Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully-victim dynamics.

Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self-regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bullying by either supporting or opposing bullying.

Understanding the factors affecting teachers' burnout during the COVID-19 pandemic: A cross-sectional study.

Background: During the COVID-19 pandemic, which enforced social distancing and isolation, teachers were required to handle multiple challenges related to their work, including dealing with remote teaching, in addition to personal, medical and financial challenges. The goal of the current research was to examine factors that contributed to professional burnout and commitment to work among teachers during the first and second waves of the COVID-19 pandemic.

Methods: A total of 344 elementary school teachers in Israel completed online self-report questionnaires, including assessments of stressors, anxiety, resilience, self-efficacy beliefs, and coping strategies.

Short Mindfulness Meditation Increases Help-Giving Intention Towards a Stranger in Distress.

Objectives: Mindfulness practice increases personal well-being, yet its effect on prosocial behaviors is not well-established. Initial studies suggest that an 8-week mindfulness program has a positive effect on help-giving towards a stranger in distress and that a short meditation promotes care towards an ostracized member. This research aims at examining whether a short mindfulness intervention promotes help-giving intention towards a stranger in distress and to understand the role of empathy in this effect.

Surprising partners: Teachers' contribution to school bullying.

Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze interpersonal engagements in a 10th grade class in a high school in central Israel. Data were drawn from ethnographic observations conducted by the first author of the cohort over the course of a school year, together with in-depth semi-structured interviews with the students and teachers.

The use of Latent Profile Analyses to examine social dominance orientation as a predictor of peer-to-peer aggression among adolescents.

Peer-to-peer aggression and bullying is a social phenomenon and is related to social structures in the school. In-group membership as well as construction of the other and differentiation from other potential groups is an important predictor of one's social identity. Social Dominance Orientation is an important addition to social identity theory as it examines both issues of social dominance and social egalitarianism and is related to out-group denigration.

The Experience Sampling Method in Monitoring Social Interactions Among Children and Adolescents in School: A Systematic Literature Review.

Background: The experience sampling method (ESM) is an increasingly popular data collection method to assess interpersonal dynamics in everyday life and emotions contextualized in real-world settings. As primary advantages of ESM sampling strategies include minimization of memory biases, maximization of ecological validity, and hypothesis testing at the between- and within-person levels, ESM is suggested to be appropriate for studying the daily lives of educational actors. However, ESM appears to be underutilized in education research.

Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

[This corrects the article DOI: 10.1371/journal.pone.

Self-Efficacy and External Locus of Control as Predictors of Participant Roles in Relational Aggression.

We examined the extent to which the perceived behavioral control factors of pro-social, emotional, or verbal-social self-efficacy (SE) as well as external locus of control (LOC) explain the variance between different participant roles: relational aggressors, relational victims, relational aggressive-victims, and bystanders. Participants included 1,518 adolescents (61.6% boys and 38.

The Role of Demographics in the Age of Autism Diagnosis in Jerusalem.

Early diagnosis of autism spectrum disorder (ASD) in children enables earlier access to services and better ability to predict subsequent development. A vast body of literature consistently shows discrepancies in the age of diagnosis between children from varying socio-economic levels, cultural and ethnic backgrounds. The present study examines the effect of sociodemographic factors on age of ASD diagnosis among the three primary ethnic sectors in Jerusalem region: secular and modern religious Jews, ultra-Orthodox Jews and Arabs.

An ethnographic study of participant roles in school bullying.

An ethnographic study in a 10th grade remedial class was undertaken in order to discern patterns of school bullying. Twenty 10th graders were observed over the course of one academic year as they interacted with their peers and teachers. The observations helped us identify dispositional and situational factors which influenced participant roles.

Sleep disturbances in adolescents with symptoms of attention-deficit/hyperactivity disorder.

We evaluated 32 nonmedicated male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 77 control boys. Both ADHD groups completed self-report questionnaires assessing sleep disturbances; weekday and holiday sleep duration; and symptoms of ADHD, anxiety, and depression. Parents and teachers rated the severity of the participants' ADHD.