Search

Raúl Navarro, Elisa Larrañaga, Santiago Yubero, Beatriz Víllora Department of Psychology, University of Castilla-La Mancha, Cuenca, SpainCorrespondence: Raúl Navarro; Beatriz Víllora, Email raul.navarro@uclm.es; beatriz.villora@uclm.esIntroduction: Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner’s ecological system theory.Methods: Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children’s emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour.Results: Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals.Discussion: The study advances theoretical understanding by examining how factors within preschoolers’ microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.Keywords: peer aggression, peer victimization, preschool, microsystem, community cohesion

This article explores challenges and opportunities for Japanese Studies during the COVID-19 pandemic in South Korea. From March 2014 to February 2022, after receiving a US PhD, I taught Japanese history in English at an international college for Korean and international students. The pandemic's initial effect was isolation: online courses reduced interactions with students and scholars in Japan cancelled our joint research project activity in Korea. Eventually, however, there emerged solidarity peculiar to where I taught, both with my students and with the Japanese, Korean, and American researchers. In my Japanese history courses, email exchanges with individual students in lieu of class discussion often generated academically valuable yet potentially sensitive inquiries, which could have upset some Korean students if raised in the classroom. For the research, some primary materials turned out to be available online on Korean national libraries' websites. Our further research indicated the richness of sources produced in colonial Korea, including police records documenting lives of Korean workers in wartime Japan. The students' critical inquiries and collaborative research suggest vast possibilities for Japanese Studies, yet illuminate the constraints of national boundaries, reemphasized by the pandemic, in a world that we had hitherto imagined to be moving toward the global and borderless. [ABSTRACT FROM AUTHOR]

Bullying is a frequently occurring problem behavior among youths. Some youth are persistently victimized across different school contexts. However, the impact of bullying experiences before and in university on well-being is relatively underexplored. Students who experienced victimization at both time points (before and at university) were classified as chronic victims. This study aimed to explore the prevalence of chronic bullying victimization of university students and examined the relations among chronic bullying victimization, resilience and subjective well-being. This is a cross-sectional study comprising a total of 1122 university students (78% female), aged between 18 and 25 years, in an autonomous community in central Spain. Participants completed a structured survey to assess bullying victimization experiences in university and previous bullying victimization (in Primary and Secondary Schools) experiences. Additionally, participants self-reported subjective well-being and resilience. A considerable proportion of participants (19.2%) reported being chronic bullying victims. The results showed that the chronic bullying victimization group reported the worst emotional well-being. The regression analyses revealed that resilience moderate the association between chronic bullying victimization and emotional well-being. This study provides evidence for significantly deteriorated well-being of university students involved in chronic victimization and the need to deal with bullying from the health network along with education institutions., Author(s): Santiago Yubero [sup.1] , Marta de las Heras [sup.2] , Raúl Navarro [sup.1] , Elisa Larrañaga [sup.1] Author Affiliations: (1) grid.8048.4, 0000 0001 2194 2329, Department of Psychology, Faculty [...]

Copyright of Revista la Palabra is the property of Revista la Palabra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gumushane Universty Electronic Journal of the Faculty of Communication / Gümüshane Üniversitesi Iletisim Fakültesi Elektronik Dergisi is the property of Gumushane Universitesi Iletisim Fakultesi Elektronik Dergisi (e-GIFDER) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paedagogica Historica is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Adverse childhood experiences (ACEs) are a common pathway to risky behaviour, violence or re-victimisation, disability, illness, and premature mortality and, as such, may be associated with victimisation and perpetration of dating violence not only in adolescence but also in adulthood. Method: A scoping review was performed in accordance with PRISMA guidelines. Four databases (Web of Science, Scopus, PubMed, and PsycINFO) were used to search for studies published between 2000 and 2021 that analysed the relationship between adverse childhood experiences within the family context and the perpetration or victimisation of dating violence in adulthood. Results: The search yielded 599 