The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial

A comparative analysis of adolescents' emotions and emotion regulation strategies when witnessing different cyberbullying scenarios

The search for greater popularity and acceptance by peers increases the use of social networks that may cause cyberbullying. The high number of adolescents who observe this phenomenon may help reduce the negative impact on the victims. Emotion regulation is an important predictor of adolescents' psychological adjustment and social competence to adopt a prosocial behavior. Bystanders of these incidents may misinterpret what they see, due to specific cyberbullying characteristics which may influence emotion regulation negatively. Studies about emotions and emotion regulations in bystanders are scarce. Therefore, this study aims to investigate the emotional reactions and emotional regulation strategies of bystanders while witnessing various cyberbullying scenarios (posting photographs, direct threats, offences to integrity, threats to share personal information), as well as to focus on different behavior, victim characteristics, aggressor traits, and spectator reactions. A convenience sample of 143 adolescents (from 12 to 17 years old) was used. Results showed that worry and sadness were the most expressed emotions in all scenarios (mainly for girls) and posting a photograph was considered more concerning for girls and boys both. To regulate emotions, participants used distraction (especially seven graders) and rumination strategies. Nonetheless, when posting a photo without permission, they all adopted prosocial behavior (boys and girls) because they considered it more serious. Seventh graders adopted less prosocial behavior than eighth graders. In short, girls were more prosocial than boys. Boys may have more difficulty in regulating emotions properly and it may contribute to not intervening. Also, younger adolescents may have experienced less emotional maturity. Therefore, developing programs based on socio-emotional skills, which increase awareness of the seriousness of cyberbullying, can teach youth how to deal with emotions in order to regulate them effectively, thus increasing emotional maturity.

Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game

Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying scenarios presented in a serious game. To accomplish this goal, data from gamified tasks (N = 208), from 4 different moments, were analyzed through multilevel linear modeling. Results suggested that there was a change in adolescents' moral disengagement over time. Participants with greater empathy revealed lower moral disengagement overall. Over time, adolescents with greater empathy revealed lower moral disengagement within their own growth rate. Overall, our results provide important information about the dynamic relationship between moral disengagement, empathy and cyberbullying, which informs future studies and interventions.

Anti-Bullying Interventions With an Emphasis on Bystanders: A Scoping Review

BACKGROUND

Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders.

METHODS

This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively.

RESULTS

We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2).

CONCLUSIONS

There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies.

"What It Means to be a Digital Citizen": Using concept mapping and an educational game to explore children's conceptualization of digital citizenship

Digital citizenship (DC) education is key to a bright future for children in the digital age. Despite its attention in K-12 settings, little is known about how children conceptualize DC, which diminishes the effectiveness of associated lessons. This study introduced the conceptual content cognitive mapping (3CM) approach to investigate children's conceptualization of DC and its changes after digital game-based learning with MinecraftEDU. Results showed that children tended to conceptualize DC superficially as personal responsibility and generally ignored the role of active online engagement. The game's mechanism had weak influence on how children conceptualized this idea, mainly reflected in the change of importance they perceived during the game. These changes were related to their perceptions of emotion, game design, and value commitments. Children jointly showed their interest in the game and exhibited diverse behaviors and learning reflections during the game. Implications for teaching DC and using educational games are discussed to promote DC localization in China.

Characteristics and effectiveness of interventions to reduce cyberbullying: a systematic review

Background

This paper presents the results from a systematic review on the effectiveness of interventions to reduce Cyberbullying (CB) as a function of their outcomes and main characteristics; and an analysis of the level of completeness to which the characteristics of these interventions are described.

Methods

Systematic searches were conducted in PubMed, Scopus, ERIC and Psycinfo databases on February 14, 2022. In addition, relevant publications were hand searched for relevant studies. We considered interventions that provided data on CB prevalence changes in populations between primary school and college age.

Results

In total, 111 studies were retained for further screening from 3,477 results. Following rigorous screening, 43 reports including 46 studies and information from 36 different interventions were included in our systematic review. Results shows that most of the interventions measuring reductions in global CB, cyberperpetration/victimization, cybervictimization and cyberperpetration were effective or partially effective. While the interventions measuring reductions in cyber-bystanding were not effective. Multicomponent interventions showed higher effectiveness than single-component interventions. After completion of the TIDieR check-list, included interventions were considered to offer an insufficient level of detail for a number of the analyzed items in relation to "how well planned," "intervention modifications" and "tailoring."

