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In the context of the existing research on families, sibling violence is a less explored area. However, it has seemingly received more attention recently, and it can assume a relevant role in understanding the maladaptive behavior of youngsters and bullying. Additionally, adolescents involved in bullying and self-esteem are associated with disruptive violence inside the family context. This study's sample consisted of 286 students, aged between 12 and 17 years, from both sexes. This study intends to explore the association between sibling violence and bullying behavior in peers and the mediator effect of self-esteem. The measures for data collection were a demographic questionnaire, the Social Exclusion and School Violence Questionnaire, The Revised Conflict Tactics Scales (Portuguese version for siblings), and the Rosenberg Self-Esteem Scale. The results show a negative effect between negotiation in the sibling relationship (victimization) and social exclusion and verbal aggression related to bullying behavior. Self-esteem represents a total and negative mediator in this connection. Our results also show a variety of indirect outcomes amongst the negotiation dimension, psychological aggression and injury between siblings, and the social exclusion and verbal aggression dimensions (on the aggression and victimization scales). The results will be discussed according to the attachment theory but considering the importance of affective bonds with siblings as a predisposing factor to an adaptive development course.

Background: Cyberbullying is a serious problem among adolescents and has an impact on mental health. The purpose of this study was to: 1) translate and validate the Cyberbullying and Online Aggression Survey in the Serbian language; 2) explore factors associated with more intense cyber victimization and cyber offending and 3) examine whether more intense cyber victimization and cyber offending are associated with a higher likelihood of online search for topics on mental health in a sample of high school students., Subjects and Methods: A total of 702 students from 4 public high schools participated in this cross-sectional study. Data were collected using a general questionnaire and the Cyberbullying and Online Aggression Survey. Internal consistency of the questionnaire was examined and confirmatory factor analysis was conducted to assess construct validity. The multiple linear regression model examined factors associated with higher levels of cyber offending and cyber victimization. The multiple logistic regression models examined whether cyber offending and cyber victimizations were associated with searching for mental health topics on the Internet., Results: Cronbach's alpha for the Cyberbullying Victimization Scale was 0.813 and for the Cyberbullying Offending Scale was 0.789. Both scales had a one-factorial structure and parameters on the confirmatory factor analysis were appropriate. More than one-half of students (56.2%) reported ever being cyber victimized and 39.9% of students reported ever being cyber offenders. Having lower grades, being younger at first Internet use and more frequent use of the internet were associated with both higher Cyberbullying Victimization and Offending scores. Having higher scores on both Cyberbullying Victimization and Offending scales was associated with higher odds of searching for mental health topics online., Conclusion: It is necessary to address cyberbullying in schools to help recognize and modify the behavior of cyber offenders and provide means of support and empowerment to cyber victims.

