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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

Background: A growing body of research has shown that children behave aggressively from an early age. In recent decades, such behaviour has become a focus of scientific interest, not only because of the adverse consequences of these interactions, but also because high levels of aggression, especially at an early age, may be a risk factor for the use of other forms of aggression, such as bullying, later on during their development. These behaviours are related not only to individual characteristics, but also to peer relationships, teacher behaviours, school variables, family factors and cultural influences., Method: In order to find out which family variables have been researched in relation to preschool aggression and which family variables are associated with perpetration and victimisation, a scoping review was conducted in accordance with the PRISMA guidelines. Four databases (Web of Science, Scopus, PubMed and PsycINFO) were used to map the studies published between 2000 and 2022., Results: This scoping review included 39 peer-reviewed articles from an initial sample of 2002 of them. The majority of studies looked only at perpetration behaviours. The main family variables covered in the articles concern parental behaviours, adverse childhood experiences in the family environment, and the household structural and sociodemographic characteristics., Conclusion: This scoping review shows that different factors within the family environment increase the risk of developing aggressive and victimising behaviours in the preschool setting. However, the relationship between the family variables and preschool aggression is complex, and it may be mediated by other factors such as gender, child-teacher closeness or parent-child dyads.

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.

The present study examined the relationship linking social-interpersonal factors (interpersonal dependency, social support, social skills), cognitive-individual factors (planning behavior and goal efficacy), and different victimization and perpetration forms of cyber dating abuse (direct abuse, control abuse, and the combination of both abuse types). The responses of 1,657 Spanish university students were analyzed (62.1% females, 37.1% males). The multinomial logistic regression model revealed similarities among the three victim groups and revealed that anxious attachment and lack of social support increased the likelihood of direct victimization, control victimization, and direct/control victimization. Differences were found in the three victim groups for social skills and planning behavior. Perpetration was significantly associated with anxious attachment in the three cyber dating perpetration forms. Differences were also found in emotional dependency, social support, and social skills among direct perpetrators, control perpetrators, and direct/control perpetrators. The results revealed that interpersonal and cognitive factors correlated with cyber dating victimization and perpetration.

The present study aimed to examine differences in three psychological constructs (satisfaction with life, loneliness, and helplessness) among adults experiencing ghosting and breadcrumbing. A sample of 626 adults (303 males and 323 females), aged from 18 to 40 years, completed an online survey asking to indicate whether someone they considered a dating partner had ghosted or breadcrumbed them in the last year and to complete three different scales regarding satisfaction with life, loneliness, and helplessness. The results showed than those participants who had indicated experiencing breadcrumbing or the combined forms (both breadcrumbing and ghosting) reported less satisfaction with life, and more helplessness and self-perceived loneliness. The results from the regression models showed that suffering breadcrumbing would significantly increase the likelihood of experiencing less satisfaction with life, and of having more feelings of loneliness and helplessness. However, no significant relation was found between ghosting and any of the examined psychological correlates.

: The present study examined the relations among poly-bullying victimization (experiencing multiple forms of peer bullying), resilience and subjective well-being. This study specifically examined late adolescents' resilience as a moderator of the relation between poly-bullying victimization and subjective well-being. In a region of central Spain, 1430 undergraduate students (64% females, 36% males), aged between 18 and 22 years, completed three self-reported measures, including bullying victimization experiences, self-reported subjective well-being and resilience. A substantial proportion of the participants (16.9%) reported being victims of poly-bullying. The results showed that the poly-bullying victimization group reported the poorest subjective well-being and the lowest resilience levels. The regression analyses revealed that resilience was significantly and positively associated with subjective well-being, and resilience moderated the association between poly-bullying victimization and subjective well-being. However, the relation was very weak and accounted for only an additional 1% of variance in the participants' subjective well-being. Future research should assess resilience trajectories of youth exposed to multiple forms of bullying victimization in order to better understand the potential protective effect of resilience over negative mental health outcomes., Competing Interests: The authors declare no conflict of interest.