Conclusion

Given the aforementioned, it is critical to increase the number of studies and the quality of interventions targeting CB and the level of detail of its description in order to obtain more robust outcomes about how to reduce its prevalence and facilitate the replication of the effective interventions.

Systematic review registration

https://archive.org/details/osf-registrations-wn5u4-v1, Identifer DOI: 10.17605/OSF.IO/WN5U4.

Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis

Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen's d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully-victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.

Cyberbullying as a Learned Behavior: Theoretical and Applied Implications

Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research.

Characterization of Cyberbullying Victimization and Perpetration Before and During the COVID-19 Pandemic in Spain

Cyberbullying is an extremely damaging form of interpersonal violence. Little is yet known about cyberbullying behaviors in the child and youth population during the COVID-19 pandemic and what effect this reduction in face-to-face social interactions has had on an increase in socialization via the Internet and cyberbullying. The present study is a cross-sectional descriptive study conducted in young people between the ages of 12 and 27 years attending two secondary schools in southern Spain (N = 733) to examine differences regarding sociodemographic characteristics, academic performance, and digital device use (independent variables) in the experiences of cybervictimization, cyberperpetration, and adverse psychological effects (dependent variables). Logistic regression models were constructed for each of the dependent variables including the independent variables mentioned above. More than 50 percent of the sample were victims of cyberbullying. Females and the LGBTIQ+ Community were at greater risk of being cybervictims and suffer adverse psychological effects. A total of 22.8 percent of the students reported having been victims and 26.5 percent perpetrators of cyberbullying for the first time during the COVID-19 pandemic, but no other major differences were observed. These findings point out that cyberbullying must be prioritized in public policy as part of an overall strategy for combating violence in childhood and adolescence, as well as gender-based and discriminatory violence.

Factors influencing negative cyber-bystander behavior: A systematic literature review

Cyber-aggression is global epidemic affecting citizens of cyberspace, without regards to physical, geographical and time constraints. Recent research has identified the significant role of cyber-bystanders in exacerbating and de-escalating incidents on cyber-aggression they come across. Additionally, frequent exposure to cyber-aggression is found to have been associated with negative effects on participants of cyber-aggression, ranging from self-esteem problems to mental health disorders such as depression and anxiety, and in the worst cases even suicidal behaviors and ideation. Moreover, past research had also identified that negative bystanders could potentially become aggressors themselves. Therefore, the current review is aimed at uncovering the common themes and factors that drive individuals to resort to negative bystander behavior. Hence, a systematic literature review using the PRISMA framework was carried out, involving articles published between January 2012 to March 2022, on online databases such as SCOPUS, Science Direct, SAGE Journals, Web of Science, and Springer Link. Results obtained through the synthesis of 27 selected articles, were grouped into three categories, namely situational factors, personal factors and social influence. Upon further synthesis of the results, it was noted that many of the factors had interacted with each other. Thus, practical suggestion for prevention and future research would include addressing these interactions in preventative methodologies and research interests.

Testing a first online intervention to reduce conformity to cyber aggression in messaging apps

Early adolescents frequently use mobile messaging apps to communicate with peers. The popularity of such messaging apps has a critical drawback because it increases conformity to cyber aggression. Cyber aggression includes aggressive peer behaviors such as nasty comments, nonconsensual image sharing, and social exclusion, to which adolescents subsequently conform. Recent empirical research points to peer group norms and reduced accountability as two essential determinants of conformity to cyber aggression. Therefore, the current study aimed to counteract these two determinants in a 2 (peer group norms counteracted: yes, no) x 2 (reduced accountability counteracted: yes, no) design. We created four intervention conditions that addressed adolescents’ deficits in information, motivation, and behavioral skills. Depending on the condition (peer group norms, reduced accountability, combination, or control), we first informed participants about the influence of the relevant determinant (e.g., peer group norms). Subsequently, participants performed a self-persuasion task and formulated implementation-intentions to increase their motivation and behavioral skills not to conform to cyber aggression. Effectiveness was tested with a messaging app paradigm and self-report among a sample of 377 adolescents (M_age = 12.99, SD_age = 0.84; 53.6% boys). Factorial ANCOVAs revealed that none of the intervention conditions reduced conformity to cyber aggression. Moreover, individual differences in susceptibility to peer pressure or inhibitory control among adolescents did not moderate the expected relations. Therefore, there is no evidence that our intervention effectively reduces conformity to cyber aggression. The findings from this first intervention effort point to the complex relationship between theory and practice. Our findings warrant future research to develop potential intervention tools that could effectively reduce conformity to cyber aggression.

