Cyber dating abuse perpetration and victimization among Chinese college students with a history of peer phubbing: psychological resilience moderates the indirect effect of rejection sensitivity.

BACKGROUND: As emerging adults are increasingly reliant on instant messaging applications for communication with romantic partners, cyber dating abuse perpetration (CDAP) and victimization (CDAV) have proliferated. This has aroused the high attention of researchers. This study aimed to explore the mechanism of the influence of peer phubbing on CDAP and CDAV in Chinese context. METHODS: 566 Chinese college students (average age of 19.31 years, 47.7% females) were investigated with the generic scale of being phubbed, rejection sensitivity questionnaire, Chinese version of resilience scale and cyber dating abuse questionnaire. The data were analyzed by using a moderated mediation model with SPSS and the PROCESS. RESULTS: The results revealed that: (1) peer phubbing had a significant positive predictive effect on CDAP (ß = .32, p < .001) and CDAV (ß = .43, p < .001) respectively. (2) Rejection sensitivity played a partial mediating role both between peer phubbing and CDAP (indirect effect = .12, 95% CI = [.05, .18], accounting for 37.5%) and CDAV (indirect effect = .09, 95% CI = [.05, .14], accounting for 20.9%. (3) The first half (ß = - .27, p < .001) of the indirect effect of peer phubbing on CDAP and CDAV are weakened by psychological resilience, and the direct paths were also weakened by psychological resilience(ß = - .13, p < .001;ß = - .16, p < .001). CONCLUSION: These findings highlight the importance of discerning the mechanisms moderating the mediated paths linking peer phubbing to CDAP and CDAV. The results also underline the importance of implementing measures and interventions to use the protective role of psychological resilience on college students' CDAP and CDAV.

Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model.

Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two-wave panel study with a 1-year time lag (October 2021-October 2022) examined the cross-lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate social solitude). Participants were 485 middle school students (234 girls) attending the seventh or eighth grade at Time 1 (T1) (Mage = 12.67 years, SD = 1.14 years). Social anxiety and social withdrawal were assessed using subscales of the Social and Emotional Competencies Evaluation Questionnaire. Bullying perpetration and bullying victimization were assessed using the Bullying and Cyberbullying Behavior Questionnaire-Short Form. The within-wave associations between the study variables were similar at T1 and Time 2 (T2), with the exception that the association between bullying perpetration and social anxiety was much weaker at T1 than at T2. The results of the path analysis showed that T1 bullying perpetration predicted T2 social anxiety, and that T1 bullying victimization predicted T2 social withdrawal. We also found a reciprocal relationship between social anxiety and social withdrawal. These findings highlight the importance of preventive and remediation interventions to reduce social anxiety in adolescents who engage in and experience bullying behavior.

The bidirectional relationship between peer relationships and bullying: Evidence from cross-lagged analyses among Chinese children.

BACKGROUND: In the digital age, bullying manifests in two distinct forms: traditional bullying and cyberbullying. Children's peer relationships are important predictors of bullying, and bullying in turn predicts peer relationships. However, few researchers have noted the bidirectional relationship between peer relationships and bullying. METHODS: The present study used a two-wave cross-lagged longitudinal design to fill this gap. The potential sex differences were also examined in this relationship. The sample consisted of 527 Chinese children aged 8 to 12 years (M = 9.69, SD = .96; 53.5% female). Participants completed peer nominations for peer acceptance, peer rejection and social dominance, as well as self-reports of traditional bullying and cyberbullying. RESULTS: Results showed that peer rejection at the first time point (T1) significantly and positively predicted traditional bullying perpetration, cyberbullying perpetration and cyberbullying victimization at the second time point (T2). Traditional bullying victimization at T1 significantly and negatively predicted peer acceptance and social dominance at T2. The results also revealed significant male and female differences. For instance, among boys, peer acceptance at T1 significantly and negatively predicted cyberbullying victimization at T2. In contrast, this relationship was not observed among girls. The present findings have important implications for understanding the cyclical relationship between peer relationships and bullying and providing practical guidance for improving peer relationships and reducing bullying.

Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices.

