Bullying Scale Research Articles

Validation of a Bullying Scale in Peruvian Adolescents and Gender-Specific Differences.

The objective of the study was to evaluate the psychometric properties of the European Bullying Intervention Project Questionnaire (EBIPQ) inPeruvian adolescents and to determine gender-specific differences. The sample comprised 532 students in sixth grade of elementary school to third grade of high school. To validate the instrument, we requested an expert judgement and conducted a pilot test. Subsequently, we performed the exploratory factorial analysis, which showed that all the questions were correctly loaded in both components, an aspect that explained the 48.6%variance. We determined the reliability by means of the internal-consistency method using the Cronbach's alfa (αtotal= .856;αvictimization= .807;αaggression= .828). We found gender-specific differences in bullying roles(p<.001). In conclusion, the factorial structure of the EBIPQ in Peruvian adolescents is similar to the original questionnaire and presents high reliability and construct validity.

Adverse childhood experiences, bullying, inflammation and BMI in 10-year-old children: The biological embodiment.

Exposure to adversity during the first years of life might already be biologically embedded well before adult life. Thus, the impact of different stressful experiences needs to be explored. This study aims to examine if the association between being victimized (adverse childhood experiences—ACEs and bullying) and (hs-) C-Reactive Protein (CRP) is explained by the influence of adversity on the body mass index (BMI) of the child. We included children from the Portuguese birth cohort Generation XXI (n = 3712) that at 10 years of age completed a questionnaire on the exposure to ACEs and bullying victimization, assessed by an adaptation from the original ACEs study and an adaptation of The Bully Scale Survey, respectively. Following an overnight fast, a venous blood sample was collected by trained nurses and hs-CRP was assayed in fresh blood samples. Weight and height were measured with the child in underwear and bare feet. Weight was measured to the nearest one-tenth of a kilogram with the use of a digital scale (Tanita), and height was measured to the nearest one-tenth of a centimetre with the use of a wall stadiometer (seca®). BMI was calculated as the value of weight (kg) over squared height (m), and computed as an age- and sex-specific BMI standard deviation (SD) score (z-score), according to the World Health Organization Child Growth Standards (5–19 years). Regression coefficients and respective 95% Confidence Interval [β(95%CI)] were computed using path analysis. We observed that ACEs had a positive total effect on hs-CRP at the age of 10 years (β = 0.06; 95%CI: -0.02; 0.15). A direct effect (β = 0.02; 95%CI: -0.01; 0.06) accounted for 66.1% of the association between ACEs and hs-CRP. A positive total effect of bullying victimization on hs-CRP (β = 0.20; 95%CI: 0.06; 0.34) was observed. A direct effect (β = 0.08; 95%CI: -0.05; 0.21) accounted for 40.0% of the association, while an indirect effect through BMI (β = 0.12; 95%CI: 0.06; 0.18) explained 60.0% of the pathway between bullying victimization and hs-CRP. Results suggest that there might be different mechanisms involved in the biological embedding of childhood experiences. BMI seems to explain a great part of the association between exposure to bullying victimization and hs-CRP at 10 years of age. Further research is still needed to better understand the mechanisms explaining the emergence and persistence of health poorer outcomes later in life for victims of abuse.

Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence.

This paper attempted to examine suicidal ideation among adolescents in terms of bullying victimization and emotional intelligence. It had been observed that adolescents have to face the challenge of suicidal ideation through bullying and reduce it through emotional intelligence. A sample of 1017 adolescents was sampled from public sector primary schools in the district of Gujrat, Punjab, Pakistan to conduct the cross-sectional survey. For this study, the scale of bullying victimization (Illinois Bullying Scale by Espelage & Holt, 2001), emotional intelligence (Emotional Intelligence Scale for Children & Adolescents by Batool & Hayat, 2018) and suicidal ideation (Suicidal Ideation Attribution Scale by Van Spijker, 2014) had been used to measure the responses of the students. The study findings pointed out that emotional intelligence was a significant negative predictor of suicidal ideation. Similarly, the analysis showed that bullying victimization was a significant predictor of suicidal ideation among adolescents.

Does Involvement in Peer Bullying Invite Self-Injury?: The Association Between Peer Bullying and Self-Injury in a Clinical Sample.

