Relationship between school bullying and mental health status of adolescent students in China: A nationwide cross-sectional study.

School bullying, as a public health problem, has been linked to many emotional disorders. However, the overall status of school bullying among adolescent students in China is unknown. This nationwide study aimed to investigate school bullying in China and evaluate the relationships between school bullying and mental health status. A total of 15, 415 middle and high school students were enrolled in this study through multistage stratified cluster random sampling. Multinomial logistic regression models were used to examine the association between school bullying and mental health status and the analysis was stratified by gender. Students were divided into four groups: 2.72%, bully/victims; 1.38%, bullies; 10.89%, victims; 85.01%, uninvolved. Compared with uninvolved students, students with anxiety symptoms, non-suicidal self-injury and suicide ideation had a higher risk of being involved in school bullying and were more likely to be bully/victims, bullies, and victims. Stratified analysis indicated that boys with anxiety symptoms and non-suicidal self-injury risks tended to be bullies, victims and bully/victims. However, for girls, bullying others or being bullied was related to anxiety symptoms and suicide ideation. Our study indicated that school bullying is still a health problem in the adolescent students of China, and is related to many mental health problems. Intervention programs are in urgent need to help the students involved in school bullying, both in terms of their mental and physical health.

Luo X ，Zheng R ，Xiao P ，Xie X ，Liu Q ，Zhu K ，Wu X ，Xiang Z ，Song R ... -  《-》

Suicidal ideation and school bullying experiences after controlling for depression and delinquency.

This cross-sectional study examines differences in the frequency of suicidal ideation and suicidal behaviors across a group of verbal bullies, bully-victims, victims, physically aggressive bullies, and students not involved in bullying. A large sample of middle school students (n = 661; fifth through eighth grades; ages 10-13 years of age) completed a pencil-and-paper survey that included the University of Illinois Bully, Fight, and Victim scales. Students also self-reported how often they had thought of killing themselves or deliberating hurting themselves in past 6 months, and provided information about delinquent behaviors and symptoms of depression and anxiety. We used cluster analysis to create bully-victim subtypes: uninvolved (n = 357), victims (n = 110), verbal bullies (n = 114), bully-victims (n = 29), and physically aggressive bullies (n = 42). Approximately 32%-38% of verbal bullies and victims, 60% of bully-victims, and 43% of physically aggressive bullies reported suicidal ideation, compared with 12% of uninvolved youth. Similarly, 24%-28% of verbal bullies and victims, 44% of bully-victims, and 35% of physically aggressive bullies reported deliberately trying to hurt or kill themselves, compared with 8% of uninvolved youth. Females in the bully-victim subtype reported particularly elevated suicidal ideation and behavior. After controlling for delinquency and depression, differences in suicidal thoughts and behaviors emerged only between uninvolved youth and the victim and bully-victim groups, but these differences were minimal. Findings highlight that at a bivariate level, involvement in bullying in any capacity is linked to increased risk for suicidal ideation and behavior, and echoes previous literature documenting particularly strong mental health implications for bully-victims. Furthermore, this study points to the importance of considering delinquency and depression in conjunction with suicidal ideation and behaviors.

Espelage DL ，Holt MK 《-》

Victims and bully-victims but not bullies are groups associated with anxiety symptomatology among Brazilian children and adolescents.

Isolan L ，Salum GA ，Osowski AT ，Zottis GH ，Manfro GG ... -  《-》

Defending behaviors, bullying roles, and their associations with mental health in junior high school students: a population-based study.

Wu WC ，Luu S ，Luh DL 《BMC PUBLIC HEALTH》

[Cyber-bullying in adolescents: associated psychosocial problems and comparison with school bullying].

The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8 ± 2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of "school only" and "school and cyber" bullying had higher scores for insomnia and perceived social disintegration than victims of "cyber only" bullying or students "non-involved". Higher general aggressiveness scores were observed for "school only" bullies and "school and cyber" bullies than for bullies in "cyber only" bullying or students "non-involved". Regarding antisocial behavior, "school only" bullies, "cyber only" bullies, "school and cyber" bullies had higher scores than students "non-involved". This study highlights the importance of investigating both school and cyber-bullying as many psychosocial problems are linked to these two specific and highly prevalent forms of bullying.

Kubiszewski V ，Fontaine R ，Huré K ，Rusch E ... -  《ENCEPHALE-REVUE DE PSYCHIATRIE CLINIQUE BIOLOGIQUE ET THERAPEUTIQUE》