victimization

Abstract The COVID-19 pandemic created social disruptions, leading to high levels of mental health problems for adolescents. Interpersonal stressors, such as lack of familial support, peer victimization, and discrimination, may have further exacerbated teen mental health issues. Yet, the psychological impact of interpersonal stressors and their interactive effects with high levels of loneliness remains unknown. In this pre-registered study , conducted in November and December 2020 (approximately eight months into the COVID-19 pandemic), we used a diverse sample of adolescents from across 43 U.S. states with elevated depressive symptoms (n = 2,452, ages 13–16) to examine how familial support, peer victimization, and discrimination are concurrently associated with mental health outcomes. Results indicated that perceived discrimination was the strongest standardized correlate across continuous internalizing outcomes (depressive symptoms, anxiety symptoms, and hopelessness), whereas lack of familial support was the primary correlate of suicidal ideation; if youth reported a lack of familial support, they were over three times as likely to report suicidal ideation. Loneliness significantly moderated the cross-sectional links between lack of familial support and depressive symptoms, as well as perceived discrimination and hopelessness. Simple slope probing demonstrated a distress ceiling effect: interpersonal stressors were most strongly associated with elevated distress among youth reporting low baseline loneliness, whereas youth experiencing high loneliness exhibited consistently elevated distress regardless of stressor exposure. These findings underscore interpersonal stressors and loneliness as high-priority targets for youth prevention and intervention programs, particularly during periods of widespread social disruption.

Background and Purpose: Non-suicidal self-injury (NSSI) is a global concern in adolescent mental health. Rural boarding middle school students, as a unique and vulnerable population, remain understudied regarding the potential heterogeneity and longitudinal trajectories of NSSI. This study aimed to identify latent classes of NSSI among this group, examine their transition patterns over time, and evaluate the effectiveness of an emotion management group intervention. Methods: Study 1 cross-sectionally surveyed 927 adolescents; we split samples into non-NSSI and NSSI subgroups and ran latent profile analysis (LPA) only among participants with NSSI ( n =285). Study 2 conducted a 6-month follow-up of 550 participants and applied latent transition analysis (LTA) to examine class shifts and predictive factors. Study 3 was a randomized controlled trial in which 30 students from the High-NSSI received an 8-week emotion-management group intervention. Intervention effects were evaluated using repeated-measures ANCOVA with demographic covariates. Results: Within the NSSI subgroup ( n = 285), two classes were identified: a High-NSSI class ( n = 21, 7.4%) and a Low-NSSI class ( n = 264, 92.6%). Poor sleep quality and bullying victimization independently predicted High-NSSI membership. Longitudinal analysis revealed high stability in the Low-NSSI class (91%) and high fluidity in the High-NSSI class (83% transitioning to low-risk). The emotion-management intervention significantly reduced both NSSI frequency and negative affect. Discussion: These findings demonstrate that clinically meaningful NSSI subtypes exist among rural boarding adolescents and that sleep quality and bullying are key modifiable risk factors. The results support a stepped-care approach in school settings, where the High-NSSI class requires intensive intervention and the Low-NSSI class may benefit from less intensive, universal supports. The emotion-management group intervention is an effective school-based program for the most severe NSSI subtype. Keywords: non-suicidal self-injury, latent profile analysis, latent transition analysis, emotion management, group intervention

Cyberbullying has become an important concern for adolescent well-being because online harassment can continue beyond school settings and expose young people to repeated social stress. This study examined the relationships between cyberbullying exposure, emotion-regulation strategies, and mental health among adolescents. A quantitative, cross-sectional correlational design was used with 100 secondary-school adolescents aged 13-18 years (M = 15.42, SD = 1.38). Measures included the Cyber-Victimization Scale (CYBVICS), Emotion Regulation Questionnaire (ERQ), and Early Adolescent Mental Health Scale (EAMHS). Descriptive statistics, Pearson product-moment correlations, and simple linear regression analyses were reported. Cyberbullying exposure was negatively correlated with cognitive reappraisal (r = -.42, p < .001) and mental health (r = -.58, p < .001), and positively correlated with expressive suppression (r = .48, p < .001). Cognitive reappraisal was positively associated with mental health (r = .51, p < .001), whereas expressive suppression was negatively associated with mental health (r = -.46, p < .001). Regression analysis indicated that cyberbullying exposure accounted for 33.6% of the variance in mental-health scores, R? = .336, F(1, 98) = 49.68, p < .001. The findings indicate meaningful associations among online victimization, emotion regulation, and adolescent well-being. Because the study is cross-sectional and relies on self-report measures, the findings do not establish causality.