Previous studies have linked peer bullying to nonsuicidal self-injury (NSSI). However, the evidence is largely limited to population-based groups. This study examined whether there is a relationship between NSSI and being a victim of peer bullying among adolescents in a clinical sample and how this may be influenced by types of bullying. The sample consisted of 96 outpatients with NSSI and 107 healthy adolescents. The Inventory of Statements About Self-Injury, Peer Bullying Scale, and Rosenberg Self-Esteem Scale were applied. Whereas the scores of each bullying type of adolescents with NSSI were significantly higher, their self-esteem scores were significantly lower. Each victimization score of bullying had a negative correlation with NSSI-onset age and self-esteem scores and a positive correlation with self-injury scores. This study demonstrated that being a victim of any type of bullying is strongly associated with self-injury. It would be advisable to screen adolescents with self-injury for exposure to bullying, and vice versa.

Cyberbullying victimization and disordered eating behaviors: The mediating roles of self-compassion and self-objectification

Previous studies have demonstrated the correlations between cyberbullying victimization and disordered eating behaviors in adolescents, however, limited attention has been paid to the long-term effects and underlying mechanisms, and studies focused on young adults are scarce. This study explored the association between cyberbullying victimization and disordered eating behaviors and the underlying mechanisms in a sample of young adults using a longitudinal design. A total of 955 Chinese young adults completed the Cyber Victim Subscale of the Cyber Victim and Bullying Scale, the Self-surveillance Subscale of the Objectified Body Consciousness Scale, the Self-compassion Scale-Short Form, and the Dutch Eating Behaviors Questionnaire three times with a 3-months interval. The results indicated that cyberbullying victimization was positively correlated with emotional eating and external eating after six months, but not with restrained eating. Moreover, self-compassion and self-objectification mediated the associations between cyberbullying victimization and the three kinds of disordered eating behaviors, however, in different ways. In the associations of cyberbullying victimization with restrained eating and external eating, the independent mediating effect of self-objectification and the serial mediating effect were significant, while in the association between cyberbullying victimization and emotional eating, only the independent mediating effect of self-compassion was significant. The findings indicated that the relations between cyberbullying with different kinds of disordered eating behaviors might have different mediation mechanisms, which sheds light on the prevention and intervention for disordered eating behaviors associated with cyberbullying in the future.

Does Friend Support Matter? The Association between Gender Role Attitudes and School Bullying among Male Adolescents in China.

This study investigated the association between gender role attitudes, perceived friend support, and school bullying among male adolescents from 11 schools in two cities in China. A total of 3172 Chinese adolescents between 12 and 20 years of age (48.80% girls and 51.20% boys) completed questionnaires that included measures of bullying, gender role attitudes, and perceived social support. In terms of outcome measures, the Chinese version of the Illinois Bully Scale (IBS), Attitudes toward Women Scale for Adolescents (AWSA), and Multidimensional Scale of Perceived Social Support (MSPSS) were used to assess bullying perpetration, gender role attitudes, and perceived friend support, respectively. Based on masculinity theories and the stress-buffering theory, the study found that male adolescents held more traditional gender role attitudes (t = 30.78, p < 0.001) and reported higher prevalence of bullying behaviors (36.02%) than girls (31.20%). In addition, boys’ bullying behaviors were significantly predicted by gender role attitudes through perceived friend support. That is, male youth with more conservative gender role attitudes reported less perceived friend support (adjusted OR = 1.055; SE = 0.013), which elevated their risks of bullying perpetration (adjusted OR = 2.082; SE = 0.302). These findings have critical implications for bullying intervention and prevention through gender equity education.

The Relationship of Character Strengths with Peer Bullying and Peer Victimization Among Adolescents

This research examined the relationship of character strengths with peer bullying and peer victimization. The research group consists of 663 high school students in Kocaeli chosen by convenience sampling method. Character Growth Index, Peer Bullying Scale Adolescent Form and Personal Information Form have been used. The results indicated that peer bullying was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, wisdom, spirituality, and honesty, while no relationship was found with courage and forgiveness. It was also found that peer victimization was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, courage, wisdom, spirituality, and honesty character strengths, while there was no correlation with the strength of forgiveness. As a result of the regression analysis, the strength of perseverance and honesty in the Character Growth Index explained 10% of the total variance in being a victim of peer bullying, while the strength of perseverance, humility, spirituality, and honesty in the Character Growth Index explained 16% of the total variance in performing peer bullying. In the examination made according to the gender variable, it was found that there was a statistically significant difference in the sub-dimensions of optimism, kindness, calmness, courage, wisdom, and honesty in the Character Growth Index scale according to gender.

