Prevalence and Predictors of Poly-Victimization of Adolescents in England and Wales.

This study examined the change in the prevalence of adolescent poly-victimization and individual and area predictors of poly-victimization in England and Wales. The national representative longitudinal Offending, Crime and Justice Survey (2003-2006) was analyzed with data from 2,066 adolescents, aged between 10 and 18 years (mean ±  at Time 1 = 13.08 ± 2.

Describing Disclosure of Cybervictimization in Adolescents from the United Kingdom: The Role of Age, Gender, Involvement in Cyberbullying, and Time Spent Online.

Disclosing experiences of cybervictimization is an important first step in many anti-bullying interventions. Gender, age, cybervictimization experiences, cyberbullying behaviors, and time spent online were examined as factors that describe: (a) disclosing cybervictimization and (b) perceptions of helpfulness following disclosure. The sample comprised 750 (384 boys and 365 girls, = 12.

Fear of Missing Out and Relational Aggression on Facebook.

The use of social networking sites has been associated with fear of missing out (FOMO), which is characterized by perceiving others as having more rewarding lives. This study investigated whether FOMO is related to Facebook relational aggression through a desire to avoid inferiority and engagement in manipulative behaviors. Facebook users ( = 190, 87 percent women) completed an online survey assessing FOMO, striving to avoid inferiority, interpersonal manipulation, and Facebook relational aggression.

"There's Not Enough Knowledge Out There": Examining Older Adults' Perceptions of Digital Technology Use and Digital Inclusion Classes.

Older adults' definitions of digital technology, and experiences of digital inclusion sessions, were examined using qualitative approaches. Seventeen older adults (aged between 54 and 85 years) participated in two focus groups that each lasted approximately 90 min to explore how older adults understood technology within their lived experience. Interpretative phenomenological analysis yielded two main themes: thirst for knowledge and a wish list for digital technology sessions.

Online social network data as sociometric markers.

Data from online social networks carry enormous potential for psychological research, yet their use and the ethical implications thereof are currently hotly debated. The present work aims to outline in detail the unique information richness of this data type and, in doing so, to support researchers when deciding on ethically appropriate ways of collecting, storing, publishing, and sharing data from online sources. Focusing on the very nature of social networks, their structural characteristics, and depth of information, we provide a detailed and accessible account of the challenges associated with data management and data storage.

Adolescents' Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents.

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female,  = 12.

Developing the Cyber Victimization Experiences and Cyberbullying Behaviors Scales.

The reported prevalence rates of cyber victimization experiences and cyberbullying behaviors vary. Part of this variation is likely due to the diverse definitions and operationalizations of the constructs adopted in previous research and the lack of psychometrically robust measures. Through 2 studies, the authors developed (Study 1) and evaluated (Study 2) the cyber victimization experiences and cyberbullying behaviors scales.

Development of the Multidimensional Peer Victimization Scale-Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB).

Peer victimization is a frequent occurrence for many adolescents; however, some of the psychometric properties of self-report scales assessing these experiences remain unclear. Furthermore, with an increase in access to technology, electronic aggression should also be considered. The authors examined the psychometric properties of the Multidimensional Peer Victimization Scale (MPVS; Mynard & Joseph, 2000), and developed versions to include the assessment of electronic aggression according to whether the adolescent was the target or perpetrator of peer victimization.

Moving beyond the mother-child dyad: exploring the link between maternal sensitivity and siblings' attachment styles.

Attachment theory asserts that secure attachment representations are developed through sensitive and consistent caregiving. If sensitive caregiving is a constant characteristic of the parent, then siblings should have concordant attachment classifications. The authors explored maternal attachment quality assessed by the Attachment Q-Set, maternal sensitivity, and specific mother-child interactions between siblings.

Bullying behaviors and victimization experiences among adolescent students: the role of resilience.

The role of resilience in the relationship between bullying behaviors, victimization experiences, and self-efficacy was examined. Participants were 393 (191 young men, 202 young women) adolescents (M age = 15.88 years, SD = 0.

Centrality in children's best friend networks: the role of social behaviour.

Centrality is an indicator of an individual's relative importance within a social group. Predictors of centrality in best friendship networks were examined in 146 children (70 boys and 76 girls, Mage  = 9.95).

The relation between trust beliefs and loneliness during early childhood, middle childhood, and adulthood.

Four studies examined the relation between trust and loneliness. Studies 1, 2, and 3 showed that trust beliefs negatively predicted changes in loneliness during early childhood (5-7 years), middle childhood (9-11 years), and young adulthood (18-21 years). Structural equation modeling yielded support for the hypothesis that the relation between trust beliefs and loneliness was mediated, in part, by social disengagement, which varied by age and gender.

An investigation of the impact of young children's self-knowledge of trustworthiness on school adjustment: a test of the realistic self-knowledge and positive illusion models.

The study aimed to examine the relationship between self-knowledge of trustworthiness and young children's school adjustment. One hundred and seventy-three (84 male and 89 female) children from school years 1 and 2 in the United Kingdom (mean age 6 years 2 months) were tested twice over 1-year. Children's trustworthiness was assessed using: (a) self-report at Time 1 and Time 2; (b) peers reports at Time 1 and Time 2; and (c) teacher-reports at Time 2.

The relations among young children's peer-reported trustworthiness, inhibitory control, and preschool adjustment.

Sixty-five (38 male and 27 female) preschool children (mean age = 5 years 1 month) completed measures of peers' trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model.