articles, 32 of which met the inclusion criteria and were ultimately included in the review. Most of the study samples were from the United States. Most of the studies sampled university populations. The studies had a clear objective, were of an appropriate design, contained a detailed description of the sample, and used valid and reliable measurement instruments. Conclusion: This scoping review shows that the relationship between ACEs and perpetration and/or subsequent victimisation is complex and that, while adverse childhood experiences are a factor associated with adult dating violence, they are likely to coexist with other personal, family, and environmental problems. Therefore, adverse childhood experiences may not be a necessary or sufficient condition for experiencing dating violence. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Trabajo Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor's Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions. [ABSTRACT FROM AUTHOR]

Numerous studies have analyzed the reading habits of university students, demonstrating the benefits of voluntary reading for academic performance. It is thus paradoxical that a large fraction of university students only read instrumentally and are far from adopting stable reading habits. This general situation is repeated among future professionals in the education field, whose personal reading experiences have been proven to have a decisive influence on their training and professional practice. Students on information and documentation degree courses are among the group of future professionals who are strongly linked to reading and who must attain competence in reading and comprehension. The main aim of this study is to use a sample of 214 students on information and documentation degree courses at six Spanish universities to analyze the professional profiles of most interest to them and their relationship with reading, both at a global level and depending on their chosen profile. The results reveal that many students have not identified a clearly defined professional profile. We also confirm findings from other studies on reading habits and behaviors, where it is evident that voluntary reading is not part of their lifestyle, albeit with some differences here between students depending on the professional profile selected. These results support the idea that, although some of these competences do not seem to have a strictly information or documentation nature, given the importance given to them in professional opportunities related to these studies, their reinforcement should be considered in future revisions of such degrees. [ABSTRACT FROM AUTHOR]

Abstract The purpose of the present study was to investigate the psychometric adequacy of the Cyber-Victimization Scale among 326 girl students of Tehran that were selected with the use of virtual snowball sampling. In this correlational study, they completed the Cyber-Victimization Scale (Buelga et al., 2019), Parent-Adolescent Communication Scale (Purcell, 2007), and Multidimensional Peer Victimization Scale (Joseph & Stockton, 2018). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the CYBVICS's factorial validity and reliability, respectively. To examine the construct validity of the CYBVICS, correlations between different dimensions of CYBVICS with Parent-Adolescent Communication Scale and Multidimensional Peer Victimization Scale were computed. The results of principal component analysis (PC) and varimax rotation replicated 2-factor structures: direct cyber-victimization and indirect cyber-victimization in the Iranian sample. The goodness of fit indices of confirmatory factor analysis with the use of AMOS confirmed the 2 extracted factors. Correlational analyses between CYBVICS's factors with Multidimensional Peer Victimization Scale's factors provided initial evidence for the CYBVICS convergent validity & correlational analyses between CYBVICS's factors with Parent-Adolescent Communication Scale's factors provided initial evidence for the CYBVICS discriminant validity. Internal consistency for the CYBVICS's factors was desirable (a=0.93). In sum, these findings provide evidence for the validity and reliability of the CYBVICS as an instrument to assess the Cyber-Victimization among Iranian girl students. Keywords Cyber-Victimization Scale (CYBVICS), Psychometric Properties, Girl Students Introduction Cyberspace due to easy and fast access to instant messaging services and social networks, not only can be used for educational purposes, positive communication with others, and entertainment among teenagers, but it can also be easily used to bully others. cyberbullying is defined as intentional, aggressive, and repetitive behavior in which an individual or group of individuals uses electronic devices -primarily the internet and smartphones- to bully a person who is unable to defend himself or herself. The increase and spread of cyberbullying among adolescents can be due to several factors such as increasing access to and widespread use of smartphones. Continuous advances in technology have led to the emergence of new methods and the