peer group, social functioning and emotional wellbeing, at a same age and in a long term perspective, pointing out to the contribution of peer acceptance for mental wellbeing. Our study proposes a sociometric methodology that, differently from many studies focused on individual classifications of social status, moves to the analysis of affiliative social networks within the class group. This study describes how individual factors such as socio-emotional competence, temperament, and linguistic skills are related to positive reciprocated nominations (=RNs) and examines the cliques generated by reciprocal nominations according to similarities (socio-emotional competence, temperament and linguistic skills) among cliques’ members. Eighty-four preschool children (M age = 62.5 months) were recruited. The Sociometric Interview to assess RNs and the Peabody Picture Vocabulary Test - Revised (PPVT-R; Dunn & Dunn, 1981) to assess receptive language were administered; the Social Competence and Behaviour Evaluation Short Form questionnaire (SCBE-30; LaFreniere & Dumas, 1996) and the Quit Temperament Scale (Axia, 2002) were filled in by the teachers. Results showed that children with higher RNs presented higher scores in social orientation, positive emotionality, motor activity, linguistic skills and social competence (trend), and exhibited lower anxietywithdrawal. The analysis of cliques revealed that children preferred playmates with similar features: social competence, anger-aggression (trend), social orientation, positive emotionality, inhibition to novelty, attention, motor activity (trend) and linguistic skills. These findings provide insights about processes of peer affiliation, highlighting the role of socio-emotional functioning and linguistic skills., peer-reviewed

This cross-linguistic study investigated whether the native language has any influence on lexical composition among Italian ( N = 125) and Finnish ( N = 116) very preterm (born at

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.

Resumen basado en el de la publicación. Resumen en español Se detalla un estudio realizado para determinar si los niños prematuros extremos sin lesión cerebral manifiesta muestran unas habilidades lingüísticas y cognitivas menores a los dos años en comparación con los niños nacidos a término. Para la obtención de datos se examinó a 150 niños prematuros y 44 niños nacidos a término, sin lesión cerebral manifiesta. Al mismo tiempo, se proporcionó a sus padres el formulario italiano del MB-CDI (Inventario del Desarrollo de Habilidades Comunicativas de MacArthur-Bates) a fin de evaluar la producción léxica y gramatical y, además, se evaluó el desarrollo cognitivo de los prematuros mediante las escalas de Griffiths. El resultado de este análisis indica que los niños prematuros mostraron unas habilidades menores en léxico y gramática y una mayor tasa de riesgo de retraso léxico y ausencia de combinación de palabras que los niños nacidos a término. Cataluña Consejería de Educación y Cultura. Secretaría General de Educación; Calle Delgado Valencia, 6; 06800 Mérida (Badajoz); Tel. +34924006714; Fax +34924006716; redined@edu.juntaex.es ESP

Purpose Wide interindividual variability characterizes language development in the general and at-risk populations of up to 3 years of age. We adopted a complex approach that considers multiple aspects of lexical and grammatical skills to identify language profiles in low-risk preterm and full-term children. We also investigated biological and environmental predictors and relations between language profiles and cognitive and motor skills. Method We enrolled 200 thirty-month-old Italian-speaking children—consisting of 100 low-risk preterm and 100 comparable full-term children. Parents filled out the Italian version of the MacArthur–Bates Communicative Development Inventories Infant and Toddler Short Forms (word comprehension, word production, and incomplete and complete sentence production), Parent Report of Children's Abilities–Revised (cognitive score), and Early Motor Questionnaire (fine motor, gross motor, perception–action, and total motor scores) questionnaires. Results A latent profile analysis identified four profiles: poor (21%), with lowest receptive and expressive vocabulary and absent or limited word combination and phonological accuracy; weak (22.5%), with average receptive but limited expressive vocabulary, incomplete sentences, and absent or limited phonological accuracy; average (25%), with average receptive and expressive vocabulary, use of incomplete and complete sentences, and partial phonological accuracy; and advanced (31.5%), with highest expressive vocabulary, complete sentence production, and phonological accuracy. Lower cognitive and motor scores characterized the poor profile, and lower cognitive and perception–action scores characterized the weak profile. Having a nonworking mother and a father with lower education increased the probability of a child's assignment to the poor profile, whereas being small for gestational age at birth increased it for the weak profile. Conclusions These findings suggest a need for a person-centered and cross-domain approach to identifying children with language weaknesses and implementing timely interventions. An online procedure for data collection and data-driven analyses based on multiple lexical and grammatical skills appear to be promising methodological innovations. Supplemental Material https://doi.org/10.23641/asha.14818179

The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples’ voices in research and interventions against cyberbullying.

Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, number knowledge, calculation, as well as cognitive skills of 103 Italian-speaking fourth and fifth graders. Compared to typically developing peers, very preterm children showed delays in number knowledge, slower reaction times in nonsymbolic magnitude comparisons, and an atypical gaze exploration characterized by more and shorter fixations that lacked a target preference. The profile of mathematics skills of very preterm children appeared different from that of children with learning disability. Although both populations showed mainly preserved cognitive skills and slower reaction times in nonsymbolic magnitude comparisons, children with specific learning disability showed more severe impairments in calculation and were slower in symbolic magnitude comparisons, compared to very preterm children. Including eye-tracking measures in preterm follow-up programs and planning tailored interventions are recommended.

Background: Mindful parenting and the use of technology for parenting intervention have expanded separately from one another with promising results, but their relationship is underexplored. The current study protocol proposes a new universal intervention via app, MINd Us TOghether (MinUTo), based on mindful parenting for parents of typically developing children of 4–5 years of age. Methods: The effect of the intervention is evaluated using a randomised controlled trial. Around 2000 parents are enrolled and randomised to the intervention and control groups. Data are collected in three different waves from parents at baseline and endline; APP usage data allow for the analysis of intervention adherence. The MinUTo app proposes contents and activities for five dimensions of mindful parenting. Each dimension is presented within a two-week distance, explaining its importance, providing information, and offering activities for parents and children. Expected results: We hypothesise a positive effect of the intervention on primary outcomes (mindful parenting, parenting stress, parent behaviours and parental time investment), increasing parents’ skills and promoting a positive parent–child relationship. We also test possible effects on secondary outcomes (parenting attitudes and beliefs) at an explorative level. Conclusions: The study will add new considerations about the psychological and economic impact of technologies in implementing parenting interventions in non-clinical populations.

Early numeracy skills in preschool years have been found to be related to a variety of different factors, including Approximate Number System (ANS) skills, children's cognitive and linguistic skills, and environmental variables such as home numeracy activities. The present study aimed to analyze the differential role of environmental variables, intergenerational patterns, children's cognitive and linguistic skills, and their ANS in supporting early math skills. The sample included 64 children in their last year of kindergarten and one parent of each child. Children were administered a battery of cognitive and linguistic tasks, and a non-symbolic comparison task as a measure of ANS. Parents were administered similar tasks assessing cognitive skills, math skills, and ANS skills (estimation and non-symbolic comparison), together with a questionnaire on home numeracy. Results showed that home numeracy predicted children's early math skills better than a number of parent and child variables. Considering children's skills, their ability in the non-symbolic magnitude comparison task was the strongest predictor of early math skills. Results reinforce the importance of the role of home numeracy activities and children's ANS skills above that of parents' math skills.

Although early object exploration is considered a key ability for subsequent achievements, very few studies have analyzed its development in extremely low gestational age infants (ELGA- GA

Cyberbullying is associated with a wide range of mental health difficulties and behavioral problems in adolescents and research is needed to better understand psychological correlates of this behavior. The present study used a novel model that incorporated Social Cognitive Theory and the prototype/willingness model to identify the correlates of behavioral willingness to engage in cyberbullying in two countries. Adolescent students were randomly selected from secondary schools in Italy (n = 1710) and Greece (n = 355), and completed anonymous measures of moral disengagement, descriptive norms, risk prototype evaluations and behavioral willingness to engage in cyberbullying. Hierarchical linear regression analyses showed that willingness to engage in cyberbullying was associated with moral disengagement, prototype evaluations and descriptive social norms in Italy, and with gender, moral disengagement and descriptive social norms in Greece. Regression-based multiple mediation modeling further showed that the association between moral disengagement and cyberbullying willingness was mediated by prototype evaluations in Italy and by descriptive norms in Greece. The implications of our findings are discussed in the context of self-regulating cyberbullying perpetration in adolescents and informing school-based policies and interventions to prevent cyberbullying behavior.

