Objective: To explore the association between peer victimization and psychotic like experiences (PLEs) among junior high school students, so as to provide a scientific basis for preventing adolescent PLEs. Methods: In January 2024, a method of combining convenient sampling with cluster sampling was used to survey 2 760 students from two ordinary junior high schools in southern Anhui Province (Susong Country,Anqing City). The Community Assessment of Psychic Experiences (CAPE) and the Adolescent Peer Bullying Scale were employed to assess PLEs with different symptoms and peer victimization (verbal, physical, relational, and cyberbullying). Multivariate Logistic regression models analyzed the associations of different types peer victimization and PLEs with different symptoms. Results: The prevalence of PLEs was 17.5%, with delusional (15.4%) and hallucinatory (7.4%) symptoms being most common. Peer victimization was reported by 51.3% of students (49.6% victims, 19.5% perpetrators), with verbal victimization being most frequent (42.4% victims, 15.5% perpetrators) and cyberbullying least frequent (6.0% victims, 1.9 % perpetrators). Compared to students without bullying,students exposed to bullying showed significantly higher rates of delusional ( χ 2=29.09-127.22), hallucinatory ( χ 2=27.23-72.29), and overall PLEs ( χ 2=34.32-127.25) (all P <0.01). After adjusting for relevant confounding factors,the multiple Logistic regression model revealed verbal victimization increased risks of delusions ( OR=1.59, 95%CI =1.22-2.09), hallucinations ( OR=1.94, 95%CI =1.33-2.84), and overall PLEs ( OR=1.62, 95%CI = 1.26- 2.09); relational victimization was associated with delusions ( OR=1.83, 95%CI =1.40-2.39) and PLEs ( OR=1.65, 95% CI = 1.28-2.13); physical victimization correlated with hallucinations ( OR=1.64, 95%CI =1.12-2.40) and PLEs ( OR=1.41, 95%CI =1.06-1.87) (all P <0.05). Conclusion Specific types of peer victimization are differentially associated with PLEs, with relational victimization demonstrating the strongest association.

Objective: To understand relationship of positive and negative peer events with mental health problems among college students, so as to provide a scientific basis for improving mental health level of college students. Methods: A total of 1 640 freshmen to juniors were randomly selected from two universities in Anhui Province from October to November 2023 by a combination of convenience sampling and cluster random sampling method. The positive and negative peer events, self perceived loneliness and stress levels, anxiety and depression symptoms of students were investigated by using the questionnaire star online. Group comparisons were conducted by using analysis of variance and Chi square test, and multivariate binary Logistic regression and linear regression were used to analyze relationship of positive and negative peer events with mental health problems among college students. Results: About 35.4% of college students reported that they experienced at least one type of negative peer events, and 91.3% reported that they experienced at least one type of positive peer events. After controlling for covariates,multivariate regression analysis found that experiencing 1, ≥2 types of negative peer events were positively correlated with loneliness scores of college students ( β = 1.36,4.04), as well as an increased risk of anxiety symptoms ( OR =2.24,4.33) and depression symptoms ( OR =2.19,4.01); and experiencing ≥2 types of negative peer events was positively correlated with stress scores of college students ( β =1.12)( P <0.05). Experiencing 5-6 and 7 types of positive peer events were negatively correlated with loneliness scores of college students ( β = -1.79, -2.44) and stress ( β =-0.75, -1.12); and experiencing 7 types of positive peer events were associated with a lower risk of anxiety symptoms ( OR =0.74) and depressive symptoms ( OR =0.80) ( P <0.05). The number of negative peer events was positively correlated with loneliness scores ( β =0.80) and stress scores( β =0.24), as well as the risk of anxiety symptoms ( OR =1.30) and depressive symptoms ( OR =1.27) among college students ( P <0.05). The number of positive peer events involved was negatively correlated with loneliness scores( β =-0.39) and stress scores( β =-0.19), as well as the risk of anxiety ( OR =0.92) and depressive symptoms ( OR =0.93) among college students ( P <0.05). The analysis of the moderating effect found that in different groups of positive peer events, reporting 1, ≥2 negative peer events were positively correlated with loneliness scores of college students ( β=1.08- 4.96), as well as an increased risk of anxiety symptoms ( OR =1.79-6.20) and depression symptoms ( OR =1.78-6.77) ( P <0.05); and β and OR coefficients were highest in the group reporting 0-4 types of positive peer events, followed by the group reporting 5-6 types of positive peer events, with lowest coefficients in the group reporting 7 types of positive peer events. Conclusions Negative peer events are positively correlated with psychological problems in college students, and positive peer events are negatively correlated with mental health problems. Positive peer events could alleviate the impact of negative peer events on mental health problems.

