The Effectiveness of Educational Interventions on Traditional Bullying and Cyberbullying Among Adolescents: A Systematic Review and Meta-Analysis

Development and Validation of Technology-Facilitated Sexual Violence Perpetration and Victimization Scales Among Adults

Technology-facilitated sexual violence (TFSV) includes different forms of digital violence, such as online gender-based violence, online gender- and sexuality-based violence, digital sexual harassment, online sexual coercion, and nonconsensual pornography. The aim of this study was to design and validate a measure to assess the perpetration and victimization of each dimension of TFSV. The relationships between the different dimensions and differences by gender and sexual orientation were also analyzed. The participants were a sample of 2,486 adults (69% women) from Spain, aged between 16 and 79 (M = 25.95; DT = 9.809) years. The Technology-Facilitated Sexual Violence Scales were found to be valid and reliable instruments, supporting our recommendation for the use of these scales. Network analysis and solution-based exploratory factor analyses showed that the dimensions of online sexual coercion and nonconsensual pornography clustered together. All the perpetration variables were related to sexism. Finally, cis women and nonheterosexual people reported higher victimization scores overall compared to cis men and heterosexuals, respectively, while cis men reported higher perpetration scores overall than cis women.

Peer Victimization and Adolescent Mental Health: School-level Victimization as a Moderator

As a global issue, peer victimization is closely associated with adolescent mental health. Although previous research has explored the relationship between peer victimization and mental health in some contexts, the school context, particularly within the Chinese cultural context, has not received sufficient attention. Based on the Healthy Context Paradox, this study aimed to explore the moderating role of school-level victimization in the relationship between individual-level peer victimization and mental health. This study tested two hypotheses by using a multilevel design: higher individual-level and school-level peer victimization are associated with higher depressive symptoms and lower life satisfaction (Hypothesis 1); school-level victimization moderates the association between individual-level peer victimization and mental health (Hypothesis 2). Participants were 39,720 adolescents (50.41% females; Mage = 13.68, SD = 2.39) across 292 Chinese schools. They completed a set of questionnaires, including the Center for Epidemiologic Studies Depression Scale, the single-item Life Satisfaction Questionnaire, the Peer Victimization Scale, and demographics. The multilevel model indicated that both individual-level and school-level peer victimization were positively correlated with depressive symptoms and negatively correlated with life satisfaction. In schools with lower levels of victimization, there was a stronger association between individual peer victimization and adolescent mental health. A potential explanation for these results might be the victimization visibility and perceived severity in different contexts. These findings extended the discussion of the Healthy Context Paradox within the Chinese school context and provided valuable insights for developing school support strategies for victimized adolescents. School management might play a significant role in affecting the mental health of victimized adolescents.

Interventions that address interpersonal violence experienced by adolescents globally: a systematic review of reviews

Globally, adolescents experience a significant burden of interpersonal violence, impacting their health, well-being and life trajectory. To address this, decision-makers need reliable evidence on effective interventions across various contexts.

OBJECTIVES

Synthesise the evidence for interventions addressing interpersonal violence experienced by adolescents aged 10-25 years.

METHODS

Six electronic databases were systematically searched. Systematic reviews and meta-analyses published globally between 2010 and 2022 were included if they reported interventions addressing interpersonal violence experienced by adolescents. Results were synthesised narratively.

RESULTS

35 systematic reviews were included, of which 16 were also meta-analyses. Majority of reviews included interventions set in high income countries (71%) and implemented in educational settings (91%). Effectiveness was reported in majority of interventions measuring victimisation and/or perpetration of intimate partner violence, sexual violence, bullying and/or cyberbullying (90%), majority of interventions measuring improvements in knowledge and attitudes towards violence (94%) and all interventions measuring bystander behaviour and improvements in well-being and quality of life. However, the quality of included reviews as per Assessment of Multiple Systematic Reviews 2 and National Health and Medical Research Council was low, and equity as per PROGRESS-PLUS was seldom considered. There was also a paucity of interventions addressing interpersonal violence in low-middle income countries (12%) and none of the included interventions specifically addressed interpersonal violence perpetrated in the home such as family violence.

CONCLUSION

There is some evidence of promising interventions to address interpersonal violence experienced by adolescents, however there are gaps in scope and implementation. There is a need for equity-oriented public health approaches to comprehensively address the disproportionate burden of interpersonal violence experienced by adolescents globally, including those at the highest risk of harm.

PROSPERO REGISTRATION NUMBER

CRD42020218969.

Peer bullying tendencies of school children: The role of demographic, health-related, and school-related factors

BACKGROUND

Peer bullying is widely observed across the world and continues to grow. Peer-bullying children and children exposed to peer bullying often display a fall in academic achievements, an increase in psychiatric problems, and problematic relationships with their parents.

OBJECTIVE

This study was conducted to identify the effects of demographic, health-related, and school-related characteristics in school-age children, including their grade, academic success, and status of liking their school, on their peer-bullying tendencies.

