Objectives: Cyberbullying is a modern form of violence involving intentional harassment through electronic devices. We aimed to investigate how psychological characteristics differ based on cyberbullying involvement, identify the psychological factors associated with cyberbullying, and examine whether these factors vary by gender. Methods: A survey was conducted with 449 middle school students in Cheongju, Korea. Participants were categorized into four groups based on their involvement: Neither (N), Victim (V), Perpetrator (P), and Victim-Perpetrator (VP). Psychological characteristics were assessed using the Beck Depression Inventory (BDI), Self-Esteem Scale, and Strengths and Difficulties Questionnaire (SDQ). We compared these characteristics across the four groups and examined their influence on cyberbullying involvement by gender. Results: Overall, 31.8% of participants were involved in cyberbullying, with the VP group being the largest (17.1%) among them. The VP group exhibited more severe psychopathology than the N group across most internalizing and externalizing problems. SDQ-Conduct Problems subscale scores were significantly associated with victimization and perpetration. For female participants, high SDQEmotional Symptoms subscale scores were associated with greater victimization, and high BDI scores increased the risk of belonging to the VP group. No variables significantly increased the risk of belonging to the VP group among male participants. Conclusion Adolescents who are both victims and perpetrators of cyberbullying face the most significant psychological difficulties.Factors associated with cyberbullying involvement vary by gender, highlighting the need for tailored gender-specific prevention and intervention strategies.

Objectives: The brain and autonomic nervous system are tightly interconnected and may be involved in various psychiatric conditions.We explored whether electroencephalographic (EEG) coherence and vagally mediated heart rate variability (vmHRV) differ between male children with autism spectrum disorder (ASD) and typically developing (TD) children, and how these measures are associated with the clinical characteristics of ASD. Methods: We recorded resting-state EEG and vmHRV in 14 male children with ASD and 14 TD children. The Social Responsiveness Scale (SRS) was used to assess the clinical characteristics of the ASD group. Results: vmHRV measures (root mean square of successive RR intervals [RMSSD], percentage of successive RR intervals that differ by more than 50 ms [pNN50], and high-frequnecy power) did not differ between the ASD and TD groups. By contrast, the beta1 coherence between the T5 and T6 electrodes (beta1 coherence [T5–T6]) was lower in the ASD group than in the TD group, even after correction for multiple comparisons. This coherence measure demonstrated a positive correlation with RMSSD and a negative correlation with the SRS social motivation subscale score (SRS-Motivation). Moreover, pNN50 acted as a moderator of the association between beta1 coherence (T5–T6) and SRS-Motivation. Conclusion Resting-state EEG coherence may be associated with the clinical characteristics of ASD, and vmHRV may exert a moderating effect on this relationship. These preliminary findings suggest that the concurrent evaluation of brain and autonomic functions can be useful for elucidating the pathophysiology of ASD.

Objective: Cognitive interventions (CIs) are recognized for enhancing cognition and mitigating cognitive decline in dementia patients. Our study assessed the effects of a 12-week, home-based, robot-assisted CI on cognition and brain function in patients with mild Alzheimer’s disease (AD) dementia. Methods: In this single-blind randomized controlled trial, 51 patients with mild AD dementia were assigned to either a robot-assisted CI group (n=27) or a waitlist control group (n=24). The CI was conducted for 60 minutes per day over 12 weeks. The primary outcome was brain function, measured by resting-state electroencephalogram (EEG) using a 19-channel wireless EEG device and the secondary outcome was cognitive function, measured using the Cambridge Neuropsychological Test Automated Battery. No significant baseline demographic or clinical differences were observed between the groups. Eighteen participants in the robot group and 19 in the control group completed the study. Results: EEG analysis revealed a decrease in theta band activity in the mid-frontal area for the robot group, while the control group exhibited an increase in this area. In addition, the robot group showed significant cognitive improvements in working memory, visual association memory, and reaction time after the 12-week CIs. Conclusion These findings suggest that robot-assisted CIs may be associated with enhanced cognitive and brain function in patients with mild AD dementia.