Abstract Importance Bullying is increasingly understood as a social process in which peers influence whether it persists. Anti-bullying policies and programs often encourage bystanders to intervene directly, yet direct defending can carry social costs for defenders, and evidence that it reduces later victimization is mixed. Some interventions already target the peer rewards that sustain bullying, but participant-role classifications tend to absorb deliberate non-reinforcement into outsider behavior or passive bystanding. Objective This paper argues that withdrawing social reinforcement, the deliberate withholding of social rewards that peers confer on bullying, such as attention, approval, amplification, or audience participation, should be conceptualized as a distinct bystander response. Methods This conceptual analysis draws on the social-ecological framework, participant role theory, social cognitive theory, and evidence that the outsider category is internally heterogeneous. Results Withdrawing social reinforcement is functionally positive when it reflects a refusal to endorse bullying and reduces the social rewards available to the student who bullies. It differs from uninvolved passivity in intent and social function, and from indirect defending in primary target, because these responses act on different points in the social process of bullying. When enacted collectively, it may also signal reduced peer endorsement of bullying and shift perceived peer norms. Conclusions Helpful bystander responding should not be defined only by direct intervention. Bystanders can also target the social rewards that sustain bullying, and responses grouped as passive bystanding differ in whether they sustain or withhold those rewards. Future research should test whether withdrawing social reinforcement can be reliably distinguished from uninvolved passivity and indirect defending, and whether it reduces reinforcement for students who bully. Implications for Practice Withdrawing social reinforcement requires less public confrontation than direct defending, offering students who cannot or will not confront the student who bullies another way to respond. Schools can teach this method as an explicit option alongside upstanding.

The aim of this study was to identify the latent profiles of young adults based on their levels of cyber victimization, perceived social support, self-compassion, and difficulties in emotion regulation (DER), and to examine whether these profiles differed according to gender and academic year. The study included 425 young adults enrolled at a public university in Türkiye. Data were collected using the Cyber Victimization Scale, the Multidimensional Scale of Perceived Social Support, the Self-Compassion Scale–Short Form, and the Difficulties in Emotion Regulation Scale. Latent Profile Analysis (LPA) and the R3STEP procedure were used to analyze the data. The findings revealed four distinct latent profiles: The Protective Resources Profile, Low Self-Compassion / High DER Profile, Moderate Psychosocial Adjustment Profile, and High Self-Compassion / Average DER Profile. The R3STEP analysis indicated that gender was significantly associated with latent profile membership, whereas academic year showed limited associations. Specifically, compared with male students, female students were less likely to belong to the Low Self-Compassion / High DER Profile and the High Self-Compassion / Average DER Profile rather than the Protective Resources Profile, but were more likely to belong to the Moderate Psychosocial Adjustment Profile rather than the Low Self-Compassion / High DER Profile. Additionally, fourth-year students were more likely than first-year students to belong to the Low Self-Compassion / High DER Profile rather than the Protective Resources Profile.

