Towards Detection of Cyberbullying in Hinglish Code Mixed Data

Covid-19 eruption and lockdown situation have increased the usages of online platforms which have impacted the users. Cyberbullying is one of the negative outcomes of using social media platforms which leads to mental and physical distress. This study proposes a machine learning-based approach for the detection of cyberbullying in Hinglish text. We use the Hinglish Code-Mixed Corpus, which consists of over 6,000 tweets, for our experiments. We use various machine learning algorithms, including Logistic regression (LR), Multinomial Naive Bayes (MNB), Support vector machine (SVM), Random Forest (RF), to train our models. We evaluate the performance of the models using standard evaluation metrics such as precision, recall, and F1-score. Our experiments show that the LR with Term Frequency-Inverse Document Frequency (TFIDF) outperforms the other models, achieving 92% accuracy. Our study demonstrates that machine learning models can be effective for cyberbullying detection in Hinglish text, and the proposed approach can help identify and prevent cyberbullying on social media platforms. © 2023 Bharati Vidyapeeth, New Delhi.

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes.

Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

Has the COVID-19 Pandemic Affected Cyberbullying and Cybervictimization Prevalence among Children and Adolescents? A Systematic Review.

In light of the alarming results emerging from some studies and reports on the significant increase in aggressive online behaviors among children and adolescents during the COVID-19 pandemic, the current research aimed at providing a more detailed evaluation of the investigations focusing on the cyberbullying prevalence rates published between 2020 and 2023. To this purpose, systematic searches were conducted on four databases (Web of Science, APA PsycInfo, Scopus and Google Scholar), and following PRISMA guidelines, 16 studies were included and qualitatively reviewed. Although studies were characterized by a large variety in cyberbullying operationalization and measurement, and by different methodologies used for data collection, the prevalence rates of the involvement in cyberbullying and/or cybervictimization generally revealed opposite trends: an increase in many Asian countries and Australia and a decrease in Western countries. The findings were also discussed by considering the effects of the COVID-19 pandemic. Finally, some suggestions were provided to policy makers for promoting prevention and intervention anti-cyberbullying programs in school contexts.

When and why workplace cyberbullying influences intention to stay: role of workplace social capital and affective commitment

Purpose: COVID-19 pandemic has accelerated the adoption of home-based teleworking globally. Coupled with this, there are rising concerns about workplace cyberbullying. However, less studies have explored workplace cyberbullying in non-western countries. The purpose of the current study is to examine whether workplace cyberbullying affects employees' intention to stay and to find out the mechanisms underlying the relationship. Design/methodology/approach: Data were collected among Indian home-based teleworkers. Data were analysed using SmartPLS and SPSS-PROCESS macro. Findings: Results show that workplace cyberbullying negatively impacts intention to stay and affective commitment acts as a mediator between this link. The results also reveal that workplace social capital moderates the negative effects of workplace cyberbullying on affective commitment. The results further confirm that workplace social capital moderated the indirect impact of workplace cyberbullying on intention to stay via affective commitment. Practical implications: This study highlights the potential of leveraging workplace social capital in order to reduce the negative effects of workplace cyberbullying. Originality/value: These findings can complement the previous studies on the impact of negative work events on affective commitment and intention to stay as well as extend researchers' understanding of the underlying mechanism between workplace cyberbullying and intention to stay. Furthermore, this research explains how employees can utilise social resources from workplace social capital to mitigate the negative outcomes of workplace cyberbullying. © 2023, Emerald Publishing Limited.

