Exploring the Interpersonal Goals of Autistic and Neurotypical Adolescents Who Bully Others.

The current study examined the association between interpersonal social goals (i.e., agentic and communal goals) and bullying behaviour for autistic adolescents (n = 108, M = 15.

HEXACO personality correlates of adolescents' involvement in bullying situations.

Adolescents' involvement in bullying situations is-at least partially-personality trait-activated. Although some studies investigated personality correlates of bullying and being victimized, little is known about personality correlates of bystander responses (i.e.

Differences in adolescents' motivations for indirect, direct, and hybrid peer defending.

Adolescents' defending of peers who are being bullied-or peer defending-was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents' motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal-directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer-defending behaviors could qualify as goal-directed strategic prosocial behaviors.

Longitudinal Associations Between Adolescents' Bullying-Related Indirect Defending, Outsider Behavior, and Peer-Group Status.

During adolescence, youth become more likely to avoid involvement in witnessed bullying and less likely to support victims. It is unknown whether-and how-these bystander behaviors (i.e.

Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems.

This study examined the association between peer-reported bullying-related behaviours (bully, victim, outsider and defender), age, gender, autism severity and teacher-rated emotional and behavioural problems in adolescents with autism spectrum disorder, using a multi-informant approach. The sample comprised 120 adolescents (11% girls, M = 15.6 years, standard deviation = 1.

Predicting aggression in adolescence: The interrelation between (a lack of) empathy and social goals.

In an attempt to explain the inconsistent findings and overall weak relation between empathy and aggression, we focused on the role of emotional empathy (emotions of concern, compassion or sympathy toward a (potential) victim), agentic goals (the desire to be dominant during social interaction with peers) and their interplay (mediation or moderation) in the prediction of proactive aggression (learned instrumental behavior) in adolescence. Data were collected from 550 young Dutch adolescents, who filled out multiple questionnaires. Findings showed that the link between a lack of empathic concern and proactive aggression is partly mediated and moderated by agentic goals.

Defending victimized peers: Opposing the bully, supporting the victim, or both?

To reduce bullying, more knowledge on children defending their victimized peers is critical. In previous work, predominantly cross-sectional in nature, defending has typically been operationalized as one single, broad construct. However, there are good reasons to assume that attacking the bully (bully oriented defending) and comforting the victim (victim-oriented defending) are relatively independent constructs, with potentially different correlates.

Peer and self-reported victimization: Do non-victimized students give victimization nominations to classmates who are self-reported victims?

Using data from 2413 Dutch first-year secondary school students (M age=13.27, SD age=0.51, 49.

Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report.

This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys.

Narcissism, Bullying, and Social Dominance in Youth: A Longitudinal Analysis.

A few previous studies have shown that narcissistic traits in youth are positively associated with bullying. However, research examining the developmental relationship between narcissism and bullying is lacking. Moreover, it is unclear whether narcissists constitute a homogeneous group and whether the bullying of narcissistic youth results in establishing social dominance over peers.

Children's intervention strategies in situations of victimization by bullying: social cognitions of outsiders versus defenders.

This study examined the social cognitions of outsiders and defenders about intervening in situations of victimization by bullying. Do outsiders and defenders behave differently in victimization situations because of differences in competence beliefs, or because of a selectivity effect in intervening? These issues were examined in a sample of 102 outsiders and 107 defenders who were classified into these bullying roles through a peer-nomination procedure out of a total sample of 761 10- to 14-year-old Dutch children. These children were presented with imaginary victimization events.

Costs and benefits of bullying in the context of the peer group: a three wave longitudinal analysis.

Whereas previous research has shown that bullying in youth is predictive of a range of negative outcomes later in life, the more proximal consequences of bullying in the context of the peer group at school are not as clear. The present three-wave longitudinal study followed children (N = 394; 53 % girls; M(age) = 10.3 at Time 1) from late childhood into early adolescence.

Developmental trajectories of bullying and social dominance in youth.

Objective: Bullying is increasingly conceptualized as strategic behavior motivated by a desire to gain social dominance in the peer group. Cross-sectional research has shown that relative to their peers bullies are higher in social dominance as indexed by resource control, and are often perceived as powerful and "cool." However, research examining the developmental relationship between bullying and resource control is lacking.

Peer and self-reports of victimization and bullying: their differential association with internalizing problems and social adjustment.

Researchers typically employ either peer or self-reports to assess involvement in bullying. In this study, we examined the merits of each method for the identification of child characteristics related to victimization and bullying others. Accordingly, we investigated the difference between these two methods with regard to their relationship with social adjustment (i.

Parental strategies and trajectories of peer victimization in 4 to 5 year olds.

This study was designed to examine how parental strategies contribute to explaining trajectories of peer victimization in young children. A total of 73 4 and 5 year old children identified as victims of peer aggression in the fall semester and their parents were recruited from 46 classrooms in 18 schools in the Netherlands. All children were followed-up twice in order to determine for whom victimization was stable.

Bullying as strategic behavior: relations with desired and acquired dominance in the peer group.

To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants' acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant.

Physiological reactivity to stress and parental support: comparison of clinical and non-clinical adolescents.

An Alarm Stress Task was developed to study affect regulation in the context of parent-child interactions in adolescents (mean age = 12.72, standard deviation = 2.06) with (n = 20) and without (n = 20) mental health problems.

Change in psychopathology in referred children: the role of life events and perceived stress.

Background: This study examined the relation between stress and change in emotional and behavioural problems in children and adolescents referred for mental health services.

Method: At three waves across four years, children and their parents (N = 310, mean age at the first wave = 11.26 years, SD = 3.

Aggression, social cognitions, anger and sadness in bullies and victims.

Background: The present study aimed to investigate children's social information processing (SIP) and emotions in the bullying situation, taking into account reactive and proactive aggression. More specifically, we investigated the way in which children interpret social information, which goals they select, how they evaluate their responses and which emotions they express in hypothetical situations.

Method: The participants comprised 242 Dutch children (120 girls and 122 boys; mean age: 117.