Bullying among children and adolescents is a complex and widespread problem with profound psychological, social, and legal implications. It includes physical, verbal, relational, sexual, and cyber forms involving perpetrators, victims, and bully-victims. This narrative literature review synthesizes findings from studies published between 2000 and 2024 across disciplines including psychology, education, public health, and law. Data were sourced from PubMed, Scopus, and Google Scholar, focusing on global and Indonesian contexts. Bullying arises from a combination of individual traits (e.g., impulsivity and poor emotional regulation), family dynamics (e.g., insecure attachment and low cohesion), and school and cultural influences. Theoretical frameworks such as the social learning and attachment theories help explain how bullying behaviors are learned and reinforced. Neurobiologically, bullying acts as a chronic stressor that dysregulates the hypothalamic-pituitary-adrenal axis, thereby increasing the vulnerability to anxiety, depression, and behavioral disorders. Legally, many countries, including Indonesia, have implemented child protection laws that emphasize restorative justice. Interventions such as Mindfulness-Based Cognitive Therapy for Children, Cognitive-Behavioral Play Therapy, and school-based programs such as KiVa and Olweus have effectively reduced bullying and promoted psychosocial well-being. Addressing bullying requires a comprehensive multilevel approach that integrates psychological, educational, familial, and legal strategies. Sustainable and culturally relevant interventions supported by collaboration among schools, families, and policymakers are crucial for fostering safe and supportive environments for children and adolescents.

Adolescents diagnosed with autism spectrum disorder (ASD) often encounter significant challenges, particularly aggressive behaviors that persist into adulthood and profoundly affect their daily functioning and quality of life. These behaviors not only pose hurdles for affected individuals but also present considerable challenges for caregivers and families. Managing aggression in adolescents with ASD requires comprehensive treatment approaches encompassing both non-pharmacological and pharmacological interventions. This paper reviews current interventions that have proven to be effective through empirical studies in managing aggression among adolescents with ASD. By synthesizing evidence-based practices, this study underscores the importance of a multidisciplinary approach involving medical, psychological, and educational interventions to effectively manage aggression among adolescents with ASD. It aimed to inform clinicians, educators, and caregivers of practical strategies and evidence-based interventions to address aggression in this population.

Combination of The Childhood Autism Rating Scale™ Second Edition - Standard Clinical Tool (CARS2-ST) with criteria for autism spectrum disorder (ASD) based on Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) is thought to improve diagnostic process. To meet diagnostic needs, localized, Indonesian-translated version of CARS2-ST is developed. Therefore, assessment of construct validity of the Indonesian-language translated CARS2-ST must be performed. A cross-sectional study was conducted in Child Development Center in Surabaya, Indonesia from August to December 2019. Diagnosis of ASD then performed by using CARS2-ST and DSM-5 criteria. To assess construct validity, principal components analysis and Kaiser-varimax rotation was performed for CARS2-ST in order to determine factors. DSM-5 criteria for ASD was used to compare scale.There were 201 children aged 2 - 6 years old with reported speech and behavior problems. Sixty-six children were diagnosed for ASD. Factor analysis using Kaiser-varimax rotation indicates a significant two factors: social communication and interaction factor and restrictive stereotyped behaviors and sensory factor sensitivites. The factors satisfyingly reflects the criteria for ASD in DSM-5.Construct validity of Indonesian-translated version of CARS2-ST is confirmed, as shown by its correspondence with DSM-5 criteria for diagnosing . This study supports the continued relevance of the Indonesian CARS2-ST in ASD assessment.