Revisão de escopo sobre teoria da mente e bullying: uma atualização crítica / Scoping review on theory of mind and bullying: a critical update / Revisión del alcance sobre teoría de la mente y bullying: una actualización crítica

O presente estudo teve por objetivo realizar uma revisão de escopo sobre pesquisas que investigam a re-lação entre a Teoria da Mente (ToM) e o bullying escolar em sete bases de dados nas áreas da saúde/psico-logia (PubMed, PsycInfo e Lilacs), da educação (Eric) e interdisciplinares (SciELO, Web of Science e Scopus). Dos 270 arquivos identificados inicialmente, 14 foram elegíveis para a revisão e analisados a respeito dos seus principais resultados, das medidas em ToM utilizadas e das variáveis relacionadas à classificação de bullying. Verificou-se que a maioria dos estudos reportou uma relação direta (relações que tendem a ser estatisticamente significativas) e/ou indireta (mediada por outras variáveis) entre papéis dos envolvidos e tipos de bullying e o desempenho em tarefas de ToM. Contudo, uma discussão crítica em relação às medi-das de avaliação em ToM foi realizada e apontou a necessidade de esclarecimento no tipo de avaliação e de atualização das tarefas.

The present study aimed to conduct a scoping review on researches which investigated the relationship between Theory of Mind (ToM) and school bullying in seven databases in the areas of health/psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out pointing to the need for clarification in the type of assessment and updating of tasks.

El presente estudio tuvo como objetivo llevar a cabo una revisión del alcance de estudios que investigan la relación entre Teoría de la Mente (ToM) y el bullying en siete bases de datos de las áreas de salud/psicología (PubMed, PsycInfo y Lilacs), educación (Eric) e interdisciplinares (SciELO, Web of Science y Scopus). De los 270 estudios identificados inicialmente, 14 fueron revisados y analizados con respecto a sus principales resultados, a las medidas utilizadas en ToM y a las variables relacionadas con la clasificación del bullying. Se encontró que la mayoría de los estudios reportaron una relación directa (relaciones que tienden a ser estadísticamente significativas) y/o indirecta (mediada por otras variables) entre los roles de los involu-crados y los tipos de bullying y el desempeño en las tareas de ToM. Sin embargo, se realizó un debate crítico sobre las medidas de evaluación en ToM, señalando la necesidad de aclaración en el tipo de evaluación y actualización de las tareas.

Peer relationship and depression symptoms in adolescents: the mediating effect of core self-evaluation and social withdrawal / 中华行为医学与脑科学杂志

Objective:To explore the chain mediating effect of core self-evaluation and social withdrawal on the relationship between peer relationship and depression symptoms of adolescents.Methods:From September 2020 to October 2020, a sample of 1 936 students from grade 4 to grade 9 of different schools completed a cross-section questionnaire survey including the inventory of parent and peer attachment, core self-evaluation scale, child social preference scale-R and depression self-rating scale for children.SPSS 21.0 and SPSS PROCESS macro program were used for data statistics.The statistical methods included analysis of variance, correlation analysis and intermediary effect test.Results:(1) Peer relationship (94.78±17.27) was positively correlated with core self-evaluation (34.14±7.52) ( r=0.50, P<0.01), and negatively correlated with depression (12.21±6.02) and social withdrawal (32.34±11.45) ( r=-0.55, -0.58, both P<0.01). Core self-evaluation was negatively associated with social withdrawal and depression symptoms ( r=-0.48, -0.67, both P<0.01), while social withdrawal and depression was positively correlated ( r=0.54, P<0.01). (2) Peer relationship had a significant direct effect on depression symptoms (the effect value=-0.205, P<0.01). Core self-evaluation and social withdrawal respectively separate mediated the effect of peer relationship on depression symptoms (the effect value=-0.231, -0.088, 95% CI=-0.261--0.202, -0.110--0.068), while the chain mediating effect of the two was significant, and the effect value was -0.025(95% CI=-0.033--0.019). Conclusion:Good peer relationship can lead to higher core self-evaluation and less social withdrawal behaviors in adolescents that serves as buffer from depression.

