Criminal thinking patterns, aggression styles, and the psychopathic traits of late high school bullies and bully-victims

Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker

Introduction

Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.

Aims

The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.

Methods

Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).

Results

Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.

Conclusion

Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.

Disentangle psychopathic traits, self-construal and prosocial behaviours: A literature review

Psychopathy encompasses a constellation of personality traits, including interpersonal callousness, absence of remorse and guilt, and impulsivity. While extensive research has linked psychopathy to various antisocial behaviours, there has been a scarcity of studies investigating its association with prosocial behaviours, particularly within diverse sociocultural contexts. This comprehensive review explores recent literature that delves into the intricate interplay between psychopathy, prosocial behaviours, and self-construal. The current review reveals a complex and sometimes contradictory relationship between psychopathy and prosocial behaviours. The authors also examine the role of self-construal, a crucial sociocultural aspect, in relation to psychopathy and prosocial behaviours, and imply the intricate interplay between them. Amidst the review, the interactions between key constructs and sociocultural as well as contextual factors, including group identification and public awareness, are highlighted, and their potential role in modulating individuals' prosocial decision-making is discussed. At last, this review pinpointed notable research gaps: the potential moderating role of self-construal in the connection between psychopathy and prosocial behaviours, and a methodologically specific recommendation for future research is proposed. These findings consolidate the current evidence on psychopathy, self-construal and prosocial behaviours, and offer valuable insights into how sociocultural factors contribute to the heterogeneous expression of psychopathic traits, illuminating the directions for research on the development of culture-specific conceptualizations of psychopathy.

Criminal thinking and psychosocial characteristics among young adults entering residential substance use treatment

Background and aim: Young adults with substance use (SU) problems face a high risk of co-occurring problems, including criminality. The aim of the present study was to assess the psychosocial characteristics, SU problems, and criminal thinking young adults entering SU treatment have, and whether the SU characteristics, sex and age are associated with criminal thinking scores. Methods: The sample was 407 young adults aged 16-29 years who underwent an entry assessment between January 2011 and December 2016 at a residential SU treatment institution in Norway. All study data were extracted from electronic health records, including survey information from the Achenbach System of Empirically Based Assessment and the Psychological Inventory of Criminal Thinking Styles. Results: In the present sample, severe SU, high rates of psychosocial problems, and criminal thinking were reported. Almost three-quarters (72.67%) of young adults reported high levels of criminal thinking (≥60). However, male participants were more likely to report high levels of criminal thinking compared to female participants (p=0.031). In bivariate regression models, only sex and having stimulants/opioids as primary drug were associated with mean levels of criminal thinking. The same was true in the multiple regression model. Conclusion: Young adults in residential SU treatment are a multi-problem high-risk/high-need group of people. Due to the elevated levels of criminal thinking, we recommend that young adults in SU treatment should be screened for criminogenic treatment needs, such as criminal thinking, regardless of justice involvement.

Do antibullying laws in the United States have an impact?

Bullying is an omnipresent problem with high prevalence in children and adolescents. There are many antibullying state laws and practices in place however its real level impact is ambiguous at best. We studied the prevalence of bullying in the United States, examine the practices, laws, and interventions in place to prevent bullying and its real-life impact. Various studies have reported that the ground-level change brought about by these policies and programs varies and is not quite significant. The effectiveness of existing policies and legislations remains unclear and measurable objective change or impact is not yet observed. Therefore, a rethink of the strategies is needed. The focus must be on community-level programs and interventions with inclusive approaches involving all the stakeholders are critical for addressing this menace.

