Social competition in school: relationships with bullying, Machiavellianism and personality

The Machiavellian bully revisited: A closer look at differences and processes of Machiavellian bullying and cyberbullying perpetration

Numerous studies on personality traits conducive to traditional bullying and cyberbullying mentioned Machiavellianism as an influential predictor of these behaviors. Machiavellianism comprises manipulative, egotistic orientations that help acquire desired outcomes. However, it is questionable whether bullying and cyberbullying reflect unidimensional constructs since they are frequently categorized into verbal, relational, and physical aspects (with the latter being applicable only in traditional bullying). Similarly, evidence suggests that Machiavellianism is not a uniform trait. In this research, using a sample of 634 students (339 girls; 54%) from 40 classes from eighth to tenth grades, a five-dimensional measure of bullying and cyberbullying was devised and suggested that aspects of (cyber)bullying are related but still separable. Subsequently, differential relations between the five forms of (cyber)bullying and two facets of Machiavellianism were modeled. Those facets were Machiavellian approach (i.e., manipulative aspects of Machiavellianism) and Machiavellian avoidance (i.e., distrustful aspects of Machiavellianism). Multilevel models revealed that Machiavellian approach predicted relational bullying (but not relational cyberbullying) and Machiavellian avoidance predicted verbal (cyber)bullying and physical bullying. All links were mediated by overt dehumanization, that is, the tendency to cognitively deprive a person of typically human characteristics.

The Moderating Effects of “Dark” Personality Traits and Message Vividness on the Persuasiveness of Terrorist Narrative Propaganda

Terrorism researchers have long discussed the role of psychology in the radicalization process. This work has included research on the respective roles of individual psychological traits and responses to terrorist propaganda. Unfortunately, much of this work has looked at psychological traits and responses to propaganda individually and has not considered how these factors may interact. This study redresses this gap in the literature. In this experiment (N = 268), participants were measured in terms of their narcissism, Machiavellianism, subclinical psychopathy, and everyday sadism—collectively called the Dark Tetrad. Participants were then exposed to a vivid or nonvivid terrorist narrative (or a control message). Results indicate that Machiavellianism interacts with both narrative exposure and narrative vividness to amplify the persuasive effect of terrorist narratives. Neither narcissism, subclinical psychopathy, nor everyday sadism had such an effect. These results highlight the importance of considering the psychological traits of audiences when evaluating proclivity for radicalization via persuasion by terrorist narratives.

What makes a violent mind? The interplay of parental rearing, dark triad personality traits and propensity for violence in a sample of German adolescents

Machiavellianism, narcissism and psychopathy are socially aversive personality traits that are strongly linked to the propensity of violence. A central determinate of aggression and violence is parental rearing. Interestingly, while the origin of the development of Dark Triad is not yet entirely understood, next to genetic and environmental factors, literature points towards an influence of parenting styles to the development of dark traits. Therefore, in a sample of 1366 9th grade students (mean age 14.89,), we assessed the interplay between parental rearing, dark triad traits, observation of violence among peers and their propensity for violence. The sample has a good representativeness on school types. Results reveal a positive association between the experience of parental rejection by both parents and punishment as well as parental control and overprotection and Machiavellianism, narcissism and psychopathy. Parental emotional warmth was associated negatively with Machiavellianism and psychopathy while no significant association with narcissism was seen. In a path model, parental rearing, dark triad traits and observation of violence among peers significantly contributed to the propensity of violence. However, differences between the experienced parenting behaviour of mothers and fathers should be noted. Both rejection and overly harsh punishments by fathers and emotional warmth by mothers have no significant influence on the dark triad. It is interesting that the effects regarding maternal parenting behaviour are stronger overall than the effects regarding paternal parenting behaviour. These results underline the importance of parental rearing on the development of Machiavellianism, narcissism and psychopathy and suggest a significant role of parental rearing and the dark triad traits on propensity for violence in adolescents. Parenting trainings and family interventions may be a promising starting point to prevent antisocial behavior linked to the dark triad and to prevent violent behavior in future generations.

