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Miscarriage often is a traumatic experience with serious mental health implications. Friends and family members are often uncomfortable with and avoid discussing the topic with bereaved individuals, potentially making them feel ostracized (i.e., being ignored and excluded), contributing to their mental health concerns. We investigated the correlation between posttraumatic stress symptoms, perceived ostracism, and recalled grief intensity measures in a sample of cisgender women (N = 97) who have had a miscarriage. These participants were recruited using Qualtrics’s Panel Recruitment Services. Women’s perceived ostracism correlated positively with posttraumatic stress symptoms and negatively with grief congruence (i.e., the degree to which they felt that their miscarriage process was as satisfactory as possible, given they had to experience it). Perceived ostracism also explained additional variance in posttraumatic stress symptoms when considered alongside grief intensity measures (e.g., congruence).

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In this study, we examined students' perceptions of peer aggression occurring within their school environment and how these perceptions are interconnected with both social media rumination and distress. Social media usage is associated with a range of negative mental health and interpersonal outcomes for adolescents. Social media use can increase youth's vulnerability to peer victimization and psychosocial difficulties. In addition, ruminating when sad or stressed has been linked to elevated distress for youth experiencing peer aggression. Yet rumination specifically regarding social media activities has not been investigated in relation to peer aggression and distress, nor has the degree to which students perceive peer aggression occurring at school been included in these investigations. Participants were 169 high school students (age, M = 15.89, SD =.87), largely identifying as Black/African American and female, who completed surveys as part of a larger program working with at-risk youth in a Midwestern, urban city. We found that social media rumination mediated the relationship between perceptions of bullying at school and feelings of distress, but mediation was not supported when examining student perceptions of cyberbullying frequency and youth distress. In the case of bullying, rumination may disrupt other forms of coping—such as positive cognitive distractions—that would ameliorate symptoms of distress. Furthermore, we present evidence that social media rumination is experienced by, and has different influences on, youth. We highlight the need for differentiated intervention and prevention efforts regarding these two forms of peer aggression. Future research may be justified to examine these possibilities. [ABSTRACT FROM AUTHOR]

Miscarriage often is a traumatic experience with serious mental health implications. Friends and family members are often uncomfortable with and avoid discussing the topic with bereaved individuals, potentially making them feel ostracized (i.e., being ignored and excluded), contributing to their mental health concerns. We investigated the correlation between posttraumatic stress symptoms, perceived ostracism, and recalled grief intensity measures in a sample of cisgender women (N = 97) who have had a miscarriage. These participants were recruited using Qualtrics's Panel Recruitment Services. Women's perceived ostracism correlated positively with posttraumatic stress symptoms and negatively with grief congruence (i.e., the degree to which they felt that their miscarriage process was as satisfactory as possible, given they had to experience it). Perceived ostracism also explained additional variance in posttraumatic stress symptoms when considered alongside grief intensity measures (e.g., congruence). [ABSTRACT FROM AUTHOR]

This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students' engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students' engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students' autonomy and self-determination skill expression are provided, as well as limitations and directions for future research. [ABSTRACT FROM AUTHOR]

Objectives: Social scientists have devoted much theoretical and empirical attention to studying the correlates of bullying perpetration and victimization. Much less attention has been devoted to studying race differences in the correlates of bullying behaviors despite the importance of these when designing effective and focused prevention and intervention programs. Methods: Utilizing data from the 2009 to 2010 Health Behavior in School-Aged Children (HBSC) study in the United States, this study applies Bronfenbrenner's ecological model to bullying in order to examine how various interrelated systems are associated with bullying perpetration, victimization, and their concordance in a nationally representative sample of adolescents. Results: Findings shown important similarities, as well as some differences, across race in how key parental and peer relationships relate to aspects of involvement in bullying. Directions for future research are noted. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of a youth relationship education program (YREP) on psychological functioning and to understand the mechanisms associated with change in distress. Background: Successfully (or unsuccessfully) navigating romantic relationships is a robust predictor of adolescent mental health. Youth relationship education programs have been found to promote adaptive relationship knowledge, attitudes, and skills; however, little research has examined how such programs influence mental health. Method: This study examined whether significant reductions in psychological distress occurred for a diverse sample of adolescents (N = 113) completing a YREP. The study also explored whether the curriculum, Love Notes 3.0, was effective in reducing distress due to changes in hope and compromising conflict‐resolution behaviors. Results: From pretest to posttest, psychological distress decreased for young women but not for young men. Furthermore, reductions in distress were associated with simultaneous increases in hope, but not reductions in conflict‐resolution behaviors. Conclusion: YREPs can assist in improving youth's knowledge about adaptive relational dynamics while also significantly improving psychological functioning, primarily through increasing hope. Implications: YREPs may be beneficial for youth's mental health, and hope may play an important role. Encouraging youth to set clear goals and promoting self‐efficacy for behaviors that enact those goals may be helpful considerations for those serving youth (and particularly adolescent young men) in YREPs. [ABSTRACT FROM AUTHOR]

Researchers have suggested that bystander behaviors and victim coping play an important role in counteracting the negative effects of bullying. The current study investigated the relationship between students' ratings of coping effectiveness when addressing bullying and their behaviors as bystanders when witnessing bullying. Surveys were administered in a Midwestern, suburban school district. Some associations between perceptions of coping effectiveness and bystander behavior supported our hypotheses (e.g., constructive coping associated with defending bystander behaviors, externalizing associated with pro‐bullying behaviors). However, some findings did not support hypothesized relationships. For example, higher ratings of effectiveness for cognitive distancing as a coping strategy were associated with increased defending behaviors as a bystander. Gender moderated some of these relationships. Pro‐bullying bystander behavior was associated with increased ratings of cognitive distancing and decreased reports of constructive coping effectiveness for girls. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Relationship education (RE) has been linked to several short- and longterm benefits; however, less is known about its effects on adolescents’ overarching life-goals. This study utilized a multi-method approach to examine whether RE was linked to increases in the relative importance of intrinsic, as opposed to extrinsic, life-goals. Results demonstrated a statistically significant increase from pretest to posttest in the relative importance of intrinsic life-goals. Qualitative analysis identified themes relevant to intrinsic life-goals including differentiating between needs and wants and an increased focus on interpersonal functioning. Overall, results suggest RE may influence students’ life-goals in beneficial ways. [ABSTRACT FROM AUTHOR]