DESIGN AND METHODS

This study was carried out as a cross-sectional study. The study was conducted in September-November 2023 with sixth- and seventh-grade students at four middle schools in Turkey. The sample size was calculated as 750 in a 95% confidence interval and with a 5% margin of error. The data were collected using a Health-Related Descriptive Characteristics Form and the Swearer Bullying Scale.

RESULTS

Children who were seventh-grade students, those who had a family income above expenses, those who were obese, those who perceived their health status as good, those who had low academic achievement, and those who stated that they did not like their school had higher peer bullying tendencies (p < 0.05). In the multiple linear regression analysis, self-perceived health status, grade level, and academic achievement status were identified as factors that significantly affected the peer bullying tendencies of the children, and these factors explained 26.3% of the total variance in these tendencies.

CONCLUSION

Self-perceived health status, grade level, and academic achievement status significantly affected the peer bullying tendencies of school children.

IMPLICATIONS FOR PRACTICE

To prevent peer bullying and mitigate its negative effects, it is extremely important that school nurses periodically identify the peer bullying tendencies of school children and associated factors.

Antibullying Interventions in Schools: Assessing the Evidence Base

OBJECTIVE

This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions.

METHODS

Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings.

RESULTS

Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students.

CONCLUSIONS

Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.

The Family Context in Cybervictimization: A Systematic Review and Meta-Analysis

The use of Information and Communication Technologies is clearly widespread among adolescents from a young age. Although it poses a significant contribution at the academic, social, and emotional levels, it can also involve a set of important risks, including cyberbullying and, therefore, cybervictimization. Previous studies have pointed out the importance of family context since parental control and family communication emerge as contributors to this phenomenon. Therefore, the aim of the present study was to analyze the influence of family communication on cybervictims and the moderating role of different sociodemographic variables (age, gender, nationality, and culture), as well as social, emotional, and personality variables. In this context, a meta-analysis was performed with a random effects model, using a total meta-sample of 29,093 adolescents (mean age: 14.50 years) distributed in k = 20 samples belonging to nine studies on cybervictimization published in English in Q1 journals between 2015 and 2020. The results showed that family offensive communication is related to cybervictimization. This could be because the affected individuals often use social media to compensate for the deficiencies they perceive within their families, as well as to obtain support, which increases their time spent on the Internet and their exposure to this phenomenon. These findings highlight the need for family and community interventions, not only school-based or individual interventions.

The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial

PURPOSE

The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents.

DESIGN

A parallel-group randomized controlled trial.

METHODS

The study population consisted of ninth-grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post-test), and at 3rd- and 6th-month follow-ups. The data were analyzed using chi-square test, independent sample t-test, and two-way mixed-design ANOVA with Bonferroni's test.

RESULTS

In the pre-test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post-test and follow-up tests (p < 0.001).

CONCLUSION

The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents.

CLINICAL RELEVANCE

Nurses would implement motivational interviewing to prevent bullying behaviors in schools.

The cost-effectiveness of school-based interventions for chronic diseases: a systematic review

BACKGROUND

Chronic diseases, or non-communicable diseases (NCD), are conditions of long duration and often influenced and contributed by complex interactions of several variables, including genetic, physiological, environmental, and behavioral factors. These conditions contribute to death, disability, and subsequent health care costs. Primary and secondary school settings provide an opportunity to deliver relatively low cost and effective interventions to improve public health outcomes. However, there lacks systematic evidence on the cost-effectiveness of these interventions.

METHODS

We systematically searched four databases (PubMed/Medline, Cochrane, Embase, and Web of Science) for published studies on the cost-effectiveness of chronic-disease interventions in school settings. Studies were eligible for inclusion if they assessed interventions of any chronic or non-communicable disease, were conducted in a school setting, undertook a full cost-effectiveness analysis and were available in English, Spanish, or French.

RESULTS

Our review identified 1029 articles during our initial search of the databases, and after screening, 33 studies were included in our final analysis. The most used effectiveness outcome measures were summary effectiveness units such as quality-adjusted life years (QALYs) (22 articles; 67%) or disability-adjusted life years (DALYs) (4 articles; 12%). The most common health condition for which an intervention targets is overweight and obesity. Almost all school-based interventions were found to be cost-effective (30 articles; 81%).

CONCLUSION

Our review found evidence to support a number of cost-effective school-based interventions targeting NCDs focused on vaccination, routine physical activity, and supplement delivery interventions. Conversely, many classroom-based cognitive behavioral therapy for mental health and certain multi-component interventions for obesity were not found to be cost-effective.

