Fifth-grade children's daily experiences of peer victimization and negative emotions: moderating effects of sex and peer rejection

Friend Emotional Support and Dynamics of Adolescent Socioemotional Problems

Emotional support from friends is a crucial source of social support for adolescents, significantly influencing their psychological development. However, previous research has primarily focused on how this support correlates with general levels of socioemotional problems among adolescents, neglecting the significance of daily fluctuations in these problems. The aim of this study was to explore the relationship between friend emotional support and both the average and dynamic indicators of daily emotional and peer problems in adolescents. These dynamic indicators include within-domain dynamics-such as inertia, which reflects the temporal dependence of experiences, and volatility, which indicates within-person variance-and cross-domain dynamics, such as transactional effects, which measure the strength of concurrent or lagged associations between daily emotional and peer problems. Participants were 315 seventh-grade Chinese adolescents (Mage = 13.05 years, SD = 0.77 years; 48.3% girls). Adolescents reported on their friends' emotional support at baseline and then completed measures of daily emotion and peer problems over a 10-day period. Using dynamic structural equation models, the results revealed that higher levels of friend emotional support were associated with fewer daily socioemotional problems. This was evident both in terms of average levels and dynamic aspects, characterized by lower mean levels of daily emotional and peer problems, reduced inertia and volatility of these problems, and a weaker spillover effect from daily emotional issues to peer problems. These findings highlight the significant role of friend-emotional support in mitigating adolescents' daily socioemotional challenges.

Gratitude for Bystander Action Varies by Peer Intervention and Social Norms

Gratitude is associated with increased social integration, which may counter the loneliness stemming from repeated peer victimization. The gratitude youth feel after different types of bystander action may depend on which behaviors are most congruent with personal beliefs. Face and honor cultures provide social norms for expectations and interpretations of behavior, including how to act during and after interpersonal conflict. In the current study, 264 ethnically diverse adolescents (African, European, Mexican-American, and Indigenous) from the Pacific Northwest described past instances when they experienced an act of peer-instigated aggression and subsequent bystander action. We examined how face and honor endorsements predicted victims' gratitude following three different types of bystander action (calm, avenge, and reconcile). Face endorsement predicted higher gratitude for being calmed, whereas honor endorsement predicted higher gratitude for being avenged. Bystander efforts to reconcile conflict elicited the most gratitude but were not related to social norm endorsement. Our findings shed light on the association between social norm endorsement and victimized youths' gratitude for their intervening peers' bystander actions.

Peer sexual harassment, affect, and substance use: Daily level associations among adolescents

INTRODUCTION

Peer sexual harassment is associated with adolescent substance use at the global level; however, it is unknown whether substance use occurs proximal in time to the sexual harassment experience. This study used daily reports to examine the proximal relations between sexual harassment victimization and affect and substance use. Based on theories of self-medication, we hypothesized that negative affect and substance use (cigarettes, electronic cigarettes, alcohol, and marijuana) would be higher than typical on days when sexual harassment occurred relative to nonvictimization days.

METHOD

A community sample of 13-16-year-old adolescents (N = 204, 55.4% female) from a metropolitan area in the northeastern United States completed 56 days of online reports assessing experiences with peer sexual harassment, substance use (cigarettes, electronic cigarettes, alcohol, and marijuana), and positive and negative affect.

RESULTS

Multilevel modeling revealed that experiencing sexual harassment on a given day was associated with higher than typical negative affect on that day, relative to nonvictimization days. The likelihood of cigarette and alcohol use (but not electronic cigarettes, marijuana, or positive affect) was greater on days when sexual harassment occurred.

CONCLUSION

Sexual harassment victimization is proximally associated with negative affect and alcohol and cigarette use, suggesting that adolescents may be using substances to cope with sexual harassment victimization. The co-occurrence of sexual harassment with negative affect and substance use points to the need for prevention efforts that conjointly address sexual harassment victimization, coping, and substance use.

