Previous research has suggested that psychological distress (i.e., anxiety, depression, and somatization) is associated with student victimization by teachers. The direction and causality of this relationship have not yet been empirically supported. This study examined longitudinal associations between adolescent psychological distress (anxiety, depression, and somatization) and student victimization by teachers among 419 adolescents in grades 7–9 of secondary schools in Hong Kong. A self-administered questionnaire was conducted to collect student self-reported information about their experiences of victimization by teachers and their psychological distress, including depression, anxiety, and somatization, at two time points separated by a 9-month interval. A cross-lagged panel analysis provided evidence for the contribution of depression, anxiety, and somatization to later victimization by teachers. These findings were also relevant for male and female adolescents. The findings suggest that psychological distress, such as depression, anxiety, and somatization, is a risk factor predicting student victimization by teachers rather than the consequences of exposure to teacher violence. The results support the importance of reducing adolescent depression, anxiety, and somatization symptoms in future intervention programs to prevent them from being victimized by teachers. Copyright © 2022 The Author(s).

Objectives: Research shows that compassion from others and from the self may enable university students to face, overcome, and bounce back from adversity and generate a greater sense of thriving and meaning in life. However, the underlying processes are largely unknown. The present study aimed to examine the associations of compassion with psychological distress, flourishing, and meaning in life among university students and explore the mechanisms underlying these associations. Methods: A total of 536 Hong Kong university students completed questionnaires measuring their experiences of compassion from others, self-compassion, resilience, psychological distress, flourishing, and meaning in life. Results: Serial mediation analyses showed that compassion from others was associated positively with self-compassion, which was, in turn, linked to greater resilience and consequently lower levels of psychological distress and higher levels of flourishing and meaning in life. Conclusions: Our findings reveal the associations of compassion from others and self-compassion with the well-being and life meaning of university students. The findings highlight the importance of being open and receptive to love and kindness from others. The findings also point to the importance of developing a caring attitude toward oneself. Copyright © 2022 The Author(s).

School-based counselling is an effective intervention for psychological distress in adolescents, but little is known about the processes leading to a therapeutic change in a Chinese sociocultural context. Twenty-five Chinese senior secondary school students and eight school counsellors in Hong Kong were interviewed, and the data were analysed thematically within a critical realist paradigm. Three change processes were developed: new ways of thinking, developing better relationships and experiencing positive emotions. The study's findings were broadly consistent with previous research into school-based counselling in Western contexts but not consistent with previous studies carried out with adult Chinese clients. Counselling in schools has the potential to deliver significant benefits to adolescents in Hong Kong. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.