Cyberbullying and Associated Factors in Member Countries of the European Union: A Systematic Review and Meta-Analysis of Studies with Representative Population Samples

The aim of this study is to conduct a systematic review and meta-analysis to summarise the current state of empirical research and establish an up-to-date estimate of the prevalence of cyberbullying through the gathering of self-reported experiences from representative population samples from EU countries. Bibliographic searches were conducted on main electronic databases for studies until November 2021. We considered observational studies that provided data on cyberbullying prevalence and/or associated factors. Seven studies with data from 25 countries were included. Rates ranged between 2.8–31.5% for cybervictimization, between 3.0–30.6% for cyberperpetration, and between 13.0–53.1% for cyberbystanding. The rate of cybervictimization perpetration was 4%. Meta-analysis-pooled prevalence showed rates of 9.62% and 11.91% for cybervictimization and cyberperpetration, respectively. Given the large variation in the rates seen between the different examined studies, in addition to the increase over recent years in the prevalence rates of the different examined dimensions of cyberbullying, it would be useful to deepen research into the causes of these differences and the factors associated with each of the dimensions. This should be performed through populational surveys which enable the collection of a greater quantity of more consistent information with a view to designing prevention and intervention CB programs that are targeted and adapted towards the characteristics of the target population.

Serious Game-based Psychosocial Intervention to Foster Prosociality in Cyberbullying Bystanders

Bystanders of cyberbullying play an important role in the resolution of such situations and therefore, it is beneficial to promote self-regulation strategies that enable them to engage in prosocial behavior in these contexts. We propose that serious game-based psychosocial interventions with profile-based social agents can encourage prosocial bystander behavior in cyberbullying. A pilot quasi-experimental study with repeated and pre/post measurements was performed. We randomly assigned 194 7th and 8th graders to three conditions, namely experimental condition (n = 103, M_age = 13.91, SD = 1.02, 53.3% male); alternative condition (n = 37, M_age = 14, SD = 0.86, 54.1% female) and control condition (n = 54, M_age = 13.92, SD = 0.85, 50.9% female). An analysis of covariance showed that players revealed higher levels of prosocial assertive behavior when compared to other participants. Through multilevel modelling of longitudinal log-file data, we found that those who did not experience the game tended to interpret the cyberbullying situations more as non-serious, avoid assuming responsibility for intervening, and engage in aggressive behavior toward the victim. Players tended to support more and were less aggressive with victims from their in-group than those from the out-group. Insights for the development of games to promote prosocial behavior in bystanders of cyberbullying are presented.

Serious Gaming for Behaviour Change: A Systematic Review

Over the years, there has been a significant increase in the adoption of game-based interventions for behaviour change associated with many fields such as health, education, and psychology. This is due to the significance of the players’ intrinsic motivation that is naturally generated to play games and the substantial impact they can have on players. Many review papers measure the effectiveness of the use of gaming on changing behaviours; however, these studies neglect the game features involved in the game design process, which have an impact of stimulating behaviour change. Therefore, this paper aimed to identify game design mechanics and features that are reported to commonly influence behaviour change during and/or after the interventions. This paper identified key theories of behaviour change that inform the game design process, providing insights that can be adopted by game designers for informing considerations on the use of game features for moderating behaviour in their own games.

Cyber-bystanders’ reactions toward tourism companies’ prejudice practice during the COVID-19 pandemic

Prejudice against tourists from the epidemic areas or those infected during the COVID-19 pandemic has attracted much attention. While many studies examined the influence of this prejudice on tourists themselves, little research has been conducted to identify cyber-bystanders’ reactions to tourism companies' prejudice practice. This study aims to fill this gap by revealing the process of how cyber-bystanders identify, evaluate, and respond online to prejudice practice in the context of the tourism industry. The study developed a conceptual model to examine the influential factors and their internal relationship of cyber-bystanders’ reactions. A multistage model was proposed based on the social comparison theory. An online survey was conducted in mainland China, and 558 useable questionnaires were collected. The three-process model was estimated using the Bootstrap mediation test and hierarchical regression analysis. The results indicate that cyber-bystanders’ prejudice recognizing process could impact their reactions through the influence of their evaluation behaviors. Meanwhile, the collective sentiment on social media has a moderating effect on the relationship between cyber-bystanders’ evaluating process and their reactions to prejudice practice. Both theoretical and practical implications were discussed.