Toxic Relationships: The Experiences and Effects of Psychopathy in Romantic Relationships

Limited research exists on the impact of psychopathy within romantic relationships. We examined mental and physical health consequences reported by intimate partners of individuals with psychopathic traits. Additionally, we explored whether psychopathy severity and coping impacted the severity of posttraumatic stress disorder and depression symptoms. Four hundred fifty-seven former and current intimate partners of individuals with psychopathic traits were recruited from online support groups. Victims reported a variety of abusive experiences and various negative symptomatology involving emotional, biological, behavioral, cognitive, and interpersonal consequences. Psychopathy severity and maladaptive coping were significantly related to increased PTSD and depression, while adaptive coping was only related to decreased depression. Regression analyses revealed that experiencing many forms of victimization predicted increased PTSD and depression symptoms. Examining the specific consequences experienced by intimate partners of individuals with psychopathic traits can aid the development of individualized treatment interventions aimed at symptom mitigation, recovery, and prevention of future victimization.

Profile of the Victimized Aggressors in Child-to-Parent Violence: Differences According to the Type of Victimization

Background/Objective

One of the main predictors of child-to-parent violence (CPV) is childhood victimization. Recent research indicates the need to study different types of CPV aggressors. However, the distinctive characteristics of the profile of the victimized aggressor and whether these characteristics differ according to the type of victimization have not been yet analyzed. Were examined differences between four types of CPV aggressors: with family victimization, with school victimization, with polyvictimization, and without victimization experiences.

Method

A total of 1,559 Spanish adolescents aged between 12 and 18 years participated.

Results

Compared to nonvictimized aggressors, victimized aggressors generally exercise more reactive and instrumental CPV and show more insecure parental attachment and less emotional and coping competencies. Additionally, among the types of victimization, polyvictimized aggressors show worse adjustment compared to those with a unique type of victimization. There are also significant differences according to the gender of the aggressor; however, the interaction effect between the type of aggressor and gender is not significant.

Conclusions

Considering the profile of the victimized aggressor and the type of victimization experienced in CPV can provide valuable empirical information for the approach of differential explanatory mechanisms and for the design of prevention and intervention strategies adapted to the needs of this profile.

Triarchic Model Traits as Predictors of Bullying and Cyberbullying in Adolescence

The triarchic model of psychopathy includes a disinhibition dimension related to externalizing outcomes, a meanness dimension pertaining to callous-unemotional traits, and a boldness dimension referring to emotional stability and high confidence in peer relationships. Some dimensions of psychopathy have been extensively investigated in samples of children and adolescents; in particular, the callous-unemotional (meanness) dimension has been associated with aggression and bullying in numerous studies. However, the other dimensions of the triarchic model have been relatively unexplored in samples of adolescents. Thus, we tested for associations between the triarchic dimensions and bullying and cyberbullying behaviors (i.e., proactive, goal-directed, and repetitive aggressive behaviors) in a sample of 580 high school students aged 14 to 19 years. Logistic regression analyses showed that (a) meanness and disinhibition scores were uniquely associated with traditional bullying, whereas only meanness was uniquely associated with cyberbullying; (b) boldness scores moderated the relationship between disinhibition and cyberbullying, such that disinhibition was related to cyberbullying only at low levels of boldness; and (c) these patterns were maintained when accounting for overall levels of conduct problems and were not moderated by the experience of victimization. Our findings suggest that the triarchic model of psychopathy can contribute to an understanding of youth engagement in bullying and cyberbullying.

Prevalence of Bullying and its Co-occurrence with Aggression and Mental Health Problems among Greek Adolescents Attending Urban Schools

BACKGROUND

Bullying is one widespread violence type that threatens adolescent's well-being in family, school, and neighborhood. This study aimed to estimate the percentages of the last 12 months bullying behaviors- types among Greek adolescents, and to identify the associations between these behaviors and adolescents' aggression and mental health- behavioral problems.

STUDY DESIGN

A cross-sectional study.

METHODS

The sample consisted of 1934 adolescents, attending the second grade of 45 randomly selected public and private high schools and senior high schools, of the Greater Athens Metropolitan Area. Bullying involvement was examined by four questions, evaluating the occurrence and type of bullying. The Buss and Perry Questionnaire and Strength and Difficulties Questionnaire were administrated in order to estimate adolescents' aggression and mental health-behavioral problems, respectively. Information about adolescents' individual and family characteristics was also collected.