Educators' perspectives on cyberbullying: A qualitative study

Despite recognition that cyberbullying can have negative consequences in youth's lives, including decreased academic achievement, adverse physical outcomes, and increased suicidal ideation, there has been little empirical evidence about effective school interventions or understanding educators' knowledge and comfort to address cyberbullying with their students. The present study examined educators' perspectives on cyberbullying to inform effective intervention techniques in a middle school setting. Semi-structured interviews were conducted with 12 San Francisco Bay Area middle school educators. Results yielded the following themes: a) cyberbullying is conceptualized as harassment or mistreatment via electronic devices and media, b) some schools are not adequately prepared to guide and support teachers in navigating cyberbullying, c) school personnel report feeling willing to address cyberbullying but lack the training to do so, and d) cyberbullying seemed to increase after schools reopened from the COVID-19 pandemic. Additionally, despite educators' indications that they have significant concerns about the impact of cyberbullying on their students, they are feeling overwhelmed with the demands of the system to provide specific interventions for their students. Therefore, it would be imperative for future research to continue exploring effective intervention programs to utilize with middle school students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Does the COVID-19 Pandemic Increase or Decrease the Global Cyberbullying Behaviors? A Systematic Review and Meta-Analysis.

Although cyberbullying is an emerging public health problem, it is unclear how the COVID-19 pandemic affects cyberbullying. This systematic review and meta-analysis aimed to examine the effect of the COVID-19 pandemic on cyberbullying, to estimate the global cyberbullying prevalence and to explore factors related to cyberbullying during the COVID-19 pandemic. We searched the Medline, Embase, PubMed, Scopus, Eric, PsycINFO, Web of Science, Cochrane Library, Wanfang, Chinese CNKI, and EBSCO databases to identify relevant empirical studies published between 2019 and 2022. A total of 36 studies were included. Quality assessment, meta-analyses, and subgroup analyses were conducted. The pooled prevalences were 16% for overall cyberbullying, 18% for victimization and 11% for perpetration during the COVID-19 pandemic, which were lower than before the COVID-19 pandemic. The pooled prevalence of postpandemic cyberbullying perpetration is lower in children than in adults. In addition, both virus- and lockdown-related stressors were the main factors contributing to cyberbullying. The COVID-19 crisis may reduce cyberbullying, and the pooled prevalence of cyberbullying during the pandemic in adults is higher than in children and adolescents. In addition, the transient-enduring factor model of postpandemic cyberbullying built in this review could help identify people at high risk of cyberbullying during public health emergencies.

Investigation of Internet Addiction, Cyberbullying, and Cyber Victimization in Adolescents During the COVID-19 Pandemic and Their Relationship with Anxiety and Depression

Introduction: The present study examined the problems of internet addiction (IA) and cyberbullying in the use of digital technology, which has become the most important part of adolescents' lives during the pandemic period. These cyber problems are discussed in the context of their relationship with anxiety/depression. Methods: Adolescents (n=111, female 67%, male 33%) aged 11-18 years (mean: 13.7 +/- 2.05) were included in the study. Internet Addiction scale (IAS), Cyberbullying scale (CBS), Cyberbullying Sensibility scale (CBSS), Cyber Victimization scale (CVS), and Revised child anxiety/depression scale-child version (RCADS-CV) scales were used. The scales were filled out online twice according to the participants' situations before and during the pandemic. Results: The IAS, CBS, and CBSS scores were significantly higher during the pandemic period (respectively: z=-7,227, p<0.001, z=-2,623, p=0.009, z=-2,382, p=0.017). There was no significant difference in the CVS scores (p=0.326). The IAS, CVS, and CBSS scores were associated with RCADS-CV scores. The CBS scores showed a correlation with panic and social anxiety scores. Conclusion: The findings indicate that the pandemic has negatively affected the behaviors of adolescents in cyberspace in terms of IAS and CBS. Moreover, anxiety and depression symptoms were associated with risky cyber behaviors such as addiction and bullying in cyberspace. Considering that adolescents are among the most important actors in the cyber world, they should be supervised and psychosocially supported in terms of increased cyber risks and anxiety and depression in a global stress period such as a pandemic.