[Digital media use and mental health in adolescents-a narrative review]

The opportunities and hazards of digital media, especially with regard to children and adolescents, are currently the subject of frequent family, school, and social debates.Digital platforms can support the accomplishment of adolescent developmental tasks through gaming and social exchange as well as communication and contact promotion, learning, and health promotion, and are widely used for entertainment. In Germany, almost all adolescents own a smartphone. During the COVID-19 pandemic, an intensification of the use of digital games, social media, and streaming offers by adolescents was observed. Exposure to age-uncensored content such as the depiction of violence, extreme political views, and conspiracy theories, as well as personal attacks through cyberbullying, unfiltered initiation of contact including cybergrooming, dysfunctional role models, and addiction-promoting aspects are associated with mental health risks.Cyberbullying affects about 5% of children and adolescents in Germany. A bidirectional relationship with mental health could be shown. The gaming disorder is the first digital media use disorder (DMUD) that has been included in the ICD-11 and thus internationally recognized as a mental illness. Adolescents are affected disproportionately often and experience impairments in their mental development and levels of functioning.Services are available to promote adolescent media literacy, and their expansion, structured application, and evaluation are needed. Evidence-based prevention and treatment options for DMUD are currently largely lacking. Their development, review, and dissemination should be further supported.

Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game

Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying scenarios presented in a serious game. To accomplish this goal, data from gamified tasks (N = 208), from 4 different moments, were analyzed through multilevel linear modeling. Results suggested that there was a change in adolescents' moral disengagement over time. Participants with greater empathy revealed lower moral disengagement overall. Over time, adolescents with greater empathy revealed lower moral disengagement within their own growth rate. Overall, our results provide important information about the dynamic relationship between moral disengagement, empathy and cyberbullying, which informs future studies and interventions.

Unmasking the Pandemic's Hidden Challenge

In the COVID-19 pandemic, a new challenge emerges in the digital realm – a surge in cyberbullying fuelled by social isolation. This chapter explores the intricate connection between isolation measures and the alarming rise in online harassment. Lockdowns and distancing have turned the online space into both a refuge and a battlefield, revealing unique consequences of isolation. The pandemic has reshaped cyberbullying, with increased screen time, online education, and heightened social media engagement playing complex roles. As social isolation heightens vulnerability, the line between physical and digital blurs, exposing individuals to online harassers. The chapter acknowledges the profound impact of social isolation on mental health, with pandemic stressors and online anonymity fostering anxiety among cyberbullying victims. Educational settings, grappling with remote learning challenges, also experience the ripple effects of cyberbullying. Despite these challenges, coping strategies and support mechanisms emerge, aiding individuals in navigating the digital landscape safely.

Examining the longitudinal direct and indirect relationships between early sleep (quality and duration) and later cyberbullying perpetration in emerging adults

OBJECTIVES

Researchers have recently posited the importance of sleep as a predictor of cyberbullying perpetration. We aimed to fill several theoretical gaps in the literature. First, most of the research focuses on sleep quality and not duration. Second, most of the studies are correlational, limiting causal claims. Third, few studies have tested the theoretical mediators (anger, hostility, and self-control) in the relationship between sleep (quality and duration) and cyberbullying.

METHODS

We employed short-term three-wave longitudinal study with US emerging adults (N = 182). At each wave participants completed measures of cyberbullying perpetration, anger, hostility, self-control, sleep quality, and sleep duration.

RESULTS

Findings from our longitudinal path model showed that Wave 2 anger was the only significant mediator between Wave 1 sleep duration (not quality) and Wave 3 cyberbullying.

CONCLUSIONS

We supported past research focused on the mediating role of anger in the relationship between sleep and cyberbullying, and theory that explicates the importance of mediators. Moreover, we contributed to this literature by employing a longitudinal design, assessing mediators, focusing on sleep duration and quality, and using an emerging adult population.

The Prevalence of Bullying Victimization and Perpetration Among the School-Aged Population in Chinese Communities: A Systematic Review and Meta-Analysis

Though bullying was predominantly documented in Western societies, increasing attention has been paid to bullying in Chinese communities during recent years. It remains unknown whether bullying among youngsters in the Chinese communities is similar to or different from their counterparts in Western societies. A systematic review was primarily conducted in English and Chinese databases from the start to December 31, 2021. This study estimated the prevalence of overall (integrating both face-to-face and cyber forms), face-to-face, and cyber bullying victimization and perpetration using random-effects models. Based on 68 eligible studies, this study revealed a pooled prevalence of overall bullying victimization of 22.7% (95% Confidence Interval [CI] [17.7, 28.6]) and a pooled prevalence of overall bullying perpetration of 15.7% (95% CI [6.7, 32.3]). Besides, the estimated prevalence were 20.8% and 10.3% for face-to-face bullying victimization and perpetration, while 9.6% and 8.4% for cyberbullying victimization and perpetration. The subgroup analyses showed that the high heterogeneity of prevalence among the studies estimating bullying victimization and perpetration could be accounted for by sample characteristics and the measurement approaches. This study suggests that bullying is prevalent in the Chinese communities, comparable to, if not higher than, in the Western societies. Prevention and intervention programs are urgently required to reduce bullying among the school-aged population in Chinese communities.

