Cyberbullying prevention and treatment interventions targeting young people: an umbrella review

Park

et al. 2023

IJERPH

This study examines the association between cyberbullying victimization and academic satisfaction through flourishing (psychological well-being) among 188 LGBTQ college students utilizing the lens of general strain theory and positive psychology. Results indicate that flourishing as a mediator explains the association between cyberbullying victimization and academic satisfaction among LGBTQ college students. For these students, flourishing can serve as a protective factor for their academic satisfaction. This finding highlights the need for college counselors, faculty, and administrators to foster psychological well-being among cyberbullied LGBTQ college students. Practice implications will guide the development of a campus-wide cyberbullying intervention for these students.

Section: Discussionmentioning

confidence: 99%

The Impact of Cyberbullying Victimization on Academic Satisfaction among Sexual Minority College Students: The Indirect Effect of Flourishing

Park

et al. 2023

IJERPH

“…The most common form of implementation is life skill lessons which have not been implemented in Vietnam yet. In the Asian region (Santos et al, 2021;Tran et al, 2018) or other developed countries (Heyeres et al, 2021;Selkie et al, 2016;Sorrentino et al, 2019), skill classes and learning processes that focus on developing students' competencies and skills are an important foundation for the successful prevention of cyberbullying. Vietnam has not properly understood and successfully implemented this basic problem.…”

Section: Discussionmentioning

confidence: 99%

“…Korea enacted a law against school violence and bullying, Australia has a National Framework for safe schools, Sweden has an antidiscrimination law and the education law amendment banning all forms of discrimination and bullying in schools, Chile has a school violence act in education, the Philippines also enacted an anti-bullying act that addresses both traditional and cyberbullying, Singapore has an anti-harassment law, etc. (Heyeres et al, 2021;Young, Michael, & Smolinski, 2018). Although there are no specific laws in the United States prohibiting violence and bullying.…”

Section: Literature Reviewmentioning

confidence: 99%

The context of school-based cyberbullying prevention in Vietnamese public schools: A cross-sectional study

Mai,

Giang,

Dang

et al. 2023

JEELR

Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations of school-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.

Clin Psychology and Psychoth

Section: Key Practitioner Messagementioning

confidence: 99%

“…We believe that no previous study has investigated the association of metacognitions with both cyberbullying and cybervictimization among adolescents diagnosed with major depressive disorder (MDD) and anxiety disorders (AD). It has been reported that there is an absence of both cyberbullying research specific to stages across the lifespan, and specific intervention methods aimed at reducing the impact of cyberbullying (Heyeres et al, 2021). Given the significant associations between metacognitions and problematic social media use, depression and AD as outlined in the above‐cited studies, we suggest that metacognitions may be a salient factor in cyberbullying and cybervictimization especially among adolescents suffering from MDD and AD.…”

Section: Introductionmentioning

confidence: 99%

The role of metacognitions in cyberbullying and cybervictimization among adolescents diagnosed with major depressive disorder and anxiety disorders: A case–control study

Ünal-Aydin

Özkan

Öztürk

et al. 2023

Cyberbullying is becoming increasingly widespread as individuals use technology more widely and frequently. Recent studies have shown a growing vulnerability for cyberbullying and cybervictimization, particularly in the adolescent population. We argue that dysfunctional metacognitions, which have been found to be prominent in various psychiatric disorders, may also play a role in predicting cyberbullying and cybervictimization over and above a variety of established factors including daily Internet use, social media use, depression and anxiety. For this purpose, we recruited 121 adolescents diagnosed with major depressive disorder (MDD) and 122 adolescents diagnosed with anxiety disorders (AD) from the child and adolescent psychiatric department of ‘Çankırı State Hospital’ along with age and gender matched healthy controls (n = 120). Participants completed the DSM‐5 Depression and Anxiety Severity Scales, the Social Media Disorder Scale (SMDS), the Metacognitions Questionnaire for Children (MCQ‐C) and the Revised Cyberbullying Inventory‐II (RCBI‐II). Cybervictimization scores were found to be higher in the MDD and AD groups when compared with healthy controls. Cyberbullying scores in the MDD group were higher than healthy controls. Additionally, the Superstition, Punishment and Responsibility subdimension of the MCQ‐C was a significant predictor of cybervictimization in the AD group while controlling for daily Internet use, social media use and anxiety. However, metacognitions were not associated with cyberbullying in the MDD and AD groups, as well as with cybervictimization in the MDD group. We concluded that dysfunctional metacognitions may be a preventive therapeutic target in reducing the impact of cyberbullying in adolescents with AD.