Affective Dynamics and Mean Levels of Preschool Irritability and Sadness: Predictors of Children's Psychological Functioning Two Years Later

Although irritability and sadness are cardinal symptoms of depression, they are also common in preschoolers. The daily experiences of these emotions are not well-understood during early childhood, yet may provide insight into identification of early depressive symptoms. The current longitudinal study examined daily mean levels and emotion dynamics of preschool-aged children's irritability and sadness and psychiatric outcomes in early school-age. Parents (n = 291) completed 14 consecutive daily diaries about their preschoolers' emotions. Two years later, parents (n = 164) completed a semi-structured clinical interview and questionnaires about their children's psychological functioning. Strong correlations between mean and dynamic measures (rs = 0.65-0.91) were identified. Preschoolers' mean daily levels and dynamics of irritability (variability, instability, inertia) and sadness (instability, inertia) predicted symptoms and impairment 2 years later. Sadness instability and inertia continued to predict difficulties after adjusting for mean daily sadness. Fine-grained daily measures of preschoolers' affect may be help identify children at-risk for psychological problems.

Cortisol Reactivity as a Mediator of Peer Victimization on Child Internalizing and Externalizing Problems: The Role of Gender Differences

Children exposed to peer victimization are at increased risk for psychopathology. However, the physiological mechanisms linking peer victimization to child psychopathology and the potential gender differences in these links remain inadequately understood. The present study examined whether cortisol reactivity to acute stress mediated the associations between relational and physical victimization and internalizing and externalizing problems and whether these associations differed between boys and girls. A sample of 150 Chinese children (aged 9-13 years; M_age = 10.69 years; 51% boys) reported experiences of relational and physical victimization and participated in a standardized laboratory psychosocial stress task, during which six salivary cortisol samples were collected. Parents or primary caregivers reported their children's internalizing and externalizing problems. Overall, neither physical nor relational victimization was associated with cortisol reactivity. However, when examined separately by gender, relational victimization was associated with blunted cortisol reactivity for boys but not for girls. Further, among boys but not girls, relational victimization was indirectly associated with internalizing and externalizing problems via blunted cortisol reactivity. Our findings suggest that blunted cortisol reactivity may serve as a physiological pathway linking peer victimization to psychopathology for boys but not for girls.

Family cohesion and the relations among peer victimization and depression: A random intercepts cross-lagged model

The relation between peer victimization and depressive symptoms is complex, requiring the use of methodologically rigorous designs to examine these relations and potential mediating factors. The current study used a random intercepts cross-lagged panel model (RI-CLPM) to investigate both between-person and within-person associations in peer victimization, depressive symptoms, and family cohesion across five waves in a sample of adolescents (N = 801, ages 13-15 years at recruitment) in the Northeast. We also investigated the moderating effects of sex and victimization status (i.e., bullying victimization vs. peer victimization). Overall, findings revealed a reciprocal relation between peer victimization and depressive symptoms for females, but no relation for males. A reciprocal relation between peer victimization and family cohesion was found for males. No significant differences were found by victimization status. Future research on peer victimization and associated outcomes and the role of family should account for both between-person and within-person variance.

Parent-Adolescent Communication, School Engagement, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Rejection Sensitivity

Although a large body of research has indicated that parent-adolescent communication is a crucial protective factor for adolescent Internet addiction, the mediating and moderating mechanisms underlying this relationship remain unclear. To address this research gap, this study, based on social control theory and the organism-environment interaction model, was designed to test whether school engagement mediated the relationship between parent-adolescent communication and adolescent Internet addiction and whether this mediating effect was moderated by rejection sensitivity. A sample of 1006 adolescents (Mean_age = 13.16 years, SD = 0.67) anonymously completed the questionnaires. The results showed that the positive association between parent-adolescent communication and adolescent Internet addiction was mediated by school engagement. Moreover, this indirect link was stronger among adolescents with high rejection sensitivity than those with low rejection sensitivity. These findings highlighted school engagement as a potential mechanism linking parent-adolescent communication to adolescent Internet addiction, with high rejection sensitivity being an important risk factor amplifying this indirect effect. Intervention programs aimed at reducing Internet addiction among adolescents might benefit from the current research.

Effects of Peer Victimization and Perceived Social Support on Daily Negative Affect and Sleep Outcomes

Objectives

The purpose of this study was to examine the effects of peer victimization-measured at the daily and cumulative levels-on daily negative affect and multiple sleep parameters including subjective sleep quality, sleep duration, and sleep continuity (i.e., night awakening) among children affected by parental HIV from rural China. This study also aimed to test the moderation effects of perceived social support and sex in these associations.

Methods

A total of 637 children (50.4% boys, 8-15 years of age) affected by parental HIV self-reported measures on cumulative peer victimization (i.e., the experience of victimization during the past 6 months) and perceived social support. They were also asked to report daily peer victimization, daily negative affect, and sleep outcomes over three consecutive days.