Effectiveness of Parent-Related Interventions on Cyberbullying Among Adolescents: A Systematic Review and Meta-Analysis

Given the high prevalence of cyberbullying and its negative physical and psychological effects on the development of adolescents, numerous studies have attempted its reduction by developing anti-cyberbullying interventions. In the present study, we investigated the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration and victimization among adolescents. A thorough search was carried out on seven electronic databases: EBSCO, ERIC, PubMed, PsycINFO, Scopus, Web of Science, and ProQuest Dissertations and Theses. Only quantitative studies that reported the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration or victimization were included in the review. Eleven studies were finalized, and meta-analyses were performed using a random effect model on RevMan v5.4 software developed by Cochrane. Findings reveal that existing parent-related programs have very small effect sizes on cyberbullying perpetration (standardized mean differences [SMDs] = -0.17, 95% confidence interval [CI] [-0.26, -0.09]) and victimization (SMD = -0.17, 95% CI [-0.24, -0.10]). The modes of parental involvement and intervention do not moderate the program effectiveness, but those with shorter durations are more effective than longer ones in reducing the frequency of cyberbullying victimization. Furthermore, findings indicate that interventions with a theoretical foundation are more effective than those without one. This review provides evidence to improve anti-cyberbullying interventions by effectively enabling parent involvement, as well as increasing parenting skills, parent-child interactions, and communication. Given the limited effectiveness of parent-related interventions, future research is needed to identify key moderators to improve such programs or to develop school-family patterns to reduce cyberbullying.

The Victim-Offender Overlap in Technology-Facilitated Abuse: Nationally Representative Findings Among U.S. Young Adults

There has been limited examination of the phenomenon of the victim-offender overlap in the field of technology-facilitated abuse (TFA). To design effective strategies to prevent TFA, it is important to understand which individuals are most at risk of victimization, perpetration, and to what extent a subset of people both experience victimization and engage in perpetration. This study drew on Cyber-Abuse Research Initiative (CARI) data, a nationally representative U.S. sample of adults ages 18-35. TFA measurement consisted of parallel scales for victimization and perpetration, each with 27 items assessing forms of technology-facilitated surveillance, monitoring/tracking, interference/communications, reputational harm, controlling/limiting access, and fraud. A bivariate probit of TFA perpetration and TFA victimization, as separate outcomes, was fit to allow for joint estimation of regression coefficients and robust standard errors. Analyses confirmed that TFA, similar to other forms of interpersonal aggression, is characterized by a substantial victim-offender overlap, with 30 percent of the sample reporting involvement both as a victim and as a perpetrator. Internet/social media use and social isolation did not distinguish victimization and perpetration. However, positive and negative affect as well as Lesbian, Gay, Bisexual, Queer, Asexual, or other sexual orientation (LGBQA+) were positively correlated with victimization, whereas female gender and having postsecondary education were positively associated with perpetration. These results may be used to design interventions and anticipate service needs. TFA, as a new topic of research, should capitalize on the theoretical and empirical article related to other forms of the victim-offender overlap.

The impact of bullying in childhood and adolescence

PURPOSE OF REVIEW

Bullying is a common adversity affecting many children and adolescents. It has been shown to negatively impact the psychological well being not only of targets of bullying, but also that of bullying perpetrators and those witnessing bullying. Bullying is linked to depression and poorer mental health and functioning among children and adolescents. Given the high prevalence of bullying among children and adolescents and the negative mental health sequelae of bullying, this is an area of urgent public health concern. This narrative review brings forth recent research findings in this arena, which could help shape public health policies for addressing and preventing bullying.

RECENT FINDINGS

Recent findings demonstrate an association of bullying among children and adolescents with depression, nonsuicidal self-injury, sleep loss, reduced health-related quality of life, poorer rates of graduation from high school and later mental health problems. A recent systematic review also showed an association of peer-victimization among children and adolescents with activation of amygdala, left parahippocampal gyrus and fusiform gyrus, and alterations in other brain areas.

SUMMARY

Evidence indicates that bullying in childhood and adolescence is associated with higher odds of developing mental health problems; therefore, early identification and timely intervention is crucial.

Characteristics and effectiveness of interventions to reduce cyberbullying: a systematic review

Background

This paper presents the results from a systematic review on the effectiveness of interventions to reduce Cyberbullying (CB) as a function of their outcomes and main characteristics; and an analysis of the level of completeness to which the characteristics of these interventions are described.

Methods

Systematic searches were conducted in PubMed, Scopus, ERIC and Psycinfo databases on February 14, 2022. In addition, relevant publications were hand searched for relevant studies. We considered interventions that provided data on CB prevalence changes in populations between primary school and college age.