Bullying victimization is an important public health concern that has been linked to adverse psychological outcomes among adolescents. The study used mental health well-being data collected in the most recent Bangladesh Adolescent Health and Wellbeing Survey (2019–2020) (BAHWS). A total of 9,116 adolescents aged 15–19 years with complete depression data were included in the analysis. A three-level linear mixed-effects model was employed to account for the hierarchical structure of the survey, with adolescents nested within primary sampling units and districts. Additional analyses examined gender and marital status interactions, subgroup differences, and the cumulative association between multiple forms of bullying and depressive symptoms using a composite bullying measure. The findings revealed that verbal bullying (β = 1.39, p < 0.001) and cyberbullying (β = 1.15, p = 0.012) were independently associated with higher depressive symptom scores. The association between physical bullying and depressive symptoms differed significantly by gender, whereas interactions of gender with verbal and cyberbullying were not statistically significant. Exploratory subgroup analyses showed variation in the magnitude of estimated associations across ever-married females, unmarried females, and unmarried males. A graded association was observed for cumulative bullying exposure: compared with adolescents reporting no bullying exposure, those exposed to on (β = 1.25), two (β = 2.61), and three (β = 4.99) bullying types had progressively higher depressive symptom scores (all p < 0.001). Adolescent Age, Current school or college attendance and higher household wealth were associated with lower depressive symptom scores. Bullying victimization, particularly verbal bullying, cyberbullying, and exposure to multiple forms of bullying, was associated with higher depressive symptoms among Bangladeshi adolescents. These findings highlight the need for comprehensive bullying prevention strategies and accessible psychosocial support services, with particular attention to adolescents experiencing multiple forms of bullying and other vulnerable groups.

Introduction The rapid expansion of social media has created new opportunities for adolescent connection but has also heightened risks of involvement in online aggression and cyberbullying. This study examined how problematic social media use, social media concealment, and parental media monitoring relate to cyberbullying victimization and perpetration among adolescents. Methods Participants include 686 adolescents ages 12–18 from 12 schools. Logistic generalized linear mixed models were used to account for the nested structure of students within schools. Results Results indicated that both problematic social media use and concealment from parents were significantly associated with greater odds of cyberbullying victimization and perpetration, whereas parental media monitoring was not a significant predictor in either model. Discussion Findings highlight the importance of addressing adolescents’ specific patterns of media use and point to multi-systemic prevention approaches involving families, schools, and technology developers to mitigate cyberbullying risks.

Introduction Research on associations between pornography viewing and sexual violence has been limited by the absence of validated instruments that differentiate exposure along a violence continuum within pornographic practices, with existing measures focused on consumption frequency or problematic patterns rather than on the specific content consumed. The Pornography Violence Exposure Scale (PVES) was developed to assess exposure to pornographic content graded across three violence levels: non-violent material and domination-without-pain (Level 1), coercive content (Level 2), and explicit physical aggression (Level 3). Methods A cross-sectional study with 2,181 Spanish young adults aged 18–35 years who reported viewing pornography examined factor structure, measurement invariance across sex and age, convergent, nomological, and incremental validity, and discriminative capacity for sexual violence outcomes via Receiver Operating Characteristic (ROC) analysis. Results A bifactor model demonstrated good fit (CFI = 0.978, TLI = 0.957, RMSEA = 0.076), with a dominant general factor (ωH = 0.84, ECV = 0.81) capturing graded exposure to violent content. Strict measurement invariance was supported across sex and age groups. Convergent correlations with sexual violence outcomes (mean | r | = 0.24) substantially exceeded near-zero nomological associations with sexual function and partner-evaluation indicators (mean |r| = 0.03), and the general factor produced significant incremental validity for both victimization (Δ R 2 = 0.088) and perpetration (Δ R 2 = 0.200), with acceptable discrimination for perpetration (AUC = 0.753). Discussion The PVES is the first psychometrically validated instrument for measuring differentiated exposure to violent pornographic content, enabling more precise investigation of content-specific associations with sexual violence outcomes.

Abstract Internalizing disorders are the most common adolescent mental disorders. Using complementary variable-centered and person-centered approaches, we examined whether internalizing symptoms across eight years of adolescence (Grades 5–12) followed a continuous developmental trend or were disrupted by the transition to secondary school, and if different subgroups followed different pathways. Participants were 701 Canadian youth (52.9% girls; 75.9% white). Annual self-reported internalizing symptoms (ages 11–18) were examined using piecewise latent growth curve analysis (LGCM), revealing significant curve and level discontinuity at the transition, with distinct developmental phases in elementary and secondary school. Girls, youth with lower household income, and those with higher bullying victimization and lower social support showed elevated symptoms and/or steeper growth. An LGCM yielded four classes: Low (51.8%), Moderate (32.5%), Increasing (10.6%), and Declining (5.1%). The Declining and Moderate classes had comparable risk for early adulthood outcomes, demonstrating equifinality. Although beginning with similar levels, the Increasing class was at elevated risk compared to the Moderate class, demonstrating multifinality. Findings underscore that the secondary school transition can be viewed as a transition-linked turning point for a subset of adolescents, with implications for targeted screening and intervention beginning in elementary school.

