Profiles of participation in school bullying: Association with student well-being

The purpose of this study was to examine the bullying participation profiles inrelation to the demographic variables (sex, grade, and ethnicity), and to further inves-tigate the associations between the profiles and student well-being indicators. A finalsample for analyses consisted of 725 elementary school children (fourth to sixthgrades). Four latent profiles were identified through the latent profile analysis: bul-lying passive bystanding (8.00%), victimized active defending (8.41%), uninvolvedpassive bystanding (21.24%), and uninvolved active defending (62.35%). Significantgroup differences were found in key variables representing student well-being, thatis, school connectedness and life satisfaction, across the four latent profiles. Childrenin the uninvolved active defending were found to have the highest levels of studentwell-being. Only sex had a significant association with the profiles of demographicvariables, with boys more likely to belong to the bullying passive bystanding profilethan girls. Implications and future research directions are discussed

Parental Perceived Need for Counseling for Adolescents’ Anxiety and Depression Symptoms: A Cross-Sectional Study

Objective This study examined the association between parental perceived need for counseling or mental health care services and adolescents’ subgroups of anxiety and depression symptoms (Anxiety-only, Depression-only, Anxiety-Depression, and None). Method Adolescent sample (N = 20,486, M = 14.69  years old, SD = 1.69) was drawn from the National Survey of Children’s Health 2017–2018 (NSCH 2017–2018). A chi-square test was used to analyze the association between two categorical variables. Results The Chi-square test was statistically significant, Χ2(6) = 7,914.33, p \u3c .01, V = .44. Adolescents from the Anxiety-Depression group received counseling or mental health care the most (80.94%), while 69.03% of those in the depression-only group and 44.86% in the Anxiety-only group received mental health services. Conclusions Caregivers of adolescents with Anxiety-only tended to perceive the least need for counseling or mental health care, compared with those with depression or both, suggesting the need to enhance mental health awareness

Independent and cumulative impacts of adverse childhood experiences on adolescent subgroups of anxiety and depression

The purpose of this study is to investigate the independent and cumulative impacts of Adverse Childhood Experiences (ACEs) on the subgroups of anxiety and depression among 12–17 aged adolescents in the U.S. A sample of 21,496 cases was derived from the 2017–2018 National Survey of Children’s Health (NSCH). Four adolescent subgroups were identified depending on their mental health condition: Anxiety-only (7.2%), Depression-only (1.5%), Anxiety-Depression (6.3%), and None (85.0%). All sociodemographic characteristics such as sex, age, race/ethnicity, and family structure had significant associations with the subgroups. Two multinomial logistic regression analyses were conducted to examine the independent and cumulative effects of ACEs on the subgroups. The findings suggested having a family member with severe mental illness showed the strongest relationship with the development of anxiety, depression, and both. A dose–response relationship was found between cumulative ACEs and the subgroups, with Anxiety-Depression as the most prevalent group when adolescents had multiple ACEs. Implications for service providers and future research are discussed

Standing With Asian Clients Affected by Pandemic: Counseling Recommendations Through MSJCC Framework

As COVID-19 exacerbates racial discrimination against Asian populations in the U.S., mental health concerns among Asians have increased accordingly. Thus, counselors are encouraged to provide culturally competent counseling for Asian clients who experience racial discrimination and its detrimental impacts. This article proposes recommendations for counselors to effectively serve Asian clients based on the Multicultural and Social Justice Counseling Competencies (MSJCC) framework. Counselors can utilize the proposed considerations to alleviate mental health concerns among Asian clients

Adverse childhood experiences and the associations with depression and anxiety in adolescents

Objectives There has been increasing attention to adverse childhood experiences (ACEs) among adolescents in the U.S because ACEs may result in severe mental health issues. Although associations between ACEs and mental health have been explored, research on how different types or combinations of ACEs render different impacts on adolescents is limited. Therefore, this study aims to (a) examine latent classes of ACEs among adolescents who have experienced at least one ACE and (b) investigate associations of each latent group of ACEs with mental health problems, depression and anxiety. Method Questionnaires on ACEs and depression/anxiety from the 2016 National Survey of Children’s Health (NSCH) were used, and a total of 11,437 adolescents aged 10–17 years were included in this study. For analyses, latent class analysis (LCA) was implemented to identify the number and types of classes, which are pertinent to represent the heterogenous combinations of ACEs. Moreover, chi-square tests and ordinal regression were performed to investigate the associations of class memberships within ACEs with depression/anxiety. Results The LCA found four class memberships within ACEs: Multiple High-Risk, Broken Family, Income Hardship, and Multiple Low-Risk. These classes displayed differences in depression/anxiety. For both pre-existing and current conditions of depression/anxiety, the most prominence has been found in the Multiple High-Risk, followed by the Multiple Low-Risk, the Broken Family, and the Income Hardship, in order. Conclusions These differences among the classes indicate that understanding of ACEs and interventions should be based on considering latent classes of ACEs

Perceived School Fairness and Willingness to Report Bias-Based Bullying Among Youth During COVID-19 Pandemic