Results

Multilevel models showed that cumulative peer victimization was associated with both daily negative affect and night awakenings, whereas these associations became statistically nonsignificant after controlling for trait negative affect. Daily peer victimization was significantly related to daily negative affect. All these associations were consistent for boys and girls. There were no buffering effects of perceived social support on these associations.

Conclusions

The results suggest that peer victimization may contribute to daily negative emotional experiences among children affected by parental HIV. Interventions targeting psychological wellbeing among children affected by parental HIV may need to incorporate peer victimization component.

Daily Mood Reactivity to Stress during Childhood Predicts Internalizing Problems Three Years Later

The mental health toll of common school problems that many children encounter every day is not well understood. This study examined individual differences in mood reactivity to naturally occurring school problems using daily diaries, and assessed their prospective associations with youth mental health, three years later. At baseline, 47 children ages 8 to 13 years described common problems at school and mood on a daily basis, for 8 weeks. Thirty-three youth returned for follow-up three years later at ages 11 to 17 years. Children and parents also completed one-time questionnaires about youth mental health at baseline and follow-up. There were individual differences in the within-person associations between school problems and same-day and next-day mood. A greater tendency to react to school problems with more negative mood or less positive mood on the same day predicted more parent-rated internalizing and externalizing problems and child ratings of depression symptoms three years later, relative to baseline levels of symptoms. Daily diaries can help to identify specific targets of psychosocial interventions in real world settings.

Emotion Regulation Attenuates the Prospective Links from Peer Victimization to Internalizing Symptoms during Middle Childhood

Objective: Peer victimization has been shown to be a robust predictor of depressive and anxiety symptoms over time. Relatively little is known, however, regarding what protective factors may attenuate these associations and render youth more resilient to this interpersonal stressor. Therefore, the current study examined sadness and worry regulation as moderators of the prospective links from peer victimization to internalizing symptoms over a 1-year period.Method: Participants included 464 predominantly Caucasian children (54.7% boys; ages 7-10), as well as their homeroom teachers, from an elementary school located in the Midwestern United States. Child and teacher reports of peer victimization and child reports of sadness and worry regulation were assessed at Time 1. Children also provided ratings of depressive and anxiety symptoms at Time 1, approximately 6 months later (Time 2), and again approximately 1 year later (Time 3). Moderating effects were evaluated using a series of multivariate latent growth curve models.Results: Consistent with expectations, sadness regulation attenuated the prospective links from both child- and teacher-reported peer victimization to internalizing symptoms. Worry regulation also attenuated the prospective links from teacher-reported peer victimization to internalizing symptoms. The moderating effects of emotion regulation did not differ according to gender.Conclusions: Findings suggest that the ability to effectively manage feelings of sadness and worry may serve as a buffer against the internalizing symptoms associated with peer victimization. Additional research is needed to determine whether interventions focused on enhancing victims' emotion regulation skills reduce their subsequent risk for depressive and anxiety symptoms.

Effects of a Growth Mindset of Personality on Emerging Adults' Defender Self-Efficacy, Moral Disengagement, and Perceived Peer Defending

This study investigated the effects of a brief educational exercise aimed to promote a growth mindset of personality (the belief that personality traits are malleable) on outcomes linked to peer defending. Undergraduates (N = 60) were randomly assigned to complete a learning task designed to foster a growth mindset of personality or to a matching control task. They then read a vignette of a college student victimized by peers and completed paper-and-pencil measures of defender self-efficacy, moral disengagement, and perceived defender behavior, followed by a brief manipulation check. The experimental manipulation was successful, and participants who completed the growth mindset of personality intervention reported higher defender self-efficacy, lower moral disengagement, and higher perceived defending behavior. There was also a significant indirect effect of the experimental manipulation on perceived defending via self-efficacy, suggesting that a growth mindset of personality may influence peer defending through gains in defender self-efficacy. Implications are discussed for bullying prevention, with emphasis on programming for emerging adults at college.

Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?

Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.

