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Internet addiction among adolescents is an emerging public health issue. The aim of this study was to examine the relationship between being bullied and internet addiction, and further to test the mediating effect of adult attachments on this relationship among Chinese rural adolescents. A total of 1,270 adolescents from three high schools in Henan province were recruited as subjects. Internet addiction was measured by Young's internet addiction scale. This study showed that the prevalence of being bullied and addictive internet use among the recruited Chinese rural adolescents were 41.97% and 11.34%, respectively. Being bullied was significantly associated with internet addition. Adult attachment was found to mediate the association between being bullied and internet addiction. Higher anxiety attachment and lower close-dependent attachment partially explained the higher risk of internet addiction among the Chinese rural adolescents being bullied. This study suggests that the experience of being bullied can increase the risk of addictive internet use and that this risk can be mediated through adult attachments. This discovery supports the adoption of effective prevention programs to decrease school bullying and to improve adult attachments for adolescents in China and other countries. [ABSTRACT FROM AUTHOR]

Research on school bullying often focuses on the directional path of bullying and/or victimization leading to psychosocial problems, while such one-dimensional views have been shown to be too simplistic. Furthermore, recent research has shown that patterns of bullying at school differ for boys and girls, which makes gender a particularly relevant factor in exploring the causes and consequences of bullying. Therefore, the present study explored the bidirectional, longitudinal associations of bullying and bullying victimization on several psychosocial problems via a longitudinal cross-lagged panel study in 1243 adolescents in the Netherlands, while taking into account potential gender differences. Data were collected in September 2011 and 2012. Results showed that both bullied boys as well as girls reported more conduct problems at follow-up. Both boy and girl bullies reported less pro-social behavior and more peer problems at follow-up, but boys also reported more conduct problems at follow-up, while girls did not. Furthermore, in girls, emotional problems were associated with more victimization at follow-up, while inattention-hyperactivity problems and less pro-social behavior were related to increased chances of being a perpetrator of bully at follow-up. Conversely, in boys, baseline inattention-hyperactivity problems were not associated with being a bully later on, but rather with increased chances of being a bullying victim at later times. These results can help to tailor future anti-bullying interventions at schools. [ABSTRACT FROM AUTHOR]

The article discusses a study that examines the relationships between bullying in childhood, and pain symptoms and pain perception in adulthood. Details on the methods of the study, which uses a cross-sectional consecutive sample and a self-report survey methodology, and its results are offered. It concludes that being bullied in childhood is associated with higher reported levels of pain and greater levels of self-reported catastrophic thoughts and feelings about pain.

The aim of this study was to examine the relationships between being bullied and aggressive behavior and self-reported mental health problems among young adolescents. A representative population sample of 2,464 young Norwegian adolescents (50.8% girls) aged 12-15 years was assessed. Being bullied was measured using three items concerning teasing, exclusion, and physical assault. Self-esteem was assessed by Harter's self-perception profile for adolescents. Emotional and behavioral problems were measured by the Moods and Feelings Questionnaire (MFQ) and the youth self-report (YSR). Aggressive behavior was measured by four items from the YSR. One-tenth of the adolescents reported being bullied, and 5% reported having been aggressive toward others during the past 6 months. More of the students being bullied and students being aggressive toward others reported parental divorce, and they showed higher scores on all YSR subscales and on the MFQ questions, and lower scores on the global self-worth subscale (Harter) than students not being bullied or aggressive. A few differences emerged between the two groups being bullied or being aggressive toward others: those who were aggressive showed higher total YSR scores, higher aggression and delinquency scores, and lower social problems scores, and reported higher scores on the social acceptance subscale (Harter) than bullied students. However, because social problems were demonstrated in both the involved groups, interventions designed to improve social competence and interaction skills should be integrated in antibullying programs. [ABSTRACT FROM AUTHOR]

• Being bullied as a pre-existing factor in suicide among adolescences. • Being bullied contribution to suicide was mediated through psychological pain. • Family togetherness moderated the indirect effect of psychological pain on suicidal ideation. • Peer support moderated the indirect effect of psychological pain on suicidal ideation. School bullying has become a serious social problem that is closely associated with suicidal ideation for bullying victims among adolescents. Suicide is the leading cause of mortality in adolescents in China. Our previous work proposed that the three-dimensional psychological pain, especially pain avoidance, is the robust predictor for suicide. The relationships among being bullied, suicidal ideation, and psychological pain remain unclear. The aim of the present study is to examine whether psychological pain mediates the association between being bullied and suicidal ideation, and whether such mediation is moderated by family togetherness and peer support. Using cluster sampling, 2360 adolescents were recruited from two middle schools and two high schools in China. The adolescents completed questionnaires regarding their being bullied, suicidal ideation, psychological pain, family togetherness, and peer support. Structural equation modeling was used to explore the interactive effects of being bullied, psychological pain, family togetherness, and peer support on suicidal ideation. Of the 2360 participants in the sample, 48 (2.03%) were identified as bullying victims. The association between being bullied and suicidal ideation was fully mediated by psychological pain among middle school students and partially mediated by psychological pain among high school students. Family togetherness moderated the indirect effect of being bullied on suicidal ideation via psychological pain among middle school students, whereas peer support moderated that effect among high school students. Interventions aimed at diminishing the negative effects of being bullied may start by increasing family togetherness or peer support and decreasing individuals' psychological pain. [ABSTRACT FROM AUTHOR]