Sibling bullying is an unwanted aggressive behavior of a sibling that is associated with peer bullying and emotional problems. However, the prevalence of sibling bullying, the factors that affect this condition, and its impact on depression and self-esteem are understudied, especially in Thailand. This study aims to examine the prevalence of sibling bullying, factors that affect sibling bullying, and its association with self-esteem and depression during the pandemic. From January to February 2022, a cross-sectional study was conducted in grades 7-9 (age 12-15 years) who had at least one sibling. Demographic characteristics, sibling bullying, self-esteem, and depression were collected using the revised Olweus bully/victim questionnaire, the Rosenberg self-esteem scale, and Patient Health Questionnaire-9, respectively. Binary logistic regression was analyzed to determine associations between sibling bullying and outcomes. Of 352 participants (30.4% female), 92 (26.1%) were victims and 49 (13.9%) were bullies of sibling bullying in the previous 6 months. Factors associated with an increased risk of being victims included female (OR = 2.46; 95%CI 1.34-4.53), peer victimization (OR = 12.99; 95%CI 5.27-32.04), domestic violence (OR = 4.48; 95%CI 1.68-11.95), and perpetrating sibling bullying (OR = 9.81; 95%CI 4.62-20.81). Factors associated with an increased risk of depression were female (OR = 2.59; 95%CI 1.57-4.26), sibling bullying victimization (OR = 2.08; 95%CI 1.22-3.56), physical abuse (OR = 9.50, 95%CI 1.13-79.71) and domestic violence (OR = 3.44; 95%CI 1.40-8.45).  Conclusion: Sibling bullying was not uncommon in Thai young adolescents and was associated with female, peer bullying, domestic violence, and depression. Such associations should be identified early so preventive measures and management could be properly implemented. What is Known: • Sibling bullying increases the risk for engaging in peer bullying, aggressive behaviors, violence, and emotional difficulties during life course trajectories. • Victims of sibling bullying are at increased risk of depression, anxiety, mental distress, self-harm, and decreased well-being. What is New: • The rate of sibling bullying in Thai middle school students, even during the pandemic, was comparable to previous studies of different cultural backgrounds without the pandemic. • Victims of sibling bullying were associated with female sex, peer victimization, domestic violence, perpetrating sibling bullying, and depression. Perpetrating sibling bullying was also associated with bullies in cyberbullying., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Collective victimization can lead to competitiveness and reduced willingness to act on behalf of other victimized groups, but in some cases increases prosocial responses. We propose the concept of victim category accessibility (VCA) as one explanation for different reactions to victimization. Assuming that 'victims' is one among many categories into which individuals classify themselves and others, high VCA should increase the common categorization of ingroup and outgroup members as victims and increase prosocial responses towards victimized outgroups. Conversely, low VCA should increase the difficulty of identifying commonalities between ingroup and outgroup victims and reduce prosocial responses. In three studies, we develop a novel measure of VCA based on the Indirect Category Accessibility Task and demonstrate its association with willingness to act on behalf of victimized outgroups, but not ingroup members, beyond self-reported beliefs about victimization. The findings suggest a key role for VCA in understanding prosocial responses towards victimized outgroups., (© 2022 The Authors. British Journal of Social Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Building on cognitive schema theory, this study investigates the relationship between experienced and observed harassment in a university setting. It also examines two moderators--organizational identification and perceived justice. Using a cross sectional survey, data were gathered from 276 academics and staff in a private university with approximately 9000 students located in the southeastern United States. The results suggest that employees who personally experience workplace harassment are more likely to observe others as being targets of harassment. They also suggest that organizational identification and perceptions of organizational justice moderate the relationship between experienced harassment and observed harassment. Overall, the findings support the important role of schemas in understanding how pre-organized cognitive templates can impact perceptions of observed harassment in an academic context, and also stress the central roles of organizational identification and perceived justice in managing harassment. With respect to practical implications for higher educational institutions, human resource managers must work hard at making sure that faculty, staff and students perceive their universities to have fair systems in place so they can have trust in their institutions, thus increasing the likelihood that individuals will more likely disassociate their own negative experiences from the harassment schema. Managers should also implement programmes to build positive organizational cultures or school spirit.

Workplace bullying is a widespread phenomenon within Higher Education Institutions (HEIs). Employee tendency to remain silent is one of the most common reactions to workplace bullying. Yet, employee silence in the context of workplace bullying is poorly studied. Building on the Conservation of Resources Theory (COR) and the Learned Helplessness Theory (LHT), this study investigated employee reluctance to take action when witnessing workplace bullying (employee silence). The sample comprised 560 employees working in 20 HEIs in Ireland. Respondents filled out a survey measuring employee silence, victimisation, and team psychological safety. Results showed a negative association between team psychological safety and employee silence, indicating a reluctance to report bullying among respondents with low levels of team psychological safety. In line with the COR and the LHT, a positive association was found between victimisation and employee silence. The paper concludes with a discussion of possible actions for bullying prevention in HEIs.

Mainstream anti-bullying interventions can reduce primary school-level victimisation by 15-16% and bullying perpetration by 19%-20% ("Aggression and Violent Behavior," 2019; 45: 111-133). Less is known about anti-bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2-4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti-bullying approaches for pupils with SEND, what the evidence is for these approaches reducing bullying and which design factors are linked to a reduction in bullying. We searched 10 databases and four grey literature sources for articles that evaluated school-based anti-bullying strategies for children and young people aged 4-18 years with SEND. This review included 15 studies and used the Mixed Methods Appraisal Tool for quality and risk of bias. Ten reported a reduction in bullying involvement, but the evidence was variable. A further 27 articles formed a 'suggested strategies' review which synthesised articles without evaluations of interventions but that suggested anti-bullying strategies for use with pupils with SEND. The main suggestion was encouraging social skills and networks. Interventions should be evaluated for feasibility, acceptability and effectiveness. High-quality randomised controlled trials are required to build an evidence base to support pupils with SEND.

