Effectiveness of Co-designed Anti-cyberbullying Intervention [Building Respectful Online Space (BROS)] Among Adolescents: A Feasibility Study
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 120
- 试验地点
- 1
- 主要终点
- Cyberbullying behaviour
研究概览
简要总结
Background: The growing prevalence of cyberbullying throughout the world indicates the importance of anti-cyberbullying interventions, especially for adolescents. While few interventions target cyberbullying, content from different regions may not necessarily apply to local contexts, adolescents' viewpoints were not considered in the past designs, few local RCTs, and unclear sustainability.
Objectives: To evaluate the feasibility, acceptability and preliminarily effects of the co-designed anti-cyberbullying intervention: Building Respectful Online Space (BROS).
Methods: A sample of around 90 aged 12 to 15 will be recruited from secondary schools in Hong Kong. This study will adopt a 2-arm experimental trial. Each class will be randomly assigned equally into the intervention arm (BROS) and control arm (Heathy Diet), and eligible students will be allocated to either arm accordingly. The intervention will be provided in one or 3 days based on the school schedule. Participants will be assessed at baseline, 3 weeks later, and 12-week follow-up assessments. The primary outcome is cyberbullying behaviour of perpetration and victimisation; the secondary outcome includes cyberbullying attitudes, sleep quality, and psychosocial well-being. Feasibility and acceptability will be assessed. And generalised estimating equations analysis will be used to investigate the research objectives.
Potential contributions: The results of this study will provide evidence-based support for using a blended approach to prevent cyberbullying, promote psychosocial well-being, and promote sleep health. This intervention is dedicated to using evidence-to-user-driven ideas to develop culturally sensitive interventions to effectively prevent cyberbullying in the future.
详细描述
There is a growing body of literature that recognises whole-school strategy can be effective in preventing cyberbullying. Interventions, such as NoTrap! in Italy, Prev@cib in Spain, Media Heroes in Germany, 'Friendly Attac' in Belgium , and ViSC in Austria, have been shown to effectively prevent cyberbullying. Some school-based programmes integrate digital format into their intervention; for instance, the 'Cyber Friendly Schools' intervention in Australia utilises the online modules to facilitate learning; the 'Friendly Attac' program incorporates series games, and a study adopted a purely online approach to prevent cyberbullying in the Netherlands. A recent systematic review suggests that school-based intervention could comprehensively promote healthy online behaviours and reduce cyberbullying incidence among adolescents .
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
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 12 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students in 1st to 3rd grades in secondary schools
- •Students are able to read and understand Chinese
- •Students obtained informed consent signed by their parents or legal guardians
排除标准
- •Students in grades 4th through 6th who are heavily involved in homework and examination
- •Students with severe diseases or co-occurring disorders
- •Students' parents/ legal guardians who refuse to sign informed consent.
结局指标
主要结局
Cyberbullying behaviour
时间窗: Baseline, pre-intervention, immediately after the intervention, and 3 months follow-up assessment after intervention
The Cyberbullying Behaviour Scale (CBBS) consists of E-Victimisation Scale (E-VS) and the E-Bullying Scale (E-BS), is the validated 11-item scale for measuring cyberbullying behaviour. The scale consist of two domain: 5-item of E-VS and 6-item of E-BS for adolescents with a 7-point Likert scale (Lam \& Li, 2013) that measure cyberbullying victimization and perpetration respectively. The sum score for E-VS range from 5-35, and E-BS from 5-42, and a higher score indicate severity of respective cyberbullying behavior (Lam \& Li, 2013). The Chinese version of CBBS will be used that was translated and validated by our research team.
次要结局
- Cyberbullying attitude(Baseline, pre-intervention, immediately after the intervention, and 3 months follow-up assessment after intervention)
- Mental well-being(Baseline, pre-intervention, immediately after the intervention, and 3 months follow-up assessment after intervention)
- Sleep outcomes: Subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, sleep medication, and daytime dysfunction(Baseline, pre-intervention, immediately after the intervention, and 3 months follow-up assessment after intervention)
- Life satisfaction(Baseline, pre-intervention, immediately after the intervention, and 3 months follow-up assessment after intervention)
研究者
Lau Ying
Professor
Chinese University of Hong Kong