The Dosage, Context, and Modality of Interventions to Prevent Cyberbullying Perpetration and Victimization: a Systematic Review

Doty, Jennifer; Girón, Karla; Mehari, Krista R.; Sharma, Deborshi; Smith, Sarah; Su, Yi‐Wen; Ma, Xiaoqi; Rijo, Diana; Rousso, Bailee

doi:10.1007/s11121-021-01314-8

Cited by 11 publications

(9 citation statements)

References 72 publications

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“…Research on cyberbullying [ 6 , 13 , 28 , 37 , 46 , 47 ] has supported the development and implementation of multi-component anti-cyberbullying educational programs with a solid theoretical framework. Since the pervasive nature of cyberbullying and its enormous impact on youth mental health [ 48 ] and the social and public health burden [ 8 ], primary prevention activities should adopt a wider approach in order to target, as well as cyberbullying and cybervictimization, other phenomena linked to peer aggressive behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Although changes between pre-test and post-test assessments (i.e., program effectiveness) have been extensively studied, only a few empirical studies have evaluated the ongoing impact of such programs with long-term follow-up assessments [ 24 , 25 , 26 , 29 , 30 , 33 , 37 ]. Investigating cyberbullying prevention and intervention programs’ sustainability and over time efficacy would be crucial to understanding and evaluating which programs’ components and features work better in terms of effective primary and secondary prevention strategies to protect children and youth from the involvement in cyberbullying and cybervictimization over time [ 25 , 29 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

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

Sorrentino

Sulla

Santamato

et al. 2023

IJERPH

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Sorrentino

Sulla

Santamato

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…In addition, schools and other sources of youth education need to take the lead in teaching anti‐racism and internet safety. A recent meta‐analysis found that school‐based preventative interventions reduce cyberbullying and promote online safety, yet few programs have been broadly deployed for families or communities (Doty et al, 2021). In line with past research, our results suggest that providing adolescents with educational resources will mitigate the stress and negative outcomes associated with online racial discrimination.…”

Section: Discussionmentioning

confidence: 99%

Adolescent experiences with online racial discrimination: Implications for prevention and coping

Liby,

Doty,

Mehari

et al. 2023

J of Research on Adolesc

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Online aggression represents a wide range of negative experiences, including online discrimination targeting individuals based on race, but adolescent perspectives are not well‐represented. We interviewed 15 adolescents regarding their experiences with online racial discrimination. After a phenomenological analysis, four main themes emerged: types of online racial aggression, processes supporting online racism, personal coping, and strategies to prevent online racial aggression. These themes provided insights into adolescent experiences, including feelings about targeted online racial discrimination, intersectionality with sexual harassment, and comfort through processing with friends. This study highlights adolescents' thoughts regarding advocacy, education, and social media reform to prevent online racial aggression. Future research should ensure that youth voices from minoritized racial backgrounds are integrated into efforts to address these critical social issues.

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“…Therefore, practitioners, teachers, and parents of children and adolescents with ASD in low- and middle-income countries need to prioritize practicing PA and keeping their BMI in the normal range. School-based approaches to developing anti-bullying programs are also recommended, including parent meetings, firm disciplinary methods, and improved playground supervision [ 74 ].…”

Section: Discussionmentioning

confidence: 99%

Correlates of Physical Activity of Children and Adolescents with Autism Spectrum Disorder in Low- and Middle-Income Countries: A Systematic Review of Cross-Sectional Studies

Zhong

Liu

et al. 2022

IJERPH

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Children and adolescents with autism spectrum disorder (ASD) are at a high risk for a lack of physical activity (PA). The aim of this study is to review the evidence on the correlates of PA in children and adolescents with ASD in low- and middle-income countries. We searched Psychology and Behavioral Sciences Collection (PBSC), Scopus, PsycINFO, Web of Science (WOS), MEDLINE, Education Resources Information Center (ERIC), Education Source (ES), and Academic Search Premier (ASP) databases for relevant studies until April 2022, inclusive, to examine the factors associated with the studies of PA in children and adolescents with ASD aged 5 to 17 years in low- and middle-income countries. A total of 15 articles are included in the present review. Three researchers assessed the methodological quality and extracted relevant data of the included reviews. The correlates were synthesized and further assessed semi-quantitatively. Results of this review show that gender (boys) and more PA opportunities were positively associated with the PA of children and adolescents with ASD, while age and body mass index (BMI) were negatively related to their PA levels in low- and middle-income countries. The day of week was found to be inconsistently associated with PA in children and adolescents with ASD. The findings suggest that research on the correlates of PA in adolescents with ASD in low- and middle-income countries is limited. However, there are clear correlates for which future interventions could be based (age, gender, BMI, and PA opportunity) to promote PA participation in children and adolescents with ASD in low- and middle-income countries.

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The Dosage, Context, and Modality of Interventions to Prevent Cyberbullying Perpetration and Victimization: a Systematic Review

Cited by 11 publications

References 72 publications

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

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

Adolescent experiences with online racial discrimination: Implications for prevention and coping

Correlates of Physical Activity of Children and Adolescents with Autism Spectrum Disorder in Low- and Middle-Income Countries: A Systematic Review of Cross-Sectional Studies

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