Digital Interventions on Healthy Lifestyle Management: Systematic Review

BACKGROUND

Digital interventions have tremendous potential to improve well-being and health care conveyance by improving adequacy, proficiency, availability, and personalization. They have gained acknowledgment in interventions for the management of a healthy lifestyle. Therefore, we are reviewing existing conceptual frameworks, digital intervention approaches, and associated methods to identify the impact of digital intervention on adopting a healthier lifestyle.

OBJECTIVE

This study aims to evaluate the impact of digital interventions on weight management in maintaining a healthy lifestyle (eg, regular physical activity, healthy habits, and proper dietary patterns).

METHODS

We conducted a systematic literature review to search the scientific databases (Nature, SpringerLink, Elsevier, IEEE Xplore, and PubMed) that included digital interventions on healthy lifestyle, focusing on preventing obesity and being overweight as a prime objective. Peer-reviewed articles published between 2015 and 2020 were included. We used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and a framework for an evidence-based systematic review. Furthermore, we improved the review process by adopting the Rayyan tool and the Scale for the Assessment of Narrative Review Articles.

RESULTS

Our initial searches identified 780 potential studies through electronic and manual searches; however, 107 articles in the final stage were cited following the specified inclusion and exclusion criteria. The identified methods for a successful digital intervention to promote a healthy lifestyle are self-monitoring, self-motivation, goal setting, personalized feedback, participant engagement, psychological empowerment, persuasion, digital literacy, efficacy, and credibility. In this study, we identified existing conceptual frameworks for digital interventions, different approaches to provide digital interventions, associated methods, and execution challenges and their impact on the promotion of healthy lifestyle management.

CONCLUSIONS

This systematic literature review selected intervention principles (rules), theories, design features, ways to determine efficient interventions, and weaknesses in healthy lifestyle management from established digital intervention approaches. The results help us understand how digital interventions influence lifestyle management and overcome the existing shortcomings. It serves as a basis for further research with a focus on designing, developing, testing, and evaluating the generation of personalized lifestyle recommendations as a part of digital health interventions.

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as socio-emotional skills and prosocial behaviors, as important for childhood development and socio-emotional wellbeing. Yet, the initial evidence base shows mixed effectiveness and insufficient behavior change theory application into socio-emotional and prosocial digital game interventions. Additionally, few interventions are designed with a clear process to convert theory into practical game solutions and very limited guidance on the digital game development process exists. This study describes the Intervention Mapping Protocol (IMP) and theory application in the design of a digital game intervention which aims to strengthen social-emotional skills development and promote prosocial behavior in 8–11-year-old children. The method systematically describes the steps of the IMP process in detail to guide future theory-based game design. The results explain the final digital game prototype that was co-designed with continuous input and insights provided by stakeholders and feedback from children. This paper contributes to our understanding of theory application in the design of digital game interventions focused on health and behavior change and provides much needed guidance on how theory and stakeholder input can be incorporated into a final game design.

Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis

Background

Bullying first emerged as an important topic of research in the 1980s in Norway (Olweus), and a recent meta-analysis shows that these forms of aggression remain prevalent among young people globally (Modecki et al.). Prominent researchers in the field have defined bullying as any aggressive behavior that incorporates three key elements, namely: (1) an intention to harm, (2) repetitive in nature, and (3) a clear power imbalance between perpetrator and victim (Centers for Disease Control and Prevention; Farrington). There are many negative outcomes associated with bullying perpetration, such as: suicidal ideation (Holt et al.), weapon carrying (Valdebenito et al.), drug use (Ttofi et al.), and violence and offending in later life (Ttofi et al.). Bullying victimization too is associated with negative outcomes such as: suicidal ideation (Holt et al.), anxiety, low self-esteem and loneliness (Hawker& Boulton). Therefore, school bullying is an important target for effective intervention, and should be considered a matter of public health concern.

Objectives

The objective of this review is to establish whether or not existing school-based antibullying programs are effective in reducing school-bullyng behaviors. This report also updates a previous meta-analysis conducted by Farrington and Ttofi. This earlier review found that antibullying programs are effective in reducing bullying perpetration and victimization and a primary objective of the current report is to update the earlier analysis of 53 evaluations by conducting new searches for evaluations conducted and published since 2009.