transformation of coercion in cyberspace. In one classification, victimization in cyberspace includes direct and indirect victimization; Direct victimization means verbal coercion such as sending offensive messages in forums or groups and social coercion such as social exclusion from online groups. Indirect victimization includes behaviors that occur through methods such as misrepresenting the victim, forgery and identity theft and hacking a personal account, or manipulating photos, videos, and rumors about the victim. Negative consequences of cyberbullying undermine adolescent freedom of action in the use and search of valuable online resources and lead to severe functional and psychosocial consequences such as academic and behavioral problems, depressive symptoms, and increased loneliness due to lack of parental awareness. Accordingly, to take timely intervention in resolving this social problem and prevent its negative consequences, it is necessary to evaluate and identify it using up-to-date and valid tools. Method: This is a correlational research based on the covariance matrix. The statistical population includes all female students of first and second high school in Tehran, whereby 326 of whom were selected using the virtual snowball sampling method. Students responded to the scales victimization in cyberspace (Buelga et al., 2019), Parent-Adolescent Communication Scale (Purcell, 2007), and Multidimensional Peer Victimization Scale (Joseph & Stockton, 2018). To determine the factor validity of CYBVICS the statistical methods of exploratory factor analysis and confirmatory factor analysis were used and Cronbach's alpha coefficients were used to examine its internal consistency. Also, to examine the construct validity of the CYBVICS, correlations between different dimensions of CYBVICS with Parent-Adolescent Communication Scale and Multidimensional Peer Victimization Scale were reported. Results: The results of principal component analysis (PC) using varimax rotation empirically supported direct and indirect cyber victimization in the sample which explains %77.31 of the total variance. Confirmatory factor analysis based on AMOS software confirmed the existence of two factors and the validity of the victimization in cyberspace. The similarity of the factor structure of the Cyber-Victimization Scale with its original version shows that the interpretive power of its underlying theoretical logic is transcendental. The positive correlation of CYBVICS's factors with dimensions of the Peer Victimization Scale's supported the convergent validity of CYBVICS, indicating that the main motivations for both types of bullying may be the same and that the bully, do coercion regardless of the context, both in real life and in cyberspace. Cyberbullying and victimization are to a large extent part of the general pattern of bullying and victimization in the traditional sense that the use of electronic media is only one form of manifestation. Also, both types of victimization may be ascribed while socializing, especially from the parents, or be rooted in the characteristics of the victim. Significant but weak correlation analyses between CYBVICS's factors with Parent-Adolescent Communication Scale, while confirming the relationship between the family atmosphere and personal and social resources to face peer bullying, confirmed the divergent validity of CYBVICS. The negative atmosphere of the family, by reducing the sources of personal and social confrontation of adolescents, makes them easier targets for bullying and violence. The free pattern of family relationships with parents and the adolescent's sense of value and respect in the family is negatively related to cyber victimization and plays a protective role in this regard. The relationship between patterns of parent-adolescent relations and victimization in cyberspace suggests that in situations where the adolescent is exposed to cyberbullying, the family can play an important role in helping him or her get out of the situation. When the family has no source of protection or help, and the parent-child relationship is threatened, humiliated, and insulted, children experience more psychological and behavioral problems and consequently, more harm from being victimized by peers and so on. Finally, in this study, the numerical value of the internal consistency coefficient for measuring CYBVICS (a=0.93) showed that this scale has the necessary reliability. Conclusion The findings of the present study show that the Persian version of the Cyber-Victimization Scale as a multidimensional self-report tool in the field of cyberspace studies and psychological well-being and social adjustment, in terms of psychometrics, to measure the dimensions of cyber victimization is a valid and reliable enough and suggests its use to prevent and intervene in the problem of cyber victimization in the adolescent community and also to identify the cyber victims in school. References Aboujaoude, E., Savage, M., Starcevic, V., & Salame, W. (2015). Cyberbullying: Review of an old problem gone viral. Journal of Adolescent Health, 57(1), 10–18. Alonso, C., & Romero, E. (2017). Aggressors and victims in bullying and cyberbullying: a study of personality profiles using the Five-Factor Model. The Spanish Journal of Psychology, 20, E76. Álvarez-García, D., Pérez, J. C. N., González, A. D., & Pérez, C. R. (2015). Risk factors associated with cybervictimization in adolescence. International Journal of Clinical and Health Psychology, 15(3), 226-235. Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire (CBVEQ-G). Human Behavior, 65, 380–390. Barnes, H. (1982). Parent-adolescent communication. Family inventories used in a national survey of families across the family life cycle, 33-46. Betts, L. R., Houston, J. E., & Steer, O. L. (2015). Development of the multidimensional peer victimization scale–revised (MPVS-R) and the multidimensional peer bullying scale (MPVS-RB). The Journal of Genetic Psychology, 176(2), 93-109. Boulton, M. J., Smith, P. K., & Cowie, H. (2010). Short-term longitudinal relationships between children’s peer victimization/bullying experiences and self-perceptions: Evidence for reciprocity. School Psychology International, 31(3), 296-311. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513-53. Buelga, S., Cava, M. J., & Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de Internet. Psicothema, 22, 784–89. Buelga, S., Cava, M. J., & Musitu, G. (2012). Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de Internet. Revista Panamericana de Salud Pública, 32: 36–42. Buelga, S., Martínez-Ferrer, B., & Cava, M. J. (2017). Differences in family climate and familycommunication among cyberbullies, cybervictims, and cyber bully–victims in adolescents. Computers inHuman Behavior, 76, 164–73. Buelga, S., Martínez-Ferrer, B., & Musitu, G. (2016). Family relationships and cyberbullying. In Cyberbullying across the Globe: Gender, Family and Mental Health. Edited by Raúl Navarro, Santiago Yuberoand Elisa Larrañaga. Basel: Springer International Publishing, pp. 94–114, ISBN 978-3-319-25552-1. Buelga, S., Martínez-Ferrer, B., Cava, M. J., & Ortega-Barón, J. (2019). Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables. Social Sciences, 8, 13. Cava, M. J., & Buelga, S. (2018). Propiedades psicométricas de la Escala de Victimización Escolar entre Iguales (VE-I). Revista Evaluar, 18, 40–53. Cohen-Almagor, R. (2018). Social responsibility on the internet: Addressing the challenge of cyberbullying. Aggression and Violent Behavior, 39, 42–52. Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer vic-timization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66, 337–347. Crick, N. R., & Grotpeter, J. K. (2009). Children’s treatment by peers: Victims of relational and overtaggression. Development and Psychopathology, 8, 367. Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., & Lester, L. (2015). A social–ecological framework for understanding and reducing cyberbullying behaviors. Aggression and Violent Behavior, 23, 109–117. Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimization. International Journal of Public Health, 60, 207–217. Del Río, M. I., Mendo, S., Del Barco, B., & Felipe, E. (2017). Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión. Adicciones. 29, 245–55. Dempsey, J. P., Fireman, G. D., & Wang, E. (2006). Transitioning out of peer victimization in school children: Gender and behavioral characteristics. J Psychopathol Behave Ass, 28, 273-282. Estévez, E., Musitu, G., & Herrero, J. (2005). El rol de la comunicación familiar y del ajuste escolar en la salud mental del adolescente. Salud Mental, 28, 81–89. Ferrara, P., Ianniello, F., Villani, A., & Corsello, G. (2018). Cyberbullying a modern form of bullying: Let’s talk about this health and social problem. Italian Journal of Pediatrics, 44. Fridh, M., Lindström, M., & Rosvall, M. (2015). Subjective health complaints in adolescent victims of cyber harassment; moderation through support from parents/friends –a Swedish population- based study. BMC Public Health, 15, 949. Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization from a complete mental health perspective. SAGE Open, 6(1), 1-12. Garaigordobil, M. (2017). Antisocial behavior: Connection with bullying/cyberbullying and conflict resolution. Psychosocial Intervention, 26, 47–54. Garaigordobil, M., &. Machimbarrena, J. M. (2017). Stress, competence, and parental educational styles in victims and aggressors of bullying and cyberbullying. Psicothema, 29, 335–40. García, F., & Musitu, G. (1999). AF5: Autoconcepto Forma 5. Madrid: Tea. García, F., Musitu, G., & Veiga, F. (2006). Autoconcepto en adultos de España y Portugal. Psicothema, 18 (3), 551-556. García-Grau, P., Pérez, D. A., & Prado-Gascó, V. J. (2014). Self-concept in preadolescence: A brief version of AF5 scale. Motriz, Rio Claro, 20(2), 151-157. Gini, G., Pozzoli, T., Lenzi, M., & Vieno, A. (2014). Bullying victimization at school and headache: A meta-analysis of observational studies. Headache: The Journal of Head and Face Pain, 54, 976–986. Hinduja, S., & Patchin. J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129–56. Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. Joseph, S., & Stockton, H. (2018). The multidimensional peer victimization scale: A systematic review. Aggression and Violent Behavior, 42. Kline, R. B., (2005). Principles and Practice of Structural Equation Modeling. 2ed. New York: Guilford Press. Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073–137. Larrañaga, E., Yubero, S., Ovejero, A., & Navarro, R. (2016). Loneliness, parent–child communication and cyberbullying victimization among Spanish youths. Computers in Human Behavior, 65, 1–8. Lee, C. H., & Shin, N. (2017). Prevalence of cyberbullying and predictors of cyberbullying perpetration among Korean adolescents. Computers in Human Behavior, 68, 352–58. Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–108. Lohbeck, A., & Petermann, F. (2018). Cybervictimization, self-esteem, and social relationships among German secondary school students. Journal of School Violence, 17, 472–86. Martínez-Ferrer, B., Moreno, D., & Musitu, G. (2018). Are adolescents engaged in the problematic use of social networking sites more involved in peer aggression and victimization?. Frontiers in Psychology, 29(9),801. McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence. American Psychologist, 70, 300-310. Mesch, G. S. (2009). Parentalmediation, onlineactivities, andcyberbullying. Cyberpsychology and Behavior, 12(4), 387–393 Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications. Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: Children and youth's perceptions of cyber bullying. Children and Youth Services Review, 31(12), 1222-1228. Mitchell, K. J., & Jones, L. M. (2015). Cyberbullying and bullying must be studied within a broader peer victimization framework. Journal of Adolescent Health, 56, 473–74. Moreno-Ruiz, D., Martinez-Ferrer, B., & García-Bacete, F. (2019). Parenting styles, cyberaggression, and cybervictimization among adolescents. Computers in Human Behavior, 93, 252–59. Morrow, M. T., Hubbard, J. A., & Swift, L. E. (2014). Relations among multiple types of peer victimization, reactivity to peer victimization, and academic achievement in fifth-grade boys and girls. Merrill-Palmer Quarterly,60(3), 302-327. Mynard, H., & Joseph, S. (2000). Development of the multidimensional peer‐victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(2), 169-178. Nahidpoor, F., Khosravi, Z., & Khaghanifard, M. (2014). Structural model of the relationship between emotional-psychological-behavioral problems in the main family and womens’ marital satisfaction. Quarterly Journal of Women's Studies Sociological and Psychological, 12(3), 41-59.[Text in Persian] Nansel, T. R., Haynie, D. L., & Simons-Morton, B. G. (2003). The association of bullying and victimization with middle school adjustment. J Appl Sch Psychol, 19, 45-61. Navarro, R., Ruiz-Oliva, R., Larrañaga, E., & Yubero, S. (2015). The impact of cyberbullying and social bullying on optimism, global and school-related happiness and life satisfaction among 10-12-year-old schoolchildren. Applied Research in Quality of Life, 10, 15–36. Navarro, R., Yubero, S., & Larrañaga, E. (2016). Cyberbullying Across the Globe: Gender, Family and Mental Health. Switzerland: Springer International Publishing. Navarro, R., Yubero, S., & Larrañaga, E. (2018). Cyberbullying victimization and fatalism in adolescence: Resilience as a moderator. Children and Youth Services Review, 84, 215–21. Nocentini, A., Fiorentini, G., Di Paola, L., & Menesini, E. (2018). Parents, family characteristics and bullying behavior: A systematic review. Aggression and Violent Behavior, 45, 41-50. Olweus, D. (1993). Victimization by peers: Antecedents and long term outcomes. In K. H. Rubin & J. B. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 315–341). London: Psychology Press. Olweus, D. (1994). Annotation. Bullying at school: Basic facts and effects of a school based intervention program. J. Child Psychol. Psychiatry, 35, 1171–1190. Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751–780. Ortega-Baron, J., Buelga, S. Cava, M. J. & Torralba, E. (2017). School violence and attitude toward authority of student perpetrators of cyberbullying. Journal of Psychodidactics, 22, 14–23. Ortega-Barón, J., Buelga, S., & Cava, M. J. (2016). The influence of school climate and family climate among adolescents’ victims of cyberbullying. Comunicar, 24, 57–65. Purcell, S. (2007). The parent-adolescent relationship, adolescents’ disclosure to parents, and adolescent substance use. A dissertation for the degree of Doctor of Philosophy, faculty of the University of North Carolina at Chapel Hill, Department of Psychology. Ross, D. (2002). Bullying. In J Sandoval. Handbook of crisis counseling, intervention, and prevention in the schools (electronic version) 2nd ed. (pp. 105-135): Mahwah, NJ: L. Erlbaum Associates. Serafini, G., Muzio, C., Piccinini, G., Flouri, E., Ferrigno, G., Pompili, M., Girardi, P., & Amore, M. (2015). Life adversities and suicidal behavior in young individuals: A systematic review. European Child & Adolescent Psychiatry, 24, 1423–46. Storch, E. A., Brassard, M. R., & Masia-Warner, C. L. (2003). The relationship of peer victimization to social anxiety and loneliness in adolescence. Child Study Journal, 33, 1–18. Swearer, S. M., & Espelage, D. L. (2011). Expanding the social-ecological framework of bullying among youth. Bullying in north American schools, 3-10. Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying. Moving toward a social-ecological diathesis-stress model. American Psychologist, 70(4), 344-353. Tabori, A. V. (2007). Student victimization and bullying in the UnitedStates and Italy: A cross national study of experienced school events and stress symptoms. Unpublished manuscript, Temple University, Philadelphia, PA. Tavassoli, A., & Jalalvand, E. (2015). Using internet and the tendency to self-showing (Case study of female graduates of one university in Tehran). Quarterly Journal of Women's Studies Sociological and Psychological, 13(4), 95-122. [Text in Persian] Thompson, R., Litrownik, A. J., Everson, M. D., English, D. J., Dubowitz, H., Proctor, L., & Flaherty, E. G. (2012). Adverse experiences and suicidal ideation in adolescence: Exploring the link using LONGSCAN samples. Psychology of Violence, 2, 211–225. Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277–87. Tomás, J. M., & Oliver, A. (2004). Análisis psicométrico confirmatorio de una medida multidimensional del autoconcepto en español. Interamerican Journal of Psychology, 38, 285-294. Van Dijk, M. P., Branje, S., Keijsers, L., Hawk, S. T., Hale, W. W., & Meeus, W. (2013). Self–concept clarity across adolescence: Longitudinal associations with open communication with parents and internalizing symptoms. Journal of Youth and Adolescence, 43(11), 1861–1876. Van Geel, M., Vedder, P., & Tanilon, J. (2014). Relationship between peer victimization, cyberbullying, and suicide in children and adolescents: A meta-analysis. JAMA Pediatrics, 168, 435–42. Waasdorp, T. E., & Bradshaw, C. P. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483–488. Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368-375. Wang, J., Iannotti. R. J., & Luk, J. W. (2012). Patterns of adolescent bullying behaviors: physicalverbal exclusion rumorand cyber.Sch Psychol, 50(4), 521-534. Willard, N. E. (2007). The authority and responsibility of school officials in responding to cyberbullying. Journal of Adolescent Health, 41, S64–S65. Williams, A. L., & Merten, M. J. (2011). IFamily: Internet and social media technology in the family context. Family and Consumer Sciences Research Journal, 40(2), 150–170. Yarigarravesh, M., Ameri, F., Farahbijari, A., & Dehshiri, R. (2019). investigating the relationship between mothers use of social networks and behavioral disorders in their children. Quarterly Journal of Women's Studies Sociological and Psychological, 17(1), 193-218. [Text in Persian] Young, R., & Sweeting, H. (2004). Adolescent bullying, relationships, mental health and gender atypical behaviour: A gender diagnosticity approach. Sex Roles, 50, 525–538. Yubero, S., Navarro, R., Elche, M., Larrañaga, E., & Ovejero, A. (2017). Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students. Computers in Human Behavior, 75, 439–49. Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2016). Cyberbullying: A systematic review of research, its prevalence and assessment issues in Spanish studies. Psicología Educativa, 22, 5–18.

Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychological Writings / Escritos de Psicología is the property of Psychological Writings / Escritos de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Middle Atlantic Review of Latin American Studies is the property of Middle Atlantic Council of Latin American Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lenguaje y Textos is the property of Universidad Politecnica de Valencia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While preliminary research supports the association of interpersonal difficulties with cyberbullying victimization in adolescence, it remains unclear how cyber-relationship motives and strategies for coping with stressful peer situations in 'real settings' differ between victims and non-victims of cyberbullying. The purpose of this study was to verify whether there are differences between groups of cyberbullying victims (severe, occasional and non-victims) in regards to cyber-relationship motives and coping strategies for handling problems with peers among 1058 preadolescents aged 10-12 years. The results show that cyberbullying victims use the Internet to create new relationships, search for anonymity, escape the real world and to compensate for their lack of social skills to a greater extent than non-victims. Severe victims of cyberbullying also use less effective strategies to handle problems with peers than non-victims and occasional victims. The results of this study represent a new stimulus to thoroughly understand the psychological and behavioral factors associated with cyberbullying victimization and to identify key recommendations to develop more effective interventions and prevent cyberbullying episodes., Author(s): Raúl Navarro [sup.1] , Elisa Larrañaga [sup.2] , Santiago Yubero [sup.1] Author Affiliations: (Aff1) 0000 0001 2194 2329, grid.8048.4, Department of Psychology, Faculty of Education and Humanities, University of [...]

