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Student responses to bullying have an effect on subsequent outcomes. Dichotomous theories of coping suggest that self-reliance plays a role in responding to stress. In order to investigate the multidimensional nature of coping with bullying, the authors developed the Coping with Bullying Scale for Children. The current study also examined the relationships between bullying experiences (i.e., victimization and perpetration) and coping with bullying, with self-reliance as a potential moderator. Participants who reported higher rates of victimization or engagement in bullying reported greater use of cognitive distancing, externalizing, and self-blame strategies. Victimization was associated with higher reported rates of constructive coping. Self-reliance moderated the relationship between cognitive distancing and both types of bullying involvement. Self-reliance also moderated the relationship between self-blame and bullying perpetration. Implications for theory, practice, and future research are included.

Loneliness is often seen in college students as they leave established support networks and family. Loneliness is also associated with negative mental health outcomes, including depression and decreased life satisfaction. The authors explored relationships between trauma, dissociation, and loneliness, and assessed the predictive ability of trauma and dissociation on feelings of loneliness. Hierarchical regression analyses indicated that trauma experience and dissociation significantly predicted loneliness in the current sample (n = 429). Implications for counseling are discussed.

This constructivist-grounded-theory qualitative study examined the experiences of burnout among sexual minority identified, male, mental health practitioners. Twenty-one people participated in semi-structured, in-depth interviews. Using multiple standards of trustworthiness (e.g., member checking, investigator triangulation), researchers analyzed each interview from a constructivist-grounded theoretical framework. The core category emerged as synthesis of identities. Additionally, three main themes emerged in support of synthesis of identities: (1) mental health field as a systemic contributor to burnout; (2) gender norms/expectations as a contributor to burnout; and (3) sexual identity oppression as a contributor to burnout. Implications for counselor education and supervision are discussed. [ABSTRACT FROM PUBLISHER]