BACKGROUND: The pervasive use of technology, especially among adolescents, has enabled cyber communication and brought many advantages but also led to potential violence. The issue of cyber interpersonal violence (CIV) impacting young individuals is increasingly recognized as a matter of public health; however, little is known about adolescents' perspectives of the phenomenon. This study explores adolescents' perspectives on CIV. It seeks to understand their interpretations of abuse, victim impact and reactions, violence escalation, gender issues, victimization and perpetration patterns, and bystander roles. METHODS: This qualitative study used fifteen focus groups to gather elementary school participants' perspectives on cyber interpersonal violence. From four Portuguese schools, 108 participants (M = 12.87 and SD = 0.31) participated in the study. A thematic analysis uncovered three themes. The results evidenced adolescents' perspectives about CIV. Due to the amount of time spent online, adolescents regularly encounter cyber harassment and recognize the importance of help-seeking. Mental health problems and their influence on the social and educational lives of adolescents is arising as a CIV problem. CONCLUSIONS: Parents play a crucial role in mitigating CIV as well as bystanders. Future programs should promote healthy relationships, raise CIV awareness, involve stakeholders, guide parents, integrate perpetrators into programs, and foster effective networking.

Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation.

This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students' individual strengths and the possible interventions to promote healthy school environments.

Perceived Social Support and Health Care Spending as Moderators in the Association of Traditional Bullying Perpetration with Traditional Bullying and Cyberbullying Victimisation among Adolescents in 27 European Countries: A Multilevel Cross-National Study.

Existing research has documented the association between bullying perpetration and bullying victimisation. However, it is still unclear how different sources of social support moderate the association between bullying perpetration and bullying victimisation at a cross-national level. Using multilevel binary logistic regression models, this study examined the moderating role of public health care spending and perceived social support (i.e., family and teacher support) in the association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying among adolescents across 27 European countries. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13-, and 15-year-olds) in 27 European countries. Results showed that adolescents who perpetrated traditional bullying had a higher likelihood of being victimised by traditional bullying and cyberbullying than adolescents who did not bully others. Results also indicated that the magnitude of the positive association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying was mitigated among adolescents with more family, teacher, and public health care support. These findings support the notion that multilayered systems of social support could play a vital role in bullying prevention and intervention strategies to address bullying among adolescents.

Reactions of adolescent cyber bystanders toward different victims of cyberbullying: the role of parental rearing behaviors.

BACKGROUND: Group-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children's cyber bystander involvement. METHODS: This study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13-18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were conducted to measure demographic characteristics, cyberbullying experiences, and parental rearing behaviors in predicting bystander reactions. RESULTS: The findings showed that middle school students preferred to "ask for help" while high school students tended to choose "call the police" when witnessing cyberbullying incidents. Bystanders growing up with parental rejection and overprotection, having previous cyberbullying victimization experiences, where the victims were disliked by them, exhibited fewer defensive reactions. CONCLUSIONS: This study has implications for future research and practices involving parental involvement in cyber bystander interventions, which could provide implications for future practice in designing specific intervention programs for cyberbullying bystander behavior. Future research and interventions against cyberbullying may provide individualized training including parents' positive parenting skills and parent-child interactions.

Association of screen-based activities and risk of self-harm and suicidal behaviors among young people: A systematic review and meta-analysis of longitudinal studies.

Emerging evidence suggests that screen-based activities are associated with self-harm and suicidal behaviors. This study aimed to examine these associations among young people through a meta-analysis. We systematically searched EBSCO pshyARTICLES, MEDLINE (via PubMed), EMBASE, and Web of Science from their inception to April 1, 2022, and updated on May 1, 2024. Longitudinal studies reporting the association between various screen-based activities and subsequent self-harm and suicidal behaviors in young people aged 10 to 24 were included. Nineteen longitudinal studies were included in the qualitative synthesis, and 13 studies comprising 43,489 young people were included in the meta-analysis, revealing that total screen use is significantly associated with the risks of self-harm and suicidal behaviors. Cyberbullying victimization was also related to these adverse outcomes. Subgroup analyses indicated that social media use and problematic screen use are significant risk factors for self-harm and suicidal behaviors. Study quality was appraised using the Newcastle-Ottawa Scale, and potential publication bias was deemed unlikely to affect the results significantly. These findings suggest that screen-based activities should be considered in the management and intervention strategies for self-harm and suicidal behaviors in young people.