اختلالات درونی‌سازی شایع‌ترین اختلالات روانی در نوجوانان هستند. با استفاده از رویکردهای مکمل مبتنی بر متغیر و مبتنی بر فرد، بررسی کردیم که آیا نشانه‌های درونی‌سازی در طول هشت سال نوجوانی (پایه‌های پنجم تا دوازدهم) روند رشدی پیوسته‌ای را دنبال می‌کنند یا با گذار به دبیرستان دچار اختلال می‌شوند و اینکه آیا زیرگروه‌های مختلف مسیرهای متفاوتی را دنبال می‌کنند. شرکت‌کنندگان شامل 701 نوجوان کانادایی (52.9٪ دختر؛ 75.9٪ سفیدپوست) بودند. نشانه‌های درونی‌سازی خودگزارش‌شده سالانه (سنین 11 تا 18 سال) با استفاده از تحلیل منحنی رشد نهفته قطعه‌ای (LGCM) بررسی شد که ناپیوستگی معنادار منحنی و سطح را در زمان گذار نشان داد و فازهای رشدی متمایزی را در دبستان و دبیرستان آشکار ساخت. دختران، نوجوانان با درآمد خانوادگی پایین‌تر و افرادی که قربانی‌پذیری بیشتری در برابر زورگویی و حمایت اجتماعی پایین‌تری داشتند، نشانه‌های بالاتر و/یا رشد تندتری را نشان دادند. تحلیل LGCM چهار طبقه را مشخص کرد: پایین (51.8٪)، متوسط (32.5٪)، افزایشی (10.6٪) و کاهشی (5.1٪). طبقات کاهشی و متوسط خطر قابل مقایسه‌ای برای پیامدهای اوایل بزرگسالی داشتند که هم‌نهایی را نشان می‌دهد. اگرچه با سطوح مشابهی آغاز شدند، طبقه افزایشی نسبت به طبقه متوسط در معرض خطر بالاتری قرار داشت که چندنهایی را نشان می‌دهد. یافته‌ها تأکید می‌کنند که گذار به دبیرستان می‌تواند به‌عنوان یک نقطه عطف مرتبط با گذار برای بخشی از نوجوانان تلقی شود و پیامدهایی برای غربالگری و مداخله هدفمند از دبستان دارد.

The purpose of the article is to integrate psychoanalytic knowledge on adolescence with the anthropological changes that have occurred in recent decades and that have had significant effects on the process of identity maturation. There is a shift in the mental center of gravity, from identifications with parents to the group of peers, which helps to address this detachment. The group of peers not only fosters ego capacities for collaboration and friendship but also elicits deep unconscious resonances. To illustrate the relationship established between childhood identifications with parents and the group of peers, the psychoanalytic therapy of an adolescent girl Silvia, victim of her classmates is reported.

هدف این مقاله، تلفیق دانش روان‌تحلیلی درباره نوجوانی با تغییرات انسان‌شناختی است که در دهه‌های اخیر رخ داده‌اند و تأثیرات قابل توجهی بر فرایند بلوغ هویت داشته‌اند. در این زمینه، مرکز ثقل ذهنی از همانندسازی با والدین به سوی گروه همسالان تغییر می‌کند که این امر به تسهیل جدایی از والدین کمک می‌کند. گروه همسالان نه تنها ظرفیت‌های ایگو برای همکاری و دوستی را پرورش می‌دهد، بلکه طنین‌های عمیق ناخودآگاه را نیز برمی‌انگیزد. به منظور تبیین رابطه‌ای که میان همانندسازی‌های دوران کودکی با والدین و گروه همسالان برقرار می‌شود، روان‌درمانی تحلیلی یک دختر نوجوان به نام Silvia که قربانی همکلاسی‌های خود بوده است، گزارش می‌شود.