New Horizons or Business as Usual? New Zealand's Medico-Legal Response to Digital Harm

A socio-legal commentary, this article examines the emerging issue of digital harm in New Zealand's health settings. There are recent cases, and an increasing number of them, demonstrating the medico-legal response to various forms of digital harm. Of these, several representative cases are considered in order to identify features of digital harm within the health context. The article questions whether this is a new type of harm, enabled by the creation of new technologies, or simply a different manifestation of conventional unprofessional or unethical behaviour. The article considers whether the existing medico-legal framework can appropriately respond to this harm and whether new legal or policy tools are required. The cases suggest that the rights and disciplinary systems in place can adequately deal with digital harm within their existing scopes, particularly when individuals have been harmed. However, gaps in the legal framework are identified, with particular reference to the actions of unregistered providers and harm to professions. Further, a future challenge for the system may be the response to COVID-19 vaccine denial and misinformation. As the legal response to digital harm in the health context is a relatively unexamined area of research, this work may guide future research.

Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship

Cyberbullying is a significant public health concern that has been associated with negative outcomes. The pandemic has increased the reliance on technology in the classroom;thus, research exploring cyberbullying in the classroom is even more important. Furthermore, it is important to understand teachers' perceptions of cyberbullying to inform efforts to support teachers in addressing cyberbullying. With a nationally representative sample of 174 teachers in the United States, a series of questionnaires were administered to investigate teachers' perceptions of cyberbullying, their preparedness to address cyberbullying, perceptions of effective strategies to address cyberbullying and whether social‐emotional learning programs used in their schools incorporate digital citizenship skills. Results indicated little change in the rates of cyberbullying in schools, but that teachers reported a need for training and professional development to best support them on this topic. Implications related to teacher educator preparation programs and school based interventions targeting cyberbullying are discussed. Practitioner points: Results indicated that according to teachers' perceptions, rates of cyberbullying did not change from pre‐covid rates, despite the fact that teachers and students spent more time online and the increased reliance on technology during the pandemic.Teachers feel they need more tools to be prepared to manage cyberbullying and their professional training has not prepared them to manage issues related to cyberbullying.Teachers feel that schools should connect with families and community organizations for cyberbullying intervention strategies. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Cyberbullying and PIU Among Adolescents Before and During COVID-19 Pandemic: The Association With Adolescents Relationships

This study examines the role of adolescents-parents/teachers/peers relationships as explanatory variables of cyberbullying and problematic Internet-use (PIU) pre-and during COVID-19 pandemic. Questionnaires were delivered to 348 adolescents ages 13 to 18 years (M = 15.05) at two time-points, provided a rare opportunity for assessment the pandemic effect. A significant increase was found in Internet-usage and PIU from pre-pandemic to during the pandemic-lockdown, although no change was found in cyber-perpetrating/victimization, but a decrease in cyber-witnessing. An increase was found in adolescents-teachers/peers relationships, while adolescent-parent relationships remained unchanged and strong. Intensive Internet-use was a positive explanatory variable for stronger teachers/peers relationships. When adolescent-peer relationships were stronger, the cyber-perpetrating/victimization were lower. Also, reinforcements in adolescents-teachers relationships during the lockdown may have influenced the decrease in cyberbullying. [ FROM AUTHOR] Copyright of Youth & Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Association of In-School and Electronic Bullying with Suicidality and Feelings of Hopelessness among Adolescents in the United States.

BACKGROUND: Suicide-related behaviors increasingly contribute to behavioral health crises in the United States (U.S.) and worldwide. The problem was worsened during the COVID-19 pandemic, especially for youth and young adults. Existing research suggests suicide-related behaviors are a consequence of bullying, while hopelessness is a more distal consequence. This study examines the association of in-school and electronic bullying with suicide-related behavior and feelings of despair among adolescents, adjusted for sociodemographic characteristics, abuse experience, risk-taking behaviors, and physical appearance/lifestyles. METHOD: Using Chi-square, logistic regression, and multinomial logistic regression, we analyzed the US 2019 Youth Risk Behavior Surveillance System (YRBSS) national component. The YRBSS includes federal, state, territorial, and freely associated state, tribal government, and local school-based surveys of representative sample middle and high school students in the US. The 2019 YRBSS participants comprised 13,605 students aged 12 to 18 years and roughly equal proportions of males and females (50.63% and 49.37%, respectively). RESULTS: We observed a significant association (p < 0.05) between being bullied and depressive symptoms, and the association was more vital for youth bullied at school and electronically. Being bullied either at school or electronically was associated with suicidality, with a stronger association for youth who experienced being bullied in both settings. CONCLUSION: Our findings shed light on assessing early signs of depression to prevent the formation of suicidality among bullied youth.

