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Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization. This study aims to analyze whether the NoTrap! antibullying program, an evidence-based peer-led intervention, may also be effective in counteracting ethnic bullying and victimization when students with an immigrant background are involved as peer educators. There were 1,570 students who participated in the study: 24 control classes (N = 476) and 50 experimental classes (N = 1094). Within the last group we identified two conditions: 30 classes in which all peer educators were Italian (Experimental A, N = 661); 20 classes in which at least one of them had an immigrant background (Experimental B, N = 433). Results of two linear mixed models showed a significant interaction Time 3 Experimental condition for ethnic victimization, F(1, 1170) = 4.185; p = 0.015. Specifically, the NoTrap! is effective in reducing ethnic victimization when at least one student with an immigrant background is involved as a peer educator. Only in this condition, indeed, peer educators are directly involved in the phenomenon they counteract, and all four circumstances postulated in the contact theory are satisfied. No effects on ethnic bullying have been found, F(1, 1162) = 0.215; p = 0.806. This is in line with the activities proposed in the program, which is more focused on empowering victims than on acting directly on bullies.

Information and Communication Technologies have become powerful tools for adolescents, but they have enabled a huge number of online risks, such as being exposed to Online Hate Speech (OHS). High exposure to hateful content has been linked to despicable offline actions, including hate crimes. However, there is a lack of studies considering the associations with certain specific forms, such as the perpetration of bullying. The purpose of this study was to fill this gap in the literature by analysing the associations between exposure to OHS targeting ethnic minorities and ethnic bullying perpetration, and considering the potential moderating role of tolerance towards diversity and of gender. Participants were 960 high school students (53.6% females; Mage = 15 years, SD = 0.59). Data were collected in January/February 2020, before the first lockdown due to the Covid-19 pandemic. Findings suggest that being exposed to ethnic OHS is significantly, but weakly, associated with traditional ethnic bullying perpetration. Moreover, this association is moderated by tolerance towards diversity and by gender. In particular, for male adolescents, at low and middle levels of tolerance, higher ethnic OHS exposure is not associated with a higher tendency to perpetrate bullying toward peers with a different ethnicity. For females, instead, tolerance is not a moderator in the relationship between ethnic OHS exposure and ethnic bullying perpetration. Results are discussed in terms of their practical implications. [ABSTRACT FROM AUTHOR]

Nowadays, adolescents have extensive access to Information and Communication Technologies, which allow them to engage in social networking activities that may expose them to Online Hate Speech (OHS). While there are few cross-sectional studies about the effects of OHS Exposure on attitudes and aggressive behavior, no study aims to analyze the tendency to Speak Up when exposed to certain content (e.g., reporting, etc.). In addition, no instruments have yet been validated to assess these constructs. The aim of the present study, focused on Online ethnic Hate Speech (OeHS), is double: (a) develop a scale to measure OeHS Exposure and the tendency to Speak Up and analyze its psychometric properties; (b) analyze the longitudinal association between Xenophobia (XEN), OeHS Exposure, and Speaking Up against OeHS, while taking into account gender differences and the nested nature of the data. Six hundred sixty-six Italian high school students (52.7 percent male; MAge = 15[0.64]), nested in 36 ninth grade classes (10 schools), took part in the longitudinal study. The first wave of data collection occurred in early 2020, before the COVID-19 pandemic. The second and third waves took place 12 and 15 months later, respectively. Findings suggest that the OeHS Scale has good psychometric properties. Moreover, according to the findings, while the three variables of interest are always cross-sectionally correlated, a longitudinal negative association have been found between XEN and both Exposure and Speaking Up. Regarding the impact of OeHS Exposure, the good news is related to the absence of a longitudinal association with both XEN and Speaking Up. [ABSTRACT FROM AUTHOR]

• We investigated the association of CU traits with variables assessing adolescents' interpersonal functioning with peers. • The findings support the clinical importance of CU traits. • CU traits are associated with relational problems, independent of CP and normal personality traits. • The findings support CU traits as specifier for diagnoses involving conduct problems. • The findings provide targets for intervention in the social relationships of adolescents. Callous-Unemotional (CU) traits are strongly related to early-onset and severe levels of conduct problems. However, much less research has focused on their association with potential problems in adolescents' social relationships. Further, it is important to determine if CU traits explain variance in important social variables, independent of conduct problems or general personality dimensions related to sociability, like agreeableness. In the current study, we examined the association of CU traits with a range of social variables in a community sample of Italian adolescents (N = 563; 460 girls; mean age = 15.80, SD = 1.50). Measures for the social variables included assessment of peer rejection, adolescents' prosocial behaviors, satisfaction in peer relationships, and feelings of connection with school and classmates. We also obtained self-report ratings of CU traits, conduct problems (CP) and agreeableness. Analyses showed that CU traits were significantly associated with all the social variables. After controlling for CP and agreeableness, CU traits were still positively associated with ratings of peer rejection and negatively associated with prosocial behavior and satisfaction in relationships with peers. However, the negative associations with feelings of connection to school and peers were no longer significant. These findings provide further support for the clinical usefulness of CU traits and further evidence for potential targets of intervention, particularly focused on the adolescent's relational skills. [ABSTRACT FROM AUTHOR]