Social Sustainability in Late Adolescence: Trait Emotional Intelligence Mediates the Impact of the Dark Triad on Altruism and Equity

Adolescence involves a profound number of changes in all domains of development. Among others, adolescence yields an enhanced awareness and responsibility toward the community, representing a critical age to develop prosocial behaviors. In this study, the mediation role of Trait Emotional Intelligence (TEI) was detected for the relationship between the dark triad and prosocial behavior based on altruism and equity. A total of 129 healthy late adolescents filled in the Dark Triad Dirty Dozen, measuring Machiavellianism, psychopathy, and narcissism; the Altruistic Action Scale, evaluating behaviors directed at helping others; the Equity Scale, assessing behaviors directed at equity in different forms; and the TEI Questionnaire-Short Form. Results showed that TEI mediated the negative effects of the three dark triad traits on both altruism and equity. This finding suggests that TEI, which relies on a set of dispositions (e.g., emotional management of others, social competence, and empathy), might reduce the malevolent effects of the dark triad on altruism and equitable behavior in late adolescence. This led to assume that intervention programs focused on improving emotional skills, also in late adolescence, can promote prosociality.

Mentalizing Emotions and Social Cognition in Bullies and Victims

Mentalizing is the ability to represent mental states to navigate the social world. A reduced mentalizing ability is a risk factor for a variety of psychological issues. Several studies indicated deficits in social cognition in bullies and victims, specifically in mentalizing anger. However, only a few studies investigated mentalizing abilities related to both anger and happiness in pre-adolescence. Our study investigated possible differences in the ability to mentalize anger and happiness in preadolescent bullies and victims, compared to a control group. We interviewed 104 preadolescents (44% males; 56% females; M = 13.2 years; SD = 0.82) and administered the Olweus Questionnaire to identify bullies and victims. We applied a narrative approach to investigate the mental state language referred to anger and happiness. The results indicated a reduced ability to mentalize anger in bullies and victims compared to controls. Both bullies and victims tended to consider anger and happiness predominantly as behavioral conditions rather than a state of mind. These results highlight the need to promote effective intervention programs to prevent bullying by enhancing appropriate mentalization of emotions in pre-adolescents.

Unhealthy parenting strategies: Situational (Dis-)Incentives, Machiavellian personality, and their interaction on misuse of ADHD medication for healthy children

Some parents engage in the potentially unhealthy and morally debateable parenting practice of giving prescription stimulant drugs to healthy children to boost their school and extracurricular performance. However, the parents' underlying reasoning remains unexamined. This web-based study (N_Respondents = 1360) simultaneously investigates eight experimentally-varied situational (dis-)incentives (e.g., financial gains and drug properties) within a factorial vignette survey (N_Vignettes = 256), Machiavellianism as a measured socially relevant personality trait, and possible interaction effects. Results show that approximately 40% of the described situations (N_Evaluations = 5440) provoked some willingness to medicate healthy children. Multilevel mixed-effect models revealed that this willingness was higher, for example, with increasing financial gains and weaker side effects. Machiavellians disclosed a higher willingness. They were more responsive to financial gains and threats (e.g., probable side effects). Respondents' sex, age, ethnicity, and experience with prescription drugs also had effects. Prevention measures might emphasize the dangers and limited potential of prescription drugs for healthy children.

Childhood Predictors of Adolescent Joint Trajectories: A Multi-Informant Study on Bullying Perpetration and Hypercompetitiveness