Proximal Associations among Bullying, Mood, and Substance Use: A Daily Report Study

Adolescent involvement in bullying as a victim or perpetrator has been associated with negative health outcomes, including emotional distress and substance use. Whether negative affect and substance use are acute responses to bullying involvement or whether they develop over time is unknown. Such knowledge is needed to understand the conditions under which bullying contributes to adverse outcomes, as well as to inform the development of appropriate interventions. This study examined the daily-level associations among bullying, negative affect, and substance use (i.e., alcohol, cigarettes, electronic-cigarettes, marijuana) among a community sample of adolescents (N = 204) ages 13 - 16 years (55% female, 81% European American, 13% African-American) who had reported bully victimization or perpetration in the past six months. Participants completed a brief on-line survey every day for 56 consecutive days, reporting on their experiences with bully victimization, bully perpetration, mood, and substance use for that day. Consistent with hypotheses, being bullied on a given day was associated with reporting greater than average levels of sadness (b = 0.279, 95% CI = [0.172, 0.387]), anger (b = 0.354, 95% CI = [0.242, 0.466]), and cigarette use (OR = 1.453, 95% CI = [1.006, 2.099]) on that day; however, it was not associated with alcohol, electronic-cigarette, or marijuana use. Perpetration was not associated with same day negative affect or substance use. Results of the current study suggest that negative affect and cigarette use may be acute responses to bully victimization. Bully perpetration does not appear to be proximally linked to mood or substance use after accounting for victimization.

Why Does a Universal Anti-Bullying Program Not Help All Children? Explaining Persistent Victimization During an Intervention

Although anti-bullying interventions are often effective, some children continue to be victimized. To increase knowledge of potential factors that might impede children's benefiting from an anti-bullying intervention, we examined potential reasons for individual differences in victimization trajectories during a group-based anti-bullying intervention. Data stem from a five-wave survey among 9122 children (7-12 years old; grades 2-5) who participated in the KiVa anti-bullying intervention (n = 6142) or were in control schools (n = 2980 children). Three trajectories were found in the intervention sample, representing children who experienced stable high, decreasing, or stable low/no victimization. A two-trajectory model of high and low trajectories represented the control sample best. Multinomial regressions on the intervention sample showed that children who experienced particularly high levels of peer rejection, internalizing problems, and lower quality parent-child relationships decreased less in victimization; thus these characteristics appeared to contribute to persistent victimization. The results call for tailored strategies in interventions aiming to reduce victimization for more children.

Daily Peer Victimization Experiences of Adolescents With and Without Chronic Pain: Associations With Mood, Sleep, Pain, and Activity Limitations

This study aims to 1) examine the temporal influence of peer victimization on mood, sleep quality, pain, and activity limitations in clinical and community samples of youth, and 2) test mood and sleep as mediators of peer victimization-pain pathways. One hundred fifty-six adolescents (n = 74 chronic pain group) completed a week of online diary monitoring assessing their daily peer victimization experiences, negative mood, sleep quality, pain intensity, and pain-related activity limitations. In multilevel models controlling for group status, person-mean peer victimization (averaged across days) significantly predicted worse mood, pain, and activity limitations (all Ps < .01) while daily victimization predicted worse mood (P < .05). Results from within-person mediation indicated a significant indirect effect of daily peer victimization on next-day activity limitations, through daily negative mood. Results from between-person mediation indicated that negative mood significantly mediated the relation between peer victimization and pain and the relation between peer victimization and activity limitations. Peer victimization is associated with negative health indicators in clinical and community samples of youth and may exert its influence on pain and pain-related activity limitations through negative mood. PERSPECTIVE: This article examines the temporal influence of peer victimization on pain in adolescents with and without chronic pain, and examines mood and sleep quality as mechanisms linking victimization to pain. This information may be useful for pain prevention researchers as well as providers who assess and treat pain in childhood.

Peer problems, bullying involvement, and affective decision-making in adolescence

We investigated, using a cross-lagged design, the longitudinal association of bullying involvement and peer problems with affective decision-making in adolescence (ages 11 and 14 years) in 13,888 participants of the Millennium Cohort Study. Affective decision-making (risk-taking, quality of decision-making, risk adjustment, deliberation time, and delay aversion) was measured with the Cambridge Gambling Task, bullying involvement (bully, bully-victim, victim, or 'neutral' status) with self-report measures, and peer problems with the parent-reported Strengths and Difficulties Questionnaire. In general, peer problems were associated with decision-making in the unadjusted model but not after controlling for confounding. However, bullying involvement was related to decision-making even after adjustment. Compared to 'neutral' males, bullies and bully-victims improved over time in risk adjustment, and bully-victims in deliberation time, too. In both sexes, bullies showed more risk-taking compared to their 'neutral' counterparts. It seems that bullies are more sensitive to reward (or less sensitive to punishment) than those not involved in bullying. The finding that male bullies show improvement in decision-making warrants further research. Statement of contribution What is already known on this subject? In adults, decision-making deficits and social exclusion or rejection are linked In youth, only two studies have explored this link with gambling tasks measuring real-world difficulties in decision-making. Both studies were cross-sectional and small-scale. What does this study add? We explore this link in adolescence, using a large, general population longitudinal sample and the Cambridge Gambling Task. Bullies were more sensitive to reward (or less sensitive to punishment) than those not involved in bullying. Male bullies improved over time in risk adjustment, a finding that warrants further research.

