In recent years, bullying victimization has received increasing attention from researchers worldwide. The link between bullying victimization and reactive aggression is well-established in numerous studies. However, longitudinal association and underlying mechanisms remain less explored. This study examined gender-specific effects of traditional…

Bullying victimization is a very common, complex, and potentially damaging form of violence among children and adolescents. Bullying is defined as unwanted, aggressive behavior, which involves a real or perceived social power imbalance. One in 10 public schools reports at least one case of serious violent crime, such as aggressive bullying,…

Bullying is characterized by constant violent actions against the same individual. Bullied people suffer physical and psychological damage that directly affect their academic achievement, as well as their relationship with friends, family, and society, resulting in a feeling of social exclusion. Based on the hypothesis that myths and prejudices…

The purpose of this study was to assess the feasibility and implementation of a text message intervention to teach adolescents bystander intervention strategies. Adolescents (N = 123) engaged daily for 15 days with bystander education materials and questions sent to them by text message to their personal cell phones. The likelihood to intervene on…

The present study aimed to investigate school-aged children's understanding of emotions of perpetrators and targets of school bullying and whether these vary as a function of children's participant role in a bullying episode. One hundred seventy-six boys and girls, with a mean age of 11 years and 3 months, participated in the study. They were…

Previous studies have shown that there is overlap between victimization and the perpetration of bullying, and social and motivational variables are known to mediate this relationship. However, the effects of different moral disengagement strategies have not been studied, despite the fact that they exert a major influence on aggressive behavior.…

This study examined beliefs about aggression and self-efficacy for nonviolent responses as mediators of longitudinal relations between exposure to violence and physical aggression. Participants were a predominantly African American (79%) sample of 2705 early adolescents from three middle schools within urban neighborhoods with high rates of…

Feeling safe in school is important for students' learning, well-being, and quality of life. Variables possibly associated with feeling unsafe in school, such as mental health problems, traditional bullying, cyberbullying, and various health problems, were explored. Altogether, 2,028 adolescents (M[subscript age] = 14 years, 50% boys) from 72…

Research on generational transmission of violence suggests that parental corporal punishment in Western countries often leads to violent behavior among children. Violence begets violence, to most Western childrearing scholars. However, the socio-cultural context within which corporal punishment is administrated matters and often produces…

Bullying is a growing concern in China, yet there are few validated scales designed to measure different types of bullying among Chinese children. In this present study, a bilingual team of researchers use a forward-backward translation process to adapt the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM) for Chinese youth.…

In this report, GLSEN, COLAGE, and Family Equality aim to address a significant gap in our understanding of school climate by focusing on the experiences of harassment, bullying, discrimination, and/or hostile school climates for students who have LGBTQ+parent(s) or caregiver(s). These experiences are a crucial part of the larger tapestry of…

Narcissistic youth use social media to engage in a variety of self-promotional behaviors, which have either antisocial or prosocial characteristics. Differing views exist to explain the processes underlying narcissistic self-promotion, either characterizing these actions as intentional, or as impulsive. This study compared intentional…

The aim of this exploratory study was to examine middle school students' (N = 88) perceptions of bullying, school climate and social support and coping. Data were collected using online surveys (n = 80) and face-to-face interviews (n = 8). Quantitative analyses revealed that prevalence of teasing, victimization, and bullying experiences…

This study aimed to test the reliability of the Perceived Severity and Response to Bullies and Victims of Bullying Questionnaire (PSRBVBQ) for middle school teachers (N=322 teachers), using exploratory factor analysis and reliability analysis. PSRBVBQ assesses teachers' responses to bullying using situational scenarios. It includes two vignettes…

In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the "Council for Exceptional Children Standards for Evidence-Based Practices in Special Education" with an 80% weighted criterion. We…