RESULTS

Overall, 18.4% of participants reported bullying involvement at school, as a victim (11.0%), a bully (5.0%), or both (2.4%), while verbal bullying was the most common type. Compared to uninvolved participants, victims were significantly more likely to report emotional symptoms and peer problems, bullies were more likely to report physical aggression, and bully-victims physical aggression, hostility, and lower prosocial behavior.

CONCLUSIONS

Approximately one out of five adolescents were involved in bullying in the past year at school, reporting aggressive behaviors, emotional problems, and/or social difficulties. Further longitudinal research would increase understanding of the mechanisms of bullying involvement and may lead to preventative interventions promoting positive peer interactions in schools.

Adolescent School Bullying and Life Skills: A Systematic Review of the Recent Literature

The health consequences of being involved in bullying and cyberbullying are well described for adolescents, but many questions related to the role played by their life skills remain unanswered. Accordingly, this systematic review aims to provide a clear overview of research on the relationships between bullying involvement as a bully, victim, bully-victim or bystander, and adolescents' life skills. This article systematically reviewed 71 relevant empirical studies that met the inclusion criteria, extracted from the PubMed, PsycINFO, Scopus, Sage, Wiley, and SpringerLink databases. Their main findings were categorized according to the three types of life skills described by the World Health Organization: decision-making/problem-solving skills, interpersonal and communication skills, and self-management skills. Results showed relatively consensual outcomes for communication and interpersonal skills (empathy, moral disengagement) and skills for managing stress (coping strategies). Other decision-making or interpersonal skills, such as executive function or theory of mind, were poorly explored, and require further research, if we are to understand how life skills may be involved in bullying. Taken together, our findings highlight methodological heterogeneity and measurement problems in bullying studies that make their results difficult to interpret. Recommendations for prevention/education health researchers and professionals are provided, emphasizing the importance of considering the sociocognitive development of adolescents in bullying prevention.

Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis

The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of an explanatory model on cybervictimization based on its relationship with self-concept, aggressiveness, and school anxiety using a structural equations analysis. A total of 542 Spanish students aged 10-12 (M age = 10.97; SD = 0.74) completed a battery of questionnaires. An adjusted structural equations model was obtained (χ² = 512.23; df = 99; p < 0.001; CFI = 0.928; NFI = 0.91; IFI = 0.928; RMSEA = 0.078). A direct and negative relationship was obtained between cybervictimization and self-concept and between cybervictimization and school anxiety. In addition, a direct and positive relationship was found between aggressiveness and self-concept and between aggressiveness and school anxiety. Indirect relationships were not found between the variables. The study's findings demonstrate that the variables of self-concept and school anxiety are directly related to cybervictimization and that the improved psychoemotional adjustment of the youngest students may help to prevent the risk of being victimized over the Internet.

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

There is a growing interest in preventing cyberbullying in youth. However, multiple questions remain as to the relationship between cyberbullying and psychosocial variables. This study examines the relationship between personality traits, aggression and cyberbullying (victims, bullies, victimized bullies and not involved) in 548 Spanish students aged 10 to 13 (50.2% boys). To do so, the Screening of Peer Harassment, the Big Five Questionnaire for Children and the Aggression Questionnaire were used. Logistic regression analyses indicated that the extraversion trait is an explanatory factor for being a victim and openness is a protective factor against being a cyberbully. Agreeableness was found to be a positive predictor of being a cyberbullying victim. Only verbal aggression and anger were included as explanatory factors of being a victim and a victimized bully, respectively. The results are discussed, suggesting their potential implications in the development of preventive programs.

Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence

The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim–aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim–aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim–aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.

