This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self-reported data were collected from a representative sample of Norwegian eighth graders (N=2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers.

Access to a detection and treatment programme for psychosis can provide more confidence in the effect of treatment for psychosis in young people. Mental health literacy training programmes for teachers seem to have the expected effect: better mental health literacy, including more knowledge on early signs of psychosis.

The aim of this study was to explore students' perceptions of their learning environment and on-task orientation across different achievement levels. Data were gathered in two independent cross-sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on-task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on-task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students.

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