Objectives: Previous research has shown that children and youths in residential childcare are exposed to different aggressive behaviors, including peer violence. However, research that has analyzed prevalence of bullying and its relation with psychological distress in this vulnerable group is scarce. Our study was designed to extend previous research, help explain the role of the residential childcare context in bullying behaviors, and explore the relation of bullying with psychological distress among youths in residential childcare in Spain. Method: Fifty-six youths living in residential childcare facilities and 1481 living consistently with at least one biological parent participated. Their age range was 10–15 years. The Bullyharm scale was used to measure bullying. Psychological distress was measured by the Kessler Scale (K10). Results: Youths living in residential childcare reported higher levels of victimization and perpetration than their peers living with their biological parents. The regressions analyses revealed that living in residential childcare facilities positively correlated with psychological distress and perpetration. Conclusions: The residential childcare context is important for understanding individual differences in bullying participation and psychological distress. Future research should continue examining the factors related to bullying in this vulnerable group. [ABSTRACT FROM AUTHOR]

In this study is evidenced the capacity of Children's Literature to teaching values associated with universalism, which are considered essential for the conservation of the environment and to harmonize the relationship between human being and nature. From these parameters, it will be done an approaching to ecocriticism that links ecology and literature and a brief summary of Galician literary works for children which encourage an ecological ideology among your readers. [ABSTRACT FROM AUTHOR]

Cyberbullying has grown as an important societal challenge nowadays. The Cyberbullying affects both in terms of psychological and emotional means of a person. So there is a need to devise a method to detect and prevent cyberbullying in social networks. Most of the existing cyberbullying methods involves only text detection and few methods are available for analysing the visual detection. In this proposed work is going to detect multimodel cyberbullying such as audio, video, image along with text in the social networks. The cyberbully image will be detected using the computer vision algorithm which includes two methods like Image Similarity and Optical Character Recognition (OCR). The cyberbully video will be detected using the Shot Boundary detection algorithm where the video will be broken into frames and analysed using various methods in it. The proposed framework also support to identify the cyberbully audio in the social network. Finally the cyberbully data will be classified into Physical bullying, Social bullying and Verbal bullying using classifiers. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hemispheric & Polar Studies Journal / Revista Estudios Hemisféricos y Polares is the property of Centro de Estudios Hemisfericos y Polares and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Humanidades (1130-5029) is the property of Universidad Nacional de Educacion a Distancia, Centro Asociado de Sevilla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Paz y Conflictos is the property of Revista de Paz y Confilictos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research has indicated that gender identity is related to children's adjustment and well-being. In the current study, involvement in school bullying was our indicator of well-being, and we tested how gender identity and gender typing measures are related to victims, bullies and bully-victims. The relations between these variables were examined with a sample of Spanish 10-12 year-old schoolchildren ( n = 445). Multinomial regression analyses examined the associations among these three roles in bullying with four measures of gender identity (gender typicality, gender contentment, felt pressure, and intergroup bias) and two measures of gender typing (masculine and feminine personality traits). The results revealed that victimization is associated with low gender typicality and also with feminine traits, while perpetration is related with felt pressure to gender conformity and masculine traits. Bully-victim involvement is associated with lack of gender contentedness and masculine traits. These findings suggest that perceiving self as being a typical member of the same sex group is a protective factor for victimization, whereas felt pressure to conform to the cultural stereotypes about gender, self-attribution of masculine traits and lack of satisfaction with one's gender are risk factors for perpetration. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The Three-Factor Model (Choi, Fuqua & Newman, 2008, 2009), which consists of a feminine factor and two masculine ones, seems especially appropriate for explaining the influence of gender-stereotypic traits on bullying, since it specifically differentiates between 'social masculinity', the first masculine factor, dealing with behaviors toward others, and 'personal masculinity', the second masculine factor, tapping the personal dimension. Our study aims at examining the relation between social masculinity and bullying, the prediction being that bullying will be more strongly related to social masculinity traits of power and social dominance. The Personality Traits Questionnaire (López-Sáez, Morales & Lisbona, 2008) was administered, together with the Instrument to assess the Incidence of Involvement in Bullying/ Victim Interactions at School (CAME, Rigby & Bagshaw, 2003), to 2560 native Spanish High School students from Castilla-La Mancha and Castilla-León. The appropriateness of the Three-Factor Model for the explanation of bullying was tested via regression computed separately for the boys and the girls to see which factors most predict bullying. It was found that bullies, boys as well as girls, were higher in social masculinity traits. No differences appeared in femininity between students involved in bullying and those not involved. Regarding the Three-Factor Model, the social masculinity factor did explain aggression both for boys and girls, while femininity was significant only for girls. In the final discussion some implications for educational practice are suggested. [ABSTRACT FROM AUTHOR]