Kakovost medsebojnih odnosov na spletu v času covida-19

Raziskovalno vprašanje (RV): Ali so starši mladostnikov ustrezno poučeni glede izzivov spletnega nasilja? Namen: Namen članka je raziskati področje spletnega nasilja med slovenskimi mladostniki v času covida-19 skozi dojemanje staršev mladostnikov v Sloveniji. Metoda: V članku smo uporabili deskriptivno metodo, s pomočjo katere smo opisali teoretična izhodišča. V empiričnem delu članka smo uporabili kvantitativno metodo, kjer smo uporabili anketni vprašalnik, ki preučuje stališča staršev mladostnikov glede morebitnega porasta nasilja na spletu med mladostniki v času covida-19. Rezultati: V raziskavi članka so sodelovali starši mladostnikov z območja celotne Slovenije. Zaskrbljujoča je trditev, da je po mnenju staršev mladostnikov večina mladostnikov zaznala pojav nasilja nad nekom drugim, vseeno pa niso ukrepali. Organizacija: S pomočjo raziskave smo želeli preučiti pogostost spletnega nasilja glede na čas pred in med covidom-19, kar pa je pomembno predvsem za organizacije (v tem primeru šole), saj skrbijo za oblikovanje varnega in spodbudnega učnega okolja, kjer je potrebno pričeti s preprečevanjem te oblike nasilja, v kolikor želimo doseči vključenost ter fizično in psihosocialno varnost mladostnikov. Družba: Članek preučuje družbeno relevantno temo, omenjeno področje zaradi dejstva, da je covid19 relativno nov izziv na področju virologije, pa predstavlja pod raziskano področje, zato raziskava predstavlja zgolj začetek preučevanja izbranega področja. Rezultate raziskave lahko uporabijo številni strokovnjaki, ki želijo temo nadalje preučiti, oziroma mladostniki, starši in učitelji, ki želijo omenjeno področje bolje spoznati. Originalnost: Originalnost članka je moč zaznati v preučevanju zelo aktualnega družbenega vprašanja, ki posega na zaenkrat še malo raziskan vpliv obdobja covida-19 na medvrstniško in spletno nasilje med mladostniki skozi dojemanje staršev. Omejitve/nadaljnjo raziskovanje: Omejitve raziskave se kažejo v omejenosti preučevanega vzorca, poleg tega pa so se pri izvedbi anketnega vprašalnika pojavili nepopolno izpolnjeni vprašalniki. Raziskava bi se lahko razširila na način, da bi se med udeleženci izvajali poglobljeni intervjuji, tako med mladostniki in starši kot tudi med strokovnjaki v šolstvu, kajti kakovost šole je močno povezana z varnim in spodbudnim učnim okoljem. Nadaljnje raziskave bi nam lahko prav tako omogočile razumeti odprto komunikacijo v šolstvu, ki ustvarja močnejši občutek pripadnosti šoli, kajti ugodna klima lahko šoli omogoči, da se spreminja v učečo se skupnost, kar pomeni gradnjo spodbudnega učnega okolja, ki ga označujeta medsebojno spoštovanje in zaupanje tako za učence kot učitelje.Alternate :Research question (RV): Are the parents of adolescents in Slovenia adequately educated regarding the challenges of cyberbullying? Purpose: The purpose of the article is to investigate the area of cyberbullying among Slovenian adolescents in the time of covid-19 through the perception of parents of adolescents in Slovenia. Method: In the article, we used a descriptive method, with the help of which we described the theoretical starting points. In the empirical part of the article, we used a quantitative method, where we used a survey questionnaire that examines the perception of parents of adolescents regarding the possible increase in cyberbullying among adolescents in the time of covid-19. Results: Parents of adolescents from all over Slovenia participated in the research of the article. The statement that, according to the parents of adolescents, the majority of adolescents noticed the occurrence of violence against someone else, but did not take any action, is worrying. Organization: With the help of research, we wanted to examine the frequency of cyberbullying in relation to the time before and during covid-19, which is especially important for organizations (in this case, schools), as they take care of creating a safe and stimulating learning environment, where it is necessary to sta t with by preventing this form of violence, insofar as we want to achieve the inclusion and physical and psychosocial safety of adolescents. Society: The article examines a socially relevant topic, and due to the fact that covid-19 is a relatively new challenge in the field of virology, the mentioned area is included under the researched area, therefore the present research represents only the beginning of the study of the selected area. The results of the present research can be used by many experts who want to study the topic further, or adolescents, parents and teachers who want to get to know the mentioned area better. Originality: The originality of the article can be seen in the study of a very current social issue, which affects the so far little-researched impact of the covid-19 era on peer violence and cyberbullying among adolescents from the perspective of their parents. Limitations/further research: The limitations of the research are reflected in the limitation of the studied sample, and in addition, incompletely completed questionnaires appeared during the implementation of the survey questionnaire. The research could be expanded to include in-depth interviews among participants, both adolescents and parents as well as education professionals, as school quality is strongly linked to a safe and stimulating learning environment. Further research could also allow us to understand open communication in school, which creates a stronger sense of belonging to the school, because a favourable climate can allow the school to transform into a learning community, which means building a stimulating learning environment characterized by mutual respect and trust both for students and teachers.