Beyond the reactive-proactive dichotomy: Rage, revenge, reward, and recreational aggression predict early high school bully and bully/victim status

The role of reactive and proactive aggression in school bullying perpetration remains unclear. In this study, we explore the predictive value of an expanded model of aggression motives based on the Quadripartite Violence Typology (QVT), which distinguishes between motivational valence (appetitive or aversive) and recruitment of deliberative self-control to derive four classes of motives: Rage, Revenge, Reward, and Recreation. With a sample of 1,802 students from grades 7-9, we assessed aggression motives via self-report, along with self-report of bullying perpetration and victimization, which were used to assign students into categories of Pure Bully, Bully/Victim (B/V), Pure Victim, and Uninvolved. Two structural models were computed to examine the relationship between these four categories of bullying involvement and aggression motives, using conservative and liberal bullying cutoffs. As predicted, B/V status was more strongly related to Rage and Revenge motives. However, B/Vs had higher scores than Pure Bullies for almost all aggression motives, including Recreation. We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage (which map most clearly to proactive and reactive aggression, respectively) aggression motives, for bullying prevention and intervention strategies, especially among adolescents for whom extant bullying prevention strategies may be ineffective or counterproductive.

Psychological processes in young bullies versus bully-victims

Some children who bully others are also victimized themselves ("bully-victims") whereas others are not victimized themselves ("bullies"). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully-victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully-victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This "distinct processes hypothesis" was contrasted with the "shared processes hypothesis," predicting that bullies and bully-victims do not differ on these psychological processes. Children (n = 283, age 4-9) were classified as bully, bully-victim, or noninvolved using peer-nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false-belief tasks; reactive and proactive motives were assessed using teacher-reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully-victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully-victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully-victims have shared, rather than distinct psychological processes underlying their bullying behavior.

Effectiveness of a self-administered intervention for criminal thinking: Taking a Chance on Change

The current study tested the effectiveness of a self-administered, cognitive-behavioral intervention targeting criminal thinking for inmates in segregated housing: Taking a Chance on Change (TCC). Participants included 273 inmates in segregated housing at state correctional institutions. Reductions in criminal thinking, as assessed by the Psychological Inventory of Criminal Styles-Simplified Version, were found in the general criminal thinking score as well as the proactive and reactive composite scores. Examination of demographic predictors of change (i.e., age, years of education, length of sentence) revealed older and more educated participants decreased in criminal thinking more than younger and less educated participants. For a subset of 48 inmates, completion of TCC was associated with significant reduction of disciplinary infractions. Reductions in reactive criminal thinking predicted reductions in disciplinary infractions. Although further research is needed to determine the effectiveness of TCC in reducing recidivism, the reductions in criminal thinking and disordered conduct suggest this is a promising intervention and mode of treatment delivery. By utilizing self-directed study at an accessible reading level, the intervention is uniquely suited to a correctional setting where staff and monetary resources are limited and security and operational issues limit the feasibility of traditional cognitive-behavioral group treatment. (PsycINFO Database Record

Examining explanations for the link between bullying perpetration and physical dating violence perpetration: Do they vary by bullying victimization?

This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why bullying leads to dating violence. Data were from dating adolescents in three rural counties who completed self-administered questionnaires in the fall semester of grades 8-10 and again in the spring semester. The sample (N = 2,414) was 44.08% male and 61.31% white. Bullying perpetration in the fall semester predicted physical dating violence perpetration in the spring semester when there was no bullying victimization, but not when there was any bullying victimization. Bullying perpetration was positively associated with anger at all levels of bullying victimization and with social status when there was no or low amounts of victimization; it was negatively associated with social status at high levels of victimization. Bullying victimization was positively associated with anger, depression, and anxiety at all levels of bullying perpetration. Anger mediated the association between bullying perpetration and dating violence, regardless of level of victimization; depression, anxiety, and social status did not mediate the association at any level of bullying victimization. The findings have implications for dating violence prevention efforts and for future research on the link between bullying and dating violence.