Search Methods

Systematic searches were conducted using Boolean combinations of the following keywords: bully*; victim*; bully-victim; school; intervention; prevention; program*; evaluation; effect*; and anti-bullying. Searches were conducted on several online databases including, Web of Science, PscyhINFO, EMBASE, EMBASE, DARE, ERIC, Google Scholar, and Scopus. Databases of unpublished reports, such as masters' and doctoral theses (e.g., Proquest) were also searched.

Selection Criteria

Results from systematic searches were screened thoroughly against the following inclusion criteria. To be included in this review, a study must have: (1) described an evaluation of a school-based antibullying program implemented with school-age participants; (2) utilized an operational definition of school-bullying that coincides with existing definitions; (3) measured school-bullying perpetration and/or victimization using quantitative measures, such as, self-, peer-, or teacher-report questionnaires; and (4) used an experimental or quasi-experimental design, with one group receiving the intervention and another not receiving the intervention.

Data Collection and Analysis

Of the 19,877 search results, 474 were retained for further screening. The majority of these were excluded, and after multiple waves of screening, 100 evaluations were included in our meta-analysis. A total of 103 independent effect sizes were estimated and each effect size was corrected for the impact of including clusters in evaluation designs. Included evaluations were conducted using both randomized (n = 45; i.e., randomized controlled trials/RCTs) and nonrandomized (n = 44; i.e., quasi-experimental designs with before/after measures; BA/EC) methodologies. All of these studies included measures of bullying outcomes before and after implementation of an intervention. The remaining 14 effect sizes were estimated from evaluations that used age cohort designs. Two models of meta-analysis are used to report results in our report. All mean effects computed are presented using both the multivariance adjustment model (MVA) and random effects model (RE). The MVA model assigns weights to primary studies in direct proportion to study level sampling error as with the fixed effects model but adjusts the meta-analytic standard error and confidence intervals for study heterogeneity. The RE model incorporates between-study heterogeneity into the formula for assigning weights to primary studies. The differences and strengths/limitations of both approaches are discussed in the context of the present data.

Results

Our meta-analysis identified that bullying programs significantly reduce bullying perpetration (RE: odds ratio [OR] = 1.309; 95% confidence interval [CI]: 1.24-1.38; z = 9.88; p < .001) and bullying victimization (RE: OR = 1.244; 95% CI: 1.19-1.31; z = 8.92; p < .001), under a random effects model of meta-analysis. Mean effects were similar across both models of meta-analysis for bullying perpetration (i.e., MVA: OR = 1,324; 95% CI: 1.27-1.38; z = 13.4; p < .001) and bullying victimization (i.e., MVA: OR = 1.248; 95% CI: 1.21-1.29; z = 12.06; p < .001). Under both computational models, primary studies were more effective in reducing bullying perpetration than victimization overall. Effect sizes varied across studies, with significant heterogeneity between studies for both bullying perpetration (Q = 323.392; df = 85; p < .001; I 2  = 73.716) and bullying victimization (Q = 387.255; df = 87; p < .001; I 2  = 77.534) outcomes. Analyses suggest that publication bias is unlikely. Between-study heterogeneity was expected, given the large number of studies included, and thus, the number of different programs, methods, measures and samples used.

Authors' Conclusions

We conclude that overall, school-based antibullying programs are effective in reducing bullying perpetration and bullying victimization, although effect sizes are modest. The impact of evaluation methodology on effect size appears to be weak and does not adequately explain the significant heterogeneity between primary studies. Moreover, the issue of the under-/over-estimation of the true treatment effect by different experimental designs and use of self-reported measures is reviewed. The potential explanations for this are discussed, along with recommendations for future primary evaluations. Avenues for future research are discussed, including the need further explain differences across programs by correlating individual effect sizes with varying program components and varying methodological elements available across these 100 evaluations. Initial findings in the variability of effect sizes across different methodological moderators provide some understanding on the issue of heterogeneity, but future analyses based on further moderator variables are needed.

Haters Gonna Hate, Trolls Gonna Troll: The Personality Profile of a Facebook Troll

Personality factors, such as the Dark Tetrad personality factors (Machiavellianism, narcissism and sadism) relate to greater online trolling. Other personality factors, such as the Big Five Personality factors, honesty–humility and negative social potency, may also play a role in cyberbullying, which is an aggressive behavior similar to trolling. The purpose of this study was to predict Facebook trolling behavior based on personality factors. A total of 139 participants completed a survey on their online behavior and personality factors. Online trolling behavior positively correlated with sadism, psychopathy and Machiavellianism, and negatively correlated with agreeableness, conscientiousness and honesty–humility. A hierarchical linear regression showed that sadism, Machiavellianism and negative social potency were the only unique predictors of online trolling behavior. Trolling was unrelated to the frequency of Facebook use and the frequency of commenting. Enjoyment of trolling fully mediated the relationship between Machiavellianism and the trolling behavior. The results thus suggested that Facebook trolling behaviors may be motivated by enjoying the manipulation of others.

