Exploring the Potential Impact of Training on Short-Term Quality of Life and Stress of Parents of Children with Autism: The Integrative Parents' Autism Training Module.

Parents of autistic children experience high levels of parental stress and low quality of life related to the demanding child caring burden they experience. Parent education and training programs are acknowledged to improve parental well-being and reduce parenting stress. In the framework of the Erasmus+ Integrative Autism Parents Training Project (IPAT), we developed the IPAT Training Module based on parents' expressed needs, in order to improve parental quality of life (QoL) and decrease their perceived stress. Sixty-two parents from four countries participated in the IPAT Module Training activity. We used WHOQOL-BREF and Perceived Stress Scale (PSS-10 version) for QoL and stress, respectively, before and after training and a study-specific questionnaire to assess participants' satisfaction. Parents' QoL improved significantly in the environment domain and specific items, while stress levels remained unmodified. Training appeared more advantageous for parents with lower initial QoL and those whose child had been enrolled in a special education program for an extended duration. Parents were quite satisfied, in particular those with lower initial social relationships QoL. Larger studies including a control group are necessary to support preliminary evidence provided by this study, identify additional effect moderators, and disentangle the contribution of different components of the training.

Motives Behind Cyberbullying Perpetration: A Test of Uses and Gratifications Theory.

Drawing from Uses and Gratifications Theory (UGT), this study explored the interplay between personality traits (online disinhibition, moral disengagement, narcissism, and aggression) and cyberbullying perpetration motives (entertainment, revenge, harm, and dominance) through structural equation modeling. The participants were a convenience sample of 598 cyber bully-victims who were Turkish university students (229 females, 362 males, and seven unknown). The findings empirically supported UGT for conceptualization of cyberbullying perpetration. Almost half of the participants (49.7%) cyberbullied someone twice or more during the preceding 6 months, and males cyberbullied others significantly more than females. In terms of the structural interrelationships, (a) online disinhibition was the only personality trait related to cyberbullying others for entertainment; (b) moral disengagement and aggression were the two variables associated with the revenge motive of cyberbullying perpetration; (c) although online disinhibition was negatively related to cyberbullying others for harm, moral disengagement and aggression were positively linked to harm; and (d) moral disengagement and narcissism were the two personality trait variables associated with the dominance motive of cyberbullying perpetration. Results imply that UGT offers a new understanding about cyberbullying perpetration to researchers, theorists, and practitioners. Personality traits play an important role in cyberbullying perpetration motives and behaviors. Thus, personality traits should be considered in prevention and intervention efforts against cyberbullying. The earlier the personality characteristics of the young individuals are identified, the earlier they can be prevented from engaging in cyberbullying perpetration. Also, sports activities, social events, competitive contests, or leisure and recreational activities offered by university managements can help the university youth to keep away from cyberbullying perpetration and to satisfy motives in more appropriate ways.

Sibling bullying perpetration: associations with gender, grade, peer perpetration, trait anger, and moral disengagement.

This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perpetration (31.6%) was higher than peer bullying perpetration (9.8%). Sibling bullies reported engaging in complex behaviors of perpetration and victimization in both the physical and in cyber settings, although the number was small. Gender, trait anger, moral disengagement, and bullying peers at school (but not grade) were all significantly associated with sibling traditional bullying perpetration. The implications of the findings are discussed for bullying intervention and prevention programs to understand childhood bullying in diverse contexts.