Revision of the Workplace Bullying Scale (WBS), Reliability and Validity of Short Form of the Revised WBS

Bu çalışma, işyerinde psikolojik tacize maruz kalma oranının belirlenmesine yönelik daha önce&#x0D; tarafımızdan geliştirilen İşyerinde Psikolojik Taciz Ölçeği’nin (İPTÖ) düzenlenmesi ve kısa formunun&#x0D; geliştirilmesi çalışmalarını içermektedir. Türkiye çalışma şartlarına ve değerlerine uygun bir işyerinde&#x0D; psikolojik taciz ölçeğinin oluşturulması düşüncesi ile tasarlanan bu araştırma, iki çalışmadan oluşmaktadır.&#x0D; Birinci çalışmanın amacı İPTÖ’nün hem kamu hem özel sektörde beyaz yakalı çalışanlara uygulanabilmesi&#x0D; için revizyon çalışmasını yapmak; ikinci çalışmanın amacı ise düzenlenmiş İPTÖ ile aynı yapıyı ölçen,&#x0D; daha az sayıda madde içeren geçerli ve güvenilir bir ölçek oluşturmaktır. Bu amaçlar doğrultusunda,&#x0D; kamu ve özel sektörde çalışan beyaz-yakalı çalışanlara kartopu yöntemiyle ulaşılmıştır. Birinci çalışmanın&#x0D; geçerlik ve güvenirlik çalışması kapsamında, dilbilimsel bütünlüğün sağlanması çalışması, açımlayıcı&#x0D; faktör analizi, Cronbach’s Alfa, madde-toplam korelasyon, iki-yarım güvenirliği analizleri 690 katılımcı&#x0D; ile gerçekleştirilmiştir. İkinci çalışmanın geçerlik ve güvenirlik çalışması kapsamında ise 502 katılımcıdan&#x0D; oluşan farklı bir örneklem üzerinden doğrulayıcı faktör analizi, ölçüt-bağıntılı geçerliği, Cronbach’s Alfa,&#x0D; madde-toplam korelasyon, iki-yarım güvenirliği ve test-tekrar test güvenirliği analizleri yapılmıştır. Gerçekleştirilen psikometrik analizler, 26 olumsuz davranış ve dört faktörlü yapıdan oluşan İşyerinde&#x0D; Psikolojik Taciz Ölçeğinin Düzenlenmiş Formu’nun (İPTÖ-D) ve 14 olumsuz davranış ve iki faktörlü&#x0D; yapıdan oluşan İşyerinde Psikolojik Taciz Ölçeğinin Kısa Formu’nun (İPTÖ-K), ülkemizde yapılacak&#x0D; araştırmalarda kullanılabilir nitelikte geçerli ve güvenilir bir araç olduğunu göstermiştir.

The relationship of childhood trauma with cyberbullying and cyber victimization among university students

PurposeThe aim of this study is to investigate the relationship of childhood trauma with cyberbullying and cyber victimization levels among health sciences and medical faculty students. MethodThis study was conducted with 350 students studying at the health sciences and medical faculty of a university in Istanbul. The data were collected using an information form, the Childhood Trauma Questionnaire, the Cyber Bullying Scale, and the Cyber Victimization Scale. ResultsA significant positive correlation was found between the childhood trauma and cyberbullying and cyber victimization levels of the students. A significant positive correlation was also found between cyber victimization and cyberbullying levels. ConclusionStudents at risk of cyber bullying and cyber victimization should be identified, and awareness and coping programs should be planned.

Temperament, Perceived Ethnic Discrimination and Bullying Behavior of University Students

Abstract The social information processing model suggests that the overall conduct of a person is the product of situational cues and past experiences. Likewise, a student who is new to on-campus life perceives his surroundings and social interactions according to the previous positive or negative social experiences. This research aimed to examine the relationship of perceived ethnic discrimination, temperamental characteristics, and bullying behavior (verbal, non-verbal, or bullying perpetration) among university hostilities. A purposive sampling strategy was used to recruit 635 university hostilities who belonged to on-campus’s ethnic minority groups. Constructs were analyzed by the Adult Temperament Questionnaire (self-report), Illinois Bully Scale (Teacher’s Version), and Perceived Ethnic Discrimination Questionnaire Community Version (Self-report). The results suggested that two dimensions of perceived discrimination (place discrimination and perceived exclusion) acted as mediators between temperamental characteristics (Effortful control, negative affect, and extraversion) and types of bullying (physical, non-physical, and bullying perpetration).