Construct and Predictive Validity of an Assessment Game to Measure Honesty-Humility

Research on commercial computer games has demonstrated that in-game behavior is related to the players’ personality profiles. However, this potential has not yet been fully utilized for personality assessments. Hence, we developed an applied (i.e., serious) assessment game to assess the Honesty–Humility personality trait. In two studies, we demonstrate that this game adequately assesses Honesty–Humility. In Study 1 (N = 116), we demonstrate convergent validity of the assessment game with self-reported Honesty–Humility and divergent validity with the other HEXACO traits and cognitive ability. In Study 2 (N = 287), we replicate the findings from Study 1, and also demonstrate that the assessment game shows incremental validity—beyond self-reported personality—in the prediction of cheating for financial gain, but not of counterproductive work and unethical behaviors. The findings demonstrate that assessment games are promising tools for personality measurement in applied contexts.

Outcomes of Randomized Clinical Trials of Interventions to Enhance Social, Emotional, and Spiritual Components of Wisdom: A Systematic Review and Meta-analysis

Importance

Wisdom is a neurobiological personality trait made up of specific components, including prosocial behaviors, emotional regulation, and spirituality. It is associated with greater well-being and happiness.

Objective

To evaluate the effectiveness of interventions to enhance individual components of wisdom.

Data Sources

MEDLINE and PsycINFO databases were searched for articles published through December 31, 2018.

Study Eligibility Criteria

Randomized clinical trials that sought to enhance a component of wisdom, used published measures to assess that component, were published in English, had a minimum sample size of 40 participants, and presented data that enabled computation of effect sizes were included in this meta-analysis.

Data Extraction and Synthesis

Random-effect models were used to calculate pooled standardized mean differences (SMDs) for each wisdom component and random-effects meta-regression to assess heterogeneity of studies.

Main Outcomes and Measures

Improvement in wisdom component using published measures.

Results

Fifty-seven studies (N = 7096 participants) met review criteria: 29 for prosocial behaviors, 13 for emotional regulation, and 15 for spirituality. Study samples included people with psychiatric or physical illnesses and from the community. Of the studies, 27 (47%) reported significant improvement with medium to large effect sizes. Meta-analysis revealed significant pooled SMDs for prosocial behaviors (23 studies; pooled SMD, 0.43 [95% CI, 0.22-0.3]; P = .02), emotional regulation (12 studies; pooled SMD, 0.67 [95% CI, 0.21-1.12]; P = .004), and spirituality (12 studies; pooled SMD, 1.00 [95% CI, 0.41-1.60]; P = .001). Heterogeneity of studies was considerable for all wisdom components. Publication bias was present for prosocial behavior and emotional regulation studies; after adjusting for it, the pooled SMD for prosocial behavior remained significant (SMD, 0.4 [95% CI, 0.16-0.78]; P = .003). Meta-regression analysis found that effect sizes did not vary by wisdom component, although for trials on prosocial behaviors, large effect sizes were associated with older mean participant age (β, 0.08 [SE, 0.04]), and the reverse was true for spirituality trials (β, -0.13 [SE, 0.04]). For spirituality interventions, higher-quality trials had larger effect sizes (β, 4.17 [SE, 1.07]), although the reverse was true for prosocial behavior trials (β, -0.91 [SE 0.44]).

Conclusions and Relevance

Interventions to enhance spirituality, emotional regulation, and prosocial behaviors are effective in a proportion of people with mental or physical illnesses and from the community. The modern behavioral epidemics of loneliness, suicide, and opioid abuse point to a growing need for wisdom-enhancing interventions to promote individual and societal well-being.