Objective: Bullying perpetration has been proposed to be a strategic behavior used by adolescents to compete for social resources, yet the co-development of bullying perpetration and trait hypercompetitiveness is understudied. The joint developmental trajectories of self-rated bullying perpetration and parent-rated hypercompetitiveness were investigated in a sample of adolescents and childhood social, emotional, and physical predictors were explored.Method: In a sample of 607 adolescents (M_age = 13.02 years in Grade 7 [SD = 0.38]; 54.4% girls; 76.4% White) self-rated bullying perpetration and parent-rated hypercompetitiveness were assessed across six years of development (Grades 7 to 12). Childhood (i.e., Grades 5 and 6) social, emotional, and physical predictors of trajectory group membership were also examined.Results: Using latent class growth analyses, the three expected joint trajectory groups of primary interest were found: (1) a pattern of moderate stable bullying perpetration and high increasing hypercompetitiveness (high-risk group), (2) a pattern of low decreasing bullying and high increasing hypercompetitiveness (hypercompetitive only group), and (3) a pattern of low decreasing bullying and low stable hypercompetitiveness (low-risk group). Adolescents reflecting the high-risk joint trajectory pattern were differentiated from adolescents reflecting the other two trajectory patterns by having more adverse childhood social, emotional, and physical predictors.Conclusions: Findings indicate that bullying is a developmental and context-dependent behavior that can reflect trait hypercompetitiveness. Bullying prevention efforts should focus on reducing emphasis on outcompeting peers and instead facilitate a sense of self-acceptance, awareness, and accomplishment within prosocial school and family environments.

The Bright and Dark Aspects of Grit in the Pursuit of Success

Grit, defined as passion and perseverance for long-term goals, predicts success in a number of social domains. The present two studies examined grit and its subscales, and how these relate to both adaptive and maladaptive personality traits pertaining to success. For Study 1, based on data from 249 participants, results indicated that grit was correlated positively with proactive personality, personal growth initiative, and competitiveness, and the perseverance subscale also was correlated positively with self- and other-oriented perfectionism. The findings of Study 1 led us to further explore the dark aspects of grit in Study 2: based on data from 222 participants, results indicated that grit was correlated negatively with Machiavellianism, hypercompetitiveness, and most forms of narcissism but positively correlated with adaptive grandiose narcissism. Collectively, results reveal grit to be a positive, adaptive trait but raise questions regarding the perfectionistic tendencies of gritty individuals and the unitary nature of the construct.

The Assessment of Trait Emotional Intelligence: Psychometric Characteristics of the TEIQue-Full Form in a Large Italian Adult Sample

Trait Emotional Intelligence (or trait emotional self-efficacy) is a constellation of emotional perceptions assessed through questionnaires and rating scales (Petrides et al., 2007b). This paper examined the psychometric features of the Trait Emotional Questionnaire Full Form (TEIQue-FF; Petrides, 2009b) in the Italian context. Incremental validity in the prediction of depression and anxiety was also tested with respect to the Big Five. Participants were 1343 individuals balanced for gender (690 females and 653 males) whose mean age was 29.65 years (SD = 13.64, range 17-74 years). They completed a questionnaire battery containing the TEIQue and measures of the Big Five, depression, and anxiety (both trait and state). Results indicated that the performance of the TEIQue-FF in the Italian context was comparable to the original United Kingdom version as regards its reliability and factor structure. Moreover, the instrument showed incremental validity in the prediction of depression and state-trait anxiety after controlling for the Big Five.

An Exploratory Study of "Selfitis" and the Development of the Selfitis Behavior Scale

In 2014, stories appeared in national and international media claiming that the condition of “selfitis” (the obsessive taking of selfies) was to be classed as a mental disorder by the American Psychiatric Association and that the condition could be borderline, acute, or chronic. However, the stories were a hoax but this did not stop empirical research being carried out into the concept. The present study empirically explored the concept and collected data on the existence of selfitis with respect to the three alleged levels (borderline, acute, and chronic) and developed the Selfitis Behavior Scale (SBS). Initially, focus group interviews with 225 Indian university students were carried out to generate potential items for the SBS. The SBS was then validated using 400 Indian university students via exploratory factor analysis (EFA). Six factors were identified in the EFA comprising environmental enhancement, social competition, attention seeking, mood modification, self-confidence, and social conformity. The findings demonstrate that the SBS appears to be a reliable and valid instrument for assessing selfitis but that confirmatory studies are needed to validate the concept more rigorously.

Empathic skills and theory of mind in female adolescents with conduct disorder

Objective:

Most studies on conduct disorder (CD) have focused on male adolescents, disregarding analysis of this psychopathology in women. The purpose of this study was to identify differences in empathy and theory of mind (ToM) in a group of adolescent women with CD and a control group.

