Prevalence of violence against children in the United Kingdom: A systematic review and meta-analysis.

Background: Violence against children can have extensive, long-term, and far-reaching adverse impacts on survivors and society. There is currently little consensus in the United Kingdom around the prevalence of violence against children: maltreatment, intimate partner violence, sexual violence, bullying, and community violence, and most existing studies focus on only a single or a few forms of violence. This study aims to produce data to highlight the current magnitude of the problem in the UK, to inform policy, drive action and allow for monitoring of progress over time.

Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary.

Theory of mind (ToM) undergoes significant developments during childhood, particularly between the ages of four and seven years. A growing body of research has indicated that children's social understanding may be related to their social behaviour with peers, in line with Theory Theory which proposes that children's social cognition is influenced by and influences their peer interactions. The current study examined the relationship between ToM and behaviour among 193 children aged 4-7 years.

Child maltreatment and health service use: findings of the Australian Child Maltreatment Study.

Objectives: To examine associations between child maltreatment and health service use, both overall, by type and by the number of types of maltreatment reported.

Design, Setting: Cross-sectional, retrospective survey using the Juvenile Victimization Questionnaire-R2: Adapted Version (Australian Child Maltreatment Study); computer-assisted mobile telephone interviews using random digit dialling, Australia, 9 April - 11 October 2021.

Participants: Australians aged 16 years or more.

What makes for effectiveness when starting early - Learning from an integrated school-based violence and abuse prevention programme for children under 12.

Background: Integrated programmes addressing varying forms of violence and abuse are increasingly delivered to children under 12 but uncertainty remains about what should be delivered to whom, when and in what dose.

Objective: To examine the impact of Speak Out Stay Safe (SOSS) - an integrated prevention programme for children under 12 - and whether impact varied by age, gender and context.

Participants And Setting: A representative UK sample of primary schools in receipt of SOSS was matched with comparison schools not receiving SOSS.

Peer relations and friendships in early childhood: The association with peer victimization.

We examined the association between involvement in peer victimization in early childhood and different measures of peer relations to examine the role of the peer group in victimization with a special focus on the role of the aggressor, defender, and target. Children (N = 200; 45.5% girls) and teachers (N = 8; 100% women) were recruited from three primary schools in the south-east of England.

Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils.

Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning about eight types of aggression: verbal, physical individual, physical group, social exclusion, rumor spreading, breaking one's belongings, sending a nasty text via mobile phone, and sending a nasty message/email via computer.

Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences.

During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children's cognitive capacity to identify these behaviours (cognitive limitations).

A Qualitative Exploration of Practitioners' Understanding of and Response to Child-to-Parent Aggression.

There has been limited research and policy directed toward defining and understanding child-to-parent aggression (CPA), resulting in inconsistent definitions, understandings, and responses, which has a detrimental impact on families. In particular, there have been limited qualitative studies of those working on the frontline of CPA, hindering the development of effective policy. The present qualitative study therefore aimed to explore practitioner perspectives of CPA.

Friendships in middle childhood: Links to peer and school identification, and general self-worth.

Children's friendships are important for well-being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7- to 11-year-olds (n = 314) about their friendships, best friendships, friendship quality and indices of self-worth, identification with peers, and identification with school. Peer relationships were positively related to self-worth, but not identification with peers or school.

Attachment hierarchies for Spanish adolescents: family, peers and romantic partner figures.

Background: Attachment Theory has become one of the leading theories in human development. Nonetheless, empirical studies focusing on how attachment unfolds during adolescence are still scarce particularly in Spain, due to the lack of adequate measures.

Objective: This study aims to validate the Important People Interview (IPI) in a shorter questionnaire version (Important People- Questionnaire; IP-Q); to analyse the changes in different affiliative bonds to multiple figures -family, peers, romantic partners - over the course of adolescence; and to identify boys' and girls' hierarchical ordering of their specific attachment bonds.

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood.

The aim of this research was to investigate the interplay between victim-aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross-sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5- to 7-years-old, revealed that boys were more aggressive than girls, toward both boys and girls, whereas defending relationships were most often same-sex. There was significant reciprocity in aggression, indicating that it was more often bidirectional rather than unidirectional.

Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind.

The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only "cool"-cognitive EF tasks while there is limited knowledge regarding the development of "hot"-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year.

Associations between and development of cool and hot executive functions across early childhood.

This study explored the development of cool and hot EF skills across early childhood. Children 4.5- to 5.

Hot and cool executive function in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories.

The development of executive function (EF) in autism spectrum disorder (ASD) has only been investigated using "cool"-cognitive-EF tasks. Little is known about the development of "hot"-affective-EF and whether it follows a similar developmental pathway. This study employed a cross-sectional developmental trajectories approach to examine the developmental changes in cool (working memory, inhibition, and planning) and hot EF (delay discounting and affective decision-making) of ASD participants (n = 79) and controls (n = 91) relative to age and IQ, shedding more light on the hot-cool EF organization.

Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression.

Executive function (EF) has been implicated in childhood aggression. Understanding of the role of EF in aggression has been hindered, however, by the lack of research taking into account the function and form of aggression and the almost exclusive focus on cool EF. This study examined the role of cool and hot EF in teacher reported aggression, differentiating between reactive and proactive as well as physical and relational aggression.

Participant roles in peer-victimization among young children in South Korea: Peer-, self-, and teacher-nominations.

This study explored participant roles in aggressive behavior among 95 children aged five to seven years, in a collectivistic culture, South Korea. Using a short-term longitudinal design, three types of nomination (peer, self, and teacher) were obtained for four participant roles (aggressor, victim, defender-stop, and defender-tell) and for four types of aggression (physical, verbal, social exclusion and rumor spreading). Assessments were made of stability of participant roles over time; inter-rater concordance among informants; discriminability; and relationships with sex, and likeability.

A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy.

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied.

Concepts of bullying: developmental and cultural aspects.

This review considers the origins of the term bullying and historical changes in the definition of bullying, leading to contemporary research definitions in terms of agreed criteria. The paper next considers how we can assess the actual working definitions or criteria used by pupils, teachers, parents or others concerned with bullying; in different countries. Developmental changes in the understanding of bullying are reviewed and contrasted with developmental changes in bullying behavior.