How can adolescent aggression be reduced? A multi-level meta-analysis

Aggressive behaviour among adolescents has significant social and economic costs. Numerous attempts have been made to intervene to reduce aggression in adolescents. However, little is known about what factors enhance or diminish intervention effectiveness. The present systematic review and meta-analysis, therefore, seeks to quantify the effectiveness of interventions to reduce aggressive behaviour in adolescents and to identify when and for whom such interventions work best. Sixteen databases were searched for randomised controlled trials that assessed interventions to reduce aggression among adolescents. After screening 9795 records, 95 studies were included. A multi-level meta-analysis found a significant overall small-to-medium effect size (d = 0.28; 95% CI [0.17, 0.39]). More effective interventions were of shorter duration, were conducted in the Middle East, were targeted at adolescents with higher levels of risk, and were facilitated by intervention professionals. Potentially active ingredients were classified using the Behaviour Change Technique Taxonomy. Behavioural practice and problem solving were components of more effective interventions targeted at the general population. Overall the findings indicate that psychosocial interventions are effective in reducing adolescent aggression. Future trials need to assess the effect of individual techniques and their combination to identify the key components that can reduce aggression in adolescents.

Therapeutic and Preventive Use of Video Games in Child and Adolescent Psychiatry: A Systematic Review

BACKGROUND

Over the past decade, the use of commercial video games and serious games has developed in child and adolescent psychiatry. These games may become relevant alternatives or adjuncts to traditional psychotherapy, providing that their effectiveness is properly established. The purpose of this literature review was to evaluate the effectiveness of serious games and commercial video games in the treatment or prevention of psychiatric disorders in children and adolescents.

METHODS

Medline's database was used to search articles published between January 2012 and July 2019. The following keywords were used for this search: "Video games" OR "Active video game" OR "serious gaming" OR "Serious game" OR "Exergame" AND "Child mental disorder" OR "Adolescent" OR "Child" AND "Therapy" OR "Prevention". Only comparative studies which targeted interventions on children and adolescents suffering from psychiatric disorders were included.

RESULTS

Twenty-two studies, focusing on a wide range of psychiatric conditions, met our inclusion criteria's: 14 evaluated serious games and 8 commercial games. All studies were randomized controlled trials but only two studies compared the intervention game to psychotherapeutic gold standard; other studies used a no-intervention control group or an alternative game as the control group. Eighteen studies reported significant improvements on the symptoms and test scores targeted.

CONCLUSION

Serious games and commercially available video games can be an effective trajectory for psychotherapy in child and adolescent psychiatry. However, there is a lack of longitudinal studies which assess the sustained effects of these games, and standards for proper evaluation of their effectiveness are missing.

Defending victims of cyberbullying: The role of self-efficacy and moral disengagement

Cyberbullying is a significant problem worldwide that affects adolescents' social relations, academic achievement, and mental health. As this form of bullying is typically viewed by a large audience it is important to understand the role of observers as they may hold a key for reducing bullying. The aim of this study was to investigate the role of the socio-cognitive factors of defending self-efficacy (i.e., belief in one's capability to defend) and moral disengagement (i.e., justifications for aggressive behavior) associated with general cyber defending behavior and cyber defending response types: constructive and aggressive. Participants were 540 male and female students of diverse racial identity between the ages of 11 and 15 years who completed a questionnaire comprising multiple measures. Regression analyses revealed that at low levels of defending self-efficacy, moral disengagement was unrelated to general cyber defending behavior. However, at high levels of defending self-efficacy, moral disengagement was positively associated with general cyber defending. Further regression analyses revealed that the results for constructive cyber defending were the inverse of those obtained for aggressive defending. Defending self-efficacy was positively associated with constructive defending and negatively associated with aggressive defending. Moral disengagement was negatively associated with constructive defending and positively associated with aggressive defending. These results address the perplexing issue of why moral disengagement has been related to defending in some studies and not in others. As with most measures of defending, the general cyber defending measure confounds constructive and aggressive defending.

Associations Between Bystander Reactions to Cyberbullying and Victims' Emotional Experiences and Mental Health

Bystanders in cyberbullying may play a crucial role in reducing cyberbullying's harm for victims. This study assessed bystander responses, and the associations with adolescent victims' emotional reactions to cyberbullying and victims' mental health outcomes (symptoms of depression, anxiety, and stress; suicidal ideation). A total of 1037 adolescents (49.8 percent female, mean age = 15.17 years) participated in the cross-sectional study and filled out an anonymous questionnaire. Victimization was measured with a single-item scale (cybervictims) and a multiple-item scale with cyberbullying examples (youth experiencing offensive practices). Associations of positive (e.g., defending) and negative (e.g., ignoring) bystander responses with victims' emotions (8 types of emotions rated on 5-point Likert scale) were assessed through correlations; and with victims' mental health outcomes (Depression, Anxiety, Stress Scale [DASS-21], single item for suicidal ideation) using regression analyses, adjusting for the influence of gender and coping styles (KIDCOPE). Cybervictims (single-item scale) showed more victimization experiences, and more negative emotional and mental health outcomes than youth only experiencing offensive practices. Negative bystander responses predicted some mental health outcomes among cybervictims, but not among youth only experiencing offensive practices. Positive bystander behavior did not predict any mental health outcome. There is a clear need for cyberbullying prevention programs to include components that target bystander responses, to alleviate victims' emotional and mental health harm after cyberbullying. Attention is needed to create effective programs to reduce negative bystander behavior, while most current programs are focused on positive bystander behavior.