Method:

Thirty-six adolescent women were selected from an initial sample of 239 adolescents (CD group = 18, control group = 18). Empathy and ToM were evaluated through objective instruments. Mean comparisons and multivariate analysis were performed to ascertain differences between cases and controls and to propose a prediction model based on clinical status.

Results:

Significant differences in empathic abilities and ToM were found between the groups. The model that differentiated both groups was composed of eye-reading ability, perspective taking, and personal distress.

Conclusion:

These findings are consistent with previous studies. Capacity to take the other’s perspective and the recognition of emotions in the face are protective factors against CD in women.

The tendency for social submission predicts superior cognitive performance in previously isolated male mice

The imposition of subordination may negatively impact cognitive performance in common social settings (e.g., the classroom), and likewise, laboratory studies of animals indicate that the stress associated with social defeat can impair cognitive performance. It is less clear whether an animal's predisposition for social subordination (i.e., a tendency that is expressed prior to experience with social defeat) is related to its cognitive abilities (e.g., "general" intelligence). Using genetically diverse CD-1 male mice, here we determined that in the absence of adult experience with social hierarchies or social defeat, the predisposition for social subordination was associated with superior general cognitive ability (aggregate performance across a battery of five learning tasks). The tendency for social subordination was not dependent on the mice' body weight, but both general cognitive ability and the tendency for social subordination were directly related to high stress reactivity (i.e., free corticosterone elevations induced by mild stress). This pattern of results suggests that submissive behavior and sensitivity to stress may be associated with superior cognitive potential, and this can reflect a native predisposition that precedes exposure to social pressures. More broadly, these results raise the possibility that socially subordinate animals evolved compensatory strategies to facilitate their survival, and that absent the imposition of subordination, normally submissive individuals may be better prepared for cognitive/academic achievement.

Addressing Bullying in Schools

Bullying in schools is now regarded as an important social problem which schools need to address. However, recent evaluations of existing anti-bullying programs have not indicated a high level of success in the reduction of bullying. This article seeks to critically examine the theoretical perspectives that have been adopted in explaining the prevalence of bullying and their implications for the work of schools. Five different theoretical perspectives are identified and examined. Each is shown to have some empirical support and to have influenced the thinking adopted by schools and actions undertaken in addressing bullying. However, none can claim to provide a complete explanation for bullying behaviour in schools, nor form the basis for a comprehensive approach to the problem. It is suggested that educators recognize both the strengths and limitations of existing theoretical perspectives.

Why Do Some Children Bully at School?

The tendency for school children to bully others was conceived as lying along a continuum of frequency, ranging from zero to very high. To examine social factors that may influence the position of individual students on this continuum, questionnaires were administered to Australian school children attending state coeducational schools: primary (N = 200) and secondary (N = 200). They completed measures to assess: (i) frequency of engaging in bullying others; (ii) attitudes towards victims of bullying and (iii) the extent to which they believed specified others expected them to support victims of bullying. Those specified included mother, father, friends and teachers. Multiple regression analyses indicated that negative attitudes to victims and the perceived expectations of friends were associated with self-reported bullying behaviour ( p < 0.001); in addition, boys were more likely to report bullying others than girls ( p < 0.01). Reporting bullying others was related to perceived expectations of parents for girls only; for neither sex was there evidence that the perceived expectations of teachers influenced reported bullying behaviour. The attitudes students have developed towards victims and the views of their peers may be critical. Anti-bullying programs promoting empathic attitudes to victims and ways of mobilizing peer influence to counter bullying are supported.

Bullying and the Big Five

Research on the social context of bullying includes children who help the victim, assist the bully or remain outsiders. 96 children from two public schools in Central Italy were classified according to an Italian version of the Participant Role Scale (Sutton and Smith, 1999) as Defenders of the Victim, Outsiders, Victims or Pro-bullies. Teacher reports indicated Friendliness and Emotional Instability as the strongest distinguishing personality factors among the participant roles, followed by Conscientiousness and Energy. Higher levels of Emotional Instability and lower levels of Friendliness typified both Pro-bullies and Victims, relative to their peers. Victims were also low in Conscientiousness. Defenders exhibited high levels of Friendliness, whereas Introversion and Independence characterized Outsiders. These results suggest that personality traits might contribute to children's typical behaviour in bullying situations.