The impact of cyberbullying victimization on psychosocial behaviors among college students during the covid-19 pandemic: The indirect effect of a sense of purpose in life

By drawing from positive psychology and general strain theory, this study examined whether a sense of purpose in life has an indirect effect between college students' cyberbullying victimization and their depressive symptoms, cyberbullying perpetration, and suicidal thoughts/behaviors. Data were collected from 314 college students (69.9% female) aged 18 to 24 and older from two universities in the Midwest and South-central region of the United States. Structural Equation Modeling (SEM) identified that cyberbullying victimization was positively associated with depressive symptoms and cyberbullying perpetration. Moreover, cyberbullying victimization indirectly affected depressive symptoms through a sense of purpose in life. This study will emphasize the importance of fostering cyberbullied college students' purpose in life to college staff, administrators, faculty, and practitioners, and will provide them with strategies to develop campus-wide cyberbullying interventions for college students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Parental care and family support as moderators on overlapping college student bullying and cyberbullying victimization during the Covid-19 pandemic

Purpose: The study examined whether parental care and family support moderate the association between school bullying victimization and cyberbullying victimization among college students by applying the social anthropological approach and social control theory Method: Data were collected for 261 college students (57.9% female) aged between 18 to 24 or older from a university in the Midwest region of the United States. A latent moderated structural equations approach was utilized Results: The data revealed that bullying victimization was positively associated with cyberbullying victimization. Moreover, parental care was a significant moderator between bullying victimization and cyberbullying victimization Discussion: These findings have implications of preventing victims of bullying becoming victims of cyberbullying. Parental involvement especially needs to be emphasized for college students' cyberbullying prevention and intervention programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Detection of Cyberbullying Patterns in Low Resource Colloquial Roman Urdu Microtext using Natural Language Processing, Machine Learning, and Ensemble Techniques