Cyberbullying Perpetration and Victimization as Risk Factors for Self-Harm: Results From a Longitudinal Cohort Study of 13-14-Year-Olds in England.

PURPOSE: Cyberbullying is a crucial issue that affects adolescent mental health, with evidence to suggest that adolescents who are victims of cyberbullying are at higher risk for self-harm. However, longitudinal evidence is lacking, meaning the direction of effects cannot be established. This study investigated longitudinal associations between levels of cyberbullying involvement (bully, victim, or both), frequency, and self-harm a year later in an adolescent sample. METHODS: Data were collected from Year 9 students (13-14-year-olds; N = 1,195) enrolled in 19 schools in Southwest England using an online questionnaire with a 1-year follow-up period (October 2019-October 2020). Multivariable logistic regression analysis was conducted to test for associations between different levels of cyberbullying involvement at baseline and the likelihood of self-harm a year later, adjusting for key covariates. A secondary regression analysis also explored the associations between the frequency of cyberbullying involvement at baseline and subsequent self-harm. RESULTS: Compared to those with no cyberbullying involvement, individuals who were both victims and perpetrators (adjusted odds ratio = 2.94, 95% confidence interval: 1.99-4.34) as well as victims only (adjusted odds ratio = 2.81, 95% confidence interval: 1.95-4.04) showed an increased risk of subsequent self-harm. In terms of frequency, associations were found between frequent and occasional cyberbullying and self-harm for both victims and perpetrators; however, associations for the perpetrator group attenuated to the null following adjustment for covariates. DISCUSSION: Our findings highlight cyberbullying in early adolescence as a risk factor for subsequent self-harm. Cyberbullying prevention should be a priority for school mental health interventions, with consideration that most perpetrators of cyberbullying may also be victims.

Using AI-Based Virtual Companions to Assist Adolescents with Autism in Recognizing and Addressing Cyberbullying.

Social media platforms and online gaming sites play a pervasive role in facilitating peer interaction and social development for adolescents, but they also pose potential threats to health and safety. It is crucial to tackle cyberbullying issues within these platforms to ensure the healthy social development of adolescents. Cyberbullying has been linked to adverse mental health outcomes among adolescents, including anxiety, depression, academic underperformance, and an increased risk of suicide. While cyberbullying is a concern for all adolescents, those with disabilities are particularly susceptible and face a higher risk of being targets of cyberbullying. Our research addresses these challenges by introducing a personalized online virtual companion guided by artificial intelligence (AI). The web-based virtual companion's interactions aim to assist adolescents in detecting cyberbullying. More specifically, an adolescent with ASD watches a cyberbullying scenario in a virtual environment, and the AI virtual companion then asks the adolescent if he/she detected cyberbullying. To inform the virtual companion in real time to know if the adolescent has learned about detecting cyberbullying, we have implemented fast and lightweight cyberbullying detection models employing the T5-small and MobileBERT networks. Our experimental results show that we obtain comparable results to the state-of-the-art methods despite having a compact architecture.

Understanding cybercrime's impact on women's physical and psychological well-being.

This study examines how cybercrimes impact women's well-being in digital spaces, focusing on online harassment, cyberbullying, misinformation, and non-consensual exposure to explicit content. Survey data from 200 respondents show concerning trends: 102 experienced online harassment, 63 encountered false health information, 47 were approached to sexting, and 28 were exposed to pornography without consent. Qualitative insights highlight emotional distress. Urgent actions include awareness-raising, education, and tailored support networks. These findings underscore the need to combat cybercrimes and empower women online.

Cette étude examine comment les cybercrimes affectent le bien-être des femmes dans les espaces numériques, en se concentrant sur le harcèlement en ligne, la cyberintimidation, la désinformation et l'exposition non consentie à du contenu explicite. Les données d'une enquête auprès de 200 répondants montrent des tendances préoccupantes: 102 ont subi du harcèlement en ligne, 63 ont rencontré de fausses informations sur la santé, 47 ont été sollicitées pour du sexting et 28 ont été exposées à de la pornographie sans consentement. Les perspectives qualitatives soulignent la détresse émotionnelle. Des actions urgentes incluent la sensibilisation, l'éducation et des réseaux de soutien adaptés. Ces résultats soulignent la nécessité de lutter contre les cybercrimes et d'autonomiser les femmes en ligne.