Parent involvement is considered essential to preventing cyberbullying, yet little is known about how parents respond to cyberbullying when it occurs. With this in mind, this study uses data from focus groups with parents (n = 48) to examine their responses to hypothetical cyberbullying scenarios in which their child is presented as a victim, aggressor, or bystander. We investigate how parents' responses conform to, deviate from, or complicate normative recommendations and advice from researchers and advocacy organizations. In addition, we conducted interviews with adolescents (n = 17) to see how their responses to cyberbullying converge with or contradict parents' reactions. Results suggest that while parents are concerned about online aggression and are familiar with parenting norms and expectations around cyberbullying, social context and relationships complicate their responses. Children, however, view cyberbullying as normal and believe that parents should not intervene. Our findings suggest a need for improved communication with parents around boundary conditions and preferred responses to cyberbullying as well as a need for continued conversation around rapidly evolving norms for parenting and digital technology. [ABSTRACT FROM AUTHOR]

Keywords: social exclusion; trauma-informed approaches; ostracism; interpersonal rejection; substance use EN social exclusion trauma-informed approaches ostracism interpersonal rejection substance use 1 3 3 06/23/21 20210618 NES 210618 Introduction Humans have a central need to belong, their daily efforts predominately focused on forging - and maintaining - stable social connections (Baumeister and Leary, [2]; Lieberman, [18]; Gabriel, [11]). Social exclusion may be the I primary i cause (i.e., chronic social exclusion was the main trauma elicitor), or it may be a I secondary i cause; perhaps their initial trauma elicitor was something other than exclusion, and their subsequent substance misuse has led their previous social support network to exclude them. Trauma-informed treatment approaches often focus on social support as a key factor in trauma recovery (Substance Abuse Mental Health Services Administration, [30]). Discussion When someone seeks treatment for substance misuse or addiction, a therapist taking a trauma-informed approach should identify to what degree social exclusion contributes to their presenting concerns. [Extracted from the article]

As the new editorial team begins their term, the editors discuss their vision for the journal's direction, including (1) Advance pedagogy and training through reflection and practice; (2) Encompass the varied levels, settings, and topics represented in school psychology graduate training; and, (3) Examine and respond to the sociocultural context in which training occurs. The team invites the readers to join in pursuit of these goals as authors, reviewers, and readers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Student perceptions of school climate have been linked to a number of outcome variables; specifically, more positive perceptions of school climate are associated with academic achievement, social and emotional wellness, and reduced risky behaviors. Considering student perceptions of school climate can help to guide the selection and implementation of culturally-responsive, targeted school improvement efforts. Further, the ways that students experience and perceive the school environment have been shown to vary based on student reported racial/ethnic identity. In the present study, moderation analyses established a significant impact of school diversity (i.e., high diversity or low diversity) on the relationship between student race/ethnicity, perceptions of school climate, and associated subscales including school connectedness, peer and adult support, and cultural awareness. Contrary to prior research, as school diversity increased, perceptions of school climate decreased, with Asian participants least affected. Implications of the findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to investigate the relationships between suicidal thoughts and behaviors (STBs), school climate, and student demographics among middle school students. The study was conducted with a sample of 152,191 middle school students across 607 schools within 182 school districts in a southeastern state. Results support prior research that positive perceptions of school climate are associated with fewer reports of STB. Participants identified family reasons, bullying, peer problems, and 'other' as the most common reasons for STB. Further, older students and males were more likely to engage in STB than their counterparts. When examining cross-sectional interactions, race/ethnicity moderated the relationship between school climate and STB. Findings from the study support the role of school psychologists in advocating for prevention and intervention STB supports for middle school students with particular attention to students who may be at increased risk based on group identification. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

People whom the editors of the journal would like to thank for their efforts in reviewing the manuscripts of the journal's section on Social and Institutional Analysis from October 2014 to September 2015 are presented including Ann Allen, Kathryn Asbury and Nate Brown.

Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying. Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying. Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying. These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed. [ABSTRACT FROM PUBLISHER]

Victimization resulting from bullying affects millions of school children worldwide each year (e.g. Nansel et al., 2001; Sapouna, 2008; Smokowski & Kopasz, 2005). These children face the fear and humiliation of verbal, physical, and relational aggression and as a result, often suffer psychological ill effects (e.g. Kochenderfer-Ladd, & Skinner, 2002). This study examined the coping strategies of victims of bullying using qualitative research methodology. One-hundred-and-two fourth through eighth grade students participated in group interviews discussing the topics of bullying and coping with victimization. A coping model emerged from this study that included the primary categories of problem-focused coping and emotion-focused coping, and eight subcategories, self-defense, stand up to the bully, seeking social support, distancing, internalizing, tension-reduction/externalizing, focus on the positive, and self-blame. Results revealed that problem-focused coping was the type of coping most often used by victims of bullying. Externalizing and seeking social support were the most commonly reported problem-focused coping strategies used by victims. Boys discussed using externalizing strategies with greater frequency than girls, whereas girls reported seeking social support more often than boys. Results also indicated that children generally found their implemented strategies to be ineffective in resolving their problem. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]