Objective: Many studies have explored sense of self in individuals with autism spectrum disorder (ASD); however, few have reported on their experience of “disembodiment.” This study aimed to investigate the differences in brain activity between patients with ASD and neurotypicals (NTs) under conditions causing disembodiment and to examine the correlation between their interoceptive abilities and disembodiment-related brain activity. Methods: 18 Participants with ASD and 21 NTs completed psychological evaluations, interoceptive abilities measurement, and functional magnetic resonance imaging (fMRI). The fMRI images were taken while the participants performed tasks involving ball-throwing animations. The task focused on either self-agency related to ball-throwing (Agency Task) or the spatial location of a ball (Location Task). The animations were presented from constantly changing perspective (Changing View) or fixed perspective (Fixed View). The disembodiment-related condition was the interaction between the Agency Task and Changing View. Results: Participants with ASD exhibited higher activation than NTs in regions near the left parieto-temporo-occipital junction, left precuneus, left hippocampus, and other brain areas. Furthermore, interoceptive accuracy was negatively correlated with the activity of the left superior parietal and posterior midcingulate areas, whereas interoceptive trait prediction error was positively correlated with the activity of the left hippocampus, mid-temporal area, and left posterior cingulate area in participants with ASD. Conclusion These results suggest that disembodiment-related brain activation might be easily manifested by the interaction between perspective-shifting and the experience of agency, and that interoceptive abilities might be related to disembodiment-related brain activation in individuals with ASD.

Objective: Many studies have explored sense of self in individuals with autism spectrum disorder (ASD); however, few have reported on their experience of “disembodiment.” This study aimed to investigate the differences in brain activity between patients with ASD and neurotypicals (NTs) under conditions causing disembodiment and to examine the correlation between their interoceptive abilities and disembodiment-related brain activity. Methods: 18 Participants with ASD and 21 NTs completed psychological evaluations, interoceptive abilities measurement, and functional magnetic resonance imaging (fMRI). The fMRI images were taken while the participants performed tasks involving ball-throwing animations. The task focused on either self-agency related to ball-throwing (Agency Task) or the spatial location of a ball (Location Task). The animations were presented from constantly changing perspective (Changing View) or fixed perspective (Fixed View). The disembodiment-related condition was the interaction between the Agency Task and Changing View. Results: Participants with ASD exhibited higher activation than NTs in regions near the left parieto-temporo-occipital junction, left precuneus, left hippocampus, and other brain areas. Furthermore, interoceptive accuracy was negatively correlated with the activity of the left superior parietal and posterior midcingulate areas, whereas interoceptive trait prediction error was positively correlated with the activity of the left hippocampus, mid-temporal area, and left posterior cingulate area in participants with ASD. Conclusion These results suggest that disembodiment-related brain activation might be easily manifested by the interaction between perspective-shifting and the experience of agency, and that interoceptive abilities might be related to disembodiment-related brain activation in individuals with ASD.

Objective: Many studies have explored sense of self in individuals with autism spectrum disorder (ASD); however, few have reported on their experience of “disembodiment.” This study aimed to investigate the differences in brain activity between patients with ASD and neurotypicals (NTs) under conditions causing disembodiment and to examine the correlation between their interoceptive abilities and disembodiment-related brain activity. Methods: 18 Participants with ASD and 21 NTs completed psychological evaluations, interoceptive abilities measurement, and functional magnetic resonance imaging (fMRI). The fMRI images were taken while the participants performed tasks involving ball-throwing animations. The task focused on either self-agency related to ball-throwing (Agency Task) or the spatial location of a ball (Location Task). The animations were presented from constantly changing perspective (Changing View) or fixed perspective (Fixed View). The disembodiment-related condition was the interaction between the Agency Task and Changing View. Results: Participants with ASD exhibited higher activation than NTs in regions near the left parieto-temporo-occipital junction, left precuneus, left hippocampus, and other brain areas. Furthermore, interoceptive accuracy was negatively correlated with the activity of the left superior parietal and posterior midcingulate areas, whereas interoceptive trait prediction error was positively correlated with the activity of the left hippocampus, mid-temporal area, and left posterior cingulate area in participants with ASD. Conclusion These results suggest that disembodiment-related brain activation might be easily manifested by the interaction between perspective-shifting and the experience of agency, and that interoceptive abilities might be related to disembodiment-related brain activation in individuals with ASD.

Objective: Many studies have explored sense of self in individuals with autism spectrum disorder (ASD); however, few have reported on their experience of “disembodiment.” This study aimed to investigate the differences in brain activity between patients with ASD and neurotypicals (NTs) under conditions causing disembodiment and to examine the correlation between their interoceptive abilities and disembodiment-related brain activity. Methods: 18 Participants with ASD and 21 NTs completed psychological evaluations, interoceptive abilities measurement, and functional magnetic resonance imaging (fMRI). The fMRI images were taken while the participants performed tasks involving ball-throwing animations. The task focused on either self-agency related to ball-throwing (Agency Task) or the spatial location of a ball (Location Task). The animations were presented from constantly changing perspective (Changing View) or fixed perspective (Fixed View). The disembodiment-related condition was the interaction between the Agency Task and Changing View. Results: Participants with ASD exhibited higher activation than NTs in regions near the left parieto-temporo-occipital junction, left precuneus, left hippocampus, and other brain areas. Furthermore, interoceptive accuracy was negatively correlated with the activity of the left superior parietal and posterior midcingulate areas, whereas interoceptive trait prediction error was positively correlated with the activity of the left hippocampus, mid-temporal area, and left posterior cingulate area in participants with ASD. Conclusion These results suggest that disembodiment-related brain activation might be easily manifested by the interaction between perspective-shifting and the experience of agency, and that interoceptive abilities might be related to disembodiment-related brain activation in individuals with ASD.

