The relationship between sleep quality and physical activity is bidirectional, yet prior research on older adults has mainly focused on investigating whether increasing levels of physical activity leads to improvements in sleep quality. The current longitudinal study examined both directional relationships by assessing sleep quality and physical activity twice over a two-year period among 426 community-dwelling older adults (ages 61-100). A cross-lagged panel analysis that included age, gender, perceived stress, functional ability, and severity of chronic health conditions as covariates, revealed that better initial sleep quality predicted higher levels of later physical activity beyond the effects of prior physical activity; whereas initial physical activity did not predict later sleep quality after accounting for prior sleep quality. These findings highlight sleep quality as an important contributor to a physically active lifestyle among older adults.

This study explored the nature and extent of middle school students' (n = 665) experiences with cyber bullying. Approximately one in five students reported being cyber bullied in the past year, with 55% of those students being repeatedly victimized within the past 30 days. Female students were more likely to be involved in cyber bullying (victim, bully, and witness) compared to male students. One aspect of this study involved an examination of student disclosure and the consequences to victims and witnesses when informing others when they were affected by cyber bullying. Approximately 64% of youth reported the incident when they were cyber bullied and 60% reported when they witnessed cyber bullying. Peers and parents were told most frequently, while teachers were rarely informed. The likelihood of the cyber bullying behavior terminating was not influenced by the group informed of the incident. Overall, neither peers nor adults were very effective in assisting youth to reduce the cyber bullying behavior. These results suggest that peers, parents, and school personnel need to be prepared to offer more helpful strategies to youth who are involved in cyber bullying as victims, perpetrators, and witnesses. The common suggestion that youth report bullying behavior loses some of its credibility when those who do report do not receive helpful advice.

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We investigated whether education can improve mock jurors' assessments of eyewitness accuracy in a criminal case. The interview-identification-eyewitness (I-I-Eye) teaching aid directed participants to attend carefully to how law enforcement interviewed the eyewitness and conducted the identification procedure, before considering what eyewitness factors during the crime might affect accurate identification. After viewing the I-I-Eye or one of two control aids, 293 undergraduate participants read a trial transcript about a criminal case that contained either strong or weak eyewitness evidence. The police consistently followed proper procedures for eyewitness evidence in the strong case, but not in the weak case. Only the I-I-Eye participants demonstrated sensitivity to the strong and weak eyewitness evidence by rendering more guilty verdicts in the strong compared with the weak case. The I-I-Eye teaching aid provides a framework for analyzing eyewitness testimony that may improve jurors' and legal professionals' assessments of eyewitness accuracy in criminal cases.

As access to technology is increasing in children and adolescents, there are growing concerns over the dangers of cyber bullying. It remains unclear what cyber bullying looks like among young Canadian children and how common these experiences are. In this study, we examine the psychometric properties of a measure of cyber bullying behaviors and victimization experiences. We also examine the frequency of these behaviors and experiences among fifth-and sixth-grade Canadian children at the beginning (n = 714) and end (n = 638) of a school year. Children's cyber bullying behaviors and victimization experiences were relatively stable across the school year and were highest for sixthgrade students who reported greater access to and use of technology. Cyber bullying behaviors representing joking around were endorsed more frequently than aggressive types of behaviors (i.e., spreading rumours or posting embarrassing pictures online). Implications for school-based prevention efforts are discussed. Keywords cyber bullying, Canada, young children, frequency, longitudinalCyber bullying or bullying through the use of electronic communication technologies has become a serious problem for children and adolescents. Like traditional bullying, it can be characterized by aggressive, repeated, and intentional acts that involve an imbalance of power between the victim and perpetrator. Cyber bullying is also unique