The role of school climate on student disclosure of private information and cyberbullying: a comparison of regular and vocational school students in China.

Introduction: Adolescents are experiencing an unprecedented cyber-saturated environment where the disclosure of private information should be approached with caution. This study aims to investigate the effects of school environment, including student support, teacher support, and opportunities for autonomy, on students' disclosure of private information and their experiences with cyberbullying. Methods: In September 2022, a total of 1,716 students (mean age = 14.60, SD = 1.35) from three regular and vocational schools in China participated in the survey. Results: The results showed that 35.6% of the participants had experienced victimization by cyberbullying, and 12.6% had perpetrated cyberbullying. Vocational school students reported significantly higher rates of cyberbullying and lower levels of perceived school climate than students from regular school. Student support in the school environment was found to negatively affect both cyberbullying perpetration and victimization, with this impact appearing to be stronger in regular schools as compared to vocational schools. Opportunities for autonomy and the disclosure of private information were positively correlated with experiences of cyberbullying. Discussion: This study introduces a novel perspective that perceived school climate influences adolescents' disclosure of private information and their involvement in cyberbullying. The findings could provide implications for future research and practices aimed at child protection in cyberspace.

The prevalence of cyberbullying and the association between cyberbullying emotional exhaustion and perception of collective efficacy among Chinese college students.

OBJECTIVE: With the rapid development of information and communications technology, the prevalence of cyberbullying and its influences on mental health among college students have received increasing attention. The purpose of this study was to survey the prevalence of cyberbullying in Chinese college students and to investigate the association between cyberbullying, emotional exhaustion and the perception of collective efficacy. METHODS: The study sample included 5315 respondents from ten different colleges in Liaoning Province. Their demographic characteristics and characteristics of online behaviors and instruments including a Cyberbullying Scale with 12 items, the Emotional Exhaustion measuring scale, and the Perception of Collective Efficacy Scale, were employed. RESULTS: The prevalence of cyberbullying victimization was 26.45 % (1406/5315). Younger male college students who had more active online lives were more likely to be cyberbullying victims. Binary logistic regression analysis showed that being a cyberbullying victim (odds ratio, OR = 2.188; 95%CI, 1.841-2.600, p < 0.001) was associated with emotional exhaustion. Perceptions of collective efficacy (PCE) is negatively associated with cyberbullying and, thus, alleviate emotional exhaustion and mediate the negative effect of emotional exhaustion after it occurs. CONCLUSION: Cyberbullying occurs quite frequently among Chinese college students. Cyberbullying is a predictor of emotional exhaustion. PCE play a bidirectional role before and after cyberbullying occurs. Our study highlights the importance of the identification of potential cyberbullying victims and of the provision of early interventions in cyberbullying among Chinese college students to improve their mental health.

Online sexual abuse of children with disabilities: Analyzing reports of social workers' case files in Israel.

BACKGROUND: Online child sexual abuse (OCSA) is a growing social concern. However, its manifestations among children with disabilities (CWDs), who face an increased risk of sexual abuse, remain largely unexamined. OBJECTIVE: This study aims to fill this gap by examining professionals' perspectives of the OCSA of CWDs through their work at the 105 Hotline, an Israeli national call center that accepts queries and reports of the cyber victimization of minors. METHODS: A mixed methods research design was employed. A quantitative analysis was performed on 114 case files involving the OCSA of CWDs, followed by a thematic content analysis of 23 follow-up files by social workers. RESULTS: The quantitative findings revealed various characteristics of the survivors, their families, and OCSA. The qualitative analysis revealed that professionals indicate multiple interrelated risk factors for the OCSA of CWDs on three levels: child, related to the child's characteristics and disability traits; family, referring to familial complexities, parenting challenges, and socio-economic position; and relational, referring to the online abusive relationships between the perpetrator and the survivor. Furthermore, the online platform comprised characteristics that enhanced the risk of OCSA of CWDs. CONCLUSIONS: The understanding that the OCSA of CWDs as a compounded risk that encompasses personal and environmental risk dimensions is necessary and should guide all professionals' decisions and actions. There is also an urgent need for governmental and community efforts to develop measures, policies, and support systems to reduce OCSA risks for CWDs. Moreover, knowledge and interventions should be developed for professionals and parents of CWDs to improve the identification and response to this overlooked phenomenon.

