School bullying in children and adolescents with neurodevelopmental and psychiatric conditions: a systematic review and meta-analysis

The association between school bullying involvement and Internet addiction among Chinese Southeastern adolescents: a moderated mediation model with depression and smoking

Background

School bullying and Internet addiction are both common public health problems for adolescents. Several studies found an association between school bullying and Internet addiction; however, the underlying mediating and moderating mechanisms of the complex relationship between school bullying and Internet addiction are limited.

Objective

This study explored the mediating role of depression in the relationship between school bullying and Internet addiction and whether smoking moderated the relationship between school bullying and depression in Chinese southeastern adolescents.

Methods

A cross-sectional study was conducted in Guangdong Province in Southeast China in June 2021. Associations between Internet addiction, school bullying, and depression were estimated using Spearman correlation analysis, the mediation effect and moderation effect were examined using Model 4 and Model 7 in the Hayes' PROCESS macro.

Results

The results included 1992 adolescents, 23.5% and 28.0% of participants reported experiences of school bullying and Internet addiction, respectively. There was a significant correlation between school bullying, depression, and Internet addiction (p < 0.01). School bullying direct effects on Internet addiction [β = 0.565, SE= 0.053, 95% CI (0.461, 0.669)], depression partially mediated the association between school bullying and Internet addiction, with the mediation effect size being 36.5%. And smoking played a moderating role between school bullying and depression [β = -0.166, SE= 0.058, 95% CI (-0.280, -0.052)].

Conclusions

In Chinese southeastern adolescents, depression mediated the relationship between school bullying and Internet addiction, and smoking moderated the relationship between school bullying and depression.

Improving neurodiversity awareness in school students: a scoping review protocol

OBJECTIVE

This scoping review aims to map and characterize existing programs present in mainstream schools internationally that are targeted at improving children's awareness about neurodiversity.

INTRODUCTION

Neurodiversity is a term used to describe human neurocognitive heterogeneity. Increased understanding and awareness about neurodiversity among school students has the potential to improve general student health and well-being. However, there is currently no standardized approach to raising children's awareness about neurodiversity in schools and the associated literature is diffuse.

INCLUSION CRITERIA

Literature will be included if it describes and/or evaluates programs designed to be delivered in mainstream schools aimed at increasing awareness of neurodiversity among students aged 5 to 18 years, regardless of geographical location. Published, unpublished, and gray literature from 2013 to the present will be considered.

METHODS

An academic literature search will be conducted across 5 databases: MEDLINE, CINAHL, PsycINFO, Embase, and ERIC. A gray literature search will also be performed across sources including ProQuest and Google Scholar, as well as targeted websites, expert opinion, and reference lists of relevant peer-reviewed literature. Articles will be selected based on eligibility criteria. Data extraction will be conducted independently by 2 extractors using a pre-determined form documenting study methods, population, interventions, and outcomes. Analysis and presentation of results will be reported according to the study objectives.

REVIEW REGISTRATION

Open Science Framework https://osf.io/6b378.

The moderating role of social media motives in the relationship between screen usage and cybervictimization

BACKGROUND

Screen time is on the rise among youth, and as a result, cyberbullying victimization has become increasingly prevalent. While prior research has established a positive correlation between screen usage and cyberbullying victimization, a paucity of research has explored how motives for screen usage are associated with cyberbullying victimization and moderate the positive association between screen usage and cyberbullying victimization.

OBJECTIVE

The present study sought to address these research gaps by exploring the association between motives for screen usage and cyberbullying victimization and examining whether these motives moderate the association between screen time and cyberbullying.

PARTICIPANTS AND SETTING

Data from 332 participants (mean age = 16.27 years; 25 % male) were collected in a longitudinal study. Participants were required to be aged 12-18, proficient in English, not currently in treatment for psychological issues, and own a smartphone.

METHODS

Participants installed a mobile sensing app to measure their screen usage over a four-week period objectively. Motives for screen usage were assessed using an adapted version of the Internet Motive Questionnaire for Adolescents. Cyberbullying experiences were self-reported during a follow-up assessment.

RESULTS

Coping (p < 0.01), conformity (p < 0.001), and enhancement motives (p < 0.05) were positively associated with cyberbullying victimization. Conformity motives moderated the relationship between screen time and victimization, with the association being strongest among youth with low conformity motives (p < 0.01).

CONCLUSIONS

These findings indicate that risky motives for screen usage are associated with a higher likelihood of experiencing cyberbullying victimization and that they moderate the association of screen time with cyberbullying.

Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization

The increasing prevalence of cyberbullying victimization has become a commonplace issue globally. Although research has explored various predictors and consequences of cyberbullying victimization, most focus on a narrow range of variables or contexts, highlighting the need to comprehensively review and synthesize the wealth of empirical findings. We conducted a systematic review of meta-analyses on cyberbullying victimization, incorporating 56 meta-analyses and 296 effect sizes (sample size range 421-1,136,080, sample size median 53,183; searched via EBSCOhost ERIC, EBSCOhost PsycInfo, PubMed, Scopus, Web of Science, 13 cyberbullying-related journals, Google Scholar and ProQuest Dissertations and Theses) to address the following critical questions: (1) What are the crucial sociodemographic and psychological profiles of cyberbullying victims? (2) What critical contextual and environmental factors are associated with cyberbullying victimization? (3) What are the key psychological and behavioural consequences of cyberbullying victimization? (4) How effective are existing interventions in mitigating impacts of cyberbullying? Included meta-analyses had to focus on cyberbullying victimization and report at least one predictor or consequence. A quality assessment was conducted using the Joanna Briggs Institute Critical Appraisal Instrument for Systematic Reviews and Research Syntheses. Findings suggest that females, school-aged populations, traditional bullying victims and frequent internet users were more likely to be cyberbullied. Unregulated school environments and unsupportive parental relationships were also associated with increased cyberbullying victimization. Cyberbullying victimization was consistently associated with negative psychological outcomes, lower school performance and maladaptive coping behaviours. More importantly, the current review found that cyberbullying intervention programmes show promising results. The current review underscores the importance of devoting adequate resources to mitigating cyberbullying victimization.

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, Mage = 15.25 years, SD = 1.65) and neurotypical adolescents (n = 592, Mage = 13 years, SD = 0.5). Bullying behaviour was assessed using both self- and peer-reported measures. Agentic and communal social goals were assessed using the child version of the Interpersonal Goal Index. Measurement properties of the Interpersonal Goal Index were first examined, and some features were found to differ across autistic and neurotypical adolescents. Bullying behaviour was associated with agentic goals for neurotypical adolescents whereas communal goals were associated with bullying for autistic adolescents, suggesting a mismatch between social goals and social behaviours for this group. This insight suggests that the dynamics of bullying behaviour differ between neurotypical and autistic adolescents, and highlight the need for the development of autistic-led assessment and support for bullying.

Triangulating the associations of different types of childhood adversity and first-episode psychosis with cortical thickness across brain regions

BACKGROUND

Both childhood adversity (CA) and first-episode psychosis (FEP) have been linked to alterations in cortical thickness (CT). The interactive effects between different types of CAs and FEP on CT remain understudied.

METHODS

One-hundred sixteen individuals with FEP (mean age = 23.8 ± 6.9 years, 34% females, 80.2% non-affective FEP) and 98 healthy controls (HCs) (mean age = 24.4 ± 6.2 years, 43% females) reported the presence/absence of CA <17 years using an adapted version of the Childhood Experience of Care and Abuse (CECA.Q) and the Retrospective Bullying Questionnaire (RBQ) and underwent magnetic resonance imaging (MRI) scans. Correlation analyses were used to assess associations between brain maps of CA and FEP effects. General linear models (GLMs) were performed to assess the interaction effects of CA and FEP on CT.

RESULTS

Eighty-three individuals with FEP and 83 HCs reported exposure to at least one CA. CT alterations in FEP were similar to those found in participants exposed to separation from parents, bullying, parental discord, household poverty, and sexual abuse (r = 0.50 to 0.25). Exposure to neglect (β = -0.24, 95% CI [-0.37 to -0.12], p = 0.016) and overall maltreatment (β = -0.13, 95% CI [-0.20 to -0.06], p = 0.043) were associated with cortical thinning in the right medial orbitofrontal region.

CONCLUSIONS

Cortical alterations in individuals with FEP are similar to those observed in the context of socio-environmental adversity. Neglect and maltreatment may contribute to CT reductions in FEP. Our findings provide new insights into the specific neurobiological effects of CA in early psychosis.

Adverse Childhood Experiences Are Associated with Mental Health Problems Later in Life: An Umbrella Review of Systematic Review and Meta-Analysis

INTRODUCTION

Evidence suggested a link between early adversity and mental health problems. However, it is unclear how much adverse childhood experiences (ACEs) contribute to mental health problems because researchers have produced inconsistent findings. Therefore, the objective of this umbrella review was to combine the contradictory data regarding the effect of ACEs on the development of mental health problems later in life in the global context.