Copyright of El Profesional de la Información is the property of EPI SCP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When bystanders want to help victims of harassment on social network sites, they can be guided by the affordances of different communication modalities in order to make a communicative choice. Elaborating on the data of a previous experimental study with 453 adolescents, we compared bystanders’ behavioural intentions to help the victim according to their ‘mediacy’ (via communication technologies (CT) or face-to-face) and their ‘privacy’ (in public or in private). Furthermore, we investigated whether the context of the harassing incident (incident severity, identity and behaviour of other bystanders) influenced the ‘mediacy’ and ‘privacy’ of bystanders’ helping intentions. The results showed that in general bystanders had higher behavioural intentions to help the victim in private (vs. in public) and via CT (vs. face-to-face). While incident severity influenced the ‘mediacy’ of bystanders’ helping intentions, the identity and behaviour of other bystanders affected the ‘privacy’ of their helping intentions. [ABSTRACT FROM AUTHOR]

Previous research has indicated that victims and perpetrators of bullying are vulnerable to poorer psychological well-being. In this study, we examined whether the roles of victim and perpetrator in cyberbullying and social bullying are related to guarded optimism, global and school-related happiness and specific domains of life satisfaction as indicators of subjective well-being. The relations between these variables were then examined with a sample of Spanish 10-12-year-old schoolchildren ( n = 1058). Cyberbullying and social bullying negatively correlated with indicators of subjective well-being. After controlling for gender and grade, multiple regression analyses confirmed these findings, except that cyberbullying perpetration had no predictive value on school-related happiness and specific domains of satisfaction with life. These findings suggest that cyberbullying and social bullying victims, and also social bullying perpetrators, report less subjective well-being than uninvolved children. However, cyberbullying perpetration is associated with guarded optimism and global happiness, but not with less school-related happiness and life satisfaction domains. Implications for prevention and intervention programs are examined. [ABSTRACT FROM AUTHOR]

Cyberbullying research has increased in recent years given the consequences of victims' personal and social domains. However, very few studies have analyzed the antecedents that make individuals more vulnerable to cyberbullying victimization. This research, based on previous studies on school bullying, aimed to examine social anxiety, interpersonal difficulties and lack of social skills as predictors of victimization in cyberspace and to extend the research done to date by assessing the antecedents of these negative online interactions. Public primary school students aged 10-12 years old ( n = 1127) completed a self-report questionnaire which measures being cyberbullied, social anxiety and social competence. Logistic regression analyses examined the associations between cyberbullying victimization and social anxiety, and two measures of social competence: social skills and interpersonal difficulties. The results reveal that specific symptoms of social anxiety (fear of negative evaluation), interpersonal difficulties to communicate with peers and close friends, and lack of appropriate social skills, all increased the likelihood of cyberbullying victimization. They suggest that increasing worry about others' evaluation makes children vulnerable to cyberbullying and, likewise, children with poor social skills and difficulties to act in front of a large group of people or to interact with friends are at risk of being victimized in cyberspace. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Previous research shows that classmates supporting victims' defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim's classmates respond and what variables can determine their helping behaviour. Moral disengagement has been demonstrated to be a factor that explains behaviour when faced with bullying. Emotions have also been shown to be relevant for bullying behaviour. This research aimed to gain knowledge of how adolescents behave when faced with bullying and to analyse how their behaviour relates to moral disengagement and both positive and negative emotions, specifically supportive behaviour for victims. In the present study 1029 students participated, all of whom came from Secondary Education, Training Cycles and Higher Secondary Education Stages in Spain. The regression analysis confirmed that being male increased the likelihood of performing active and passive behaviours. Conversely, being female involved displaying more proactive behaviours. Feeling positive/pleasant emotions about bullying increased active behaviour. Feeling negative/unpleasant emotions about bullying increased behaviour in the proactive behavior group. Adolescents should be aware that stopping bullying is their personal responsibility, which depends on their behaviour with the victim. Interventions must aim to reduce moral disengagement and positive emotions about bullying by increasing negative emotions about such behaviour. [ABSTRACT FROM AUTHOR]