Applying the interpersonal-psychological theory of suicide to inform the association between bullying victimization and suicidal ideation in college students.

Objective: Victims of bullying are at increased risk for suicidal ideation. The purpose of the current study is to examine the impact of bullying victimization in childhood on college student's current report of suicidal ideation through two mechanisms derived from the interpersonal-psychological theory of suicide. Participants: Our sample consists of 304 undergraduate college students from a large, southeastern university. Methods: We employed a cross-sectional design with self-report surveys to examine the indirect effects of childhood bullying victimization frequency on suicidal ideation through thwarted belongingness and perceived burdensomeness. Results: The association between bullying victimization and suicidal ideation was explained by perceived burdensomeness, but not thwarted belongingness. Conclusions: Bullying victimization in childhood may have distal effects on suicidal ideation through influencing perceptions of worthlessness and self-hatred. Interventions in college settings that address the impact of bullying victimization on perceived burdensomeness may reduce potential for suicidal ideation among college students.

Beyond the individual: Sexual minority help-seeking and the consequences of structural barriers.

Sexual minorities report more psychological distress, unmet mental health needs, and barriers to mental health care compared with heterosexuals, yet little is known about their barriers to seeking out mental health care. The present study reports the factors that influence intentions to seek out mental health care of a national survey of 398 sexual minorities. Structural equation modeling identified structural barriers, such as cost, time, and knowing how to access services, as the strongest predictor of sexual minorities' help-seeking intentions. Latent moderators indicated sexual minorities' help-seeking intentions varied depending upon their degree of psychological distress. This revealed a pattern where the most vulnerable participants (i.e., those with high structural barriers and negative help-seeking attitudes) were willing to pursue mental health care only when they were experiencing significant distress. Furthermore, nearly 40% of participants reported unmet mental health needs, and structural barriers were the primary reasons for this deficit. Findings from this study contrast with previous mental health help-seeking research by emphasizing the importance of structural vulnerability, which refers to the external forces that frame and constrain choices, thereby impeding decision-making and limiting life options for those who are in systemically disadvantaged social positions. These findings are discussed in terms of counseling psychology training, practice, social justice advocacy, and future health care research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Childhood Disruptions in Caregiving, Adult Parental Attachment, and Borderline Features in Emerging Adulthood: Rejection Sensitivity as a Mechanism of Influence.

Borderline personality disorder (BPD) is a severe psychiatric disorder first diagnosed in adolescence or emerging adulthood, which develops in part in the context of early attachment relationships. We tested a cross-sectional model linking caregiver disruptions during childhood, current parental attachment, and rejection sensitivity, to borderline features in 2,546 emerging adult college students. A structural equation model revealed that childhood caregiver disruptions were associated with lower quality adult parental attachment. Moreover, rejection sensitivity mediated the relationship between adult parental attachment and borderline features. Results suggest a representational model of others as rejecting links early disruptions in caregiving relationships and attachment insecurity, to borderline features in emerging adulthood. Implications for practice are discussed, including for means of targeting cognitive schemas related to rejection sensitivity, which could lead to reductions in BPD symptoms.

Proximal associations among college students' alcohol use and cyber partner abuse perpetration.

OBJECTIVE: Research and theory support alcohol use as a proximal antecedent to in-person partner abuse (PA). However, event-level research has not examined cyber PA thereby limiting our understanding of whether alcohol use proximally relates to cyber PA. METHOD: We collected daily data on alcohol use and cyber PA from college students (N = 236; 73.3% women) for 60 consecutive days. Controlling for cyber PA victimization, we evaluated whether college students who consumed more drinks perpetrated more cyber PA (between-person effects), whether cyber PA was more likely to occur on days in which alcohol use was higher than each individual's average (within-person effect), and whether within- and between-person associations between alcohol use and cyber PA varied by sex. RESULTS: Women were more likely than men to perpetrate cyber PA but there were no sex differences in the association between alcohol use and cyber PA. Multilevel modeling revealed that neither higher average alcohol use, nor drinking more than one usually does on a given day, associated with odds of subsequent cyber PA. Although alcohol use did not associate with odds of subsequent cyber PA, posthoc analyses revealed that odds of cyber PA increased as alcohol use increased, regardless of whether drinking occurred before or after cyber PA. Thus, alcohol use may have been more likely to occur after cyber PA. CONCLUSIONS: Results did not support alcohol use as a proximal antecedent to college students' cyber PA. Future research should investigate of cyber PA as a proximal risk factor for subsequent alcohol use. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Mentor personality and attachment as correlates of youth mentoring relationship quality within a school-based mentoring intervention: The moderating role of negative interactions.

