This study investigates links between children's social behaviour and their sociometric status, empathy and social problem-solving strategies. Sociometric ratings were obtained from a sample of 131 9-10-year-old children drawn from two matched schools. Each child also completed a newly developed and empirically derived Social Behaviour Questionnaire. This questionnaire led to the identification of 21 prosocial children, 23 bullies and 14 victims of bullying. Children in these subgroups were then assessed on measures of empathy and social problem-solving. Prosocial children were significantly more popular than the other role groups, and bully-victims were most frequently rejected by their peers. Prosocial children also showed greater empathic awareness than either bullies or victims, but gender was the significant source of variance. Prosocial children and victims responded more constructively than did bullies to socially awkward situations, and bullies were less aware than prosocial children of the possible negative consequences of their solution strategies.

The present study aimed to draw on 2 theoretical models to examine the relationship between perceived ethnic discrimination and psychological distress in a sample of ethnic minority young people (N ϭ 154). Analysis provided no support for the hypothesis derived from the self-esteem theory of depression that self-esteem (personal and ethnic) moderates the discrimination-distress relationship. There was, however, partial support for a mediating role of self-esteem, as predicted by the transactional model of stress and coping. This mediational relationship was moderated by gender, such that both forms of self-esteem exerted a mediating role among men but not women. The authors consider the implications of their findings for theory and future research examining the consequences of discrimination on psychological well-being.

This version is available at https://strathprints.strath.ac.uk/1671/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the Strathprints administrator: strathprints@strath.ac.ukThe Strathprints institutional repository (https://strathprints.strath.ac.uk) is a digital archive of University of Strathclyde research outputs. It has been developed to disseminate open access research outputs, expose data about those outputs, and enable the management and persistent access to Strathclyde's intellectual output. Abstract BackgroundAn important element of many anti-bullying programmes is encouraging victims to tell someone about their predicament. Research has already reported prevalence of telling, who/when children tell and efficacy of telling. However, seeking help can be viewed as a coping behaviour, and coping processes such as appraisal and emotion may be important predictors of whether pupils ask for help. AimsTo examine the effects that background (gender, school-stage), victimisation (duration, frequency), appraisal (threat, challenge, control) and negative emotion have upon support seeking by child and adolescent victims of peer-aggression and bullying. To also examine the how effective pupils perceive social support to be. SampleParticipants were 830 children (49% male) aged 9 -14 years. Three hundred and seventeen pupils were in Primary Six, 306 in Secondary Two and 205 in Secondary Three. MethodA self-report bullying questionnaire was completed by the participants within their classes.Questionnaires included items relating to victimisation, appraisal, emotion, and coping strategy choice as well as demographic data. ResultsHierarchical multiple regression analysis revealed that gender, challenge appraisals, and emotions were significant predictors of the degree to which child and adolescent victims of peer-aggression and bullying sought help (accounting for 15.8% of the variance): girls were more likely than boys to seek help, as were pupils with high challenge appraisals or those experiencing high levels of negative emotion. Also, girls were more likely than boys to view support as the best strategy for both stopping bullying and for helping them to feel better. Conclusion

Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon.

Heart rate (HR) was employed to compare vicarious affective arousal across three groups of children (aged 7.6 - 11, N = 95): Conduct Disordered (CD) elevated on Callous-Unemotional traits (CD/CU), CD low on CU traits (CD-only), and [Symbol: see text]typically-developing' controls, matched in age, gender and socioeconomic background. While watching an emotion evocative film, participants' HR was monitored. Immediately after viewing, self-reported vicarious responses were obtained. Participants also completed the Bryant Empathy Index. CD/CU children displayed lower magnitude of HR change than both CD-only and controls. Both CD groups reported fewer vicarious responses and scored lower than controls on the empathy index. These results support distinct deficits across CD subsets, suggestive of distinct mechanisms underlying their antisocial conduct.