Results

In total, 111 studies were retained for further screening from 3,477 results. Following rigorous screening, 43 reports including 46 studies and information from 36 different interventions were included in our systematic review. Results shows that most of the interventions measuring reductions in global CB, cyberperpetration/victimization, cybervictimization and cyberperpetration were effective or partially effective. While the interventions measuring reductions in cyber-bystanding were not effective. Multicomponent interventions showed higher effectiveness than single-component interventions. After completion of the TIDieR check-list, included interventions were considered to offer an insufficient level of detail for a number of the analyzed items in relation to "how well planned," "intervention modifications" and "tailoring."

Conclusion

Given the aforementioned, it is critical to increase the number of studies and the quality of interventions targeting CB and the level of detail of its description in order to obtain more robust outcomes about how to reduce its prevalence and facilitate the replication of the effective interventions.

Systematic review registration

https://archive.org/details/osf-registrations-wn5u4-v1, Identifer DOI: 10.17605/OSF.IO/WN5U4.

Predicting Cyberbullying Perpetration in US Elementary School Children

Cyberbullying has emerged as a societal issue, and the majority of the research examining cyberbullying perpetration samples adolescent and/or emerging adult populations. A paucity of empirical attention has focused on young children (aged 8-10) regarding their cyberbullying frequency and predictors. The current study sampled 142 US youth aged 8-10 years and assessed their cyberbullying perpetration rate and cellular phone ownership. Results indicated that (a) older participants were more likely to cyberbully than their younger peers; (b) higher rates of cyberbullying were found for youth who already owned a cellular phone; and (c) an interaction between participant age and cellular phone ownership was found, suggesting that cyberbullying was highest for only the 10-year-old group who owned a cellular phone. These findings have implications for (a) parents, school administrators, health care providers, and anyone else interested in better understanding the predictors of cyberbullying perpetration; (b) intervention specialists focused on reducing cyberbullying in youth; and (c) a researcher interested in understanding the basic theoretical underpinnings of cyberbullying. Based on these findings, we recommend that (a) cyberbullying interventions be administered to youth as early as elementary school; (b) parents/guardians carefully consider the positive and negative consequences of youth cellular phone usage; and (c) increased communication between youth and parents/guardians concerning youth cellular phone activities.

Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis

Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen's d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully-victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.

Positive youth development attributes, mental disorder, and problematic online behaviors in adolescents: a longitudinal study amidst the COVID-19 pandemic

Introduction

During the COVID-19 pandemic, adolescents have increasingly suffered from online problem behaviors and mental disorders. But little research has paid attention to the protective factors among adolescents. Therefore, the present study attempted to investigate the role of positive youth development (PYD) attributes in adolescents' depression, internet gaming disorder (IGD) and cyberbullying/victimization (CBV).

Methods

A total of 995 Chinese adolescents (M_age = 15.97 years, SD = 0.77, 325 boys) from two public high schools in Hubei province were recruited to participate in the three-wave longitudinal study over the span of 1 year during the pandemic (Time 1: November, 2020; Time 2: May, 2021; Time 3: November, 2021).

Results

T1 PYD attributes negatively predicted T2 depression and T3 online problematic behaviors. T2 depression positively predicted IGD at T3. T3 IGD significantly predicted greater involvement in T3 CBV, and vice versa. Moreover, depression and one online problem behavior mediated the relationships between PYD attributes and the other online problem behavior, separately and sequentially.

Discussion

These findings demonstrated the protective role of PYD attributes in prevention of mental disorders and online problem behaviors among adolescents during the COVID-19 pandemic. Comprehensive measures should be taken to assist young people to develop more PYD attributes to promote healthy growth.

Contemporary Hermits: A Developmental Psychopathology Account of Extreme Social Withdrawal (Hikikomori) in Young People

Although it is widely accepted that human beings have an ingrained 'need to belong,' there seem to be a substantial subset of young people who seclude themselves for most of the time at home and no longer engage in education or work, ultimately withdrawing from participation in society. In Japan, this phenomenon has been labeled as 'hikikomori,' but given its global presence it may be preferable to use the term 'extreme social withdrawal' (ESW). In this qualitative review, we provide a description and definition of ESW, provide figures on its prevalence, and discuss a number of associated concepts, including loneliness and "aloneliness," school absenteeism and dropout, the 'new' developmental stage of adultolescence, and the labor force categories of freeter ('freelance arbeiter') and NEET (a young person not in employment, education, or training). The core of the paper is focused on the origins of ESW in young people and provides a narrative overview of relevant etiological factors, such as aberrant brain processes, unfavorable temperament, psychiatric conditions, adverse family processes including detrimental parenting, negative peer experiences, societal pressures, and excessive internet and digital media use, which are all placed within a comprehensive developmental psychopathology framework. We will close with a discussion of possible interventions for young people with ESW and formulate a guideline that describes (the temporal order of) various components that need to be included in such a treatment.