The moderating role of parenting on the relationship between psychopathy and antisocial behavior in adolescence

We aimed to analyze the impact of several parenting factors on the relationship between psychopathy and antisocial behavior. Nine hundred youths and their mothers reported on parent-youth interactions, and youth self-report measures of psychopathy, delinquency and violent behavior were taken. Multiple regression was used to test for the significance of interactions between parenting and psychopathy scores. In terms of delinquency, linear interactions between psychopathy and the level of conflict with parents and parents' knowledge of their youths' whereabouts/youths' willingness to disclose information were found based on the data reported by the youths. Data reported by mothers indicated a linear interaction between psychopathy and parents' knowledge/youth disclosure, and a quadratic interaction of conflict with parents. For violence, we used logistic regression models to analyze moderation. No interaction effects between psychopahy scores and parenting factors were found. Youths' reports of high conflict with parents and parents' knowledge/youth disclosure showed to have an impact on violence regardless of the level of psychopathic traits. Implications for the prevention and treatment are discussed.

Trait psychopathy, emotional intelligence, and criminal thinking: Predicting illegal behavior among college students

Research focusing on individuals high on trait psychopathy remains limited. Higher trait psychopathy is associated with lower levels of emotional intelligence and increased participation in illegal behavior. Additionally, research has confirmed significantly higher levels of criminal thinking and lower levels of empathy in the incarcerated psychopathic population. However, the relationships between trait psychopathy and criminal thinking have not been researched in the community or college population. To test for such differences, questionnaires containing relevant measures were administered to 111 college students. Results indicated that higher levels of trait psychopathy were significantly related to less caring for others, intrapersonal understanding, and general mood, and greater interpersonal functioning and stress management. Furthermore, trait psychopathy was a strong predictor of violent, property, drug, and status offenses. Power-oriented criminal thinking was also predictive of violent behaviors, and entitlement predicted property offending. Results suggest emotional intelligence is important for predicting psychopathy, and trait psychopathy is a strong predictor of all types of illegal behaviors among the non-incarcerated population.

Gender differences in trajectories of relational aggression perpetration and victimization from middle to high school

Relational aggression refers to harming others through damaging or manipulating peer relationships. In a cohort of students surveyed annually from middle to high school, this study identified groups of adolescents who followed distinct trajectories of perpetration and of victimization of relational aggression, compared the proportion of boys and girls in each trajectory, and examined the overlap between perpetration and victimization trajectories. The sample consisted of 620 randomly selected sixth graders. Students completed yearly surveys from Grade 6-12. We used group-based trajectory modeling to identify the trajectories. Adolescents followed three developmental trajectories of perpetration and three similar trajectories of victimization: Low (lowest aggression), Moderate, and High Declining (high in middle school, with a steep decline in high school). All trajectories declined from Grade 6-12. The largest groups were the Low perpetration (55%) and Low victimization (48%). Relational aggression trajectories differed by gender: more boys reported perpetration, and more girls reported victimization. For perpetration, slightly more boys than girls were classified in the two trajectories of higher aggression. For victimization, significantly fewer girls than boys were classified in the Low trajectory, and significantly more girls than boys were classified in the Moderate trajectory. There was substantial overlap of the perpetration and victimization trajectories. These findings highlight the importance of implementing programs to reduce relational aggression for boys and for girls.

Validity of the Self-Report Psychopathy Scales (SRP-III Full and Short Versions) in a Community Sample

The psychometric properties of the 64-item Self-Report Psychopathy Scale-III (SRP-III) and its abbreviated 28-item SRP-Short Form (SRP-SF) seem promising. Still, cross-cultural evidence for its construct validity in heterogeneous community samples remains relatively scarce. Moreover, little is known about the interchangeability of both instruments. The present study addresses these research gaps by comparing the SRP-III and SRP-SF factorial construct validity and nomological network in a Belgian community sample. The four-factor model of psychopathy was evaluated ( N = 1,510) and the SRP scales' relationship with various external correlates (i.e., attachment, bullying and victimization, right-wing attitudes, right-wing authoritarianism, and response styles) was examined ( n = 210). Both SRP versions demonstrated a good fit for the four-factor model and a considerable overlap with the nomological network of psychopathy. The results suggested that the SRP-SF provides a viable alternative to the SRP-III for assessment in the community. Theoretical and practical implications are discussed.