Mental Health, Bullying, and Victimization among Chinese Adolescents.

The purpose of this study was to examine if adolescents who experience anxiety or depression have higher levels of reported bullying victimization or perpetration than those who do not. Based on the existing research, we hypothesized that those who experienced moderate or severe depression and anxiety would have higher rates of bullying victimization and perpetration when compared to those who experienced mild or no depression. This study used an observational design, and data were collected from a convenience sample of adolescents in a large regional high school in an Eastern province of China. The final sample included 1481 adolescents aged 14–19 years who provided complete data for each of the study variables. Demographic data were collected through a four-item demographic survey, bullying perpetration and victimization data were collected using subscales from the Illinois Bully Scale, and anxiety and depression were measured using the Chinese version of the General Anxiety Disorder-7 scale and the Patient Health Questionnaire, respectively. Descriptive analyses, correlational analyses, and multivariate analysis of covariance were used to analyze the data. About 7.1% and 15.2% of participants reported moderate-to-severe depression or moderate-to-severe anxiety, respectively. Pairwise comparisons indicated that adolescents with no or mild depression had significantly lower bullying perpetration than those with moderate-to-severe depression, but those with no or mild anxiety had significantly higher perpetration than those with moderate-to-severe anxiety. There was no statistically significant difference in victimization among different anxiety or depression levels alone (all p-values ≥ 0.05). This is among the first studies to examine reported levels of bullying perpetration and victimization among adolescents experiencing anxiety and depression. The findings help to identify adolescents who experience moderate-to-severe levels of depression as an at-risk group for bullying perpetration, who should therefore be a focus of bullying intervention work.

The Relationship Between Parental Attitudes, Basic Psychological Needs, and Bullying Status in High School Students

The purpose of this study is to explore the relationship between parental attitudes and basic psychological needs, and bullying and victimization among high school students. Furthermore, it focuses on whether the distribution of the status of bullying differs according to gender and experiences of domestic violence. The study group comprises 697 Turkish high school students and the data collection tools used are the Peer Bullying Scale Adolescent Form, Parents’ Attitude Scale, Basic Psychological Needs Scale, and Personal Information Form. Multinomial logistic regression analysis was conducted to investigate the associations of parental attitudes and basic psychological needs with bullying status. Results indicate that all sub-factors of parental attitude and the sub-factor of relatedness regarding basic psychological needs are associated with bullying at a statistically significant level, whereas the sub-factors of autonomy and competence regarding basic psychological needs are not associated with bullying at a statistically significant level. The sub-factor of involvement regarding parental attitude decreases the possibility of being a bully or a bully/victim, the sub-factor of psychological autonomy decreases the possibility of being a victim or a bully/victim, and the sub-factor of control decreases the possibility of being a bully/victim, whereas the sub-factor of satisfaction of the need for relationships decreases the possibility of being a victim or a bully/victim. The study results show that 70.7% of students were involved in peer victimization. The distribution of the status of bullying also differs according to gender and experiences of domestic violence at a statistically significant level. The study findings are discussed in light of the literature and some suggestions are offered.

Cyber-victimization and its association with depression among Vietnamese adolescents.

BackgroundCyberbullying has become an alarming social issue, but little is known about its prevalence and consequences in many countries. This study investigated the prevalence of cyber-victimization and its association with depression among students in Ho Chi Minh City, Vietnam.MethodsA cross-sectional study was conducted in 1,492 students from eight secondary schools and high schools in four urban and suburban areas. Multi-stage cluster sampling approach was used to recruit participants. Students participated in this study on a voluntary basis and completed a self-report questionnaire that included validated scales to measure their experience of cyber-bullying (Cyber Bullying Scale) and symptoms of depression (Center for Epidemiologic Studies–Depression Scale). Weighted logistic regression analysis was used to adjust for the cluster effect and sampling probability.ResultsAlmost all (92.4%) students reported using the internet everyday and nearly 40% used internet for more than four hours per day. Cyber-victimization was identified in 36.5% of students and almost 25% experienced multiple types of cyber-victimization. Nearly half of students reported symptoms of depression. After adjusting for other covariates, students who experienced cyber-victimization were found to have 1.81 times (95% CI [1.42–2.30]) higher in odds of having symptoms of depression.ConclusionsCyber victimization and depression are both common in Vietnamese adolescents. Those who experienced cyber bullying have a higher likelihood of having symptoms of depression. These findings indicate an urgent need for interventions and policies targeting this emerging type of bullying in Vietnam and similar settings due to its potential harmful effects on adolescents’ health.