This study assessed whether associations between suicidality, victimization, and hopelessness varied across heterosexual, bisexual, homosexual, and unsure-orientation youth. Data comprised 20,367 complete cases drawn from the 2015-2023 Youth Risk Behavior Surveillance System. Overlap propensity score weights balanced more than 40 suicidality-related covariates (e.g., gender, age, race/ethnicity, health behaviors, substance use, and risk-seeking behaviors) across groups. Weighted logistic regressions estimated group differences and tested sexual orientation by stressor interactions. After weighting, bisexual, homosexual, and unsure-orientation youth exhibited significantly higher odds of suicidal ideation and planning compared to heterosexual peers (ORs = 2.06-4.19), though adjusted differences in suicide attempts were varied (ORs = 0.89-1.46). While victimization and hopelessness were robustly associated with ideation and planning across all groups (ORs = 1.73-3.32), their associations with suicide attempts were inconsistent (ORs = 0.32-1.45). Interaction analyses between sexual orientation and these stressors showed inconsistent results (ORs = 0.54-1.69), suggesting that, the impact of victimization and hopelessness may not vary uniformly by orientation. Supplementary analyses of 2023 data indicated that among transgender youth, victimization had a weaker association with suicide outcomes (ORs = 0.56-0.99), whereas hopelessness was more strongly correlated with ideation and planning (ORs = 1.46-5.73). These transgender-specific estimates should be interpreted with caution due to small subgroup size and limited covariate overlap. Together, these findings highlight heterogeneity in suicidality across sexual-orientation groups and emphasize the need for longitudinal research with richer contextual and biological measures to clarify mechanisms and subgroup-specific risk and protective factors.

این مطالعه بررسی کرد که آیا ارتباط میان خودکشی‌گرایی، قربانی‌شدن و ناامیدی در میان نوجوانان دگرجنس‌گرا، دوجنس‌گرا، همجنس‌گرا و دارای گرایش نامطمئن متفاوت است یا خیر. داده‌ها شامل ۲۰٬۳۶۷ مورد کامل از سامانه پایش رفتارهای پرخطر جوانان در سال‌های ۲۰۱۵ تا ۲۰۲۳ بود. وزن‌دهی امتیاز گرایش همپوشان بیش از ۴۰ متغیر مرتبط با خودکشی‌گرایی (مانند جنسیت، سن، نژاد/قومیت، رفتارهای سلامت، مصرف مواد و رفتارهای خطرپذیر) را در میان گروه‌ها متعادل کرد. رگرسیون‌های لجستیک وزن‌دهی‌شده تفاوت‌های گروهی را برآورد کرده و تعامل گرایش جنسی با عوامل استرس‌زا را آزمودند. پس از وزن‌دهی، نوجوانان دوجنس‌گرا، همجنس‌گرا و با گرایش نامطمئن نسبت به همتایان دگرجنس‌گرا احتمال معنادار بیشتری برای افکار خودکشی و برنامه‌ریزی برای خودکشی نشان دادند (ORs = 2.06-4.19)، اگرچه تفاوت‌های تعدیل‌شده در اقدام به خودکشی متغیر بود (ORs = 0.89-1.46). در حالی که قربانی‌شدن و ناامیدی با افکار خودکشی و برنامه‌ریزی برای خودکشی در همه گروه‌ها ارتباط قوی داشتند (ORs = 1.73-3.32)، ارتباط آن‌ها با اقدام به خودکشی ناسازگار بود (ORs = 0.32-1.45). تحلیل‌های تعاملی میان گرایش جنسی و این عوامل استرس‌زا نتایج ناسازگاری نشان داد (ORs = 0.54-1.69) که حاکی از آن است که تأثیر قربانی‌شدن و ناامیدی ممکن است به طور یکنواخت بر اساس گرایش جنسی متفاوت نباشد. تحلیل‌های تکمیلی داده‌های ۲۰۲۳ نشان داد که در میان نوجوانان تراجنسیتی، قربانی‌شدن ارتباط ضعیف‌تری با پیامدهای خودکشی داشت (ORs = 0.56-0.99)، در حالی که ناامیدی با افکار خودکشی و برنامه‌ریزی برای خودکشی همبستگی قوی‌تری داشت (ORs = 1.46-5.73). این برآوردهای خاص تراجنسیتی به دلیل اندازه کوچک زیرگروه و همپوشانی محدود متغیرها باید با احتیاط تفسیر شود. این یافته‌ها ناهمگونی خودکشی‌گرایی در میان گروه‌های مختلف گرایش جنسی را برجسته کرده و بر نیاز به پژوهش‌های طولی با سنجه‌های غنی‌تر زمینه‌ای و زیستی برای روشن شدن سازوکارها و عوامل خطر و محافظت‌کننده ویژه زیرگروه‌ها تأکید می‌کند.