Social media platforms have become a substratum for people to enunciate their opinions and ideas across the globe. Due to anonymity preservation and freedom of expression, it is possible to humiliate individuals and groups, disregarding social etiquette online, inevitably proliferating and diversifying the incidents of cyberbullying and cyber hate speech. This intimidating problem has recently sought the attention of researchers and scholars worldwide. Still, the current practices to sift the online content and offset the hatred spread do not go far enough. One factor contributing to this is the recent prevalence of regional languages in social media, the dearth of language resources, and flexible detection approaches, specifically for low-resource languages. In this context, most existing studies are oriented towards traditional resource-rich languages and highlight a huge gap in recently embraced resource-poor languages. One such language currently adopted worldwide and more typically by South Asian users for textual communication on social networks is Roman Urdu. It is derived from Urdu and written using a Left-to-Right pattern and Roman scripting. This language elicits numerous computational challenges while performing natural language preprocessing tasks due to its inflections, derivations, lexical variations, and morphological richness. To alleviate this problem, this research proposes a cyberbullying detection approach for analyzing textual data in the Roman Urdu language based on advanced preprocessing methods, voting-based ensemble techniques, and machine learning algorithms. The study has extracted a vast number of features, including statistical features, word N-Grams, combined n-grams, and BOW model with TFIDF weighting in different experimental settings using GridSearchCV and cross-validation techniques. The detection approach has been designed to tackle users' textual input by considering user-specific writing styles on social media in a colloquial and non-standard form. The experimental results show that SVM with embedded hybrid N-gram features produced the highest average accuracy of around 83%. Among the ensemble voting-based techniques, XGboost achieved the optimal accuracy of 79%. Both implicit and explicit Roman Urdu instances were evaluated, and the categorization of severity based on prediction probabilities was performed. Time complexity is also analyzed in terms of execution time, indicating that LR, using different parameters and feature combinations, is the fastest algorithm. The results are promising with respect to standard assessment metrics and indicate the feasibility of the proposed approach in cyberbullying detection for the Roman Urdu language.

Problematic mobile phone use and cyberbullying perpetration in adolescents

The phenomenon of problematic mobile phone use has become increasingly common among adolescents during the lockdowns mandated by the COVID-19 pandemic. However, research is still scarce on the impact of such use on delinquent cyberspace conduct (i.e. cyberbullying). This study applies the theoretical framework of general strain theory to examine how problematic mobile phone use affects the perpetration of cyberbullying. The results of this empirical examination of longitudinal survey data obtained from 2,161 adolescents in South Korea reveal that problematic mobile phone use is positively associated with engagement in cyberbullying. It is a type of strain that induces negative emotional states and results in the perpetration of cyberbullying. Furthermore, this study investigates the moderating roles of both traditional bullying experiences (i.e. traditional bullying and victimisation) in the association between problematic mobile phone use and the perpetration of cyberbullying. We found traditional bullying perpetration positively moderates the effects of problematic mobile phone use on cyberbullying. On the other hand, we found the moderating effect of traditional bullying victimisation of adolescents was insignificant.

Preventing Cyberbullying and Reducing Its Negative Impact on Students Using E-Parenting: A Scoping Review

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.

Efforts to enhance mental health among school-aged children during the COVID-19 pandemic through the teacher and parent empowerment

School-aged children, as a developmental stage, are a group at high risk for mental health issues, particularly during this pandemic of COVID-19. Children may be perpetrators, witnesses, or victims of violence or irregularities perpetrated directly or through social media. This community service activity is designed to improve the mental health of children during the COVID-19 pandemic through early detection, prevention and early treatment of mental health issues through parental and teacher empowerment programs. When children learn online and do more activities at home with their families, there are many factors that affect children's mental health. For instance, cyberbullying, addiction to gadgets and the Internet, withdrawing from family interactions, anxiety, dishonesty and discipline in the performance of duties and children as witnesses and victims of abuse by those closest to them. This is not widely known by the school, teachers, counsellors and parents clearly, which results in the state of the child getting worse. Through an empowerment program that was conducted with socialization and training on early detection, preventive efforts and early treatment of mental health problems among school-aged children, they can discover early deviations that occur and take preventive measures with early treatment efforts. Henceforth, through this empowerment program, teachers and parents work together to carry out counselling activities and reflection sessions to understand the issues faced by students so that they can intervene immediately. Teachers and parents can work as a team to help children improve physical and mental health through online learning during the COVID-19 pandemic.