METHODS

PubMed, Embase, Scopus, Web of Sciences, Cochrane Database of Systematic Reviews, Scopus, and Google Scholar which reported the effect of ACEs on the development of mental health problems was searched. The quality of the included studies was assessed using the Assessment of Multiple Systematic Reviews (AMSTAR). A weighted inverse variance random-effects model was applied to find the pooled estimates. The subgroup analysis, heterogeneity, publication bias, and sensitivity analysis were also assessed.

RESULTS

Forty-three SRM with 14,707,614 study participants were included. The pooled effect of ACEs on the development of mental health problems later in life in the global context is found to be (AOR = 1.66 [1.46, 1.87]). Subgroup analysis based on country revealed (AOR = 1.67 [1.23, 2.11]) in UK, (AOR = 0.61 [0.41, 0.81]) in Canada, (AOR = 1.55 [1.40, 1.69]) in Brazil, (AOR = 5.65 [4.12, 7.18]) in Ethiopia, (AOR = 1.92 [1.45, 2.38]) in USA, (AOR = 2.30 [1.89, 2.72]) in Australia, and (AOR = 1.66 [1.46, 1.87]) in Ireland. While subgroup analysis based on types of adverse childhood adverse experience: domestic violence (AOR = 4.13 [1.96, 6.30]), maltreatment (AOR = 1.5 [0.79, 2.21]), physical abuse (AOR = 1.56 [1.43, 1.63]), sexual abuse (AOR = 2.07 [1.63, 2.51]), child abuse (AOR = 5.66 [4.12, 7.18]), parental mental health problem (AOR = 1.73 [1.39, 2.08]), bullying (AOR = 1.99 [1.69, 2.29], neglect (AOR = 2.11 [1.53, 2.69]), and parental divorce (AOR = 1.66 [1.46, 1.87]). Based on the type of mental health problem, the pooled effect size is 1.87 (1.45, 2.30) for depression and 1.67 (1.22, 2.13) for anxiety.

CONCLUSION

This umbrella review revealed that ACE is significantly associated (with 66% increased risk) with anxiety and depression later in life in a global context. This association is most noticeable when one is subjected to domestic violence, maltreatment, physical abuse, sexual abuse, child abuse, parental mental health problems, bullying, neglect, and parental divorce. Childhood periods are a critical window of opportunity for reducing the risk of developing mental illness in the future and for implementing intervention measures. Preventing childhood maltreatment and addressing psychiatric risk factors can prevent psychopathology. Longitudinal studies are needed to optimize healthcare responses to ACEs. Increased awareness and public health interventions are needed to prevent childhood adversity and prevent mental problems among these victims. To optimize healthcare responses to unfavorable outcomes of childhood adversities, longitudinal and intervention research findings, more public health initiatives, and awareness are required.

Bullying Involvement and Subtypes of Disabilities: Who is Likely to be Affected by What?

The current study uses latent class analysis (LCA) and binary logistic regression analysis to explore profiles of bullying and how they might be associated with the types of disabilities. LCA was used to determine a categorization of involvement in bullying among youth with various types of disabilities. Binary logistic regression analysis was conducted to explore how profiles of bullying involvement might be associated with types of disabilities. The study uses the 2016 National Survey of Children's Health, a large-scale survey completed on children's health, ages 0-17, in the United States. A total of 139,923 households were screened for eligibility. The study participants consisted of 50,212 caregivers of a child who completed the survey. Findings revealed that among caregivers of children without disabilities, 79.5% reported that their child was uninvolved, and 20.5% reported that their child was a victim of bullying. Children in the developmental disabilities, speech and/or language disorders, and learning disabilities groups, showed significant odds of being in the bullying victim group compared to those without any disabilities. The study did not find that children in any disability groups were likely to be in the perpetrator group.

Developmental Impacts of PANS/PANDAS and Inadequate Support for Children and Families

This article examines the degree to which major domains of child development are affected by Pediatric Acute-Onset Neuropsychiatric Syndrome (PANS)/Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (PANDAS). Using cross-sectional survey data collected with an international sample of parents who identify as having children with PANS/PANDAS (N = 402), this study analyzed parent-reported developmental impacts and access to treatment and adequate supports. Parents reported that PANS/PANDAS negatively impacted their children's development across all domains: Emotional Development (92% of children), Social Development (90%), Cognitive Development (86%), Academic Growth (86%), Identity Development (83%), Talent Development (73%) and Language Development (50%). In addition, developmental impacts were likely to be more severe for children whose parents reported a greater number of inadequate supports with parenting, school, extracurricular activities, and crisis situations. These results indicate that children and families affected by PANS/PANDAS need better support to maximize children's opportunities, at home, in school, and in their communities, to continue developing despite challenging neuropsychiatric symptoms.