Cyberbullying victimization and perpetration: The influence on cyberostracism and youth anxiety.

Cyberbullying is considered a major threat to adolescent anxiety. In this study, we aim to explore the simultaneous effects of cyberbullying victimization and perpetration on youth anxiety. Building on the childhood adversity model and the vulnerability-stress model, we test the model wherein cyberbullying exposure is linked with cyberostracism, which in turn is expected to be associated with an increase in anxiety. We collected data from 1115 Chinese youth aged 11-19 years based on the stratified random sampling method. Structure equation modelling was conducted in Amos 26.0 to examine the proposed theoretical model. The findings suggested that compared with cyberbullying perpetration, the experience of cyberbullying victimization led to a significantly higher risk of youth anxiety. Multiple mediation analyses revealed that the three dimensions of cyberostracism, namely cyber direct excluded, cyber indirect excluded and cyber ignored, mediated the association of cyberbullying victimization and perpetration with youth anxiety. These results indicate that cyberostracism could be a risk factor for youth anxiety, thus providing new direction regarding intervention programs to reduce anxiety symptoms in adolescents.

Nomophobia and Phubbing Levels of Nursing Students: A Multicenter Study.

Today, with the enhancement in the usage of smartphones, the concepts of nomophobia and phubbing have emerged. Nomophobia refers to the fear of being deprived of smartphones/smart devices. Phubbing is the use of a person's smartphone in situations that are not appropriate for the situation, time, and place. Therefore, the study purposed to evaluate nursing students' nomophobia and phubbing scores in Turkey, Portugal, and the United States. The data were collected with the Personal Information Questionnaire, Nomophobia Scale, and Phubbing Scale from N = 446 nursing students. The mean age of the students was 22.04 ± 4.08 years, and 86.5% were women. It was found that the total nomophobia scores of the nursing students were 80.15 ± 21.96, 72.29 ± 28.09, and 99.65 ± 6.11, respectively in Turkey, Portugal, and the United States. When the countries' Nomophobia Scale total scores, "giving up convenience," "not being able to communicate," and "losing connectedness" scores were compared with each other, they were found to be statistically significant ( P < .05). When the countries' Phubbing Scale total scores and all subscale scores were compared with each other were found to be statistically significant ( P < .05). It is seen that nomophobia scores were moderate (60 ≤ NMP-Q nomophobia ≤ 99) and phubbing scores (<40) were below the level indicating addiction in all countries.

The association between undergraduate nursing students' health literacy and bullying and cyberbullying victimization.

BACKGROUND: Bullying and cyberbullying victimization are common among undergraduate nursing students. However, evidence regarding health literacy association with bullying and cyberbullying victimization is lacking. PURPOSE: To investigate the association between health literacy and bullying and cyberbullying victimization in undergraduate nursing students. METHODS: A cross-sectional design was used with a sample of undergraduate nursing students (N = 397). The students completed three data collection scales (Forms of Peer Victimization Scale, Florence Cyberbullying-Cybervictimization Scales, and Health Literacy Questionnaire) and a demographics questionnaire. Data analysis was performed using cluster analysis and independent samples t-test. RESULTS: The mean age of students was 20.93 (SD = 2.16). Cluster analysis revealed that there were two clusters; undergraduate nursing students in cluster 1 had lower scores on health literacy and higher scores on bullying and cyberbullying victimization. The t-test results showed that undergraduate nursing students with a history of bullying victimization had lower scores on health literacy scales than those who reported no exposure to bullying victimization (p < .05). The largest mean difference was found in the "social support for health" scale. CONCLUSION: The findings of this study provide evidence that health literacy is a key determinant of mitigating bullying and cyberbullying victimization in undergraduate nursing students.