The Long-Term Efficacy and Sustainability of the Tabby Improved Prevention and Intervention Program in Reducing Cyberbullying and Cybervictimization

Although cyberbullying and cybervictimization prevention programs have proved effective in the short term, their effectiveness remains unclear in the long run. Thus, the present study evaluated the long-term effects of the Tabby Improved Prevention and Intervention Program (TIPIP). Participants were 475 middle and high school students (Mage = 12.38; SD = 1.45; F = 241, 51%), of whom, 167 were in the Experimental Group (EG; Mage = 13.15; SD = 1.52; M = 51.5%), and 308 were in the Control Group (CG; Mage = 13.47; SD = 1.35; M = 47.7%). Students completed measures assessing cyberbullying and cybervictimization at three time points: baseline (T1), immediately after the intervention (6 months, T2), and at 1 year (T3). The results showed no significant effects of the TIPIP in reducing both cyberbullying and cybervictimization over time. Overall, our results confirm the lack of effectiveness of long-term preventive programs and emphasize that different curricula should be implemented in future programs to prevent and manage cyberbullying and cybervictimization, also taking into account psychological mechanisms and processes involved in such behaviors.

A Growth Mindset and Self-Affirmation Intervention to Reduce Violent and Risky Online Behaviors: The Moderating Role of Previous Victimization

The Internet is the setting for several forms of violent and risky behavior among adolescents, such as cyberbullying, sexualized interactions with adults, sexting, and online dating violence. Often, these behaviors are responses to experiences of online victimization. This study examined the differential effects of a wise intervention (WI), combining growth mindset and self-affirmation strategies, on these behaviors for adolescents who had experienced victimization and those who had not. A sample of 1,085 adolescents (54.3% girls; ages 11-18 years) were randomized into two intervention conditions (WI and an anti-stress control intervention). They completed measures of violent and risky behaviors at pretest and at 3- and 6-month follow-ups and measures of victimization at pretest. The results of multilevel analyses indicated that the WI was beneficial for adolescents without experiences of victimization at pretest, as they displayed smaller increases in online peer aggressions, sexualized interactions with adults, and sexting than the adolescents in the control condition. However, the WI was not beneficial for adolescents with experiences of victimization at pretest. Moreover, the adolescents under the anti-stress control condition displayed better outcome. These findings suggest that previous victimization experiences of adolescents should be considered to select an appropriate intervention.

Cyberbullying as a Learned Behavior: Theoretical and Applied Implications

Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research.

School-Based Nursing Interventions for Preventing Bullying and Reducing Its Incidence on Students: A Scoping Review

Incidents of bullying have increased on students in schools. This has a negative impact such as mental health problems and risk of suicide. Interventions related to bullying are still focused on being carried out independently. Meanwhile, collaborative interventions between nurses and the school are needed to acquire maximum results in preventing and reducing the incidence of bullying. The purpose of this study is to describe school-based nursing interventions in preventing and reducing the incidence of bullying among students at school. This study used scoping review with a search strategy using the PRISMA Extension for Scoping Review process to find the articles. The PubMed, CINAHL, and Scopus electronic databases were searched. We found 12 articles from 594 articles in 3 databases which discussed nursing interventions based on school to prevent and reduce incidence of bullying in students. The studies included are design randomized control trials and quasi experiments. The samples with the range of 40-7121 respondents. We classified the school-based nursing interventions being three methods, there are Game programs, physical activity programs, training programs, and peer-group programs. The content of interventions are psychoeducation, empathy training, counseling, and self-management. This study shows that school-based nursing interventions can be an option in preventing and reducing the incidence of bullying among students at school.

Triple-P e-Parenting to Improve Awareness of Psychiatric Nurses on Preventing Cyberbullying in Adolescents

The impact of cyberbullying includes mental health problems and an increased risk of suicide. Psychiatric nurses play an important role in reducing the impact of cyberbullying on students. Nurses, educators, and counselors also play a role to prevent cyberbullying by improving awareness. The purpose of this study is to explore the awareness and involvement of mental nurses and their motivation and confidence in preventing cyberbullying. The research method used in this study was a quasi-experimental pre-post tests study. The sample in this study included 192 respondents. Data analysis used a t-test (pair t-test). This study shows that seminars about cyberbullying and Triple-P e-Parenting are effective in increasing nurses’ awareness regarding the incidence of cyberbullying in adolescents (p < 0.001). The aspects that influence the increase in awareness of mental nurses are attitude (p < 0.001) and parenting (p < 0.001). Awareness of nurses as parents related to cyberbullying is important to prevent cyberbullying in adolescents. Seminars about cyberbullying, the role of parents, and how to prevent cyberbullying are effective in preventing cyberbullying in adolescents by paying attention to the experiences of parents who have children affected by cyberbullying.