Interpersonal Perceptions of Adverse Peer Experiences in First-Grade Students

Aim: The aim of this study was to identify which adverse peer experiences better predict perceived negative peer relationships among elementary school first graders according to sex. The peer experiences examined were peer rejection, peer victimization, and mutual antipathy; the interpersonal perceptions studied were perceived peer victimization, dyadic meta-perception of peer disliking, and loneliness. Methods: The participants were 809 children (Mage = 6.4 years, SD = 0.32; ngirls = 412, 50.9%) enrolled in 35 first-grade classes from 15 schools in 4 Spanish regions: Valencia, n = 276, 34.1%; Balearic Islands, n = 140, 17.3%; Andalusia, n = 199, 24.6%; Castile-Leon, n = 194, 24%. We calculated sex differences in peer experiences and interpersonal perceptions by means of one-way ANOVA for means differences and Fisher's r-to-z transformation for correlations differences. We used a multilevel regression analysis (nesting variables: class and region) to determine whether the associations between each peer experiences and each perception were unique. Results: Each adverse peer relationship predicted each interpersonal perception differentially. Peer victimization was a good predictor of the three interpersonal perceptions, and the only predictor of perceived peer victimization. Peer rejection predicted loneliness, whereas mutual antipathies predicted dyadic meta-perception of peer disliking, although more so among girls. A significant effect at region level was found but not at class level. Conclusion: Our findings suggest that research should take into account the different levels of the social peer system when analyzing peer experiences within the classroom context. The study contributes to sensitize teachers about the greater responsiveness of 6-year-old girls to adverse peer experiences, and it could be useful for designing interventions that would help children oppose rejection and empower active bystanders to fight against peer mistreatment.

A Pathway to Psychological Difficulty: Perceived Chronic Social Adversity and Its Symptomatic Reactions

In this paper, we attempt to predict and explain psychological maladjustment or difficulty. Specifically, we discuss the concept of perceived chronic social adversity, and we expect that such perceived chronic social adversity may potentially lead to chronic stress responses. Accordingly, we propose the symptomatic reactions of perceived chronic social adversity. We put forward a set of hypotheses regarding the relationships between perceived chronic social adversity and those chronic stress responses, and we further hypothesize a mediating role of individualized negative essentialism brought by perceived chronical social adversity. Resilience and individual differences in the ability to cope with perceived adversity are discussed. Future research and prevention need to pay more attention to effects of subjective personal experiences on psychological difficulty, focusing on the importance of exploring daily social experiences in improving cognitive construction processes and developing appropriate preventions.

Negative and Positive Emotion Responses to Daily School Problems: Links to Internalizing and Externalizing Symptoms

Examining emotion reactivity and recovery following minor problems in daily life can deepen our understanding of how stress affects child mental health. This study assessed children's immediate and delayed emotion responses to daily problems at school, and examined their correlations with psychological symptoms. On 5 consecutive weekdays, 83 fifth graders (M = 10.91 years, SD = 0.53, 51% female) completed brief diary forms 5 times per day, providing repeated ratings of school problems and emotions. They also completed a one-time questionnaire about symptoms of depression, and parents and teachers rated child internalizing and externalizing problems. Using multilevel modeling techniques, we assessed within-person daily associations between school problems and negative and positive emotion at school and again at bedtime. On days when children experienced more school problems, they reported more negative emotion and less positive emotion at school, and at bedtime. There were reliable individual differences in emotion reactivity and recovery. Individual-level indices of emotion responses derived from multilevel models were correlated with child psychological symptoms. Children who showed more negative emotion reactivity reported more depressive symptoms. Multiple informants described fewer internalizing problems among children who showed better recovery by bedtime, even after controlling for children's average levels of exposure to school problems. Diary methods can extend our understanding of the links between daily stress, emotions and child mental health. Recovery following stressful events may be an important target of research and intervention for child internalizing problems.