Abstract Social withdrawal in late childhood and adolescence is linked to long-term developmental challenges, yet its unique impact on adult adaptive functioning remains understudied. This TRAILS study ( N = 1,798 in the population cohort, M ( SD ) age at T1: 11.1 (0.6), 49% boys, 86.5% ethnically Dutch, M ( SD ) age at T7: 28.9 (0.6); N = 405 in the high-risk cohort, M ( SD ) age at T1: 11.1 (0.5), 66% boys, 97.6% ethnically Dutch, M ( SD ) age at T7: 29.6 (0.7)) examined whether social withdrawal during the ages of 11 to 16 predicted the achievement of developmental milestones by age 29, including romantic competence, residential autonomy, friendship satisfaction, work competence, and financial competence. Higher levels of social withdrawal consistently predicted lower likelihood of having achieved these milestones by age 29 (median OR = 0.76 in both cohorts), even after controlling for peer victimization, cognitive abilities, and family background measured in early adolescence. These effects were consistent across cohorts and gender. Sensitivity analyses that accounted for genetic confounding and clinical conditions (e.g., autism, depression) further supported the findings. These results highlight social withdrawal as a critical risk factor for developmental disadvantages, urging early interventions to foster social engagement and mitigate long-term maladjustment.

چکیده: کناره‌گیری اجتماعی در اواخر کودکی و نوجوانی با چالش‌های تحولی بلندمدت مرتبط است، اما تأثیر منحصر به‌فرد آن بر کارکرد سازشی بزرگسالان کمتر مورد مطالعه قرار گرفته است. این مطالعه TRAILS (تعداد نمونه در گروه جمعیتی = ۱٬۷۹۸، میانگین (انحراف معیار) سن در T1: ۱۱٫۱ (۰٫۶)، ۴۹٪ پسر، ۸۶٫۵٪ هلندی از نظر قومی، میانگین (انحراف معیار) سن در T7: ۲۸٫۹ (۰٫۶)؛ تعداد نمونه در گروه پرخطر = ۴۰۵، میانگین (انحراف معیار) سن در T1: ۱۱٫۱ (۰٫۵)، ۶۶٪ پسر، ۹۷٫۶٪ هلندی از نظر قومی، میانگین (انحراف معیار) سن در T7: ۲۹٫۶ (۰٫۷)) بررسی کرد که آیا کناره‌گیری اجتماعی در سنین ۱۱ تا ۱۶ سالگی می‌تواند پیش‌بینی‌کننده دستیابی به نقاط عطف تحولی تا سن ۲۹ سالگی باشد یا خیر، از جمله شایستگی عاشقانه، استقلال محل سکونت، رضایت از دوستی، شایستگی شغلی و شایستگی مالی. سطوح بالاتر کناره‌گیری اجتماعی به طور پیوسته احتمال دستیابی به این نقاط عطف تا سن ۲۹ سالگی را کاهش داد (میانه نسبت شانس = ۰٫۷۶ در هر دو گروه)، حتی پس از کنترل قربانی شدن توسط همسالان، توانایی‌های شناختی و پیشینه خانوادگی که در اوایل نوجوانی اندازه‌گیری شده بود. این اثرات در میان گروه‌ها و جنسیت‌ها ثابت بود. تحلیل‌های حساسیت که تأثیر عوامل ژنتیکی و شرایط بالینی (مانند اوتیسم، افسردگی) را نیز در نظر گرفت، یافته‌ها را بیشتر تأیید کرد. این نتایج کناره‌گیری اجتماعی را به عنوان یک عامل خطر مهم برای محرومیت‌های تحولی برجسته می‌کند و بر لزوم مداخلات زودهنگام برای تقویت تعامل اجتماعی و کاهش ناسازگاری بلندمدت تأکید دارد.