Potential Sociodemographic Predictors of Cyberbullying Behavior among University Students

Objective: The main goal of this study was to evaluate the predictive capacity of selected factors such as sociodemographic variables, self-esteem, and loneliness, with reference to being a perpetrator of cyberbullying or victim. Materials and Methods: Convenience sampling technique was employed in this cross-sectional study to investigate the contributing factors of cyberbullying behavior among 231 undergraduate university students. Data were gathered through self-report questionnaires, and included the sociodemographic characteristics, Cyber Victim and Bullying Scale, UCLA Loneliness Scale Version 3, and 10-item Rosenberg’s Self-Esteem Scale. Before conducting this study, written informed consent was taken from the respondents. Participation was voluntary. Statistical analyses were conducted using ANOVA and multiple regression. Results: The present study demonstrated that male students were more likely to exhibit cyberbullying perpetration. Female students were more likely to be cyberbullying victims. Few variables that influence cyberbullying behavior were students who were bullied previously and those who came from single-parent families. Higher level of loneliness was associated with cyberbullying perpetration and victimization. Lower self-esteem was linked only to cyberbullying perpetration. Noticeably, loneliness was the only significant predictor of cyber-victimization. Conclusion: The present findings are consistent with extant research literature on cyberbullying perpetration and victimization. Further research might be one way forward toward determining the significant risk factors of cyberbullying behavior, which is a currently a major mental health concern.

Evaluating Psychometric Properties of the New Teachers' Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB).

Collective efficacy is a promising theoretical construct that has been used to explain bullying rates in school. The development of school collective efficacy scales has increased in bullying research in recent years; however, gaps remain in measuring collective efficacy to handle bullying. This research assessed the psychometric properties of a new scale to evaluate collective efficacy against bullying. This first-order one-dimensional scale is called the teachers’ perceptions of collective efficacy to handle bullying (TCEB) scale. A sample of 804 Mexican primary teachers completed questionnaires. The sample was randomly split into two subsamples for calibration (n = 402) and cross-validation analysis (n = 402). The factor structure was supported by confirmatory factorial analysis. Measurement equivalence was confirmed by gender. The latent means differences showed no statistically significant differences by teachers’ gender. The TCEB correlation with school environment factors (e.g., principal support, school climate, and bullying) confirms the scale’s discriminant and concurrent validity. Our findings suggest that TCEB is a suitable instrument to assess teachers’ perceptions of collective efficacy to handle bullying, a construct that has proved to help predict a positive whole-school context and student bullying involvement.

Quality of Life and Behaviors of Bullies and Victims in an Iranian School Sample: The Moderating Role of Self-Esteem.

The present study was undertaken to examine the relationship between quality of life in schools and the behaviors of bullies/victims in relation to the mediating role of self-esteem. A sample of 241 high school students was selected, within a correlational design, through the one-stage cluster sampling method, from Meybod City, Yazd Province, Iran. The Quality of Life Questionnaire in Schools (QLQS), the Rosenberg's Self-Esteem Scale (RSEE), and the Illinois Bully Scale (IUBS) were utilized in this study. The results indicate that the stated model has a goodness of fit index (GFI = 0.99 and root mean square error of approximation [RMSEA] = 0.06). The path analysis showed that the direct effects of the quality of life in schools on bullying and self-esteem are significant but not significantly on victimization. There was no significant effect of self-esteem on bullying, but a meaningful effect on victimization. Furthermore, the indirect effects on the quality of life in schools on bully/victims through self-esteem were significant.

Social media addiction, cyberbullying and cyber victimization of university students

AimThe study was conducted descriptively to determine the social media addiction, cyberbullying (CB) and cyber victimization (CV) of health sciences faculty students. Method518 students who volunteered to participate in the study from among the students studying in the faculty of health sciences. The personal information form prepared by the researcher, the Social Media Addiction Scale (SMAS), and the Cyber Victim and Bullying Scale (CVBS) were used to collect the data. To analyze data number (n), percentage (%), mean, median and standard deviation (SD), Mann–Whitney U test and the Kruskal–Wallis test and spearman correlation analysis were used. ResultsAs a result of the study, it was determined that the SMAS scores of female students and the CB and CV scores of male students were statistically significantly higher. It was found that the mean scores of CV of the students with low academic achievement, and the mean scores of CB and CV of the students with separated parents were higher compared to other groups. In the study, it was determined that the mean scores of SMAS and CV of the students who reported their upbringing style as inconsistent and unbalanced, and the mean scores of SMAS of the students who indicated their personality trait as aggressive were significantly higher compared to other groups. ConclusionIn accordance with these results, it is important to identify the students who may be at risk and to raise awareness about addiction and the risks that may be encountered in the virtual environment.