Influence of family cohesion on Chinese adolescents' engagement in school bullying: A moderated mediation model

In this study, a total number of 1,026 Chinese adolescents were surveyed using the cohesion sub-scale of the Family Environment Scale, the Self-control Scale, the Parental Monitoring Questionnaire, and the revised Olweus Bully/Victim Questionnaire to explore the effects of family cohesion on adolescents' engagement in school bullying and the mechanisms of self-control and parental monitoring in the relationship between them. The results showed that: (1) family cohesion, self-control, and parental monitoring were significantly and negatively related to school bullying; (2) family cohesion directly influenced school bullying and also indirectly influenced school bullying through a mediating effect - self-control; (3) parental monitoring played a moderating role in the path of self-control affecting school bullying. Therefore, to reduce the occurrence of school bullying, it is necessary to strengthen the self-control ability of adolescents and improve the family cohesion environment and maintain a moderate level of parental monitoring. The results of this study revealed the effect of family cohesion on adolescents' engagement in school bullying and its mechanism of action, which can provide a theoretical basis for preventing and reducing the occurrence of school bullying incidents.

Social Epidemiology of Early Adolescent Cyberbullying in the United States

OBJECTIVE

To determine the prevalence and sociodemographic correlates of cyberbullying victimization and perpetration among a racially, ethnically and socioeconomically diverse population-based sample of 11-12-year-old early adolescents.

METHODS

We analyzed cross-sectional data from the Adolescent Brain Cognitive Development (ABCD) Study (Year 2; N = 9429). Multiple logistic regression analyses were used to estimate associations between sociodemographic factors (sex, race/ethnicity, sexual orientation, country of birth, household income, parental education) and adolescent-reported cyberbullying victimization and perpetration.

RESULTS

In the overall sample, lifetime prevalence of cyberbullying victimization was 9.6%, with 65.8% occurring in the past 12 months, while lifetime prevalence of cyberbullying perpetration was 1.1%, with 59.8% occurring in the past 12 months. Boys reported higher odds of cyberbullying perpetration (AOR 1.71, 95% CI 1.01-2.92) but lower odds of cyberbullying victimization (AOR 0.80, 95% CI 0.68-0.94) than girls. Sexual minorities reported 2.83 higher odds of cyberbullying victimization (95% CI 1.69-4.75) than nonsexual minorities. Lower household income was associated with 1.64 (95% CI 1.34-2.00) higher odds of cyberbullying victimization than higher household income, however household income was not associated with cyberbullying perpetration. Total screen time, particularly on the internet and social media, was associated with both cyberbullying victimization and perpetration.

CONCLUSIONS

Nearly one in 10 early adolescents reported cyberbullying victimization. Pediatricians, parents, teachers, and online platforms can provide education to support victims and prevent perpetration for early adolescents at the highest risk of cyberbullying.

Dark tetrad personality traits also play a role in bullying victimization

Bullying refers to physical and/or psychological mistreatment or abuse by one individual or group toward another individual or group. Bullying is widespread in our society and carries considerable negative consequences. This phenomenon is caused by multiple factors, which include personality. Much more attention has been paid to the study of the perpetrators' negative personality traits than the victims. Several studies have examined the relationship between these traits—the Dark Triad or Dark Tetrad—and being a victim of bullying (or mobbing) in adults, especially in the workplace. However, only two studies have been located that have studied these relationships in adolescents. Therefore, this study aimed to analyze the relationship between being a victim of bullying and the ark Tetrad traits, delving into the specific contribution of Machiavellianism, narcissism, psychopathy, and sadism in victims of bullying in Spanish adolescents. A cross-sectional study was carried out by administering the Short Dark Triad, the Assessment of Sadistic Personality, and the Peer Bullying Questionnaire to 393 adolescents aged 12–18 years (M = 14.18; SD = 2.52; 53.7% male). The Dark Tetrad traits predicted the victimization variables in the seven models analyzed, with the verbal abuse model being the model with the largest contribution. Of the four dark traits, sadism stands out as the trait with the highest specific contribution. Our results indicate, despite not implying a causal relationship, that those people with high scores in the Dark Tetrad traits tend to be more victimized by bullying. Knowing the personality traits of the bullying perpetrators and their victims, practitioners will have a complete picture of the personality variables that play a role in preventing bullying and its associated victimization.

The Effects of a Cyberbullying Intervention Programme Among Primary School Students

Background

With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration.

Objective

Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles.

Method

The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later.

Results

The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants.

Conclusion

Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10566-022-09714-9.

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1^st phase), immediately after (2^nd phase), and 6 months after the intervention was completed (3^rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.