The mediating effect of self-consciousness between peer relationship and social anxiety in HIV-infec-ted children / 中华行为医学与脑科学杂志

Objective To explore the relationship among peer relationship,self-consciousness and social anxiety in HIV-infected children. Methods Peer Relationship Scale,Piers-Harris Children's Self-con-cept Scale and Social Anxiety Scale for Children were applied to 126 HIV-infected children. Results The score of peer relationship was 53. 0(45. 0,62. 0),the score of self-concept was 52. 0(42. 0,60. 0),and the score of social anxiety was 6. 0(2. 0,9. 0). Peer relationship was positively correlated with social anxiety( r=0. 196,P=0. 029) and negatively correlated with self-consciousness(r=-0. 628,P<0. 01). Self-conscious-ness was negatively correlated with social anxiety(r=-0. 504,P<0. 01). Bootstrap analysis showed that self-consciousness played a complete mediating role between peer relationship and social anxiety,and the media-ting effect value was 0. 377. Conclusion Peer relationship,self-consciousness and social anxiety are closely related. Furthermore,self-consciousness plays a complete mediating role between peer relationship and social anxiety in HIV-infected children.

A Preliminary Study on the Effectiveness of the Peer Relationship Enhancement Program in Adolescents at Risk for Internet and Smartphone Addiction

OBJECTIVES: The purpose of this study is to evaluate the preliminary effects of the Peer Relationship Enhancement Program in adolescents deemed to be in an at-risk group for Internet and smartphone addiction. METHODS: The study group consisted of 33 adolescent participants (24 boys and 9 girls) at risk of Internet and smartphone addiction in small and medium-sized cities. The subjects participated in 8 consecutive sessions of the Peer Relationship Enhancement Program. The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, the Real-Ideal Self Discrepancy Scale, the UCLA Loneliness Scale, the Peer Intimacy Scale, and the Escaping from the Self Scale were evaluated before the initial and after the final session. A paired t-test was performed to statistically analyze the data. RESULTS: The Peer Relationship Enhancement Program led to a significant decrease (p < 0.05) in self-reported measures of The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, and the Real-Ideal Self Discrepancy Scale. CONCLUSION: The Peer Relationship Enhancement Program reduces the risk of Internet and smartphone addiction and effectively prevents the associated problems.

Effect of School-Based Social Skills Training Program on Peer Relationships: Preliminary Study

OBJECTIVES: The aim of this study was to evaluate the effect of a school-based social skills training program on peer relationships in children and adolescents and to assess the plan for effective school-based mental health services. METHODS: The Child and Adolescent Mental Health Promotion Team of Bugok National Hospital conducted 7-sessioned school-based social skills training for elementary and middle school students (n=90). Changes in peer relationships were evaluated before and after application of the program using a name generator question. RESULTS: The social skills training program increased peer relations, indicating significant changes in social network indices. CONCLUSION: The social skills training program positively influenced peer relationships. The school-based social skills training program can be expected to have positive effects on school-based mental health services. Future investigation is needed to validate the long term effects of this program.

The moderating effect of psychological resilience between family structure and children's peer relationship / 中华行为医学与脑科学杂志

ObjectiveTo compare children's resilience and peer relationship in divorced and complete family,and explore the moderating effect of psychological resilience between family structure and peer relationship.Methods208 children from divorced family and 465 children from complete family were surveyed.Results(1)There were significant differences in children's resilience(divorced family (3.58±0.73),complete family(3.83±0.59),t=-2.765,P=0.006) and peer relationship(divorced family (3.47±0.72),complete family(3.73±0.59),t=-2.069,P=0.042) between complete and divorced family.(2) Family structure had remarkable negative correlation with resilience and peer relationship(r1=-0.19,r2=-0.20),and resilience had positive correlation with peer relationship(r=0.43).(3)The moderating effect of resilience between family structure and peer relationship was significant(β=0.641,P<0.05).ConclusionParent divorce has negative influence on children's resilience and peer relationship.Furthermore,the relationship of family structure and peer relationship is mediated by resilience.The negative influence of parent divorce on peer relationship is not significant among children with high resilience,while it is significant on children with low resilience.

Effects of Early Childhood Peer Relationships on Adolescent Mental Health: A 6- to 8-Year Follow-Up Study in South Korea

OBJECTIVE: Peer relationships are one of the important factors in children's development. The present study examines the relationship between the effects of early peer relationships and adolescent psychological adjustment. METHODS: The first survey took place from 1998 to 2000, and a follow-up assessment obtained data in 2006, as the original participants reached 13-15 years of age. The first assessment used the Korean version of the Child Behavior Checklist (K-CBCL) and simple questions about peer relationships to evaluate the participants. The follow-up assessment administered the Korean Youth Self Report (K-YSR). RESULTS: Children's peer relationships have longitudinal effects on mental health and adjustment. Children who had qualitative peer-relation problems were more likely to exhibit internalizing problems as adolescents. CONCLUSION: Children who have poor peer relationships might become more vulnerable to emotional problems and social adjustment as adolescents.