Background Very preterm (VPT) children showed delays in reading, spelling and maths, but their academic achievement profile is not clearly understood. Aims VPT children were compared with children with specific learning disorders (SLD) and typically developing (TD) children on academic achievement, considering cognitive and linguistic phenotypic markers. A learning profile analysis was also performed. Methods We included 170 10-year old monolingual Italian-speaking children (37 VPT, 28 SLD, 105 TD) assessing cognitive, linguistic and academic skills. Results On academic achievements VPT children fell behind TD peers in some reading (text speed, comprehension), spelling (non-word), and math (number knowledge, written calculations and problem-solving) tasks. SLD children underperformed in all academic tasks with respect to VPT and TD peers. Concerning cognitive and linguistic phenotypic markers, compared to TD peers, VPT children showed lower scores in verbal IQ and phonological fluency, SLD children in phonological processing and rapid automatized naming. VPT children showed a higher rate of at-risk performance in reading compared to TD group, but a minor percentage of impaired profiles and comorbidity among learning areas compared to SLD group. Conclusions and implications The academic achievement profile of VPT children shows persistent delays, but it differs to that of SLD children, since delays are less widespread and severe, and differences were found in phenotypic markers and comorbidity. Follow-up programs and effective interventions are needed for VPT children.

The present study examined maternal responses to infants' spontaneous communicative behaviors in a sample of 20 extremely-low-gestational-age (ELGA) infants and 20 full-term (FT) infants during 30 minutes of play interaction when infants were 12 months of age. Relations between maternal responses and infants' communication skills at 12 and 24 months were investigated. Maternal responses were coded according to their contingency and degree of relevance to the infant's communicative signal. Despite the less advanced gestural abilities of ELGA infants, their mothers produced high percentages of contingent and relevant responses, as did mothers of their FT peers. Maternal contingent and highly relevant responses (i.e., those with a repeated label) were associated with ELGA infants' receptive and expressive communication skills at 12 months and predicted expressive communication skills at 24 months. Results suggest that contingent maternal responses with a repeated label following infants' spontaneous communicative behaviors support communicative development, particularly among ELGA infants.

While the poor psychosocial outcomes of young people who have experienced bullying are well known, the harm associated with experiences that do not meet the bullying criteria is not well understood. The aim of this study was to examine the level of harm associated with experiences of peer aggression, as well as bullying, by directly measuring the four elements of intent, perceived harm, repetition and power imbalance that comprise the bullying criteria. The purpose of the study was to establish whether bullying was the most harmful form of peer aggression and whether other types of peer aggression that did not comprise all elements of bullying were comparably harmful. Over 6000 students (aged 11-16) from 10 countries completed a student victimization and aggression questionnaire. Data showed that approximately 50% of participants were not intentionally harmed through peer aggression, although this varied across countries, ranging from 10% in India to 87.5% in Taiwan. In all countries, analyses identified a group that had experienced repeated peer aggression, but with no power imbalance, comparable in size to the bullied group, suggesting that bullying is just "the tip of the iceberg". Victims of bullying self-reported the greatest experiences of harm, although victims of repeated aggression reported comparable harm. The findings show that peer aggression experiences that do not meet the bullying criteria are also rated as harmful by victims. More research is needed to fully understand negative peer interactions that include behaviors outside the scope of the bullying definition, particularly with regard to repeated peer aggression. This study suggests that researchers should consider the level of harm experienced by individuals and avoid terminology such as bullying, while policy makers should place a strong and explicit focus on encompassing a broader realm of harmful peer aggression.

Background: An increasing body of research on typically and atypically developing infants has shown that motor skills play an important role in language development. To date, however, the role of specific object exploration skills for early gesture and vocabulary development has not been investigated in extremely low gestational age infants (ELGA, GA < 28 weeks), who are at greater risk for motor and language delays than full-term (FT) infants. Purpose: This longitudinal study examined relations between 6-month active exploratory behaviors and 12- month word comprehension, gestures and vocal production, controlling for cognitive performance and neonatal condition (ELGA vs FT). Methods: Forty infants, 20 ELGA and 20 FT, and their mothers participated in the study. Mother-infant play interaction was video-recorded at 6 and 12 months. Oral and manual object exploration at 6 months and spontaneous gestures and vocal production at 12 months were coded. Word comprehension was evaluated with the Italian version of the MacArthur-Bates CDI parent questionnaire at 12 months. Cognitive performance was examined with the Griffiths Mental Developmental Scales at 6 months and the Bayley-III Scales at 12 months. Results: Regression analyses showed that after accounting for cognitive performance and neonatal condition, oral exploration was related to word comprehension, and manual exploration to gestures and vocal production in the overall sample. Conclusions: Cascading effects of specific object exploration skills on gestures and language comprehension and production in preterm infants and FT infants are discussed. Clinical implications for early assessment of and interventions involving object exploration skills, which may affect language development, are considered for the preterm population.

Aim This cross-sectional study focused on the effect of very preterm (VPT) birth on language development by analysing phonological, lexical, grammatical, and pragmatic skills and assessing the role of cognitive and memory skills. Method Sixty children (29 males, 31 females) born VPT (