UNASSIGNED: Experiences of relational bullying (RB) in adolescence are associated with the development of disordered eating. This association may be related to heightened shame resulting from perceived social inferiority, low social rank, and/or negative evaluation by others. Self-compassion may act as a protective factor against the influence of RB on shame and disordered eating. In the current study, we investigated whether shame mediated the relationship between recalled RB and current disordered eating in a sample of young adults. Then, using conditional process analysis, we examined whether the observed mediation was moderated by self-compassion.
UNASSIGNED: Participants were 359 young adults (aged 17-25) who completed online self-report measures of recalled RB experiences and current disordered eating, shame, and self-compassion.
UNASSIGNED: Experiences of RB were positively related to current shame and disordered eating, and negatively related to current self-compassion, with small-to-medium effect sizes. The association between RB and disordered eating was partially mediated by shame, and this mediation was moderated by self-compassion.
UNASSIGNED: Our results suggest that young adults with lower self-compassion are more likely to demonstrate a relationship between recalled RB and disordered eating through the mechanism of shame. These findings have important implications for both anti-bullying awareness and eating disorder prevention programs.

The Canadian 24-Hour Movement Guidelines for Children and Youth recommends specific guidance in physical activity, screen time, and sleep duration. The current research will further explore potential exposures between healthy movement and being involved in a bullying incident as a bully or a victim in a representative sample of adolescents in China. A total of 67 821 Chinese students (response rate = 98.4%) were included in this study (mean age = 13.04 years). The results showed that meeting sleep recommendation only, meeting screen time recommendation only, and meeting both these two recommendations might be protective factors against being bullied or bullying others. Meeting moderate-to-vigorous physical activity (MVPA) recommendation only reported higher odds of being victims in all forms of bullying while meeting both MVPA and another combination of the guideline would relate to lower odds of being a bully and a bully-victim in all forms of bullying involvement.

This study aimed to examine the effects of different types of bullying victimization (direct, relational, and cyber) on psychological symptoms, self-harm, and suicidality (including suicidal ideation and attempts) among adolescents, and to explore whether these effects may vary by gender. The data were obtained from a cross-sectional study of adolescents (n = 11,248, 46.7% females) with a mean age of 13.83 years from grade 5 to 12 in Henan, China. A series of binary logistic regression models were conducted to estimate the associations between different types of bullying victimization and psychological symptoms, self-harm, suicidal ideation, and suicidal attempts, after adjusting for demographic covariates. All three types of bullying victimization were significantly associated with psychological symptoms, self-harm, suicidal ideation, and suicidal attempts. Adolescents who suffered from cyberbullying victimization were more likely to commit self-harm and suicidal attempts as compared to direct and relational victimization. Female adolescents who suffered from relational bullying tend to have a higher risk of suicidal attempts than male adolescents. The current study demonstrated the negative effect of bullying victimization on adolescents\' adverse psychological outcomes and gender difference need to be taken into account in developing targeted intervention strategies to address bullying victimization.

This study tested the independent effects and interactions of sympathetic nervous system reactivity and hostile attribution biases (HAB) in predicting change in pure and co-occurring relational bullying and victimization experiences over one year. Co-occurring and pure relational bullying and victimization experiences were measured using a dimensional bifactor model, aiming to address methodological limitations of categorical approaches, using data from 300 preschoolers (Mage = 44.70 months, SD = 4.38). Factor scores were then saved and used in nested path analyses with a subset of participants (n = 81) to test main study hypotheses regarding effects of HAB and skin conductance level reactivity (SCL-R). Bifactor models provided good fit to the data at two independent time points. HAB and SCL-R interacted to predict increases in co-occurring relational bullying/victimization with evidence for over- and underarousal pathways.

Although school climate and self-efficacy have received some attention in the literature, as correlates of students\' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students\' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students\' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students\' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students\' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students\' willingness to intervene in bullying; (2) efforts to increase students\' willingness to intervene in bullying should promote students\' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students\' willingness to intervene in bullying. Recommendations are provided to help increase adolescents\' willingness to intervene in bullying and for future research.

Bullying is a public health concern for the school-aged population, however, the health outcomes associated with the subtype of relational bullying are less understood. The purpose of this study was to examine the association between relational bullying and health-related quality of life (HRQL) among young people.
This study utilized data from 5335 students aged 11-15 years, collected as part of the 2014 Health Behavior in School-aged Children (HBSC) study conducted in England. Data were collected through self-completed surveys. Multilevel analysis modeled the relationship between relational bullying and HRQL. Demographic variables (sex, age, ethnicity, socioeconomic status) and other forms of bullying were controlled for.
Experiencing relational bullying had a significant negative association with HRQL whilst controlling for other forms of bullying. Weekly relational bullying resulted in an estimated 5.352 (95% confidence interval (CI), -4.178, -6.526) decrease in KIDSCREEN-10 score compared with those not experiencing relational bullying.
Experiencing relational bullying is associated with poorer HRQL. The findings question the perception of relational bullying as being a predominantly female problem. Girls were more likely to report experiencing relational bullying, but the negative association with HRQL was equal for boys and girls.