Effect of Parental-adolescent Communication on Academic Stress and Peer Relationship Perceived by High School Students / 한국간호교육학회지

PURPOSE: The purpose of this study was to investigate the effect of parent-adolescent communication on academic stress and peer relationship perceived by high school students. METHOD: A total of 154 students were recruited from a high school in C city. Data were collected by means of self-reported questionnaires from September 1 to 18, 2015 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression analysis with SPSS 20.0. RESULTS: Positive correlations were found between father-adolescent communication and peer relationship(r=.35, p<.001), and between mother-adolescent communication and peer relationship(r=.22, p=.006). Negative correlations were found between father-adolescent communication and academic stress (r=-.23, p=.004), and between mother-adolescent communication and academic stress(r=-.17, p=.039). CONCLUSION: These results suggest that identifying the effects of father-adolescent communication and parent-adolescent communication programs on academic stress and peer relationship is required.

Habilidades socio-cognitivas infantiles para resolver problemas junto a sus pares / Socio-cognitive skills children to solve problems with peers

Se presenta un estudio piloto cuyo propósito fue analizar la eficacia de un programa de intervención psico-educativo que promueva la resolución pacífica de los conflictos entre pares en la escuela. Los participantes fueron 117 niños y niñas de 9 a 11 años, de 4to y 5to año de primaria, quienes fueron evaluados según sus relaciones socio-afectivas en el aula, sus estatus grupales (popularidad, rechazo, aislamiento) y sus comportamientos. La intervención psico-educativa se realizó en las aulas durante tres meses en coordinación con los maestros. Los resultados mostraron que el entrenamiento en habilidades socio-cognitivas resultó efectivo para la disminución de las repuestas agresivas a través de la utilización alternativa de otras conductas y la anticipación para resolver conflictos interpersonales.

This pilot research aims firstly, to evaluate the group status (popularity, rejection, and isolation) related to dysfunctional behaviors, and secondly, to analyze the efficiency of an intervention program to promote the peaceful resolution of interpersonal problems. Socio-emotional relationship and behavior of 117 boys /girls aged between 9 to 11 year old of 4th and 5th grade were evaluated. A psycho-educational intervention program was implemented and assessed pre and post intervention. The results showed that the socio-cognitive skills training were effective to reduce the aggressive response through other alternative behaviors and the early decision process to solve peer conflicts.

Influencias del apego a la madre en el vínculo con los pares en la adolescencia: Diferencias entre una muestra femenina clínica y no clínica / Influences of mother attachment into peer relationship during adolescence: Difference between a clinical and non-clinical female sample

Este trabajo se propone indagar tipos de apego a madre y pares en 83 mujeres de 12 a 18 años (Media: 14,63 años, DS 1,20) con Trastornos de la Conducta Alimentaria (n=30) y sin ellos (n=53) y analizar si el tipo de apego a madre se repite en pares. Se utilizó durante la fase clínica de un estudio bietápico (UBACyT 2008-2010), el Inventario de Apego a Padres y Pares (IPPA, Armsden & Greenberg 1987). Resultados: Los grupos clínico y control se diferencian significativamente en el apego a la madre (p < .001) y de manera marginal en pares, al mismo tiempo se hallaron inluencias del apego a madre en pares. Conclusiones: Se conirma la teoría de un vínculo patógeno madre-hija en anorexia y bulimia pero, pese a que la tendencia es a repetir el tipo de apego, los valores no son suficientes para concluir que el apego evitativo hallado en relación con la madre en población clínica se replica en pares. Debería ampliarse el tamaño de la muestra para poder conirmar dicha tendencia.

The present study examines attachment types to mother and peer in eighty-three women of 12 -18 years old (Media:14,63 years, SD 1,20) with Eating Disorders (n=30) and without them (n=53). In order to research repeated tendencies in types of attachment to mother and peer, in 2009, the Inventory of Parent and Peer Attachment (IPPA, Armsden & Greenberg 1987) was self-reported during the clinical phase of a two phases study (UBACyT 2008-2010). Results: Clinical and control groups present significantly differences in mother scale (p < .001), but marginal ones in peer scale. At the same time, inluences of mother attachment into peers´ were found. Conclusions: Results conirm the ethio-pathogenic relationship between mother-daughter in eating disorders but even there are tendencies repeated in both attachment mother-daughter, statistical indings are not enough to assure that insecure attachment with mother replicates with peer. Same study in a bigger sample should be done to conirm so.

