Longitudinal Associations Between Bullying and Children's Preference for Television Violence

Abstract: The aim of this study was to examine the longitudinal associations between bullying and preference for violent television programs. A sixth-month, two time-point longitudinal design was used in order to identify the direction of the relation between bullying and preference for violent television programs. The participants were 417 sixth grade students of elementary schools in Cyprus. They completed the bullying subscale of the Revised Bullying and Victimization Questionnaire (BVQ-R) and the Preference for Television Violence Questionnaire (PTVQ). The findings of this study suggested a reciprocal relation between preference for violent TV programs and bullying. Specifically, bullying at Time1 positively predicted an increase in violent TV programs preference at Time 2. Similarly, preference for TV violence at Time1 positively predicted bullying at Time 2. We conclude that prior involvement in bullying may function as a risk factor for more future preference for violent programs on television and at the same time children who already prefer violent programs are more likely to manifest bullying in the future

Comparing short-term growth in traditional and cyber forms of bullying in early and mid-adolescent students

The present study sought to investigate the short-term growth in the levels of traditional and cyber forms of bullying and victimization and examine how growth in one form of bullying relates to that of others’, for students in late elementary and early high school grades (ages 10 to 15) and to examine how the educational level of the students affects this growth. In total 868 students participated in the study during four measurement waves with an approximate five-week time-lag between each wave. The Latent Growth Modelling technique was implemented in data analysis and results indicated considerable differences between traditional and cyber forms of bullying. For example, a steeper fluctuation was indicated for cyber forms of bullying and victimization, which was more precipitous for students who were already reporting high levels of such behaviours, contrary to what was found for traditional forms of bullying. Nonetheless, similarities between the two forms were also present. Implications for research and practice are discussed

Facebook Intrusion as a Mediator Between Positive Capital and General Distress: A Cross-Cultural Study

Background: Social networking sites (SNSs) play an important role in many aspects of life nowadays, and it seems to be crucial to explore their impact on human well-being and functioning. The main aim of the study was to examine the mediating role of Facebook intrusion between positive capital and general distress. Positive capital was considered as comprising self-esteem, ego-resiliency, and self-control, while general distress was seen as having three dimensions: depression, anxiety, and stress. Methods: The sample consisted of N = 4,495 participants (M = 22.96 years, SD = 5.46) from 14 countries: Australia, Cyprus, Greece, Hong Kong, Lithuania, New Zealand, Peru, Poland, Russia, Spain, Turkey, Ukraine, United Kingdom, and United States. We used the following methods: the Facebook Intrusion Questionnaire (FIQ), the Self-Esteem Scale (SES), the Brief Self-Control Scale (SCS), The Ego Resiliency Revised Scale and the Depression, Anxiety, and Stress Scale-21 (DASS-21). Results: We found that Facebook intrusion was a mediator between self-esteem and general distress and between self-control and general distress. Limitations: The present study was based on a cross-sectional study, and the measures used were self-report measures. The majority of the participants were recruited using convenience sampling. Conclusions: The present findings contribute to a better understanding on how the social media have impact on individual mental health. Implications for future studies are discussed

The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study

The purpose of the present study was the examination of the longitudinal effect of parental style on short-term changes in conventional and cyber forms of bullying/victimization, and the investigation of the mediating role of peer attachment relationships on this effect. The participants were 861 children and adolescents (52% girls, M  = 11.72 years) attending Cyprus public institutions. Students provided information during three measurement points. There was a six and a 12 week interval among the three measurement points, respectively. The findings of the study indicated that parenting seems to be a significant predictor of all forms of bullying/victimization, conventional and cyber, in early adolescents, even when accounting for bullying/victimization levels eighteen weeks back. More importantly, results showed that the effect of parental style on bullying forms was mediated by peer attachment relationships. Results are discussed in the light of theoretical and practical implications. [Abstract copyright: Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Contextual Adaptations to Implement SWPBS With Fidelity: The Case of Cyprus

The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools’ efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches’ experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn

Longitudinal investigation of the relationship between bullying and psychosocial adjustment

The aim of the present study was to test the direction of effects in the relationship between bullying, victimization, adjustment difficulties, and school achievement. The participants were 238 fifth and sixth-grade children (mean age 11.4 years) and their teachers in a six-month two-timepoint longitudinal study. The results of this study showed that bullying and victimization at Time 1 were related to an increase of adjustment problems and a decrease of school achievement at Time 2. Conversely, adjustment problems at Time 1 were related to an increase in bullying and victimization at Time 2. School achievement at Time 1, however, was not related to bullying and victimization at Time 2. The results of this study provide evidence towards a reciprocal relationship between bullying, victimization, and adjustment difficulties

Do mothers know? Longitudinal associations between parental knowledge, bullying, and victimization

The purpose of the present study was to investigate the direction of effects between parents’ sources of knowledge and children’s involvement in bullying and victimization at school. The participants were 348 early adolescents with a mean age of 13.5 years and their mothers. The children completed the Revised Bullying and Victimization Questionnaire, while the mothers completed the Parental Knowledge Questionnaire. Data were collected in two time points with a 6-month interval. The structural equation model showed that child disclosure and parental control at Time 1 (T1) positively predicted bullying at Time 2 (T2), while parental solicitation at T1 negatively predicted bullying at T2. Conversely, bullying at T1 positively predicted child disclosure and parental control at T2, while victimization at T1 positively predicted parental solicitation at T2 and negatively predicted child disclosure at T2. The results confirmed that the relationship between parental knowledge and bullying is reciprocal and that prior parental solicitation was the only source of knowledge that was negatively related with future involvement in bullying. Interestingly, victimization at T2 was not related with any of the sources of parental knowledge at T1 indicating that parents’ effort to know about their youths’ socialization may not lead to reducing victimization. Bullying, however, appeared to be negatively predicted by prior parental solicitation indicating that parents’ effort to know who their children socialize with may indeed operate as a protective barrier. Finally, our study showed that prior victimization is related with less child disclosure, which confirms the assumption that victimized children often hide their experience from their parents