Objective: To develop the Adolescent Peer Bullying Knowledge-Attitude-Practice (KAP) Questionnaire and to evaluate its reliability and validity, so as to provide an effective tool for evaluating the KAP level regarding peer bullying among adolescents. Methods: A preliminary framework was developed through literature review, expert consultation, and group discussions. In September 2024, 2 203 students in grades 7 to 9 from two regular junior high schools in Anhui Province were selected using cluster sampling for a preliminary survey aimed at questionnaire development, including item screening and reliability and validity testing. Results: The initial KAP questionnaire on adolescent peer bullying consisted of 25 items: two items, "Behavior 6" and "Behavior 7", were excluded as their correlation coefficients with the total KAP score being only 0.08 and 0.05, respectively, falling below the preset criteria(0.4). The final questionnaire comprised 23 items, divided into three dimensions: knowledge, attitude, and behavior. Reliability testing showed that the overall Cronbach α coefficient of the questionnaire was 0.89, with Cronbach α coefficients for the knowledge, attitude, and behavior dimensions being 0.91, 0.67 and 0.79, respectively. The overall splithalf reliability of the questionnaire was 0.87, with split half reliabilities for the knowledge, attitude, and behavior dimensions being 0.82, 0.64 , and 0.66, respectively. Testretest reliability ranged from 0.82 to 0.97. Confirmatory factor analysis results indicated that the questionnaire had RMSEA=0.062, NFI=0.924, CFI =0.931, with good discriminant validity. Conclusion The developed KAP questionnaire on adolescent peer bullying demonstrates good reliability and validity and can be used as an assessment tool for evaluating the KAP level regarding peer bullying among adolescents.

Objective: To evaluate the effectiveness of a family-school-community integrated intervention based on the microsystem theory in reducing peer bullying among junior high school students, so as to provide empirical evidence and feasible pathways for junior high school students bullying prevention and control in China. Methods: A combining convenience with clustering method was employed to select 6 268 students from three regular junior high schools in Fuyang and Anqing cities, Anhui Province, as the study subjects in October 2024, and randomly assigned by drawing lots to three groups: family-school-community integrated intervention ( n =2 063), school only intervention ( n =1 864), and control group ( n =2 341). From October 10, 2024, to January 10, 2025, the intervention was implemented for three months using posters, brochures, and videos, with one session every half month, each lasting 40 minutes. The family-school-community integrated intervention group received multi level interventions involving families, schools, and communities, while the school only intervention group received only school based interventions. The control group received routine school health education but no other interventions. Before and after the intervention, data on peer bullying among junior high school students were collected using the Peer Bullying Scale, and comparison of detection rate of peer bullying by Chi square test. Results: After the intervention,group comparison results showed that the incidence rates of various types of peer bullying in the family-school-community integrated intervention group, the school only intervention group, and the control group all showed statistically significant differences ( χ 2=28.61-66.85, all P <0.05). The detection rates of verbal bullying ( 7.51 %), relational bullying (5.62%), physical bullying (3.34%), cyberbullying (1.75%), being bullied (10.81%), verbal bullying others (2.67%), relational bullying others (1.55%), physical bullying others (1.36%), cyberbullying others (1.41%), and overall peer bullying (3.64%) in the family-school-community integrated intervention group were all lower than those in the control group (12.52%, 11.58%, 6.24%, 5.00%, 19.14%, 7.56%, 4.49%, 4.53%, 3.80%, 9.40%); additionally, the detection rates of verbal bullying others, overall peer bullying , verbal bullying, and being bullied , in the family-school-community integrated intervention group were all lower than those in the school only intervention group (4.67%, 6.65%, 13.14%, 16.42%), with statistically significant differences ( χ 2=30.04, 48.49, 19.75, 34.60, 58.89, 52.65, 31.32, 37.37, 24.14, 58.26; 11.25, 18.53, 33.93, 26.41, all P <0.016 7). Group comparison showed that in both intervention groups, the majority of peer bullying behaviors decreased after the intervention ( χ 2=4.86-171.01, all P <0.05). Conclusions The family-school-community integrated intervention based on the microsystem can effectively reduce peer bullying among junior high school students, with better efficacy than the single school intervention. The model can serve as a practical reference for establishing a multi level prevention and intervention system for junior high school students bullying in China.

Abstract Vitamin D, as an important nutrient, has been widely recognized for its significant role in the growth and development of children and adolescents, but its association with mental health is still under exploration. The article reviews and summarizes the related researches on vitamin D and common mental health problems of children and adolescents, including depression symptoms, anxiety symptoms, and suicidal ideation and behaviors, and possible biological mechanisms of vitamin D influencing mental health, to provide scientific evidence and ideas for improving the mental health of children and adolescents in China, as well as insights for future studies.

