Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker.

Introduction: Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.

Aims: The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.

Victimization and cybervictimization: The role of school factors.

Introduction: Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being.

What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker.

Background: Bullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.

Aim: The purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures.

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying.

Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.

Coping with Cybervictimization: The Role of Direct Confrontation and Resilience on Adolescent Wellbeing.

Background: Recent studies have consistently identified the negative consequences of cyberbullying on adolescent mental health. Nevertheless, not all cybervictims are alike, and in the last few years some evidence has appeared indicating that faced with cyberbullying, victims may manifest different emotional outcomes. In this study, we explored whether cybervictim resilience fully or partially mediates the effects of cybervictimization and whether a confrontational coping strategy impacts emotional symptoms.

Involvement in Bullying During High School: A Survival Analysis Approach.

Knowledge about the risks of bullying involvement during any year of high school is an important element of interventions for changing the likelihood of being bullied. Three cohorts of Australian students ( = 1,382) were tracked from 7th grade to 11th grade. The study showed that some students continue their involvement in bullying, while in addition, new bullies and new victims emerge during each high school year.

Longitudinal impact of the Cyber Friendly Schools program on adolescents' cyberbullying behavior.

Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people.

Implementation quality of whole-school mental health promotion and students' academic performance.

BACKGROUND: This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative. METHOD: Hierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies. RESULTS: After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance.

Interventions to reduce bullying.

Recognizing the potential heath risk of bullying in schools, numerous anti-bullying interventions have been developed. These measures have been designed to prevent bullying from happening and/or to stop bullying from continuing once it has occurred. Evaluations of the effectiveness of such interventions indicate several positive effects in reducing the level of bullying in schools and in stopping cases from continuing.