Personal and Witnessed Cyber Victimization Experiences Among Adolescents at the Beginning of the COVID-19 Pandemic

Personal experiences with cyber victimization among adolescents have been consistently associated with well-being problems. Few studies have examined the impact of witnessing cyber victimization on adolescent well-being. The current study examines adolescents' personal and witnessed experiences with cyber victimization during the beginning stages of the coronavirus disease 2019 (COVID-19). The main aim of the study is to test whether witnessing cyber victimization incidents among peers strengthens or weakens the association between personal cyber victimization incidents and adolescents' feelings of anxiety. Adolescents from the United States were recruited via social media site advertisements. An online survey was completed by 992 adolescents (M age = 16.09, SD = 1.24) from ethnically diverse backgrounds (49% White, 18% Asian/Asian-American, 14% Latinx, 9% Black/African-American, and 10% Other). The key results revealed a significant moderating role of witnessed cyber victimization incidents. Among adolescents who witnessed low levels of cyberbullying, the more they were personally cyber victimized, the higher their levels of anxiety. However, for adolescents who witnessed higher levels of cyberbullying incidents, the association between personal cyber victimization and anxiety was not significant. The findings suggest that adolescents who personally experience cyber victimization may feel less alone in their plight and thus, less anxious if they also witness others being targeted online.

Empirical and theoretical foundations of family interventions to reduce the incidence and mental health impacts of school bullying victimization

Bullying victimisation is a serious risk factor for mental health problems in children and adolescents. School bullying prevention programs have consistently produced small to moderate reductions in victimisation and perpetration. However, these programs do not necessarily help all students affected by bullying. Paradoxically whole-school programs lead to higher levels of depression and poorer self-esteem for students who continue to be victimised after program implementation. This may be because some elements of whole-school programs make victims more visible to their peers, thus further eroding their peer social status. Three main identified risk factors for children and adolescents who continue to be victimised following school bullying prevention programs are peer rejection, internalising problems, and lower quality parent-child relationships. All are potentially modifiable through family interventions. A large body of research demonstrates the influence of families on children's social skills, peer relationships and emotional regulation. This paper describes the theoretical foundations and empirical evidence for reducing the incidence and mental health outcomes of school bullying victimisation through family interventions. Family interventions should be available to complement school efforts to reduce bullying and improve the mental health of young people.

School Bullying: the Internal Issue and Means for Management

<p>This article provides an overview of national and foreign works on the problem of bullying, which is described as a complex phenomenon. It is a result of systemic pressure and growing intra-group tension on the one hand, and as an effect of victimization and use of violence &mdash; on the other. The complex structure of bullying makes high demands on anti-bullying programs. It should deal with systemic group features and students' personal characteristics. The text provides the analysis of short-term anti-bullying programs. An anti-bullying program plan is proposed, based on the KiVa program, taking into account the specifics of the education system in Russia.</p>

Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade

Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.

School Interventions for Bullying-Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects

Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.

Effects of the Action for Neutralization of Bullying Program on Bullying in Spanish Schoolchildren

Bullying can have serious physical and emotional consequences. In recent years, interest in this phenomenon has been growing, becoming a public health problem in the first world. The aim of this study was to evaluate the effects of the Action for Neutralization of Bullying Program (ANA) in Spanish children. This study used a quasi-experimental design that included a pre-test evaluation, 2 months of intervention, a post-test, and 3 months of follow-up. A sample of 330 children aged 7–12 years (M = 9.27; SD = 1.09) from third to sixth grade participated in the study. One hundred and fifty-nine were girls (48.2%). The program consisted of eight group sessions in which empathy, assertiveness, communication skills, conflict resolution, and group cohesion were worked on. The results showed statistically significant reductions in verbal abuse behaviors (t = 4.76, p < 0.001), direct social exclusion (t = 3.53, p < 0.001), threats (t = 2.04, p = 0.042), aggression with objects (t = 3.21, p < 0.001), and physical abuse (t = 4.41, p < 0.001). The differences were not statistically significant for indirect social exclusion behaviors (t = 1.86, p = 0.065) or cyberbullying (t = 0.31, p = 0.756). The effects in the reduction of the bullying behaviors decreased after the implementation of the program, achieving even greater reduction in victimization behaviors after 3 months than immediately after the end of the program. These results indicate that the ANA program is effective in reducing bullying behaviors in a group of children. Implications for practice and future research are discussed.

The Influence of Personality Traits on School Bullying: A Moderated Mediation Model

We recruited 1,631 middle and high school students to explore the relationship between personality traits and school bullying, and the moderated and mediating roles of self-concept and loneliness on this relationship. Results showed that (1) neuroticism had a significant positive predictive effect on being bullied, extroversion had a significant negative predictive effect on being bullied, and agreeableness had a significant negative predictive effect on bullying/being bullied; (2) loneliness played a mediating role between neuroticism and bullied behaviors, extroversion and bullying behaviors, and agreeableness and bullying/bullied behaviors; (3) self-concept played a moderating role on the mediation pathway of loneliness on neuroticism, extraversion, agreeableness and bullying behaviors. Therefore, to reduce the frequency of school bullying among adolescents, we should not only reduce their levels of loneliness but also improve their levels of self-concept.