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Wiedermann CJ, Rina P, Barbieri V, Piccoliori G, Engl A. Integrating a Strategic Framework to Improve Health Education in Schools in South Tyrol, Italy. EPIDEMIOLOGIA 2024; 5:371-384. [PMID: 39051207 PMCID: PMC11270439 DOI: 10.3390/epidemiologia5030027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2024] [Revised: 07/03/2024] [Accepted: 07/08/2024] [Indexed: 07/27/2024] Open
Abstract
This narrative review addresses the integration of health education into school curricula in South Tyrol, an Italian province with significant cultural and linguistic diversity. This review's objective is to analyze current health education initiatives and propose a strategic framework to enhance school-based health education, aiming to improve student well-being post-pandemic. The review synthesizes global examples and recent local studies, highlighting the importance of comprehensive teacher training, mindfulness-based interventions, culturally sensitive health education, and community engagement. The key findings indicate that current health education programs in South Tyrol are insufficient to meet immediate public health needs, such as low vaccine uptake and mental health challenges exacerbated by the COVID-19 pandemic. The proposed strategic framework seeks to align educational strategies with the diverse needs of South Tyrol's student population, thereby improving health literacy and behavior and strengthening the region's public health infrastructure.
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Affiliation(s)
- Christian J. Wiedermann
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
- Department of Public Health, Medical Decision Making and Health Technology Assessment, University of Health Sciences, Medical Informatics and Technology, 6060 Hall in Tirol, Austria
| | - Patrick Rina
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Verena Barbieri
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Giuliano Piccoliori
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Adolf Engl
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
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Menabò L, Caravita SC, Skrzypiec G, Slee P, Guarini A. Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker. Int J Clin Health Psychol 2024; 24:100451. [PMID: 38439799 PMCID: PMC10909785 DOI: 10.1016/j.ijchp.2024.100451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 02/16/2024] [Accepted: 02/19/2024] [Indexed: 03/06/2024] Open
Abstract
Introduction Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention. Aims The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes. Methods Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration). Results Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups. Conclusion Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
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Affiliation(s)
- Laura Menabò
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Carlo Berti Pichat, 5, 40127, Bologna, Italy
| | - Simona C.S. Caravita
- Faculty of Arts and Education Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Kjell Arholms gate 41, 4021 Stavanger, Norway
| | - Grace Skrzypiec
- Department of Education, Flinders University, 182 Victoria Square, 5000 Adelaide, Australia
| | - Phillip Slee
- Department of Education, Flinders University, 182 Victoria Square, 5000 Adelaide, Australia
| | - Annalisa Guarini
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Carlo Berti Pichat, 5, 40127, Bologna, Italy
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Yosep I, Hikmat R, Mardhiyah A, Kurniawan K, Amira I. A Scoping Review of the Online Interventions by Nurses for Reducing Negative Impact of Bullying on Students. J Multidiscip Healthc 2023; 16:773-783. [PMID: 36998991 PMCID: PMC10045312 DOI: 10.2147/jmdh.s406050] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 03/14/2023] [Indexed: 04/01/2023] Open
Abstract
The incidents of bullying on students have increased every year. The negative impacts of bullying are physical problems, psychological problems such as depression and anxiety, and even risk of suicide. Interventions by online to reduce the negative impact of bullying are more effective and efficient. The aim of this study is to explore method of online-based nursing intervention on students for reducing the negative impact of bullying. This study used a scoping review method. The literature from three databases were PubMed, CINAHL, and Scopus. PRISMA Extension for Scoping Reviews was used for search strategy and we used keywords were "nursing care OR nursing intervention" AND "bullying OR victimization" AND "online OR digital" AND "student". The inclusion criteria for articles were primary research, the design of articles are randomized control trial or quasi-experimental, samples were students, and the setting time of publication is last 10 years (2013-2022). We found 686 articles based on initial research, after elimination based on inclusion and exclusion criteria, and found 10 articles discussing about online-based interventions by nurses on students for reducing the negative effects of bullying. The range of respondents in this study is 31-2771 respondents. The method used for the online-based nursing intervention were improving students' skills, increasing social skills, and counseling. The types of media used are videos, audio, modules, and online discussions. Online interventions were effective and efficient so that they are easily accessible to participants, however, it causes difficulties for participants to access interventions due to internet network disruptions. The potential of online-based nursing interventions is effective to reduce the negative impact of bullying with give full attention in physical, psychological, spiritual, and cultural aspect.
