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

Calvete, Esther; Fernández‐González, Liria; Orue, Izaskun

doi:10.1177/08862605221127221

Cited by 4 publications

(2 citation statements)

References 58 publications

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“…A teacher-led program of online activities ( 41 ) with Spanish schoolchildren was able to demonstrate changes across self-reported rates of online grooming and problematic Internet use. A further study ( 42 ) demonstrated that a “growth mindset intervention” was beneficial in promoting resilience for adolescents who had not experienced online victimization at pre-test, but it was not beneficial to those who had been victimized. A follow-up to this study used an online educational intervention (video and text and lasting less than one hour) which focused on online sexual grooming and compared it to a resilience-control intervention.…”

Section: Introductionmentioning

confidence: 99%

What are practitioners' views of how digital health interventions may play a role in online child sexual abuse service delivery?

Quayle,

Schwannauer,

Varese

et al. 2024

Front. Digit. Health

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IntroductionOnline child sexual abuse (OCSA) affects considerable numbers of children globally and is associated with a variety of mental health problems. Existing practitioner studies suggest that young people are infrequently asked about online abuse and practitioners have a fragmented understanding of the problems experienced or how they might approach them. There are very few evidence-based interventions that guide clinical assessment or practice. Digital Health Interventions (DHIs) have the potential to be an effective option where children and young people's services are challenged, including accessibility and anonymity. The aim of this study was to explore mental health practitioners' views of how DHIs may play a role in supporting young people who have experienced OCSA, and the role they can play in healthcare delivery.MethodIn-depth qualitative interviews and one focus group were conducted with 25 child mental health professionals across two sites (Manchester and Edinburgh). Data was analyzed using reflexive thematic analysis.ResultsThree overarching themes and 9 sub-themes were identified: (1) feeling a little bit lost; (2) seeing potential problems; and (3) knowing what works. Practitioners expressed interest in a DHI to support this client group and saw it as a way of managing waiting lists and complementing existing therapies. They felt that many young people would see this as a preferred medium to in-person therapy, would be empowering, and offers new ways of learning how to stay safe online. However, there were concerns about how much time would be needed by staff to deliver a DHI, anxieties about safety issues in relation to content and data protection, some of which may be unique to this population of young people, and concerns about the absence of a therapeutic relationship with vulnerable children.DiscussionOur findings indicated that practitioners were uncertain about working with children subjected to OCSA but were receptive to the possibility of using a DHI to support their practice and to reduce waiting lists. Concerns were expressed about the time needed for staff training and support as well as concerns over patient safety and the lack of evidence about the effectiveness of an unsupported DHI.

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Section: Introductionmentioning

confidence: 99%

What are practitioners' views of how digital health interventions may play a role in online child sexual abuse service delivery?

Quayle,

Schwannauer,

Varese

et al. 2024

Front. Digit. Health

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“…Nurses as professional health workers can collaborate with schools [20] . Nurses can carry out their role as educators and advocates for children, adolescents, parents, teachers and other communities related to preventive actions and efforts, as well as efforts to overcome bullying [21] . Nurses acting as counselors can work together in developing educational programs and carrying out interventions related to bullying as a prevention effort.…”

Section: Introductionmentioning

confidence: 99%

School program integrated with nursing intervention for reducing bullying behavior among students: A narrative review

Hikmat,

Suryani,

Yosep

et al. 2024

Environ. Soc. Psychol.

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Bullying among students is a serious problem that is increasing every year. Bullying behavior causes victims to experience mental health problems such as anxiety and trauma until adulthood. The role of schools is needed to deal with the problem of bullying among students. The aim of this study is to describe a school program that integrates nursing interventions to reduce bullying behavior in students. This study used a design narrative review. Article from PubMed database. The inclusion criteria in this study were that the sample consisted of students, full text, using English, school program, nursing interventions, randomized control trials or quasi-experimental designs, and the last 5 years of publication (2018–2023). The research results showed that there were 6 articles discussing integrated school programs with nursing interventions to reduce bullying behavior in students. Program implementation is carried out by involving teachers, students, parents and health workers through educational activities, counseling, games and training. Active student involvement is important to reduce bullying behavior. In addition, student safety and comfort need to be considered to support the intervention process. Students also need to be trained to improve their assertiveness and empathy skills in order to be able to build interpersonal relationships between students so as to reduce the occurrence of conflicts that cause bullying. Then, school programs that are integrated with health workers need to actively involve the government so that they can issue policies to reduce bullying.

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Research Characteristics and Approaches Taken to Follow up with Students Exposed to Bullying: A Scoping Review

Moi,

Fandrem,

Næss

et al. 2024

Int Journal of Bullying Prevention

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This scoping review enhances the understanding of follow-up actions taken to reduce consequences from bullying, in terms of both what such actions currently entail and what they can or should encompass. Based on a comprehensive literature search of six databases, the review examines 20 peer-reviewed articles. The results highlight that there has been little empirical research on follow-up actions towards students exposed to bullying, but the existing research has been conducted worldwide and at different educational levels. When synthesized, follow-up work is not a unified concept within the literature. The examined studies were predominantly quantitative and experimental, using richly diverse measurements primarily assessing different mental health outcomes through self-report questionnaires. No common timepoint for initiate follow-up actions was shared amongst the authors. The most commonly used approach within follow-up work was to offer psychosocial support to reduce the impact of bullying on students. Less attention has been given to systemic work, particularly in the classroom environment, and to studies combining systemic and individual support. Thus, this overview contributes to the knowledge on how follow-up actions are understood and used in research and identifies important areas of focus for further research aiming to prevent prolonged consequences from bullying.

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

Cited by 4 publications

References 58 publications

What are practitioners' views of how digital health interventions may play a role in online child sexual abuse service delivery?

What are practitioners' views of how digital health interventions may play a role in online child sexual abuse service delivery?

School program integrated with nursing intervention for reducing bullying behavior among students: A narrative review

Research Characteristics and Approaches Taken to Follow up with Students Exposed to Bullying: A Scoping Review

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