Objectives: ：This study aims to confirm the effectiveness of a school-based very-short-term dialectical be-havior therapy-skills training (DBT-ST) program for preventing self-harm among children and adolescents, considering factors such as age, sex, self-harm history, and methods of program implementation. Methods: ：The study was conducted from September 2021 to December 2023, targeting 1,012 elementary and middle school students in the Chungcheong region. Changes in responses to the Depressed Mood Questionnaire(RDQ), the Difficulties in Emotion Regulation Scale-16 (DERS-16), ‘future self-harm possibility’ scores wereanalyzed and compared before and after the program, based on age, sex, self-harm history, and methods of program implementation. Results: ：Overall, participants showed a decrease in the ‘rumination(RDQ) scale’ (t=10.49, p<0.001), ‘reversescored distraction (RDQ)’ (t=10.67, p<0.001) and the total DERS-16 (t=5.56, p<0.001) as well as a decrease in ‘future self-harm possibility’ score (t=4.26, p<0.001). Both elementary and middle school students showed decrease in ’rumination (RDQ)’ and distraction (RDQ), but only middle school students showed a decrease in theDERS-16 and most sub-scales. Regardless of sex, self-harm history, or methods of program implementation, adecrease in ’rumination (RDQ)’, distraction (RDQ) and the total DERS-16 scale and most sub-scales decreased. Conclusions ：Our program appears to be effective as a primary prevention program for preventing self-harm among children and adolescents in a school setting.

Objectives: ：This study aims to confirm the effectiveness of a school-based very-short-term dialectical be-havior therapy-skills training (DBT-ST) program for preventing self-harm among children and adolescents, considering factors such as age, sex, self-harm history, and methods of program implementation. Methods: ：The study was conducted from September 2021 to December 2023, targeting 1,012 elementary and middle school students in the Chungcheong region. Changes in responses to the Depressed Mood Questionnaire(RDQ), the Difficulties in Emotion Regulation Scale-16 (DERS-16), ‘future self-harm possibility’ scores wereanalyzed and compared before and after the program, based on age, sex, self-harm history, and methods of program implementation. Results: ：Overall, participants showed a decrease in the ‘rumination(RDQ) scale’ (t=10.49, p<0.001), ‘reversescored distraction (RDQ)’ (t=10.67, p<0.001) and the total DERS-16 (t=5.56, p<0.001) as well as a decrease in ‘future self-harm possibility’ score (t=4.26, p<0.001). Both elementary and middle school students showed decrease in ’rumination (RDQ)’ and distraction (RDQ), but only middle school students showed a decrease in theDERS-16 and most sub-scales. Regardless of sex, self-harm history, or methods of program implementation, adecrease in ’rumination (RDQ)’, distraction (RDQ) and the total DERS-16 scale and most sub-scales decreased. Conclusions ：Our program appears to be effective as a primary prevention program for preventing self-harm among children and adolescents in a school setting.

Objectives: ：This study aims to confirm the effectiveness of a school-based very-short-term dialectical be-havior therapy-skills training (DBT-ST) program for preventing self-harm among children and adolescents, considering factors such as age, sex, self-harm history, and methods of program implementation. Methods: ：The study was conducted from September 2021 to December 2023, targeting 1,012 elementary and middle school students in the Chungcheong region. Changes in responses to the Depressed Mood Questionnaire(RDQ), the Difficulties in Emotion Regulation Scale-16 (DERS-16), ‘future self-harm possibility’ scores wereanalyzed and compared before and after the program, based on age, sex, self-harm history, and methods of program implementation. Results: ：Overall, participants showed a decrease in the ‘rumination(RDQ) scale’ (t=10.49, p<0.001), ‘reversescored distraction (RDQ)’ (t=10.67, p<0.001) and the total DERS-16 (t=5.56, p<0.001) as well as a decrease in ‘future self-harm possibility’ score (t=4.26, p<0.001). Both elementary and middle school students showed decrease in ’rumination (RDQ)’ and distraction (RDQ), but only middle school students showed a decrease in theDERS-16 and most sub-scales. Regardless of sex, self-harm history, or methods of program implementation, adecrease in ’rumination (RDQ)’, distraction (RDQ) and the total DERS-16 scale and most sub-scales decreased. Conclusions ：Our program appears to be effective as a primary prevention program for preventing self-harm among children and adolescents in a school setting.