ABSTRACT
Families have an important role in preventing cyberbullying and providing first treatment for their children. The negative impact of cyberbullying are psychological problems such as anxiety, depression, and stress. One of the interventions to reduce the negative impact of cyberbullying is e-parenting. The aim of this study is to describe the methods in e-parenting to prevent and reduce the impact of cyberbullying on students. This study used the scoping review method. Articles for this review were drawn from CINAHL, PubMed, and ProQuest databases. The keywords used in English are "Cyberbullying”, "E-parenting”, and "Students”. The inclusion criteria were full text, randomized control trial or quasi-experimental research design, English language, student sample, and the publication period of the last 10 years (2013–2022). We found 11 articles which discussed e-parenting to prevent and reduce the negative impact of cyberbullying on students. The results of the study showed that e-parenting was effective in preventing cyberbullying and reducing its negative impact with three methods of e-parenting, namely prevention program, collaboration with the school, and video support. Most of the articles in this study used a randomized control trial design. Some articles in this scoping review are from Spain. Samples in the literature range between 35 and 2530 students. E-parenting is used as an intervention to increase the role of parents in preventing and reducing the negative effects of cyberbullying through collaboration with health and school workers.
ABSTRACT
COVID-19 has caused widespread psychological suffering. Anxiety is one of the several psychological disorders that are escalating globally, yet social distance constraints restrict in-person mental health therapy. Anxiety and other psychological disorders whose treatments are limited due to social distancing continue to grow, so there is an increasing need to use mental healthcare that can be offered remotely, especially in the pandemic era. This study aimed to conduct a systematic review and meta-analysis of the efficacy of online-based interventions for anxiety during COVID-19. This study followed the Preferred Reporting Item for Systematic Review and Meta-analysis (PRISMA). We collected data from three databases, namely PubMed, CINAHL, and Oxford Library Press, published in 2020–2022. Additionally, we collected data using the snowball technique. This meta-analysis analyzed the pooled mean difference (MD) and its p-value using random-effects models. Critical appraisal and risk of bias were assessed using Cochrane Risk of Bias (Rob) 2. We retrieved 34 RCTs for systematic review and 14 RCTs for meta-analysis, yielding 9159 participants for general anxiety disorder (GAD-7) measurement and 1303 participants for depression anxiety stress scale (DASS-21) measurement. This study shows that online-based interventions significantly reduce GAD-7 score (a pooled MD of 1.30;95% CI: 2.83–4.65;p = 0.00001) and insignificantly reduce DASS-21 (0.05;95% CI: −2.63–2.72;p = 0.97) according to pre- and post-test in intervention group. Additionally, there is a significant difference between the intervention and control groups, where the intervention group performed statistically progressively better than the controls (−7.26;95% CI: −11.58–−2.95;p = 0.001) (−2.08;95% CI: −6.71–2.55;p = 0.001). Online-based interventions have proved effective for reducing general anxiety during the COVID-19 pandemic. Consequently, this meta-analysis can be adapted as a model for mental health services in the new normal.