Social Preference, Perceived Popularity and Social Intelligence

Relations among social preference, perceived popularity, social intelligence and two types of aggressive behaviour were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 403 Greek schoolchildren from fourth-through sixth-grade classrooms participated in the study. Both overt and relational aggression were negatively associated with social preference for girls; overt aggression was positively associated with perceived popularity for boys. Relational aggression was positively associated with perceived popularity for both boys and girls, and social information processing only for girls. In addition, as was hypothesized, relational aggression was predicted by cognitive aspects of social intelligence whereas overt aggression by lack of social skills. Overt aggression was found to be a unique significant negative predictor of perceived popularity whereas relational aggression a positive predictor. Implications for intervention are discussed.

The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents

This study examines the relationship between both bullying and victimization (as a whole and in its different forms) and: (a) self-efficacy measures; (b) peer-interactions and (c) attitudes towards bullying and victimization. It also examined whether bully/victims are a distinct group in terms of the above-mentioned variables. The sample consisted of 448 4th to 6th grade primary education pupils (206 girls, 242 boys). The results of the study clearly indicate that self-efficacy measures, peer interactions and attitudes are associated with both bullying and victimization. In particular: (a) high self-efficacy for aggression is associated with both bullying and victimization, whereas high-self efficacy for assertion and for intervening in bully/victim situations is associated with lower scores on physical victimization for boys and girls respectively; (b) higher scores on positive interactions with peers are associated with lower scores on victimization and (c) higher scores on pro-bully attitudes are associated with higher scores on both bullying and victimization. Bully/victims seem to be a distinct group in terms of their strong pro-bully attitudes and their lack of positive interactions. They are also found to be similar to bullies with respect to self-efficacy for aggression but similar to victims with respect to self-efficacy for assertion. The results of the study are discussed in terms of their implications for school practice and intervention policy.

[Power to the children? – Machiavellianism in children and adolescents]

The desire for power and social dominance plays a significant role in the development of social aggression. Although the construct of Machiavellianism reflects these aspects well, it has hardly been recognized in Germany. In this review article the construct of Machiavellianism will be presented. Previous research on the relationship between Machiavellianism and particularly aggressive behavior in children and adolescents are critically discussed and implications for future studies are derived.

Why do early adolescents bully? Exploring the influence of prestige norms on social and psychological motives to bully

The present study examines psychological (e.g., Machiavellianism) and social (i.e., perceived popularity) motives for bullying, exploring the effects that classroom prestige norms for physical and relational aggression may have on these associations. A longitudinal multilevel study design was adopted, which included 978 5th to 7th graders from four Chilean schools. Participants were assessed three times over one year on self reports on bullying and Machiavellianism, and peer reports on popularity. Classroom prestige norms were calculated as the within classroom association between peer perceived coolness and aggression. Both Machiavellianism and perceived popularity were associated with bullying. However, hierarchical linear modeling analyses showed that Machiavellianism, but not perceived popularity, predicted bullying after controlling for baseline scores. Classroom prestige norms for relational aggression increased the association between Machiavellianism and bullying. Separate models were tested for boys and girls, showing no differences. Results are discussed in light of conceptual and methodological considerations.

Why Machiavellianism Matters in Childhood: The Relationship Between Children's Machiavellian Traits and Their Peer Interactions in a Natural Setting

The current study investigated the association between Machiavellianism and children’s peer interactions in the playground using observational methods. Primary school children (N = 34; 17 female), aged 9 to 11 years, completed the Kiddie Mach scale and were observed in natural play during 39 recesses (average observed time = 11.70 hours) over a full school year. Correlations for boys revealed that Machiavellianism was related to more time engaging in direct and indirect aggression, being accepted into other peer groups, and accepting peers into their own social group. Correlations revealed that for girls, Machiavellianism was associated with lower levels of indirect aggression, less time being accepted into other groups and less time accepting and rejecting other children into their own group. This preliminary pilot study indicates that Machiavellianism is associated with children’s observed social behaviour and aims to promote future observational research in this area.