Validation of the Chinese version of the coping strategies for victims of cyberbullying scale.

BACKGROUND: Although abundant evidence has confirmed cyberbullying as a global online risk, little is known about the coping strategies employed by victims and those who experiencing bullying. A validated scale for coping with cyberbullying could inform evidence-based social services and enable comparative studies of this phenomenon among victims from different backgrounds. This study aims to validate the Coping Strategies for Victims of Cyberbullying (CSVC) scale among Chinese adolescents and to compare its effectiveness between victims and bully-victims (individuals with dual roles). METHODS: A 25-item CSVC scale was translated and adapted for cultural relevance in the Chinese context. A sample of 1,716 adolescents, aged 13-18 years, from two middle schools and one high school in China, was recruited. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted. RESULTS: The EFA revealed that the Chinese version of the CSVC scale had satisfactory validity. The CFA demonstrated a good fit for the eight-factor model in assessing different coping strategies for cyberbullying. Differences in the selection of coping strategies were observed between the general adolescent population and sexual and gender minorities. CONCLUSIONS: Future intervention studies may use this validated scale to educate adolescents, both those affected by cyberbullying and those who are not, to learn a broader range of coping strategies and to choose more effective ones.

Association of Childhood Attention Deficit/Hyperactivity Disorder With Adolescent Traditional and Cyberbullying Victimization in the Digital Generation: A Population-Based Cohort Study.

PURPOSE: This population-based cohort study aimed to examine the association with childhood attention deficit/hyperactivity disorder (ADHD) and bullying experiences during adolescence among Digital Generation individuals, exploring both traditional and cyberbullying. METHODS: This study included data from 15,240 participants, collected from the Taiwan Adolescent to Adult Longitudinal Study project. Participants, initially in seventh and 10th grade in 2015, were selected through a multistage stratified sampling approach. Self-report questionnaires assessed traditional and cyberbullying victimization experiences during adolescence, with 5-year longitudinal follow-up. Childhood ADHD diagnoses were identified by linking data to Taiwan's National Health Insurance Research Database from 2000 to 2015. Logistic regression models were employed to examine the relationship between childhood ADHD and bullying victimization while controlling for relevant covariates. RESULTS: Individuals diagnosed with childhood ADHD exhibited a significantly higher likelihood of experiencing bullying during adolescence (adjusted odds ratio (aOR) = 1.52, 95% confidence interval (CI): 1.28-1.80). This association extended to various forms of bullying, including physical (aOR = 1.42, 95% CI: 1.20-1.68), verbal (aOR = 1.42, 95% CI: 1.20-1.67), relational (aOR = 1.45, 95% CI: 1.22-1.71), and cyber (aOR = 1.35, 95% CI: 1.14-1.61). Additional factors positively associated with bullying victimization included male, binge drinking, and depression, while a positive campus atmosphere was protective against bullying. However, there is no evidence for interactions between these factors and ADHD in their associations with bullying. DISCUSSION: Childhood ADHD increases the risk of both traditional and cyberbullying during adolescence. Recognizing this risk is essential for targeted interventions and further research on underlying mechanisms.

The effect of bullying and cyberbullying on predicting suicide risk in adolescent females: The mediating role of depression.

This paper analyzed the role of depression as a mediator in the association between bullying, cyberbullying, and suicide risk in adolescent females. A total of 751 Colombian adolescent females (M= 13.71, SD=1.897), who were administered the Plutchik Suicide Risk Scale, the Beck Depression Inventory, the European Bullying Intervention Project Questionnaire and Cyberbullying. Bullying victimization and aggression and cyberbullying victimization were found to contribute statistically significant effects that explaining 22 % of the variance in depression. The variables of victimization in bullying and cyberbullying and depression explained 64 % of the variance in suicidal risk, and depression mediated the association between victim and aggressor roles in bullying and cyberbullying in predicting suicidal risk, whose total direct and indirect effects are statistically significant. The findings support the role of depression as a mediating variable between bullying and cyberbullying and suicidal risk in female adolescents and highlight the importance of focusing prevention and intervention efforts on risk factors for depression and suicidal behavior in cases of bullying and cyberbullying.