This study aimed to assess the influence of peer relationships on the self-consciousness and social adaptation of school-aged children in the Enugu North Local Government Area of Enugu State. A descriptive cross-sectional survey design was used, with a population of 60,780 (29,968 males and 30,812 females). A multi-stage sampling method was employed to select 602 school-aged children from 58 schools in the Local Government Area, forming the sample for the study. For data collection, the study used questionnaires. Data were analyzed with descriptive statistics and inferential statistics. The findings revealed that more than half of the respondents (62.6%) showed moderate social adaptation, particularly when they were with their families (mean score of 4.53±2.31). The majority (76.6%) had low peer relationships, while 80.6% had high self-consciousness. The mean scores for peer relationships, self-consciousness, and social adaptation differed between male and female respondents. Females had higher peer relationships and social adaptation. The mean score for peer relationships was higher among students in private schools compared to those in public schools. A moderate positive relationship was found between peer relationships and social adaptation at a significance level of p<0.05. It is recommended that governmental and non-governmental organizations organize programs to facilitate peer relationships and social adaptation among school-aged children. Furthermore, teachers and parents should be educated to provide support to children in these areas.

Researchers' interest in the impact of religious-spiritual assistance on victims of violence has increased in recent decades; however, factors that are relevant to workplace mobbing victims who seek such assistance remain poorly investigated. The purpose of this study is to highlight the factors that make spiritual assistance of religious organizations acceptable to religious and non-religious workplace mobbing victims. The study involved 463 adults working in Lithuanian organizations, of whom 79.5 per cent indicated that they were religious. ANOVA and Chi-square tests revealed that the significant factors were similarity of personal and religious values, the relation with the person providing assistance, and the circumstances characterising assistance. This study promotes further scientific discussion on the involvement of religious organizations in helping victims of workplace mobbing and explains why religious and non-religious individuals seeking assistance turn to religious organizations. The article presents only a part of the research results of the implemented project.

Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students' perceived involvement in elementary ( n  = 2,071; Grades 4-6) and secondary school ( n  = 1,832; Grades 7-10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.

Adolescent behavior now occurs offline and online. Frequently studied and treated independently, the relationship between offline problem behaviors and online risk taking is not well understood. This study asked whether there are any problematic behaviors predictive of online risk taking by high school students. Using a 2009 dataset of 2,077 high school students grades 9-12, five areas of offline problematic behaviors were examined: Academic problems, anxiety, behavioral wrongdoing, bullying, and social-emotional. Nine binary results were classified as online risk: Sexting, online harassment (perpetrating and experiencing), visiting sex sites, talking about sex, receiving sexual pictures, meeting offline, anything sexual happened, feeling nervous or uncomfortable. Behavioral wrongdoing (fighting, school suspension, trouble with police, theft), emerged as a significant predictor appearing in all nine models, followed by bullying experience (bully or victim) in six models. Identifying common problem behaviors that predict online risk taking are key components in developing strategies to promote adolescent health and well-being.

This study investigated characteristics associated with two kinds of peer victimization--bullying victimization and adversarial victimization--distinguished by different balances of power between the perpetrator and victim. Specifically, we examined whether bullying victimization (victim has less power than perpetrator) would be experienced to a greater extent by vulnerable adolescents with psychosocial difficulties (fewer close friendships, emotional symptoms) and less peer esteem (physical attractiveness, perceived popularity, dating popularity, and prestige). In contrast, we investigated whether adversarial victimization, in which the victim has equal or greater power than perpetrator, would be experienced by adolescents perceived as rivals because they are held in high esteem by peers. A total of 599 adolescents aged 9 to 14 years (M = 11.93; SD = 1.40) completed a self-report measure of emotional symptoms and peer nomination measures of victimization, close friendship, physical attractiveness, dating popularity, perceived popularity, and prestige. Bullying victimization was negatively associated with close friendships, physical attractiveness, perceived popularity, and prestige, whereas adversarial victimization was positively associated with all four indicators of peer esteem. The results demonstrate the importance of measuring the power balance between the perpetrator and victim when studying peer victimization. Findings are discussed from an evolutionary perspective suggesting that victims of bullying are selected by perpetrators to achieve adaptive benefits while minimizing retaliatory, reputational, and social costs, whereas victims of adversarial aggression are targeted as rivals in competition for status and mates.

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.