Cyberbully victimization and its association with residual depressive symptoms among clinically stable adolescents with psychiatric disorders during the COVID-19 pandemic: A perspective from network analysis.

Objective: This study examined the prevalence of cyberbullying and its relationship with residual depressive symptoms in this patient population during the COVID-19 outbreak using network analysis. Methods: This was a multicenter, cross-sectional study. Adolescent patients attending maintenance treatment at outpatient departments of three major psychiatric hospitals were included. Experience of cyberbullying was measured with a standard question, while the severity of Internet addiction and depressive symptoms were measured using the Internet Addiction Test and the Patient Health Questionnaire-9, respectively. The network structure of depression and cyberbully were characterized and indices of "Expected Influence" was used to identify symptoms central to the network. To identify particular symptoms that were directly associated with cyberbully, the flow function was used. Results: Altogether 1,265 patients completed the assessments. The overall prevalence of cyberbullying was 92.3% (95% confidence interval (CI): 90.8-93.7%). Multiple logistic regression analysis revealed that male gender (p = 0.04, OR = 1.72, 95%CI: 1.04-2.85) was significantly associated with higher risk of cyberbullying, while a relapse of illness during the COVID-19 pandemic was significantly associated with a lower risk of cyberbullying (p = 0.03, OR = 0.50, 95%CI: 0.27-0.93). In the network of depression and cyberbully, "Sad mood," "Anhedonia" and "Energy" were the most central (influential) symptoms. Furthermore, "Suicidal ideation" had the strongest negative association with cyberbully followed by "Guilt". Conclusion: During the COVID-19 pandemic, the experience of cyberbullying was highly prevalent among clinically stable adolescent psychiatric patients, particularly male patients. This finding should raise awareness of this issue emphasizing the need for regular screening and interventions for adolescent patients. Central symptoms (e.g., "Sad mood," "Anhedonia" and "Energy") identified in this study should be targeted in interventions and preventive measures.

Cyberbullying, Social Media Addiction and Associations with Depression, Anxiety, and Stress among Medical Students in Malaysia.

This study aims to determine the prevalence and factors associated with cyberbullying and social media addiction. This cross-sectional study was conducted among 270 medical students from a public university in Kuching, Malaysia. The instruments used in this study included the cyberbullying questionnaire survey, Bergen Social Media Addiction Scale (BSMAS), and the Depression Anxiety Stress Scale 21-item (DASS-21). The prevalence of cyberbullying victimization was 24.4%, whilst 13.0% reported cyberbullying perpetration over the past six months. Male gender was positively associated with both cyberbullying perpetration and cybervictimization, whilst social media addiction was positively associated with cybervictimization. Psychological motives such as positive attitudes toward cyberbullying and gaining power were associated with cyberbullying perpetration. Cybervictimization doubled the tendency to depression (aOR 2.50, 95% CI [1.23, 5.08], p = 0.012), anxiety (aOR 2.38, 95% CI [1.29, 4.40], p = 0.006), and stress (aOR 2.85, 95% CI [1.41, 5.77], p = 0.004), whilst social media addiction was associated with a higher tendency to depression (aOR 1.18, 95% CI [1.10, 1.26], p < 0.001), anxiety (aOR 1.15, 95% CI [1.08, 1.22], p < 0.001), and stress (aOR 1.21, 95% CI [1.12, 1.32], p < 0.001). Medical schools in Malaysia need policies and guidelines against cyberbullying.