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Affiliation(s)
- Iyus Yosep
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Rohman Hikmat
- Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Ai Mardhiyah
- Department of Pediatric Nursing, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Kurniawan Kurniawan
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
| | - Iceu Amira
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Sumedang, Jawa Barat, Indonesia
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Yosep I, Hikmat R, Mardhiyah A. School-Based Nursing Interventions for Preventing Bullying and Reducing Its Incidence on Students: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1577. [PMID: 36674330 PMCID: PMC9863433 DOI: 10.3390/ijerph20021577] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 01/12/2023] [Accepted: 01/13/2023] [Indexed: 06/01/2023]
Abstract
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.
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Affiliation(s)
- Iyus Yosep
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Rohman Hikmat
- Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Ai Mardhiyah
- Department of Pediatric Nursing, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
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Yosep I, Hikmat R, Mardhiyah A, Hazmi H, Hernawaty T. Method of Nursing Interventions to Reduce the Incidence of Bullying and Its Impact on Students in School: A Scoping Review. Healthcare (Basel) 2022; 10:1835. [PMID: 36292282 PMCID: PMC9601817 DOI: 10.3390/healthcare10101835] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Revised: 09/07/2022] [Accepted: 09/20/2022] [Indexed: 11/16/2022] Open
Abstract
The bullying of students in schools can have a negative impact on students. The impact of bullying can take the form of anxiety, low psychological well-being, low social adjustment, psychological distress, and risk of suicide. Incidents of bullying are still considered normal, and there has not been a focus on reducing their incidence and impact. The purpose of this study is to describe nursing interventions to reduce the incidence of bullying and its impact on students at school. This study used the scoping review method and literature reviews via CINAHL, PubMed, and ProQuest databases. The keywords used in English were "bullying OR cyberbullying OR aggression" AND "students OR school students" AND "school OR schools" AND "nursing intervention". The criteria for articles in this study were: full texts, student populations and samples, randomized control trials or quasi-experiment research designs, use of the English language, and the publication period of the last 10 years (2013-2022). We found 11 articles discussing nursing interventions to reduce the incidence of bullying and its impact on students in schools. There are four types of interventions that can be provided to students, namely, prevention programs, activities programs, peer group programs, and resilience programs. Most of the articles used randomized control trials and quasi-experiment designs. The samples in the articles analyzed were in the range of 50-7121 students. These four types of interventions can reduce the incidence of bullying and its impact on students at school, and in addition, they can improve the social skills and mental health of students, for example, by increasing their self-efficacy, resilience, and adaptive coping. There are four nursing interventions to reduce the incidence of bullying and its impact on students in schools, namely, the prevention program, activities program, peer group program, and resilience program.
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Affiliation(s)
- Iyus Yosep
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Rohman Hikmat
- Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Ai Mardhiyah
- Department of Pediatric Nursing, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Helmy Hazmi
- Department of Nursing, Faculty of Medicine, University of Malaysia Sarawak, Kota Samarahan 94300, Malaysia
| | - Taty Hernawaty
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
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Mameli C, Menabò L, Brighi A, Menin D, Culbert C, Hamilton J, Scheithauer H, Smith PK, Völlink T, Willems RA, Purdy N, Guarini A. Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148776. [PMID: 35886631 PMCID: PMC9324025 DOI: 10.3390/ijerph19148776] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 07/14/2022] [Accepted: 07/16/2022] [Indexed: 02/01/2023]
Abstract
The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples’ voices in research and interventions against cyberbullying.
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Affiliation(s)
- Consuelo Mameli
- Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, 40126 Bologna, Italy
- Correspondence: (C.M.); (A.G.)
| | - Laura Menabò
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy;
| | - Antonella Brighi
- Faculty of Education, Free University of Bolzano, 39042 Bolzano, Italy;
| | - Damiano Menin
- Department of Humanities, University of Ferrara, 44121 Ferrara, Italy;
| | - Catherine Culbert
- Department of Psychology, Goldsmiths, University of London, London SE14 6NW, UK; (C.C.); (P.K.S.)
| | - Jayne Hamilton
- School of Social Sciences, Education and Social Work, Queen’s University, Belfast BT7 1PS, UK;
| | - Herbert Scheithauer
- Department of Education and Psychology, Freie Universität Berlin, 14195 Berlin, Germany;
| | - Peter K. Smith
- Department of Psychology, Goldsmiths, University of London, London SE14 6NW, UK; (C.C.); (P.K.S.)
| | - Trijntje Völlink
- Department of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (T.V.); (R.A.W.)
| | - Roy A. Willems
- Department of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (T.V.); (R.A.W.)
| | - Noel Purdy
- Centre for Research in Educational Underachievement, Stranmillis University College, Belfast BT9 5DY, UK;
| | - Annalisa Guarini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy;
- Correspondence: (C.M.); (A.G.)
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Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate. SUSTAINABILITY 2021. [DOI: 10.3390/su13052605] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.
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