The manipulative skill: Cognitive devices and their neural correlates underlying Machiavellian's decision making

Until now, Machiavellianism has mainly been studied in personality and social psychological framework, and little attention has been paid to the underlying cognitive and neural equipment. In light of recent findings, Machiavellian social skills are not limited to emotion regulation and "cold-mindedness" as many authors have recently stated, but linked to specific cognitive abilities. Although Machiavellians appear to have a relatively poor mindreading ability and emotional intelligence, they can efficiently exploit others which is likely to come from their flexible problem solving processes in changing environmental circumstances. The author proposed that Machiavellians have specialized cognitive domains of decision making, such as monitoring others' behavior, task orientation, reward seeking, inhibition of cooperative feelings, and choosing victims. He related the relevant aspects of cognitive functions to their neurological substrates, and argued why they make Machiavellians so successful in interpersonal relationships.

Involvement in bullying and suicidal ideation in middle adolescence: a 2-year follow-up study

The objective of the study was to ascertain whether involvement in bullying increases the risk for subsequent suicidal ideation. A total of 2,070 Finnish girls and boys aged 15 were surveyed in the ninth grade (age 15) in schools, and followed up 2 years later in the Adolescent Mental Health Cohort Study. Involvement in bullying was elicited at age 15 by two questions focusing on being a bully and being a victim of bullying. Suicidal ideation was elicited by one item of the short Beck Depression Inventory at age 17. Baseline depressive symptoms and externalizing symptoms, age and sex were controlled for. Statistical analyses were carried out using cross-tabulations with Chi-square/Fisher's exact test and logistic regression. Suicidal ideation at age 17 was 3-4 times more prevalent among those who had been involved in bullying at age 15 than among those not involved. Suicidal ideation at age 17 was most prevalent among former victims of bullying. Being a victim of bullying at age 15 continued to predict subsequent suicidal ideation when depressive and externalizing symptoms were controlled for. Being a bully at age 15 also persisted as borderline significantly predictive of suicidal ideation when baseline symptoms were controlled for. Findings indicate adolescent victims and perpetrators of bullying alike are at long-term risk for suicidal ideation.

Main and moderated effects of moral cognition and status on bullying and defending

This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary-school children and 305 middle-school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Participants completed self-reports assessing the two dimensions of moral cognition and peer nominations for status, bullying, and defending. Both acceptance of moral transgression and moral disengagement were associated to bullying among early adolescents only, whereas in childhood moral disengagement was linked to defending among girls. Social status moderated the associations between morality dimensions and bullying and defending. The moderating effects of status were discussed considering status as a magnifying lens for the relations between individual characteristics and social behavior. The results were also discussed with reference to age and gender differences in the associations.

Feeling and thinking of others: affective and cognitive empathy and emotion comprehension in prosocial/hostile preschoolers

This study aims at investigating the affective and cognitive components of empathy in relation to both emotion comprehension and prosocial/hostile behaviors in preschoolers. A total of 219 children (54% boys; aged between 3 and 6: mean age 4.10) and 20 teachers (two for each class: group A and group B) took part in this research. Pupils' empathy and hostile/prosocial roles were assessed by teacher reports [Belacchi and Farina, 2010] and children's emotion comprehension by a nonverbal test [Test of Emotion Comprehension: Pons and Harris, 2000; adapted by Albanese and Molina; 2008]. As expected, the results showed a significant influence of gender, with girls being more empathic than boys, according to all of the teachers' perception. Contrary to our expectations, no systematic age influence emerged. Regarding the relations of children's emotion comprehension with both empathy measures and their prosocial/hostile attitudes, we have found: (1) a low significant relation with the total empathy measure, according to all the teachers, but with the cognitive empathy only according to teachers B; (2) a robust negative relationship of both affective and cognitive empathy with Hostile roles and with Outsider role, contrary to a positive correlation of only affective empathy with Prosocial roles. No relationships emerged between empathy measures and Victim role.

The moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment in adolescents

This study examined the moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment (rule-following behavior and academic performance) among 216 middle school 7th-graders in Taipei, Taiwan. The participants were divided into two groups according to their Machiavellianism. Multi-group path analysis showed that for those who were low in Machiavellianism condition, physical and verbal bullying was negatively linked to peer acceptance and academic performance while no significant association was found for the high-Machiavellianism group. Bullying was negatively, yet non-significantly, associated with rule-following behavior for both groups. The results largely supported the buffering effect of Machiavellianism on the negative outcomes of bullying. Implications for school-violence prevention and for research on adaptive bullies are discussed.

Correlation between bullying and clinical depression in adolescent patients

A literature review of the associations between involvement in bullying and depression is presented. Many studies have demonstrated a concurrent association between involvement in bullying and depression in adolescent population samples. Not only victims but also bullies display increased risk of depression, although not all studies have confirmed this for the bullies. Retrospective studies among adults support the notion that victimization is followed by depression. Prospective follow-up studies have suggested both that victimization from bullying may be a risk factor for depression and that depression may predispose adolescents to bullying. Research among clinically referred adolescents is scarce but suggests that correlations between victimization from bullying and depression are likely to be similar in clinical and population samples. Adolescents who bully present with elevated numbers of psychiatric symptoms and psychiatric and social welfare treatment contacts.

Fear reactivity and effortful control in overt and relational bullying: a six-month longitudinal study

This study examined the roles of fear reactivity and emotional regulatory abilities in overt and relational bullying behaviors. Survey data were collected from 124 middle school students (mean age=10.3 years, 47% males, 61% Caucasian) and their teachers in the fall and spring of a school year. Surveys included teacher- and self-rated measures of students' overt and relational bullying along with self-reported fear reactivity and effortful control. Findings show that low levels of fear reactivity and effortful control predict higher future levels of overt bullying, but not relational bullying. These results suggest that despite high correlations between overt and relational bullying, these two forms of aggression develop through different processes. The findings from this investigation are discussed with respect to their implications for theory on the development of aggression as well as prevention and intervention programming for youth aggression.

Does empathy predict adolescents' bullying and defending behavior?

Through structural equation modeling, this study tested a path of relations in which different levels of empathic responsiveness were posited to be differently associated to bullying and defending behavior. Three hundred and eighteen Italian adolescents (142 girls and 176 boys; mean age = 13.2 years) completed the Davis's Interpersonal Reactivity Index [Davis, 1983] for empathy and the Participant role scales [Salmivalli et al., 1996] for bullying and defending behavior. The results revealed that the model fitted the data adequately, but only in the case of boys. As hypothesized, low levels of empathic responsiveness were associated to students' involvement in bullying others. In contrast, empathy was positively associated with actively helping victimized schoolmates. However, the estimates algorithm did not reach convergence with girls' data. The current findings confirm and extend the literature on the relation between empathy, prosociality and aggressive behavior. Educational implications are also discussed.

The relationship between bullying, psychotic-like experiences and appraisals in 14-16-year olds

The psychological consequences of bullying have been the focus of much research over the last 25 years. However, the relationship between bullying and psychotic experiences has been relatively ignored despite the weight of evidence which suggests that traumatic events in childhood are significantly related to psychotic disorders. 373 pupils aged between 14 and 16 years took part in the study. They were asked to complete a number of self-report measures which examined their experience of bullying, predisposition to auditory hallucinations, paranoia and dissociation, and beliefs about both the self and the world and about paranoia. It was found that bullying was significantly associated with predisposition to psychotic experiences. Negative post-trauma cognitions were also associated with predisposition to psychotic phenomena as were positive beliefs about paranoia. Being bullied at school and beliefs about trauma and psychotic symptoms may contribute to the development of psychosis. However, it is also possible that these results indicate that experiencing psychotic-like phenomena increases the likelihood that a pupil's interpersonal context is characterised by peer hostility and rejection. The implications of these results are discussed.