AIMS: Mentor relationship quality is considered a mechanism linking youth mentoring to positive developmental outcomes. It is important to understand the factors that promote high-quality youth mentoring relationships. The current investigation examined whether certain mentor characteristics were associated with youth mentoring relationship quality. METHOD: Children (n = 55) were participating in an efficacy trial of a lunchtime mentoring program for aggressive children. Children received two different mentors over the course of an academic year, resulting in 104 unique mentoring dyads. Analyses examined the unique and interactive influence of mentor personality, attachment style, and negative interactions within the mentoring relationship on mentoring relationship quality. RESULTS: For both child- and mentor-reported relationship quality, negative interactions moderated the association between some dimensions of mentor personality and relationship quality. CONCLUSION: Understanding the influence of mentor personality and attachment tendencies on mentoring relationships requires an appreciation for the context of the mentoring relationship and broader goals of the mentoring intervention.

Youth Mentoring Relationships and College Social and Academic Functioning: The Role of Mentoring Relationship Quality, Duration, and Type.

The aim of the present study was to examine how college students' retrospective reports of youth-mentoring experiences were associated with current sense of belonging and community, academic motivation, and college self-efficacy, and to determine hows these outcomes vary as a function of mentoring relationship quality, duration, and type (e.g., natural versus program-sponsored). Analyses were conducted in Mplus 8.0 on a sample of 400 college students. Our findings suggest that most college students endorse a mentoring relationship. We found that having a mentor was associated with increased college self-efficacy. Among those with a youth mentor, relationship quality was positively associated with sense of belonging and college self-efficacy while duration of the mentoring relationship and relationship type were not associated with college-related outcomes. Further analyses were conducted to assess how the associations between relationship quality and the college-related outcomes varied as a function of mentoring duration and type. Relationship quality was uniquely associated with these college-related outcomes over and above student gender, race, and first-generation status. Our findings suggest it may be important to prioritize the enhancement of mentor relationship quality as a mechanism to affect change in academic-related outcomes.

A 20-year study of the bidirectional relationship between anxious and depressive symptomology and pain medication usage.

Aim: To investigate the 20-year relationship between anxiety, depression and pain medication use. Patients: A total of 521 individuals reporting chronic pain from the National Survey of Midlife Development in the USA (MIDUS) study. Methods: Structural equation modeling of 20-year longitudinal survey data. Results: Over 20 years, a bidirectional relationship between depression and anxiety in individuals with chronic pain was indicated. Pain medication utilization predicted later use at 10 years. Pain medication use was not strongly related to later anxiety; however, heightened anxiety was associated with later use. Conclusion: Depression and anxiety show an extensive long-term bidirectional relationship. While there was little indication of a relationship between pain medication use and later negative mood, anxiety was associated with subsequent pain medication use.

Evidence for phase-based psychotherapy as a treatment for dissociative identity disorder comorbid with major depressive disorder and alcohol dependence.

We report on the treatment and successful outcome of a 58-year-old Native American male with a history of complex trauma presenting with dissociative identity disorder (DID) and major depressive disorder. The treatment included a trauma-informed phase-based psychotherapy as recommended by the International Society for the Study of Trauma and Dissociation for treating DID. We assessed symptoms at baseline and at three additional time points over the course of 14 months. We utilized the Reliable Change Index to examine statistically significant change in symptoms over the course of treatment. Significant symptom improvements were realized posttreatment across all measured domains of functioning, including dissociative symptoms, alcohol abuse, depression, anxiety, and emotion regulation skills. Moreover, the client no longer met criteria for DID, major depressive disorder, or alcohol abuse. Results are discussed in terms of the effectiveness of trauma-focused, phase-based treatment for DID for cases of complex trauma with comorbid disorders.

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

Effects of the KiVa antibullying program on cyberbullying and cybervictimization frequency among Finnish youth.