Vulnerable Bullies: Perpetration of Peer Harassment Among Youths Across Sexual Orientation, Weight, and Disability Status

OBJECTIVES

We examined perpetration of bullying among youths in vulnerable groups relative to youths in peer groups not categorized as vulnerable.

METHODS

Data were collected in 2013 from a large school-based survey of adolescents conducted in Minnesota (n = 122,180). We used the χ(2) test and logistic regression to compare measures of perpetration of physical and relational bullying, as well as experiences of victimization and perpetration (or both), across categories of sexual orientation, weight status, and disability status.

RESULTS

Rates of physical and relational bullying perpetration were significantly higher among youths in vulnerable groups than among those not in vulnerable groups. With respect to context of victimization experiences, young men and women from vulnerable groups were overrepresented in the group comprising both perpetrators and victims. For example, odds of being both a perpetrator and a victim were 1.41 to 3.22 times higher among gay, lesbian, and bisexual youths than among heterosexual youths.

CONCLUSIONS

Vulnerable youths, who are prone to peer harassment, may also act as perpetrators of bullying. Prevention strategies should address the particular needs of these populations; targeted programming may be appropriate.

Emotional Health of Lesbian, Gay, Bisexual and Questioning Bullies: Does It Differ from Straight Bullies?

Research demonstrates that young people involved in bullying are at greater risk for poor emotional health outcomes, but this association may not be consistent for youth of different sexual orientations. Understanding the unique needs of lesbian, gay, bisexual and questioning (LGBQ) youth may suggest important opportunities for intervention and prevention. This study, therefore, examines whether involvement with bullying is differentially associated with emotional well-being across sexual orientation. Survey data were collected from a large statewide sample of 9th and 11th grade students in 2013 (N = 79,039, 49.8% female, 74.6% white). Logistic regression tested associations between sexual orientation, physical or relational bullying perpetration and five measures of emotional health. In the full sample, those reporting bullying perpetration had significantly elevated odds of emotional health problems. However, interaction terms and stratified models indicated that in nine out of ten physical bullying models and two out of ten relational bullying models, perpetration was not as strongly associated with poor emotional health among LGBQ adolescents as it was among heterosexual youth. Possible explanations for this finding include unhealthy coping strategies or masking one's own vulnerable status as LGBQ. Continued efforts to prevent bullying are needed for all youth.

The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership

Given the robust positive association between gangs and crime, a better understanding of factors related to reported youth gang membership is critical and especially since youth in gangs are a universal concern. The present study investigated the role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership using a large sample of 1027 Singapore adolescents. Results from logistic regression showed that delinquency, proactive aggression, and behavioral school engagement were statistically significant risk factors for reported youth gang membership, and that psychopathy was not related to reported gang membership. Implications for prevention and intervention work with respect to youth gang membership were discussed. In particular, strengthening students' engagement with school and meaningful school-related activities and developing supportive teacher-student relationships are particularly important in working with young people with respect to prevention work. Additionally, the present study's theoretical and empirical contributions were also discussed.

Exploring parenting as a predictor of criminogenic thinking in college students

Crime-promoting cognitions and attitudes, globally labeled as criminogenic thinking, are shown to perpetuate maladaptive and antisocial behavior in criminals and nonoffenders. In the nonoffender population, these thinking patterns may not lead to illegal behavior, but can result in irresponsible or maladaptive behavioral consequences. Theories suggest that early childhood parent-child interactions may be partly responsible for the development of criminogenic thinking. While the relationship between parenting and antisocial behavior is well documented, the connection between parenting and the development of criminogenic thinking styles has not yet been explored. The current study examined the nature of the relationship between exposure to parenting behaviors and subsequent criminogenic thoughts in a nonoffender, college population. The sample included 119 undergraduates. Results indicate that parenting may affect general criminogenic thinking as well as specific types of criminogenic thinking styles. Relevance and importance of the findings with regard to clinical work and parenting are also discussed.