Neurodivergent youth, such as those with diagnoses of autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD), are frequently victimized by their peers. This bullying victimization may occur in unique ways that are not captured by existing questionnaires. The "Assessment of Bullying Experiences" ("ABE") is a questionnaire specific to neurodivergent youth with acceptable psychometric properties in autistic and non-autistic samples. This study sought to establish scoring criteria and clinical cutoffs for the "ABE." Participants were 335 parents of youth (ages 6-17) characterized as autistic, having ADHD, or from a community comparison sample. Receiver operating characteristic (ROC) analyses were used to (1) compare accuracy of the "ABE" total score in predicting bullying victimization experiences and (2) identify optimal questionnaire cutoffs. Clinical utility of these cutoffs was confirmed using ANCOVA analyses. The "ABE" had good-to-excellent discrimination for bullying victimization across groups. Bullied youth had greater symptoms of anxiety/depression compared to youth who were not bullied; this relationship was partially explained by autism characteristics. "ABE" clinical cutoffs generated bullying victimization prevalence rates consistent with existing literature (50% autism, 28% non-autism). The "ABE" is a useful measure to streamline bullying victimization assessment in neurodivergent youth and inform group-specific intervention.

Despite the wealth of knowledge about the impact of bullying victimization, information gaps exist about how traditional and cyber bullying in early adolescence is associated with emotional wellbeing, namely, indicators of positive wellbeing. Therefore, this study investigated associations between different types of bullying victimization and positive and negative emotional wellbeing indicators, in addition to examining the prevalence of different types of bullying in conjunction with child, peer, and school factors. The study used data from an annual survey of student wellbeing conducted in South Australian schools. The sample comprised of 9019 grade 6 students aged 10-13 years (49.6% female). One-third of students experienced bullying victimization. Verbal bullying was most prevalent in this sample (24%), followed by social (21%), physical (10%), and cyberbullying (7%). Males were significantly more likely to experience physical and verbal bullying, and students living in more socioeconomically disadvantaged communities were significantly more likely to experience physical, verbal, social, and cyber bullying victimization. Additionally, all types of bullying victimization were significantly associated with lower scores on positive emotional wellbeing indicators (happiness, life satisfaction, and emotion regulation) and significantly higher scores on negative indicators (sadness and worries), all with small effect sizes after accounting for child-, peer-, and school-level factors. This research suggests that bullying is associated with both positive and negative aspects of emotional wellbeing, and both aspects of wellbeing are crucial to consider when developing school-based interventions.

Despite the expanding body of research on school bullying and interventions, knowledge is limited on what teachers should do to identify, prevent, and reduce bullying. This systematic literature review provides an overview of research on the role of primary school teachers with regard to bullying and victimization. A conceptual framework was developed in line with the Theory of Planned Behavior, which can serve in further research to facilitate research in investigating the prevention and reduction of bullying. Different elements of this framework were distinguished in categorizing the literature: teachers' knowledge, attitudes, perceived subjective norms, and self-efficacy, which impacted subsequently the likelihood to intervene, used strategies and programs, and ultimately the bullying prevalence in the classroom. In total, 75 studies complied to the inclusion criteria and were reviewed systematically. The Newcastle-Ottawa Quality Assessment was used to assess the quality of each study, leading to 25 papers with an adequate research design that were discussed in more detail. The approach in this review provides a framework to combine studies on single or multiple elements of a complex theoretical model of which only some parts have been empirically investigated.

Since the dynamics and forms of cyber violence evolve at the same rapid pace as technology platforms, we used social big data to develop an ontology for cyber violence victimization in South Korea. Following the seven-stage ontology development process, we extracted keywords from 3,075 social media data sources including online articles, comments, and blogs. Focus group interview data was also obtained from 40 adolescents and 5 cyber violence experts. The analysis identified domains for (1) participants subdivided by age, school level, sex, form, and relationship; (2) protective and risk factors by individuals, family, friends, school, community, and online systems; (3) types by form and method of violence; (4) characteristics by media and distinct features; (5) outcomes by individual and relational/social; and (6) interventions and policies by personal coping strategies, services/interventions, and laws/policies. These findings provide a multi-faceted perspective on cyber violence victimization experiences in South Korea. In addition, the results elucidate the newest types of cyber violence in real-life terms.

