The Personal Experiences Checklist Short Form (PECK-SF): Tests of invariance across gender and over time.

Peer-victimization is a frequent experience for many children and adolescents. Accurate measurement of peer-victimization is essential for better understanding such experiences and informing intervention work. While many peer-victimization and bullying scales exist, they often lack important psychometric information. The short form of the Personal Experiences Checklist (PECK-SF) provides a brief measure of peer-victimization. Existing psychometric data supports the use of the scale as a measure of peer-victimization. However, there are no reports of invariance testing, limiting our ability to confidently use the scale to compare scores across boys and girls and for use in longitudinal research studies. Therefore, the aim of this study is to test the PECK-SF for invariance across gender and over time. Data were collected as part of a longitudinal study of 11- to 14-year-olds who provided data at two time points 2 months apart (NTime 1 = 744 NTime 2 = 333). Confirmatory factor analysis supported the one-factor structure of the PECK-SF. Invariance testing demonstrated strict invariance over time and across gender. The use of the PECK-SF is recommended when examining gender differences, or conducting longitudinal studies, in peer-victimization. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Sudden cardiac death in marathons: a systematic review.

The aim of this systematic review is to summarise the results of cohort studies that examined the incidence of SCD in marathons and to assess the quality of the methods used. A search of the PROSPERO international database revealed no prospective or published systematic reviews investigating SCD in marathons. The review was conducted using studies that reported and characterised the incidence of SCD in people participating in marathons. Studies were identified via electronic database searches (Medline, CINAHL, SPORTDiscus and Google Scholar) from January 1, 1966 to October 1, 2014 and through manual literature searches. 7 studies met the inclusion criteria and were included in this review. 6 of the studies were conducted in the USA and 1 in the UK. These studies covered a 34-year period involving between 215,413 and 3,949,000 runners. The SCD of between 4 and 28 people are recorded in the papers and the reported estimates of the incidence of SCD in marathons ranged widely from 0.6 to 1.9 per 100,000 runners. The proportion of those suffering SCD who were male ranged from 57.1% to 100% and the mean age reported in the papers, ranged from 37 to 48. This review raises 4 methodological concerns over i) collating reports of SCD in marathons; ii) time of death in relation to the marathon; iii) the use of registrants rather than runners in the estimates of sample size and iv) limited detail on runners exercise history. These four concerns all threaten the reliability and interpretation of any estimate of SCD incidence rates in marathons.  This review recommends that the methods used to collect data on SCD in marathons be improved and that a central reporting system be established.

Potential suicide ideation and its association with observing bullying at school.

PURPOSE: To explore those contextual factors that predict potential suicide ideation among students who observe bullying at school. METHODS: 1,592 students of whom 1,009 who reported having observed bullying at school were surveyed from 14 secondary schools in the North of England. Role-related (not-involved, victim, perpetrator, 'bully-victim' and observer) and gender-wise comparisons of key variables were undertaken prior to hierarchical multiple regressions to determine those associated with potential suicide ideation. RESULTS: Analyses indicated that students who observed bullying behavior were significantly more likely than those not involved in bullying to report symptoms of interpersonal sensitivity, to indicate greater helplessness and potential suicide ideation. Hierarchical multiple regression analyses indicated that, among boys, helplessness (ß = .48, p < .001) followed by frequency of bullying perpetration (ß = .11, p < .001), and a less supportive home climate (ß = -.10, p < .004) were associated with potential suicide ideation. Helplessness was found to be the only variable associated with potential suicide ideation among girls (ß = .49, p < .001). CONCLUSIONS: Perceived helplessness is significantly associated with potential suicide ideation among students who observe bullying at school.

Participant roles in bullying behavior and their association with thoughts of ending one's life.

BACKGROUND: Studies have shown that students who are bullied at school are at an increased risk of poor mental health and suicide. Little is known, however, about those who have other participant roles in bullying interactions (e.g., bystanders). AIMS: To better understand the implications exposure to bullying has upon thoughts of ending life among students who have multiple participant roles. METHODS: This study was a cross-sectional survey of a representative sample of 2,002 students (55% boys, 45% girls) aged 12 to 16 years (M = 13.60, SD = 1.06) attending 14 schools in the North of England. RESULTS: The majority of students in this study were involved in bullying behavior at school as victims, bullies, bystanders, or a combination of all three. Those with multiple roles (victim, bully, and bystander) were significantly more likely to report having had thoughts of ending their life. CONCLUSIONS: The findings from this study have significant implications for clinicians, educational, and school psychologists working with students involved in bullying behavior. Whole school antibullying initiatives are necessary to reduce the psychological distress and thoughts of ending life found among members of the school population. Further studies exploring covictimization among bystanders and revictimization among former victims of bullying are recommended.

Victimization, social support, and psychosocial functioning among children of same-sex and opposite-sex couples in the United Kingdom.

To further develop an understanding of psychological and social functioning of children raised by lesbian couples, the authors compared 18 students ages 12-16 raised in families led by female same-sex couples, who were identified from a large school-based survey, with 18 matched students raised by opposite-sex couples and the general student sample. Comparisons were made on factors including victimization, social support, and psychological functioning. Results indicate that those students raised by female same-sex couples did not differ significantly from those raised by opposite-sex couples or the general student sample in terms of reports of victimization, psychological functioning, experience of common adolescent concerns, or prospective use of support outlets provided by family and peers. However, children of same-sex couples reported significantly less likelihood of using school-based support than did children of opposite-sex couples or the general student sample. Findings indicate the need for school administrators, teachers, and psychologists to be knowledgeable of and provide appropriate support and resources for these children. Additional implications for research and application are discussed.