Cyberbullying among school-aged children has received increased attention in recent literature. However, no empirical evidence currently exists on whether existing school-based antibullying programs are effective in targeting the unique aspects of cyberbullying. To address this important gap, the present study investigates the unique effects of the KiVa Antibullying Program on the frequency of cyberbullying and cybervictimization among elementary and middle school youth. Using data from a group randomized controlled trial, multilevel ordinal regression analyses were used to examine differences in the frequencies of cyberbullying and cybervictimization between intervention (N = 9,914) and control students (N = 8,498). The effects of age and gender on frequencies of cyber behaviors were also assessed across conditions. Results revealed a significant intervention effect on the frequency of cybervictimization; KiVa students reported lower frequencies of cybervictimization at posttest than students in a control condition. The effect of condition on the perpetration of cyberbullying was moderated by age. When student age was below the sample mean, KiVa students reported lower frequencies of cyberbullying than students in the control condition. We also found evidence of classroom level variation in cyberbullying and cybervictimization, suggesting cyberbullying is in part a classroom-level phenomenon. KiVa appears to be an efficacious program to address cyber forms of bullying and victimization. We discuss several unique aspects of KiVa that may account for the significant intervention effects. Results suggest that KiVa is an intervention option for schools concerned with reducing cyberbullying behavior and its deleterious effects on children's adjustment.

Cortisol predicts behavioral dysregulation and length of stay among children admitted for psychiatric inpatient treatment.

Individual differences in behavioral regulation system (BRS) and stress response system (SRS) functioning may reflect greater biological sensitivity to context. The current study tested whether children's cortisol, a measure of the SRS, was related to observed dysregulated behavior, an indicator of the BRS, in a sample of children admitted for acute psychiatric inpatient care. In addition, cortisol and dysregulated behavior were tested as unique predictors of length of hospitalization over and above demographic factors, prior treatment history, and caretaker-reported psychiatric symptoms. The latter variables were tested as potential moderators of the relations of BRS and SRS functioning to length of hospitalization. Plasma cortisol was collected on the morning following hospital admission for 544 children (ages 6-12; 73% boys; 61% ethnic minority). Dysregulated behavior was operationalized as the mean number of timeouts administered by staff for noncompliant behavior per day of hospitalization. Caretakers reported on youth internalizing and externalizing symptomatology. Higher cortisol was modestly associated with greater dysregulated behavior. In a model including both cortisol and dysregulated behavior, each predicted longer hospitalization. Cortisol was positively related to length of stay only for children previously hospitalized, and the relation of dysregulated behavior to length of stay was stronger for older children. Dysregulated behavior and cortisol are related but independent predictors of acute psychiatric hospitalization duration. Direct measures of the SRS can add to the clinical picture regarding hospitalization in ways that observed behavior and caretaker report alone cannot.

School-based mentoring as selective prevention for bullied children: a preliminary test.

This preliminary study tested the benefits of school-based lunchtime mentoring as a form of selective prevention for bullied children. Participants were 36 elementary school children in grades 4 and 5 who had been identified as bullied (based on child and teacher reports). Children in the Lunch Buddy program (n = 12) were paired with a college student mentor who visited twice each week during the spring semester of an academic year. Also participating were 24 matched-control children; 12 were from the same school as Lunch Buddy children ("Same" controls) and 12 were from a school different from that of Lunch Buddy children ("Different" controls). Results indicated that compared to Different control children, Lunch Buddy children experienced significantly greater reductions in peer reports of peer victimization from fall to spring semesters. Lunch Buddy children and mentors viewed the relationship as positive, and parents and teachers were very satisfied with Lunch Buddy mentoring. We discuss the implications of our findings for both research and practice.

Relationship quality and the mentoring of aggressive, high-risk children.

We used data from a randomized clinical trial to examine the degree to which relationship quality predicted outcomes for aggressive children in two different mentoring programs. Data were available for 145 aggressive children in Grades 2 and 3. Children were blocked by school and randomly assigned to PrimeTime (n = 75) or Lunch Buddy (n = 70) programs. PrimeTime combined community-based mentoring with child-focused skills training and consultation for parents and teachers, and mentors were extensively trained and supervised. Lunch Buddy was a stand-alone, school-based mentoring program that involved lunchtime visits and a different mentor each semester. PrimeTime children rated their mentors as more supportive than did Lunch Buddy children. Relationship conflict predicted changes in teacher-rated externalizing problems. Ratings of relationship quality interacted with treatment in predicting changes in parent-rated externalizing behavior for PrimeTime children only.