The increased prevalence and significant negative consequences associated with cyberbullying justify the need for empirical research that helps provide a deeper understanding of the problem. The objective of this study was to identify the existence of different cyberbullying profiles (according to degree of cybervictimization and cyberaggression of students) and whether these profiles vary with regard to anxiety, depression, and stress. The sample consisted of 1,185 students aged 12 to 18 (M = 14.01; DT = 2.36). A latent class analysis and ANOVA were carried out. The data showed four profiles: not-involved (low scores for cybervictimization and cyberaggression), cybervictims (moderately high scores for cybervictimization and low scores for cyberaggression), cyberbullies (low scores for cybervictimization and moderately high scores for cyberaggression), and cybervictims-cyberbullies (high scores for cybervictimization and cyberaggression). Statistically significant differences in anxiety, depression, and stress were found between the profiles. The group of cybervictims and cybervictims-cyberbullies presented higher anxiety than the not-involved group and cyberbullies. The cybervictims-cyberbullies group showed higher depression and stress levels than the other groups, and the cyberbully group showed a higher level of depression than the not-involved group.

Introduction: The main objective of this research was to analyze the relationship between Emotional Intelligence (EI) and victimization and aggression through social networks in adolescents. Bullying causes situations of conflict between students and teachers, being currently a phenomenon of great importance in the socio-educational environment requiring special attention, where EI acts as a protective mechanism against such situations, which differs in relation to gender and socio-family environment. Method: A cross-sectional, descriptive, and ex post facto study was carried out. The sample consisted of 126 students between 15 and 17 years of age, 51.6% male and 48.4% female; differentiations are established according to this as part of the study method. The instruments used were the Bar-On Emotional Intelligence Inventory, the School Victimization Scale, and the Scale of aggressions through cell phones and the Internet (CYB-AG), using IBM SPSS software for statistical analysis. Results: The results obtained confirmed that the subjects who had suffered bullying or cyberbullying had a slightly lower level of EI and that, although traditionally the relationship between bully-bullied was emphasized, there are more factors that affect these cases with gender. Given that a higher score in EI is presented in the case of the female gender than in the male gender, being more significant in the stress management dimension. Discussion or Conclusion: The school and the family must work together to prevent peer violence, because it has serious consequences on those who suffer it. School bullying not only influences to a great extent the EI of the victims, but also bullying is determined by the low EI of the aggressors, certainly in relation to the management of stress.

Cyberbullying is a problem that is more prevalent and serious among LGBTQ+ people. Previous research has mostly analysed sexual orientation and homophobic cyberaggression. Hence, becomes necessary to consider sex-gender diversity as a whole and aggressions of a general nature. Moreover, existing prejudices underline the need to consider homonegativity as a key variable in this type of cyberviolence. This sequential mixed study explores, in a first qualitative step with focus groups, perceptions on the characterisation of LGBTQ+ cyberbullying and, in a second quantitative step, cybervictimisation in terms of affective-sexual, bodily and gender diversity, and the possible moderating role of internalised homonegativity. The qualitative study involved 175 students and the quantitative study involved 1,971 students aged 12-18 from secondary schools in Andalusia (Spain). Qualitative results identified valuable dimensions of cyberbullying, such as collective LGBTQ+ cybervictimisation. Quantitative results revealed differences in collective LGBTQ+ cybervictimisation according to sexual orientation, gender identity, and gender expression. It also highlights the moderation of internalised homonegativity, with those at a low level being more sensitive to collective LGBTQ+ cyberaggression. LGBTQ+ cyberbullying is made visible as a construct that includes various types of aggressions aimed at the whole spectrum of affective-sexual diversity and emphasises the need to address internalised homonegativity in psychoeducational interventions involving all students.

The purpose of this study was to investigate the effects of the anonymity of the internet and gender differences in online trolling and cybervictimization. A sample of 151 college students attending a southeastern university completed a survey to assess their internet activities and online trolling and cybervictimization. Multivariate analyses of logistic regression and ordinary least squares regression were used to analyze online trolling and cybervictimization. The results indicated that the anonymity measure was not a significant predictor of online trolling and cybervictimization. Female students were less likely than male students to engage in online trolling, but there was no gender difference in cybervictimization. In addition, the total hours spent on the internet increased the likelihood of the decision of college students to participate in online trolling, but not cybervictimization. Further implications for research related to online trolling and risk factors are discussed.

Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students' current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students' current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students' wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.