The interpersonal worlds of bullies: parents, peers, and partners

Research has yet to examine the social influences of parents, peers, and partners on bullying. This study explored the impact of social relationships on bullies, victims, bully/victims, and uninvolved participants. A sample of 370 college-age participants was asked about bullying, family environment, friends' illegal behavior, and conflict resolution tactics in romantic relationships. Results indicated controls came from more secure and engaged families. Bully/victims reported friends engaging in more illegal behaviors than victims and uninvolved participants. Bullies and bully/victims reported more psychological coercion from their romantic partner. A logistic regression revealed peer illegal behaviors, psychological aggression, physical assault, and sexual coercion in romantic relationships best predicted bullies from non-bullies (67.3%). Based on these results, the interpersonal world of those involved with bullying significantly impacts behaviors.

Pro-bullying attitudes among incarcerated juvenile delinquents: antisocial behavior, psychopathic tendencies and violent crime

The objective was to evaluate a new scale aimed at assessing antisocial attitudes, the Pro-bullying Attitude Scale (PAS), on a group of 259 voluntarily-recruited male juvenile delinquents from a juvenile correctional institution in Arkhangelsk, North-western Russia. Exploratory factor analysis gave a two-factor solution: Factor 1 denoted Callous/Dominance and Factor 2 denoted Manipulativeness/Impulsiveness. Subjects with complete data on PAS and Childhood Psychopathy Scale (CPS) (n=171) were divided into extreme groups (first and fourth quartiles) according to their total scores on PAS and the two factor scores, respectively. The extreme groups of total PAS and PAS Factor 1 differed in CPS ratings and in violent behavior as assessed by the Antisocial Behavior Checklist (ABC). They also differed in the personality dimension Harm Avoidance as measured by use of the Temperament and Character Inventory (TCI), and in delinquent and aggressive behavior as assessed by the Youth Self Report (YSR). The extreme groups of PAS Factor 2, in turn, differed in aggressive behavior as assessed by the YSR, and in the TCI scale Self-Directedness. When PAS was used as a continuous variable, total PAS and PAS Factor 1 (Callous/Dominance) were significantly positively related to registered violent crime. The possible usefulness of PAS in identifying high-risk individuals for bullying tendencies among incarcerated delinquents is discussed.

Experiences of school bullying among internationally adopted children: results from the Finnish Adoption (FINADO) Study

This study investigated the prevalence of and factors associated with school bullying and victimization among Finnish international adoptees. The Olweus bully/victim questionnaire was sent to all 9-15-year-old children adopted in Finland between 1985 and 2007 through the mediating organizations officially approved by the Ministry of Social Affairs and Health. The children were identified through official adoption organizations. The response rate in the target sample was 49.4%: the study sample consisted of 364 children (190 girls, 52.2%). The children's background factors and symptoms of reactive attachment disorder (RAD) were evaluated using a FINADO questionnaire. Their learning difficulties and social and language skills were assessed using a standardized parental questionnaire (Five to Fifteen). Of the participants, 19.8% reported victimization by peers while 8% had bullied others. Both victimization and bullying were associated with severe symptoms of RAD at the time of adoption (RR 2.68, 95%CI 1.50-4.77 and RR 2.08, 95%CI 1.17-3.69 for victimization and bullying, respectively). Lack of social skills was associated with victimization (RR 1.74, 95%CI 1.06-2.85) but not independently with being a bully (RR 1.50, 95%CI 0.91-2.45). In a multivariate analysis the child's learning difficulties and language difficulties were not associated with either bullying others or victimization.