Relationship of Peer Relationships, Perceived Parental Rearing Attitudes, Self-reported Attachment Security, to Loneliness in Upper Elementary School-age Children

PURPOSE: The purpose of this study was to identify the relationship of peer relationships, self-reported attachment security, perceived parental rearing attitudes, and loneliness in upper elementary school-age children. METHODS: The data were collected from 207 students in grades 5 or 6, and descriptive statistics, t-test, Pearson correlation coefficients and Stepwise multiple regression were used with the SPSS/PC 12.0 program to analyze the data. RESULTS: There was a significant difference in loneliness between the upper 25% and lower 25% groups of peer relationships, perceived parental rearing attitudes, and self-reported attachment security. Stepwise multiple regression analysis showed affection-hostility in parental rearing attitudes, validation and conflict in peer relationships, and attachment security explained 39.6% of the total variance in loneliness. CONCLUSION: These results may contribute to a better understanding of loneliness in upper elementary school-age children. The results of the present study indicate a need to develop nursing interventions to prevent and manage children's loneliness

An Assessment of Adolescent Internet Addiction Problems Related to Depression, Social Anxiety and Peer Relationship / 신경정신의학

OBJECTIVE: The purpose of this study was to survey the present conditions of adolescents' Internet use and to investigate the relations of Internet addiction to depression, social anxiety and problems in peer relationship. METHOD: Eight hundred and sixty-nine high-school students(male/female=371/498) were included in the study, each of whom completed a standard questionnaire related to Internet use determined. We assessed internet addiction and depressive symptoms of adolescents using Youngs Internet Addiction Scale and the Beck Depression Inventory(BDI), respectively. Social Avoidance and Distress Scale were employed to measure social anxiety and avoidance. Fear of Negative Evaluation-Brief Scale was for fear of negative evaluation by other people. An Index of Peer relation was devoted to problems in peer relationships. Chi-square test and ANOVA were used to identify the present conditions of Internet addiction and to analyze the relations of Internet addiction with depression, social anxiety and problems in peer relationship. RESULTS: 1) Of these 869 subjects, 371(42.7%) were male students and 498(57.3%) were female. The mean age was 16.27 years(SD=0.82) and there was no significant difference between two sex groups. 2) Of these 869 subjects, 291(33.4%) showed addictive tendency and among them 18 subjects(2.07%) were classified into obvious addiction group. In this study, we defined upper 30% of Internet addiction scores as 'addiction group' and lower 30% as 'normal control group'. 3) Male students had significantly higher mean scores of Internet addiction scale than females and there was significantly higher rates of male students in addiction group. 4) Comparing two groups, there was no statistically significant difference in terms of the preferred types of Internet media, although addiction groups tended to use chatting and E-mail more, normal control group tended to use information search more. And there was no significant difference regarding games on the Internet. 5) There was more depressive tendency in line with more sensitive response against negative-evaluation and more problems of peer relationship in addiction group. However, there was no significant difference regarding anxiety on social situation. CONCLUSION: Compared to previous studies, findings from this study showed that the rates classified as the group of obvious Internet addiction were relatively lower. However, including those who had tendency of Internet addiction, about 30% of all subjects had problems related to Internet use. In addition, depression or relationship problems were triggered more severely in Internet addiction group. With these findings in mind we finally suggest that therapeutic approach to comorbid psychopathology as well as Internet addiction itself should be required.

Relationship between School Factors and Depression in Middle School Students / 中国临床心理学杂志

Objective: To study the role of school factors in depression of middle school students. Methods: CES-D, Teacher-Student Relationship Questionnaire, Scale for Assessing Peer and Study Achievement Questionnaire were administered to 500 students (grade 1 to grade 3) from three middle schools in Nanchong, Sichuan. Results: Depression was significantly correlated with teacher-student relationship and peer relationship. Chinese achievement was significantly correlated with loneliness and helplessness, despair and worthlessness, feeling of ability failing and bad moods, but not with physiological symptoms. Mathematical achievement was significantly related to despair and worthlessness, but not to loneliness and helplessness, feeling of ability failing and bad moods, or physiological symptoms. Regression analysis revealed negative emotion, positive emotion, support-help and Chinese achievement were significant predictors for depression of students. Conclusion: Better teacher-student relationship and peer relationship helped to reduce depression of middle school students.