Adversity quotient has an impact on students' success in living life. Students who are victims of bullying are no exception. The low adversity quotient of students who are bullying victims will impact the chaotic management of their lives, characterized by stress, depression, trauma, and even suicide attempts. Students bullying victims with high adversity quotient will be able to deal with bullying casually and have little impact on themselves. This study aims to describe the adversity quotient in students victims of bullying and analyze the differences in the adversity quotient of students victims of bullying between men and women. Data collection was from 66 students who had been victims of bullying in junior high schools in the city of Padang using purposive random sampling techniques. This study used a comparative quantitative research design. The instrument of this study is the adversity quotient scale. The condition of low adversity intelligence was discovered as a result of research. In particular, if decomposed according to its dimensions, low results are obtained on the dimensions of control, ownership, origin, and reach. But on the endurance of dimensions got high yields. Then, there is a difference in adversity intelligence between male and female students, where the adversity intelligence of women is higher than that of men. Thus, based on the findings of this study, schools should strive to increase the adversity quotient so that the effects experienced by victims of bullying in schools are reduced.

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers' management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers' sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers' attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers' handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers' attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.

This study aimed to explore the mediation effects of bullying on the connection between aggression and resilience among Azerbaijani adolescents. The research involved 623 participant from various regions in Azerbaijan, and data were collected using the Buss-Perry Aggression Questionnaire, the Illinois Bully Scale, and the Brief Resilience Scale. To analyze the data, correlations and a bootstrapping procedure were employed. The results from bootstrapping indicated that the mediating role of bullying (bullying, victim, and fighter) was statistically significant. This implies that bullying, victim, and fighter partially mediated the relationship aggression and resilience among Azerbaijani adolescents. As a conclusion, to enhance adolescents' resilience, it is crucial to address aggression and bullying. By focusing on these aspects, adolescents' overall resilience can be negatively impacted, leading to improved well-being and performance in the school setting.

Bullying is a global social phenomenon that negatively affects learners' psychological functioning, social life, and academic performance. This challenge is notable among senior phase learners in Amathole East secondary schools in the Eastern Cape Province of South Africa. This study responds to the problem by exploring the challenges and possible solutions for managing bullying among senior phase learners. Lensing through Social Cognitive Theory, the qualitative study adopted interpretivism paradigm, a case study design, and recorded in-depth interviews were used to collect data from the participants. 15 participants (1 principal, 4 teachers, as well as 10 learners) were sampled using purposive sampling technique. Thematic analysis was used to analyze the data collected from the participants. This study revealed that government laws, vindictive learners, anti-social learners and defensive parents, teachers not following up bullying cases, and community crime are the challenges stakeholders face in managing bullying. This study acknowledged that victims must be protected by placing police officers and security, offering moral and sexuality education, building a constant relationship with learners' parents and guardians, and encouraging socialization through the involvement and placement of social workers in a school setting. The study concluded that regardless of internal school stakeholder's endeavors to manage bullying, it remains impossible for bullying and its ramifications to be addressed by an individual stakeholder.

Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an "ad hoc" demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victim/ization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.

Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations ofschool-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.

This article discusses findings and implications from a research study using content analysis to investigate one question: How is bullying portrayed in selected picture books? The question is important because bullying has been, and continues to be, a pervasive problem in and out of school. This research study is needed because it investigates portrayals of the bully, bullied, and bystanders, unlike previous research that focused only on the bully. This article provides a review of research on bullying, highlighting international and national research that used content analysis to analyze picture books on bullying. It discusses content analysis as the research methodology, and describes data sources, data categories, data collection methods, and data analysis procedures. It ends by identifying major findings, discussing implications of findings, and describing limitations of the study.

The aim of this phenomenological study was to determine the experiences and views of elementary school teachers about mobbing. To address this issue, the researcher conducted semi-structured interviews with 20 female and 19 male elementary school teachers working in public elementary schools. Four themes emerged during the analysis: reasons for mobbing, experiences of mobbing, struggling with mobbing, and consequences of mobbing. These themes, along with their corresponding categories and codes, were identified through a collaborative effort between two researchers. The codes associated with these themes include limitation in expressing one's experiences of mobbing, failure to respond to the mobber's inappropriate behavior and inability to substantiate these actions, and non-membership in an educational union, which motivates mobbers to persist in their harmful behaviors. The study concluded with a number of recommendations for future studies.

Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to "peer victimization," which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.