Objective:To understand the current situation of adolescent depression research in China and explore the research hotspots and development trends, so as to provide reference for adolescent depression related research.Methods:The literature related to adolescent depression in China National Knowledge Infrastructure was retrieved from the establishment of the database until February 25, 2023. CiteSpace software was used for visual analysis of the literature.Results:A total of 2 739 articles were included, and the number of published papers showed an increasing trend from 1980 to 2023. The author with the most articles was Zhang Wenxin and the institution with the largest number of publications was Chongqing Medical University. The research hotspots mainly focused on self-esteem, redundancy, social support, family environment, peer relationships and other aspects and research trends included parental conflict, peer relationships, self-injury, rumination and so on.Conclusions:The problem of adolescent depression has attracted widespread attention from scholars, and it is necessary to strengthen the communication and cooperation between authors and institutions in the future, carry out more interdisciplinary research, so as to provide more help for the intervention and treatment of adolescent depression.

Objective: To explore the chain mediating effect of regulatory emotional self efficacy and positive psychological capital on resilience and the mental health of college students. Methods: A total of 809 college students of Chaohu University were selected and were administered with the the Self report Symptom Invertory, Symptom Checklist,90 (SCL-90), Connor Davidson Resilience Scale (CD-RISC), Regulatory Emotional Self efficacy Scale (RES-C) and Positive Psychological Capital Questionnaire (PPQ). Multiple linear regression analysis was performed, taking resilience, regulatory emotional self efficacy and positive psychological capital as independent variables and the mental health of college students as dependent variables, meanwhile test the intermediary effect. Results: Differences were found in resilience(3.52±0.55,3.27±0.42), regulatory emotional self efficacy(3.58± 0.59 ，3.32±0.57), positive psychological capital(4.74±0.77，4.49±0.76) and mental health(158.66±33.01，176.53±34.73) among college students with different sources(urban and rural)( t =55.82，39.22，21.28，-54.14， P <0.05). Resilience, regulatory emotional self efficacy and positive psychological capital were significantly associated with the severity of mental health of college students( R 2= 0.21, P <0.01). Regulatory emotional self efficacy and positive psychological capital played a significant chain mediating role between resilience and poor mental health( effect =-0.03, P <0.05), and the mediating effect accounted for 39.3% of the total effect. Conclusion The mental health of college students can be improved by strengthening levels of resilience and enhancing regulatory emotional self efficacy, and constructing positive psychological capital could contribute to the association between resilience and mental health.

Objective: The study aimed to explore the relationship between childhood maltreatment (CM) and the Big Five personality traits of middle school students, so as to provide scientific evidence for promoting the healthy development of middle school students personality. Methods: A total of 5 724 middle school students from Xuancheng, Hefei and Huaibei of Anhui Province were selected by using a multi stage stratified cluster sampling method to conduct a questionnaire survey, including demographic characteristics, CM experience and Big Five personality traits. Linear regression analysis and canonical correlation analysis were used to explore the associations between CM and the Big Five personality traits. Results: Physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect of middle school students were significantly associated with conscientiousness ( β = -1.71 --2.55) and neuroticism ( β =1.93-3.87) personality traits( P <0.05). Except physical abuse, all other types of CM were significantly associated with extraversion ( β =-1.04--2.32) and agreeableness ( β =-1.07--1.37) personality traits( P <0.05), and only sexual abuse was associated with openness personality trait( β=-0.70, P <0.05). Except for openness personality trait, the relationship between the number of CM experience and the personality traits of middle school students was statistically significant; there was a dose response relationship between the number of CM experiences and the scores of personality traits each dimension( P < 0.05). In the canonical correlation analysis, the canonical correlation coefficient was -0.375( P <0.05). CM experiences were mainly reflected by emotional abuse, emotional neglect and physical neglect (canonical load coefficient was 0.556-0.951). The Big Five personality traits were mainly reflected by neuroticism, conscientiousness and extraversion (canonical load coefficient was -0.702 -0.639). Conclusion There is a correlation between CM and the personality traits of middle school students, and prevention of CM is of great significance for promoting the healthy development of middle school students personality.

Objective: To explore the relationship between parent child relationship and rebelliousness of junior middle school students in boarding schools and to provide a scientific basis for preventing the occurrence of youth rebellion. Methods: A cluster sampling method was used to investigate parent child separation, family intimacy, and rebellion among 1 790 junior high school students in one boarding middle school in Lujiang County, Hefei City, Anhui Province in January 2020, and the influence of parent child relationship on students rebelliousness was analyzed by Chi square test and binary Logistic regression. Results: The detection rate of rebelliousness among participants was 21.45%(384/ 1 790 ). Junior middle school students who were in senior grade (second and third grades), reported higher household economic status and no communication with parents during the past month were more likely to have rebelliousness( OR=1.83, 1.89, 1.80, 1.77 , P <0.05); Junior middle school students with higher parental warmth and intimacy were less likely to have rebelliousness( OR=0.52, 0.71, P <0.05); Gender, length of boarding, maternal education, frequency of meeting parents during boarding, and childhood experience of separation with parents showed no statistical significance on rebelliousness( P >0.05). Conclusion The detection rate of rebellious psychology among junior high school students in boarding schools is high, and good parent child relationship is the protective factor of rebellious psychology. Parents should pay attention to contact with their boarding children and strengthen communication to reduce rebelliousness among them.