Which healthy lifestyle factors are associated with a lower risk of suicidal ideation among adolescents faced with cyberbullying?

Cyberbullying is associated with negative mental health outcomes including adolescent suicidal ideation. This requires effective and accessible preventive efforts. Healthy lifestyles are factors adolescents themselves can modify that may lower their risk of suicidal ideation. The aim of this study was to examine associations between physical activity, (outdoor) sport participation, a healthy diet, higher sleep duration and low levels of smoking and alcohol use, and suicidal ideation when faced with cyberbullying. A cross-sectional survey was administered in 2014-2015 to 1037 adolescents (12-18 years, M age = 15; 50% girls) in Flanders, Belgium. Logistic regression analyses were conducted to assess direct effects of cyberbullying involvement (victim, perpetrator, bystander) on suicidal ideation, and interaction effects between cyberbullying involvement, healthy lifestyles and suicidal ideation. Results showed that cyberbullying victimization, perpetration and bystanding were associated with higher suicidal ideation, but that the association with cyberbullying perpetration disappeared when corrected for other cyberbullying involvement forms. More physical activity, sleeping longer, more often taking a healthy diet and lower levels of smoking were associated with lower suicidal ideation. Some associations of healthy lifestyles with suicidal ideation disappeared at higher levels of cyberbullying involvement. Low alcohol consumption and (outdoor) sport participation were not associated with suicidal ideation, and sport participation was even associated with higher suicidal ideation at low levels of cyberbullying involvement. These findings suggest a novel approach to suicide prevention may be warranted, by strengthening healthy lifestyles as factors that adolescents themselves can modify to increase their resilience and reduce suicidal ideation.

Psychometric data of a questionnaire to measure cyberbullying bystander behavior and its behavioral determinants among adolescents

.This paper describes the items, scale validity and scale reliability of a self-report questionnaire that measures bystander behavior in cyberbullying incidents among adolescents, and its behavioral determinants. Determinants included behavioral intention, behavioral attitudes, moral disengagement attitudes, outcome expectations, self-efficacy, subjective norm and social skills. Questions also assessed (cyber-)bullying involvement. Validity and reliability information is based on a sample of 238 adolescents (M age=13.52 years, SD=0.57). Construct validity was assessed using Confirmatory Factor Analysis (CFA) or Exploratory Factor Analysis (EFA) in Mplus7 software. Reliability (Cronbach Alpha, α) was assessed in SPSS, version 22. Data and questionnaire are included in this article. Further information can be found in DeSmet et al. (2018) [1].

Cyberbullying Among Adolescent Bystanders: Role of Affective Versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior

The purpose of this study was to investigate if affective (vicarious sharing of emotions) and cognitive empathy (mental perspective taking) induction may stimulate adolescent online bystanders’ intervention in cyberbullying cases. The role of reporting the abuse is crucial because it is a form of active support to the victim, initiated by children, to stop the bullying. The effectiveness of empathy activation in decreasing negative cyberbystander reinforcing behavior has been proved in previous studies. The effects of affective and cognitive empathy activation on positive cyberbystander behavior, defined as reporting the bullying online, were explored in two follow-up studies N = 271 and N = 265. The influence of experiencing cyberbullying as perpetrator, victim, and as determined by gender on prosocial cyberbystander behavior was also controlled. The results indicate that only cognitive empathy activation increases the likelihood of intervening bystander behavior. Neither affective empathy induction, previous experience of cyberperpetration, cybervictimization, nor gender affected the engagement in prosocial bystander behavior. The conclusion of the research is that a program consequently activating more reflective cognitive empathy induction can contribute toward the establishment of healthier behavioral patterns among bystanders to cyberbullying, increasing the probability of their reporting the cyberbullying acts.