School violence plays a significant role in shaping a school's culture and climate, which can have an impact on the participation and performance of learners in secondary education. In many instances, school violence can hinder the educational aspirations of learners. This paper investigates the impact of school violence on learners through the lenses of social justice theory and an interpretive paradigm. The sample of this qualitative research included three secondary schools in the Vhembe District in the Limpopo Province, South Africa, and are from advantaged and disadvantaged communities, representing a varied sample. Data collection included semi-structured interviews with 27 purposively selected teachers, including three principals, three heads of department, and 21 teachers. Data were analysed and interpreted using the constant comparative method of data analysis. The findings revealed corporal punishment, bullying, and sexual harassment as the major forms of violence perpetrated at the three schools. These are the direct result of the low socioeconomic status of parents, crime in the communities, and cultural and traditional beliefs of the community members. The study found that teachers spend most of their time solving challenges associated with various forms of school violence instead of focusing on teaching and learning. School violence also affects learners' concentration, thus increasing poor academic performance, classroom chaos, bunking of classes and depression. The study suggests that the victims of any form of school violence are encouraged to report the perpetrators to the school teachers and principals immediately. In addition, the school must conduct awareness seminars and workshops on various forms of school violence. If not monitored, these causes and effects may contribute to the widening gap of unequal educational outcomes of learners in the country.

Whilst traditionally, participation in bullying was understood to refer to being a victim, a bully or a bystander, studies have shown that the prevalence of learners who are both a bully and a victim known as bully-victims is also prevalent both locally and internationally. The aim of the study was to explore and explain reasons why some learners assume the dual roles of victim and perpetrator. A cross-sectional explanatory mixed-method design was used for the study. In the first phase, the Illinois Bully Scale was used to screen for bullying behaviour on a sample of 460 learners, aged 11 to 20 years, with a mean age of 15 years, who attended high schools in a Tshwane District township, Gauteng Province. The learners were categorised as bullying perpetrators, victims, both, or not involved in bullying, based on the scores from the Illinois Bully Scale. A phenomenological hermeneutical method was then used to collect and analyse data from 25 of those with high scores in any of the three categories, namely perpetrators, victims or both as determined using the Illinois Bully Scale. NVivo 14 software was used to conduct a thematic analysis of the data. The focus of this paper is on the perpetrator-victim category, a category of learners that screened positively for being both the perpetrators and victims of bullying. The study found that bullying victims tend to bully those whom they perceive to be weaker than them. Being both a perpetrator and a victim of bullying was found to be as a result of a belief that being a victim of bullying makes one less respectable and bullying others brings back the lost respect. Victims also feel the need to make others suffer the pain of being bullied that they are going through so as not to suffer alone. Victims also bully others as a form of self-protection and defence against being bullied. Furthermore, victims bully those who are weaker than them to get some relief from ethe emotions of anger and frustration that build up as a result of being bullied by a stronger bully against whom they cannot defend themselves. Bullying creates a perpetual cycle of violence as victims view bullying others as justified as it is "paying forward the pain" that they themselves have been subjected to. Early identification and interventions to prevent and manage bullying in schools are required to break the victim-perpetrator cycles.

Based on our definition, social participation as a central dimension in inclusive education implies knowing whether students, especially the most vulnerable, "form part" of the group by relating in a positive and beneficial way with their peers and, consequently, can "feel part", which will be reflected in their well-being. This study aims to evaluate the social participation through of peer support and peer victimisation (taken as positive and negative indicator respectively), and its relationship with the perceived well-being of students belonging to schools where there are schoolmates with ASD enrolled throughout different educational stages. To this end, 404 students from Primary Education to Baccalaureate participated in this study. To collect the information, three questionnaires were adapted and used. The results show that the frequency of social support is higher than average in all courses although more girls than boys care about their peers. The frequency of peer abuse is in line with that found in similar studies, but social exclusion is higher in groups with students with ASD of Year 11, coinciding in this course a lower well-being perceived. This underlines the need to pay special attention to the secondary stage and go beyond seeking the acceptance of the other.

There is a noticeable absence of scholarship on student-on-student bullying at institutes of higher education in the Caribbean. As a result, this study investigated the phenomenon at a national university in Trinidad and Tobago using a phenomenological case study approach to gather data via semi-structured interviews from five undergraduate and graduate students and a within-case analysis conducted. Thematic analyses revealed nine themes (loneliness, fear, intimidation, low self-esteem, embarrassment, power imbalance, lack of immediate action/indifference, harassment, and quitting). The findings indicated that bullied students feared attending lectures, felt intimidated, disheartened, depressed, anxious, disenchanted, disillusioned, had trouble concentrating on their course of study and had suicidal ideations. These findings inform understandings of student bullying at institutes of higher education and how Caribbean universities can better support students who experience student-on-student bullying on campus. This study has the potential to advance knowledge and improve policy and practice in higher education in the region.

