This study compared parental and school bonding in adolescents in Iran who are perpetrators of bullying, victims of bullying and not-involved in bullying. Secondary school students ( N = 240) were selected by cluster random sampling and screening, and categorized as perpetrators of bullying ( N = 80), victims of bullying ( N = 80) and non-involved ( N = 80) by teacher and vice-principal nominations. The Parental Bonding Instrument and the School Bonding Scales were completed by the students. With some exceptions (i.e., no between-group differences in maternal overprotectiveness and boys reported higher levels of school involvement than girls), results suggest similar patterns in Iran as in Western societies. With regard to parental bonding, perpetrators of bullying reported lower levels of maternal and paternal care than victims of bullying and non-involved students, higher levels of paternal overprotectiveness than non-involved students, higher levels of paternal authoritarianism (or lower levels of autonomy) than victims and non-involved students, and higher levels of maternal authoritarianism than victims. For school bonding, perpetrators of bullying reported lower levels of school and teacher attachment than the other two groups and victims reported lower levels of school and teacher attachment than non-involved students. Implications for school psychologists are discussed.

IntroductionThis paper examines the similarities and differences between academic stress and emotion regulation and investigates that the association between emotion regulation and academic stress may be explained the level of academic success among female students.ObjectivesThis research suggests that students vary in their ability to regulate emotions and cope with academic stress, and these abilities may differ across the level of student's academic success. Identifying the academic stress and quality of emotion regulation strategies will lead to practical implications for promoting student's with low or high academic success.AimsThe present study aims to compare academic stress and emotion regulation in the female students with high and low academic performance.MethodsA total of 162 high school students (mean age = 15.26) were selected by cluster random sampling method. They were categorized as students with high (87 students) and low (75 students) academic performance by average of their academic performance. Emotion regulation questionnaire, educational stress scale for adolescents and academic performance were administered. One-way MANOVA was conducted on academic stress and emotion regulation.ResultsThe results of analysis were significant only for emotion regulation, F (5, 156) = 5.34, P = .001. Mean score of students with low academic performance in the emotion regulation was significantly lower than students with high academic performance.ConclusionsThe extent to which variation in emotion regulation and coping with stress can be considered as a key factor of academic failure/success in educational settings.Disclosure of interestThe authors have not supplied their declaration of competing interest.

IntroductionBurnout is a state of physical and emotional exhaustion. It can occur when people experience long-term stress in job, or when they have worked in a physically or emotionally draining role for a long time. There have been numerous studies done showing the results of stress and burnout in the employee's profession across many areas of health care.ObjectivesThe purpose of this study was to investigate the effectiveness of stress and burnout management training on employees using experimental method to help employees to understand available resources and help them find better ways to manage stress in the workplace.AimsThis study aims to discusses how organizations can assist in combating stress in ways that benefit both the employees involved and the organization itself.MethodA curriculum-based intervention was developed to provide education in a classroom setting. The sample included 14 nurses with various nursing backgrounds who were selected randomly and were assigned randomly in two experimental and control groups, which contained 7 employees in each group. The experimental group received the training while the control group was in waiting list. The instruments were the General Health Questionnaire and Burnout Checklist, and demographic questionnaire. Data was analyzed by covariance analysis method.ResultsResult indicated that stress and burnout management training was efficient on reducing stress and burnout symptoms in employee.ConclusionIt is concluded that stress and burnout management training is an effective group intervening method for reducing the dysfunctional effects of stress and job burnout in employees.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Examining the long‐term impact of bullying can facilitate using retrospective bullying experiences questionnaire (RBEQ) which provides information regarding bystander, bully and victim through childhood to adolescence. This study aimed to investigate the validity and reliability of this questionnaire in Iranian samples. A total of 92 male and 283 female university students participated in this study. Factor structure of the questionnaire was investigated by exploratory and confirmatory factor analyses. The results of principal components analyses showed that questionnaires' items in the primary, middle and high school parts consisted of three separate factors: bystander, victim and bully. However, bullying sub‐types could not be identified as separate components. Regarding confirmatory factor analyses, the extracted single‐factor models revealed optimal goodness of fit indexes and high loading factor. The results of the criterion validity of the RBEQ with the Buss–Perry aggression questionnaire showed positive significant correlations between all factors of the questionnaires. Reliability of the factors of bystander, victim and bully in three educational levels was also confirmed by internal consistency and split‐half coefficients. The results indicated that the Persian version of the RBEQ has appropriate validity and reliability in Iranian university students.