Preadolescents' Daily Peer Victimization and Perceived Social Competence: Moderating Effects of Classroom Aggression

Few studies have assessed children's daily peer experiences, and even fewer have considered their daily self-perceptions. This daily diary study examined relations between preadolescents' daily reports of peer victimization and perceived social competence, along with moderating effects of classroom aggression. A racially diverse sample of 182 children in 5th grade (105 boys; M age = 10.64 years; 35% White, 31% Black, 17% Hispanic, 17% other or not reported) completed daily measures of peer victimization and perceived social competence, with most children completing measures on 8 school days. Teachers completed measures of aggression for each participating pupil. Four types of peer victimization (verbal victimization, social manipulation, social rebuff, and property attacks) predicted decreased daily perceived social competence. Daily social rebuff predicted decreased daily perceived social competence beyond the effects of the other types of victimization. Classroom aggression moderated the relation of verbal victimization with perceived social competence, such that this relation was significant in classrooms with lower aggression and nonsignificant in classrooms with higher aggression. Results indicate that preadolescents' daily self-perceptions fluctuate with daily victimization by peers, particularly with social rebuff. Findings also suggest that the impact of verbal victimization on children's self-views could be exacerbated in classrooms that better manage peer-to-peer aggression. Accordingly, targeted interventions appear critical for children who continue to experience peer victimization in schools with highly effective aggression prevention programs.

Teacher factors contributing to dosage of the KiVa anti-bullying program

The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools. Teachers and students completed data collection at the beginning and end of the school year, including measures of bullying and victimization, correlates of victimization (depression, anxiety, peer rejection, withdrawal, and school avoidance), intervention cognitions/emotions (anti-bullying attitudes, and empathy toward victims), bystander behaviors, and teacher factors thought to relate to dosage (self-efficacy for teaching, professional burnout, perceived principal support, expected effectiveness of KiVa, perceived feasibility of KiVa). The dosage of KiVa delivered to classrooms was measured throughout the school year. Results highlight dosage as an important predictor of change in bullying, victimization, correlates of victimization, bystander behavior, and intervention cognitions/emotions. Of the teacher factors, professional burnout uniquely predicted intervention dosage. A comprehensive structural equation model linking professional burnout to dosage and then to child-level outcomes demonstrated good fit. Implications for intervention design and implementation are discussed.

Online Social Support for Young People: Does It Recapitulate In-person Social Support; Can It Help?

As social media websites have grown in popularity, public concern about online victimization has grown as well; however, much less attention has focused on the possible beneficial effects of online social networks. If theory and research about in-person social networks pertain, then online social relationships may represent an important modern source of or vehicle for support. In a study of 231 undergraduates, three major findings emerged: (1) for people with weaker in-person social support, social media sites provide a source of social support that is less redundant of the social support they receive in person; (2) in ways that were not redundant of each other, both online and in-person social support were associated with lower levels of depression-related thoughts and feelings, and (3) the beneficial effects of online social support (like in-person social support) offset some of the adverse effects of peer victimization. The study suggests that augmenting social relations via strategic use of social media can enhance young people's social support systems in beneficial ways.

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents.

Electrodermal Reactivity Moderates the Prospective Association Between Peer Victimization and Depressive Symptoms in Early Adolescence

The present study examined whether skin conductance level reactivity (SCLR) moderated prospective associations linking peer victimization with externalizing behaviors and depressive symptoms across the transition to middle school. Participants included 123 early adolescents (M age = 12.03 years at T1; 50% male; 58.5% European Americans, 35% African Americans, 6.5% of other races/ethnicities). At Time 1, SCLR was measured in the context of peer-evaluative challenges, and early adolescents and teachers reported on peer victimization. At Time 1 and Time 2, early adolescents and parents reported on depressive symptoms and externalizing behaviors, respectively. SCLR moderated prospective associations between peer victimization and depressive symptoms, such that both adolescent- and teacher-reported peer victimization predicted higher Time 2 depressive symptoms more strongly at lower levels of SCLR compared to higher levels of SCLR. SCLR did not moderate the prospective association between peer victimization and externalizing behaviors. Results of the present study suggest that low reactivity in the inhibitory dimension of the sympathetic nervous system may increase vulnerability to depressive symptoms in the context of peer victimization, whereas higher reactivity may operate as a protective factor.