Today, school bullying is considered an important social problem that causes developmental injuries and health issues in bullies and victims. The present study investigated the mediating role of brain-behavioural systems in relationships between school climate and emotional self-regulation with school bullying in high school students. This study had a cross-sectional correlational design. The sample size was 257, and the participants were selected using cluster sampling. They completed the Olweus Bully/Victim Questionnaire, Organizational Climate Index, Emotion Regulation Questionnaire, and Behavioural/Brain Systems Questionnaire. The data were analysed using the Pearson correlation coefficient and structural equation modelling (SEM). The findings revealed that the school bullying model based on the school climate and emotional self-regulation with the mediating role of brain-behavioural systems had a good fit. They also demonstrated that school climate had a direct negative effect on school bullying, whereas emotional self-regulation had a direct positive effect on it (p < 0.01). The school climate and emotional self-regulation were found to have a positive indirect effect on school bullying through the mediating role of brain-behavioural systems (p < 0.01). Therefore, it is necessary to develop plans to improve school climate, emotional self-regulation, and brain-behavioural systems to reduce school bullying.

During adolescence, parental and peer support and emotional intelligence (EI) may play a protective role against the risk of becoming a victim of bullying. This study aims to assess the role of perceived parental and peer support in promoting individual EI, reducing the risk of victimisation. The sample consisted of 348 Italian middle and high school students. Victimisation risk, perceived parental and peer support, and EI were measured using questionnaires. A cross-sectional study and a Structural Equation Model with latent variables were conducted to assess the mediating role of EI in perceived parental and peer support and victimisation risk. Results indicated that EI fully mediated the association between perceived parent ([beta] = 0.20, p[less than or equal to] 0.001) and peer support ([beta] = 0.10, p[less than or equal to] 0.01) and victimisation risk. These data suggest the need to structure training to promote support in the social and family context to increase students' EI and thus reduce the risk of victimisation among students.

This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers' willingness to intervene in relational bullying. Two groups of Taiwanese teachers (145 and 541 participants) completed self-developed questionnaires. Reliability and validity were assessed using Rasch analysis for the first group, while the second group's data were analyzed through hierarchical multiple regression. The results indicated that normative beliefs, perceived severity, victim-blaming tendencies, and self-efficacy significantly predicted teachers' willingness to intervene. Additionally, victim-blaming tendencies moderated the relationship between intervention efficacy and willingness. Specifically, under conditions of low self-efficacy, a high victim-blaming tendency led to a significantly reduced willingness to intervene. This study underscores the importance of improving teachers' awareness and skills in addressing relational bullying.

Over the years, scholars have argued that there are similarities and differences between bullying and hate crimes within Americas' schools. However, no known study has tested the claims that bullying and hate-related victimization are more similar (or different) and whether they share similar protective and/or risk factors. Utilizing the 2019 NCVS School Crime Supplement, the present study draws on several theoretical traditions to examine the protective and risk factors associated with bullying and hate-related victimization in schools. Skewed logistic regression models find that while there are some similarities between the protective and risk factors among bullying and hate-related victimization, there are also some noticeable and distinct differences. The findings fill important theoretical and empirical gaps in the bullying and hate crime literature. Further, the findings offer important policy implications as it relates to detection and prevention of bullying and hate-related victimization within schools.

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.

The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.

Bully victimization is known to cause adverse psychological outcomes; however, resilience may mitigate the more adverse effects. Little is known regarding the role played by BDNF Val66Met polymorphism in youth resilience against psychological harm caused by bully victimization. In this cross-sectional study, a community sample of 598 participants (M[subscript age] = 20.1 ± 1.4 years, 48.8% males) completed the questionnaire on bully victimization, resilience, and psychological symptoms. Salivary genomic DNA was genotyped for the BDNF Val66Met polymorphism. A path analysis was used to test the mediating role of resilience in the association between bully victimization and psychological symptoms. Furthermore, the BDNF genotype was added to the model to explore its moderating effects on the mediating role of resilience in the path with 5000 bootstrapped samplings using SPSS PROCESS Macro. Results revealed a significant indirect effect via resilience that accounted for 17.2% of the association between bully victimization and psychological symptoms. While the Val66Met polymorphism interacted with bully victimization to predict resilience scores, bully victimization was more strongly associated with poor resilience (F = 4.59, p = 0.03) in subjects with the Met/Met genotype ([beta] = -3.22, p < 0.001), as compared to participants with other genotypes ([beta] = -1.33, p = 0.051). Findings suggest a gene-environment interaction effect on psychological resilience in bully-victimized youth.