Purpose: This study examined with the aim of examining the levels of exposure to cyberbullying and emotional abuse among students in health sciences–related fields.Material and Methods: The sample for this cross-sectional study comprised 590 students enrolled in the departments of Midwifery (n = 200), Nursing (n = 144), Physiotherapy and Rehabilitation (n = 128), and Health Management (n = 118) at a Faculty of Health Sciences of a university. Data were collected using the Personal Information Form, the Revised Cyber Bullying Inventory–II (RCBI-II), and the Emotional Abuse Exposure Scale (EAES).Results: 41.9% of students reported witnessing cyberbullying at least once, while 36.1% reported being exposed at least once. Among exposed students cyberbullying, 27.3% indicated that cyberbullying occurred through social networking sites, and 53.9% reported awareness of emotional abuse. The mean RCBI-II scores were 13.92 ± 5.93 for cyber victimization and 12.47 ± 4.83 for cyberbullying, whereas the total EAES mean score was 54.27 ± 26.78. A statistically significant moderate positive correlation was identified between RCBI-II (cyber victimization and cyberbullying) scores and total EAES scores (p < 0.001).Conclusion: The findings indicate that students experience higher levels of cyber victimization and moderate levels of emotional abuse. As cyber victimization and cyberbullying levels increase, exposure to emotional abuse increases. Students in the midwifery department were found to experience lower levels of cyber victimization, to engage less frequently in cyberbullying behaviors, and to be exposed to lower levels of emotional abuse overall.

هدف: این پژوهش با هدف بررسی میزان مواجهه با آزار اینترنتی و سوءاستفاده عاطفی در میان دانشجویان رشته‌های مرتبط با علوم سلامت انجام شد. مواد و روش‌ها: نمونه این مطالعه مقطعی شامل ۵۹۰ دانشجو از دانشکده علوم سلامت یک دانشگاه بود که در رشته‌های مامایی (n = 200)، پرستاری (n = 144)، فیزیوتراپی و توانبخشی (n = 128) و مدیریت سلامت (n = 118) تحصیل می‌کردند. داده‌ها با استفاده از فرم اطلاعات فردی، پرسشنامه بازنگری‌شده آزار اینترنتی–II (RCBI-II) و مقیاس مواجهه با سوءاستفاده عاطفی (EAES) جمع‌آوری شد. یافته‌ها: ۴۱/۹٪ از دانشجویان گزارش کردند که حداقل یک بار شاهد آزار اینترنتی بوده‌اند، در حالی که ۳۶/۱٪ گزارش دادند که حداقل یک بار در معرض آن قرار گرفته‌اند. در میان دانشجویان در معرض آزار اینترنتی، ۲۷/۳٪ بیان کردند که آزار اینترنتی از طریق شبکه‌های اجتماعی رخ داده است و ۵۳/۹٪ از سوءاستفاده عاطفی آگاهی داشتند. میانگین نمرات RCBI-II برای قربانی شدن اینترنتی ۱۳/۹۲ ± ۵/۹۳ و برای آزار اینترنتی ۱۲/۴۷ ± ۴/۸۳ بود، در حالی که میانگین کل نمره EAES برابر با ۵۴/۲۷ ± ۲۶/۷۸ بود. همبستگی مثبت متوسط و معناداری بین نمرات RCBI-II (قربانی شدن اینترنتی و آزار اینترنتی) و نمره کل EAES مشاهده شد (p < 0.001). نتیجه‌گیری: یافته‌ها نشان می‌دهد که دانشجویان سطوح بالاتری از قربانی شدن اینترنتی و سطوح متوسطی از سوءاستفاده عاطفی را تجربه می‌کنند. با افزایش سطوح قربانی شدن اینترنتی و آزار اینترنتی، میزان مواجهه با سوءاستفاده عاطفی نیز افزایش می‌یابد. دانشجویان رشته مامایی سطوح پایین‌تری از قربانی شدن اینترنتی، مشارکت کمتر در رفتارهای آزار اینترنتی و مواجهه کمتر با سوءاستفاده عاطفی را تجربه کردند.