Development of Resilience Against Cyberbullying Victimization
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 850
- 试验地点
- 1
- 主要终点
- Change from baseline scores of the reduced Spanish version of the Social Anxiety Scale for Adolescents (SAS-A; La Greca & Lopez, 1998; Nelemans et al., 2019)
研究概览
简要总结
This study evaluates the effectiveness of a wise intervention based on self-affirmation (SA) and Implicit Theories of Personality (ITP) building resilience in victims. Half of the participants will receive the experimental intervention, while the other half will receive a control intervention.
详细描述
Bullying victimization can harm victims' mental health. Numerous studies have shown that, when an adolescent is a victim of cyberbullying, the risk of developing numerous mental health problems increases. Tackling the problem of cyberbullying victims' worsening mental health involves at least (1) reducing bullying itself, as this would reduce the prevalence of victimization, and (2) building resilience in the victims so that their mental health does not worsen. In recent years, a number of preventive interventions have been developed aimed at reducing cyberbullying but not so much focused on building resilience in the victims. Very recently, interest in scientific social psychology has grown due to a new approach to interventions, which have been called "wise interventions." This approach involves a set of rigorous techniques, based on theory and research, that address specific psychological processes to help people thrive in various life environments. The main objective of this project is to extend the previous findings to the mental health effects of online victimization in adolescents. In this project it will be designed and evaluated the effectiveness of an wise intervention aimed at (1) reducing online bullying, as this would reduce the prevalence of victimization; and (2) building resilience in victims so that the negative impact of victimization on their mental health will be reduced. The secondary objective will be to evaluate the moderating role of gender and the degree of development in the effects of the intervention.The study will involve the evaluation of the intervention in a sample of around 600 adolescents randomly allocated to experimental and control condition.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
Allocation will be concealed to the participants, researchers -who will be in class the assessment days if possible depending on the Covid-19 scenario- and teachers.
入排标准
- 年龄范围
- 11 Years 至 19 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Spanish or Basque understanding
- •Permission by parents
- •Voluntarity
排除标准
- 未提供
研究组 & 干预措施
Experimental: SA, ITP and Resilience
1 hour Wise intervention (based on SA, ITP and resilience) consisting on several tasks to be completed online individually.
干预措施: Wise Intervention (SA, ITP and resilience) (Behavioral)
Standard preventive intervention
1 hour educational intervention (about internet risks such as sexting and grooming) consisting on several tasks to be completed online individually.
干预措施: Standard preventive intervention (Behavioral)
结局指标
主要结局
Change from baseline scores of the reduced Spanish version of the Social Anxiety Scale for Adolescents (SAS-A; La Greca & Lopez, 1998; Nelemans et al., 2019)
时间窗: Baseline, 3 months, and 6 months.
Self reported symptomatology of social anxiety through 12 items, with a five-point response scale ranging from 1 (not at all) to 5 (all the time).
Change from baseline scores of the Cyber Bullying Questionnaire (CBQ; Calvete et al., 2010; Gámez-Guadix, Villa-George, & Calvete, 2014)
时间窗: Baseline, 3 months, and 6 months.
Self reported levels of perpetration (9 items) and victimization (9 items) of peer cyber aggression. Each item is scored 0-4 (0 = never; 4 = almost every week).
Change from baseline scores of the Functional Assessment of Self-Mutilation (FASM; Lloyd, Kelley & Hope, 1997)
时间窗: Baseline, 3 months, and 6 months.
Self reported levels of Non-Suicidal Self-Harm (NSSH). The 6 most representative items will be used. Each item is scored 0-4 (0 = 0 times; 4 = \> 11 times).
Change from baseline scores of the reduced version of the Center for Epidemiological Studies Depression (CES-D; Rueda-Jaimes et al., 2009).
时间窗: Baseline, 3 months, and 6 months.
Self reported symptoms of depression through 10 items, with a four-point response scale ranging from 0 (practically never) to 3 (almost all the time).
Change from baseline scores of the reduced version of the Eating Attitudes Test (EAT; Garner & Garfinkel, 1979; EAT-8, Richter, Strauss, Braehler, Altmann & Berger, 2016)
时间窗: Baseline, 3 months, and 6 months.
Self reported symptomatology associated with eating disorders through 8 items, with a six-point response scale ranging from 1 (never) to 6 (always).
次要结局
- Change from baseline scores of Entity and incremental theories (Levy, Stroessner, & Dweck, 1998).(Baseline, 1 hour, 3 months, and 6 months.)
- Change from baseline scores of attitude towards cyberbullying measure(Baseline, 1 hour, 3 months, and 6 months.)
- Change from baseline scores of attitude towards different courses of action measure(Baseline, 1 hour, 3 months, and 6 months.)
- Change from baseline scores of the anticipation of reactions and behaviors measure(Baseline, 1 hour, 3 months, and 6 months.)
- Change from baseline scores of the intention to use different strategies when the adolescent is exposed to diverse stressors(Baseline, 1 hour, 3 months, and 6 months.)
研究者
Esther Calvete
Principal Investigator, Deusto Stress Research Team, University of Deusto
University of Deusto