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Game-Based Promotion of Assertiveness to Mitigate the Effects of Bullying in High School Students: Development and Evaluation Study

Game-Based Promotion of Assertiveness to Mitigate the Effects of Bullying in High School Students: Development and Evaluation Study

The person most affected by bullying is the one who receives the aggressive acts, that is, the recipient. As a consequence of bullying, those who are bullied may develop depression, drop out of school, or commit suicide [2,17,24].

Francisco Lepe-Salazar, Fernando Mejía-Romero, Dámaso Benicio-Rodríguez, Aylin Hernández-Reyes, Tatsuo Nakajima, Sarita Salgado-Torres

JMIR Serious Games 2024;12:e58452

Mobile Apps for the Personal Safety of At-Risk Children and Youth: Scoping Review

Mobile Apps for the Personal Safety of At-Risk Children and Youth: Scoping Review

In addition to harm from older adults, children and youth are also at risk from their peers through incidents such as dating violence, sexual violence, and bullying [10,17,18]. A Youth Risk Behavior Survey conducted in 2019 among high school students in the United States revealed that 25% of students reported bullying victimization and approximately 12% reported dating violence (physical or sexual) [10].

Camille Bowen-Forbes, Tilovatul Khondaker, Tania Stafinski, Maliheh Hadizadeh, Devidas Menon

JMIR Mhealth Uhealth 2024;12:e58127

Effectiveness of a Bullying Intervention (Be-Prox) in Norwegian Early Childhood and Education Care Centers: Protocol for a Cluster Randomized Controlled Trial

Effectiveness of a Bullying Intervention (Be-Prox) in Norwegian Early Childhood and Education Care Centers: Protocol for a Cluster Randomized Controlled Trial

According to the Norwegian Kindergarten Act (sections 41-43), Norwegian early childhood education and care centers (ECECs) should work systematically to prevent bullying and social exclusion, including adopting a zero-tolerance for violations, such as exclusion, bullying, violence, discrimination, and harassments [1]. Intentionally exposing other children to negative behavior is regarded as aggressive behavior [2,3].

Ingrid Kvestad, Frode Adolfsen, Renira Corinne Angeles, Oda Lekve Brandseth, Kyrre Breivik, Janne Grete Evertsen, Irene Kvåle Foer, Morten Haaland, Birgit Millerjord Homola, Gro Elisabeth Hoseth, Josefine Jonsson, Egil Kjerstad, Henriette Kyrrestad, Monica Martinussen, Annelene Moberg, Karianne Moberg, Anita Skogstrand, Line Remme Solberg, Merete Aasheim

JMIR Res Protoc 2024;13:e60626

Parental Attitudes on Social Media Monitoring for Youth: Cross-Sectional Survey Study

Parental Attitudes on Social Media Monitoring for Youth: Cross-Sectional Survey Study

We explored demographic variables and parents’ concerns about bullying as potential predictors. Household income was combined into 3 groups based on the US federal poverty level (FPL; We assessed parents’ level of concern about bullying with the item, “How concerned are you about the following?” followed by 4 bullying concerns compiled as a composite variable, as outlined in Textbox 1. Parental concerns 1. Long-term effects of bullying, such as effects that last into adulthood 2.

Alyssa Cohen, Anne Bendelow, Tracie Smith, Colleen Cicchetti, Matthew M Davis, Marie Heffernan

JMIR Pediatr Parent 2023;6:e46365

Developing Conflict Resolution Strategies and Building Resilient Midwifery Students: Protocol for a Mixed Methods Research Study

Developing Conflict Resolution Strategies and Building Resilient Midwifery Students: Protocol for a Mixed Methods Research Study

Workplace bullying and violence (WBV) are well-documented concerns in the midwifery profession [1-3], with midwifery students reporting experiences of WBV in clinical settings, thus identifying the need to develop conflict resolution strategies and resilience in undergraduate education programs [3-6]. Workplace bullying is defined as “seek to harm, intimidate or coerce someone seen as vulnerable” [7]. Bullying is a repeated pattern of violence over time, which brings harm to the impacted individual(s) [8].

Naomi Simpson, Mary Steen, Rachael Vernon, Annette Briley, Dianne Wepa

JMIR Res Protoc 2022;11(2):e35558

Implications and Preventions of Cyberbullying and Social Exclusion in Social Media: Systematic Review

Implications and Preventions of Cyberbullying and Social Exclusion in Social Media: Systematic Review

Researchers from fields such as sociology and psychology, now studying the phenomenon, struggle to classify it concisely because of the various forms it can take and its relation to traditional bullying. Several cyberbullying studies disagree regarding the overlap of cyberbullying and traditional bullying and use separate definitions to discern them from one another [5]. The tension stems from the assertion that cyberbullying is more soundly defined within the purview of cyberaggression [7].

Adesoji Ademiluyi, Chuqin Li, Albert Park

JMIR Form Res 2022;6(1):e30286

Going Viral: Researching Safely on Social Media

Going Viral: Researching Safely on Social Media

As such, communication with and harassment of researchers on the web can move rapidly from public to private spaces, with a suite of personal and professional consequences that are in line with those of web-based bullying and trolling more broadly. In this context of new risks and opportunities, research ethics processes, the literature, and guidelines are beginning to address the specific concerns associated with research participant safety and well-being in web-based and social media research.

Kari Dee Vallury, Barbara Baird, Emma Miller, Paul Ward

J Med Internet Res 2021;23(12):e29737

Opportunity, Challenge, or Both? Managing Adolescent Socioemotional and Mental Health During Web-Based Learning

Opportunity, Challenge, or Both? Managing Adolescent Socioemotional and Mental Health During Web-Based Learning

The social pressure of school was relieved for some students who experienced regular bullying and microaggressions prior to the enforcement of web-based learning, while the high-achieving students experienced less social reinforcement and a lower sense of belonging [14]. However, for other students, the transition to web-based schooling resulted in the loss of their only safe place away from the troubles and trauma at home [15].

Yolanda Evans, Jeffrey Hutchinson, Nusheen Ameenuddin

JMIR Ment Health 2021;8(9):e26484