Pelatihan empati untuk mengurangi intensitas perilaku bullying pada remaja

Cases of bullying that happens in school are conducted indirectly, whether its verbally, or even physically. One of the triggers of a student behaved bullying is the low empathy. The purpose of this research is to examining whether increasing empathy training can reduce the intensity of bullying behavior. This research used an experimental quantitative approach with a pretest-posttest control group design and quasi experimental design with subjects of 6 students for the experimental group and 6 students for the control group. This research was conducted at one school in the Malang. This instrument used Olweus Bullying Scale and Basic Empathy Training with data analysis using the Wilcoxon test and the mann-withney test. The result of the Wilcoxon test indicates there is a difference in empathy after empathy training with a sig 0.028 and bullying behavior obtained a sig 0.028. This point directly proportional to the results of the mann-whitney bullying behavior in the two groups sig 0.004. Based on these results it indicates empathy training significantly reducing the intensity of bullying behavior.

Effects of CALM and SPACE Parent Training Programs on Rumination and Anxiety in Mothers With Bully Sons

Background: About one-third of children are involved in bullying in primary school. Parenting style, as family background, plays an essential role in bullying. This study aimed to compare the effects of the parent training programs of Coaching Approach Behavior and Leading by Modeling (CALM) and Supportive Parenting for Anxious Childhood Emotions (SPACE) on rumination and anxiety in mothers with a bully son. Methods: This was a quasi-experimental study with pre-test, post-test and a control group design. The setting was the primary schools for boys in district 4 of Tehran City, Iran, in 2020. The statistical population of the research included the mothers of bully sons in one of these schools, i.e., selected using a voluntary convenience sampling technique. In total, 60 mothers whose sons scored higher on the Illinois Bullying Scale (IBS; Espelage &amp; Holt, 2001) were selected as the subjects and randomly assigned into 3 groups of 20 individuals (2 intervention groups &amp; 1 control group). The necessary data were collected by the IBS, the Ruminative Response Scale (RRS; Nolen Hoeksema &amp; Morrow, 1991), and the Self-Anxiety Scale. The intervention group subjects attended CALM or SPACE training programs for 13 two-hour weekly sessions. A three-month follow-up was also performed. The collected data were analyzed using repeated-measures Analysis of Variance (ANOVA) in SPSS v. 22. Results: The present study findings suggested a significant difference between the intervention and control groups in rumination (P=0.0001, F=47.54) and anxiety (P=0.0001, F=86.34) in the post-test phase. However, no significant difference was found between CALM (42.80±2.71) and SPACE (42.16±2.71) programs respecting the effects on rumination (P=0.36). In contrast, SPACE (44±2.71) and CALM (39.46±2.71) programs indicated significant differences concerning their impact on anxiety (P&lt;0.032); the CALM program presented a greater impact on reducing anxiety than SPACE. The follow-up results indicated that the CALM program presented a greater retention effect than SPACE on decreasing anxiety in the studied mothers (42.76±1.02, P=0.0001). Conclusion: The obtained data revealed that the CALM and SPACE programs were effective in reducing maternal rumination and anxiety. However, CALM was more effective than SPACE in reducing maternal anxiety. School counselors, mental health professionals, psychiatric nurses, and school health nurses are suggested to apply the study findings.

A Causal Model of the Mutual Relationships Between Academic Bullying, Suicidal Thinking, and Psychological Immunity Among University Students

The research aims to identify the causal model that explains the relationship between academic bullying, psychological immunity, and suicidal thinking among university students. Besides, it recognizes gender differences in research variables. The sample has consisted of (134) male and (139) female students from Prince Sattam bin Abdul-Aziz University and King Faisal University for the academic year 2020-2021. The researcher prepared the academic bullying scale and the suicidal thinking scale, and the psychological immunity scale was taken from the study of Al-Takhaina. The study has shown a statistically significant correlation between academic bullying and suicidal thinking. There are statistically significant differences between males and females in academic bullying and suicidal thinking favoring females. The results have also shown statistically significant differences between males and females in psychological immunity favoring males. The research recommends launching counseling and training programs for both bullies and bullying victims to gain insight into their behaviors and rectify them.