BACKGROUND As COVID-19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias-Based Bullying (BBB) in online spaces among school-aged youths. Learning modality and perceived school fairness may affect youth\u27s likelihood of reporting BBB. METHODS Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition. RESULTS Results demonstrated that students in fully remote modality reported slightly higher levels of witnessing BBB (t = 2.29, p \u3c .05), lower perceived school fairness (t = −2.94, p \u3c .01), and higher levels of likelihood of reporting BBB (t = 2.31, p \u3c .05). Results of the regression model showed that perceived school fairness was positively associated with likelihood of reporting BBB, even when considering the influences of sociodemographic characteristics, learning modality, and experience of witnessing BBB. CONCLUSIONS Findings of this study suggest that learning modality and perceived school fairness can meaningfully explain witnesses\u27 likelihood of reporting BBB. Additional research should continue investigating how schools can encourage students to increase their likelihood of reporting and adopt the bystander response of reporting against BBB at school to ensure school health and safety

Why witnesses of bullying tell: Individual and interpersonal factors

The reactions of those who witness bullying are important because they can stop the bullying and prevent further harm. Factors associated with telling behavior were investigated with 477 elementary school students who witnessed bullying. Approximately seventy percent of the students talked to someone about bullying incidents, most often, teachers. Chi-square and logistic regression analyses demonstrated that gender, frequency of witnessing, cognitive empathy, and social skills were found to be associated with telling behavior of witnesses, whereas affective empathy and school connectedness were not significantly related. Findings from this research are important for future practice and studies on bystander intervention

Exploring dimensions of bias-based bullying victimization, school fairness, and school belonging through mediation analysis

Bias-based bullying (BBB) is a serious problem for school-aged adolescents. However, limited attention has been paid to the mechanism of how BBB may affect youths\u27 sense of belonging to the school. The purpose of the current study was to understand the associations between BBB victimization, school belonging, and school fairness among school-aged adolescents. The present study also examined whether school fairness mediated the link between BBB victimization and school belonging. Data were drawn from the “No Place For Hate” project, which examined bias-based incidents, school equity, and school belonging of a school district. The analytic study sample consisted of 2600 middle and high school students. Results from a structural equation model revealed that BBB victimization was negatively related to school fairness and school fairness was positively linked to school belonging. BBB victimization was also inversely associated with school belonging. Furthermore, a significant mediation effect was found in that school fairness mediated the link between BBB victimization and school belonging. The findings highlight the importance of addressing perceived fairness given its mediating role between BBB victimization and school belonging

The Action Research on the Development of the Sport-Based Character Education Program

In a situation where school violence among early adolescents is very serious, such as the recent mass assault of Busan middle school girls, the development of a character education program that takes into account the unique characteristics of adolescents due to confusion in their self-identity and values is highly requested. Accordingly, in this study, we developed a sports-based practical character education model to help early adolescents naturally acquire character elements. To this end, scientific procedures for program development and According to the action research method, two modules were developed, a classroom program using sports and an integrated program, taking school conditions into account. The subjects of the study were selected through significant sampling according to the presence or absence of sports facilities among schools wishing to participate, and ultimately, two groups of first-year middle school students in the Seoul and Gyeonggi area, 24 and 28 students in total, 52 students in total, participated. Each group once a week from September 1 to November 10, 2016 It was operated in 90-minute block times, and the classroom program was implemented for 4 weeks and the integrated program was implemented for 10 weeks. To verify the effectiveness of the program, repeated measures analysis of variance was conducted to verify the differences between groups and the average difference between pre- and post-tests, and the satisfaction results of study participants were analyzed. As a result, this program was effective in personal and social character competencies, and there was no significant difference between the classroom and integrated groups, showing that both programs were effective. In addition, in terms of intrapersonal gender competency, There was a positive effect in increasing communication and community competencies in self-identity, self-management, and social personality competencies, but there was no significant difference in vision and order competencies. This study was developed as a classroom-type, integrated character education module that can be flexibly applied in school settings and is significant as a program that allows students to naturally experience character competencies. Lastly, the limitations of this study and suggestions for follow-up research were made

Relationship between theory of planned behavior factors and optimistic bias and vegetable and fruit intake in college students.

The purpose of this study is to verify the validity of the theory of planned behavior on the vegetable and fruit consumption behavior of college students and to explore the influence of the theory of planned behavior variables on the vegetable and fruit consumption behavior and the role of optimism bias in the relationship. The participants in this study were 249 college students (male: 107, female: 142), and their average age was 20.57 (SD = 2.14) years. In this study, we used a vegetable and fruit consumption frequency list based on Korean nutritional intake standards, the Fruit and Vegetable Module questionnaire, and a questionnaire measuring attitudes toward vegetable and fruit consumption, subjective norms, perceived behavioral control and intention, and optimistic bias. As a result of the analysis, it was verified that it was appropriate to adopt the theory of planned behavior model, which includes a direct path from perceived behavioral control to vegetable and fruit consumption behavior. In hierarchical regression analysis, the Theory of Planned Behavior variables explained about 28.8% of vegetable and fruit consumption behavior, and perceived behavioral control was the strongest predictor, and optimism bias accounted for an additional 1.9% of vegetable and fruit consumption behavior. appeared to explain it. In addition, optimistic bias moderated the relationship between attitude toward vegetable and fruit consumption and vegetable and fruit consumption behavior. Considering the results, it is reasonable to explain vegetable and fruit consumption behavior with the theory of planned behavior, and it was found that optimistic bias plays an important role in the relationship between attitudes toward vegetable and fruit consumption and vegetable and fruit consumption behavior.