Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration.

Internet usage is a salient developmental factor in adolescents' lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 urban schools across five European countries. A total of 2594 students participated, of whom 90% were 14-16 years. Virtually all adolescents of socioeconomic disadvantage had Internet access, with 88.5% reporting spending more than two hours per day online, often on apps such as Instagram, Snapchat, and YouTube. Almost one-third of adolescents did not talk with their parents about their Internet use and almost two-thirds indicated that their parents were only a little or not interested in their Internet use. A consistent finding across countries was that girls more often talked with their parents about their Internet use and more often reported that their parents were interested in their Internet use than boys. The results suggest that parents have an important task in explicitly showing interest in their adolescents' Internet use, with special attention needed for boys.

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying.

The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples' voices in research and interventions against cyberbullying.

Exploring the perceived negative and positive long-term impact of adolescent bullying victimization: A cross-national investigation.

Adolescent bullying victimization can have long-term mental health and well-being outcomes. This study focused on the potential mediating role of the perceived long-term negative and positive impact of adolescent bullying victimization to understand its relations with mental health and well-being problems during emerging adulthood. A retrospective study consisting of closed and open-ended questions was conducted among 1010 Flemish and 650 Dutch emerging adults aged 18-26. Path analyses among early victims (NFlemish = 644; NDutch = 217) demonstrated that the relations between bullying victimization intensity and current self-esteem, social interaction anxiety, and life satisfaction were all mediated by the perceived negative long-term impact of adolescent bullying victimization. Additionally, the open-ended questions provided a better understanding of the perceived negative and positive impact of adolescent bullying victimization. The present study offers insights into the importance of considering subjective perceptions of the overall impact of being bullied to understand long-term bullying victimization outcomes. Implications and limitations are discussed, including the need for longitudinal data-for instance, a three-wave panel study-to establish the temporal order of effects.

Determinants of adolescents' ineffective and improved coping with cyberbullying: a Delphi study.

The study's aim was to obtain an overview of all relevant variables involved in ineffective coping behavior and improvement in coping behavior as it pertains to cyberbullying among adolescents, in order to systematically develop a theory- and evidence-based intervention. This was done by means of a three round online Delphi study. First, 20 key experts listed possible relevant determinants. Next, 70 experts scored these determinants on their relevance and finally, experts rerated relevance of each determinant based on group median scores. The experts agreed that 115 items are relevant for ineffective (62) or improvement in (53) coping behavior. New found determinants were the extent to which one can adjust behavior upon feedback, impulsivity, self-confidence, communication style, personality, decision-making skills, conflict resolution skills, previous participation in personal resilience training, social relationships, rumors and self-disclosure. We conclude that the Delphi technique is useful in discovering new and relevant determinants of behavior.

Online Pestkoppenstoppen: systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying.

BACKGROUND: The purpose of this article is to give an integrative insight into the theoretical and empirical-based development of the Online Pestkoppenstoppen (Stop Bullies Online/Stop Online Bullies). This intervention aims to reduce the number of cyberbully victims and their symptoms of depression and anxiety (program goal), by teaching cyberbully victims how to cope in an adequate and effective manner with cyberbully incidents (program's outcomes). METHOD/DESIGN: In developing the program the different steps of the Intervention Mapping protocol are systematically used. In this article we describe each step of Intervention Mapping. Sources used for the development were a literature review, a Delphi study among experts, focus group interviews with the target group, and elements from a proven effective anti-bullying program. The result is a fully automated web-based tailored intervention for cyberbully victims (12-15 years) consisting of three web-based advice sessions delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have, how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the way bullying emerges, how their behavior influences bullying and how they can use effective coping strategies in order to stop (online) bullying. In the third advice, participants receive feedback and will learn how to use the Internet and mobile phones in a safe manner. Each advice is tailored to the participant's personal characteristics (e.g., personality, self-efficacy, coping strategies used and (ir)rational thoughts). To ensure implementation of the program after testing it for effectiveness, the intervention was pretested in the target-population and an implementation plan was designed. Finally, we will elaborate on the planned randomized controlled trial in which the intervention will be compared to a general information group and waiting list control group. This evaluation will provide insight into the intervention's efficacy to reduce cyberbullying and its negative effects. DISCUSSION: Intervention Mapping is a time consuming but profound way to ensure that each step of developing an intervention is taken, and resulted in three web-based tailored pieces of advices that teach adolescents how to cope more effectively with cyberbullying experiences. TRIAL REGISTRATION: NTR3613, 14-09-2012.

Psychological determinants of pregnancy-related lumbopelvic pain: a prospective cohort study.

OBJECTIVE: To study whether pregnancy-related lumbopelvic pain outcomes at 36 weeks of gestation can be predicted by psychological determinants earlier in pregnancy. DESIGN: Prospective cohort study. SETTING: Nine midwifery practices in different regions of the Netherlands. POPULATION: A cohort of 223 low-risk pregnant women in the Netherlands was followed from week 12 of gestation until 36 weeks of gestation. METHODS: Both psychological determinants and lumbopelvic pain symptoms were investigated with a set of questionnaires at 12, 24 and 36 weeks of gestation. Psychological determinants were measured with the Perceived Stress Scale (PSS), the Symptom Checklist-90-Revised (SCL-90), the Pregnancy-related Anxiety Questionnaire (PRAQ), and the Utrecht Coping List (UCL). Lumbopelvic pain outcomes were measured with the Pregnancy Mobility Index (PMI) and the Overall Complaints Index (OCI). MAIN OUTCOME MEASURES: Lumbopelvic pain symptoms and their impact at 36 weeks of gestation. RESULTS: There was a significant increase in scores on both the PMI and OCI across the three sampling occasions in pregnancy. Lumbopelvic pain outcomes showed significant associations with the psychological determinants perceived stress and recently perceived psychological and physical distress at all three times during pregnancy. Pregnancy-related anxiety was not a significant predictor of lumbopelvic pain outcomes, neither was coping. CONCLUSIONS: Lumbopelvic pain symptoms and their impact on daily activities at 36 weeks of gestation can be predicted by psychological determinants earlier in pregnancy; the combination of perceived stress and physical disability at 24 weeks of pregnancy seems to be the best predictor of disability in later pregnancy.

Adherence to prophylactic asthma medication: habit strength and cognitions.

OBJECTIVE: To explain adherence to prophylactic asthma medication (PAM, inhaled corticosteroids) by the attitude, social influence, and self-efficacy (ASE) model added with the concept of habit strength and to study whether habit moderates or mediates relationships between ASE factors and adherence. METHODS: A mail-out survey was conducted among 139 asthmatic adults. Multiple regression analysis was conducted, with self-reported adherence as the outcome and ASE factors and habit as the independent variables. Simple slope analyses and bootstrapping mediation analyses were also conducted. RESULTS: Having more severe asthma, taking PAM habitually, and perceiving few negative consequences of taking PAM were associated with better adherence. Self-efficacy influenced adherence indirectly through habit. The relationship between social norms and adherence was moderated by habit: In the case of weak habits, a supportive norm in a patient's environment toward taking PAM was positively related to PAM adherence; in the case of strong habits, a supportive norm led to less adherence. CONCLUSION: Interventions to increase adherence should enhance the formation of habits by stimulating patients to perform the behavior frequently in similar situations by increasing self-efficacy and providing environmental cues, such as reminder devices and pill organizers. In addition, the disadvantages of PAM use should be negated.

The role of illness representations in coping and health of patients treated for breast cancer.

OBJECTIVE: The present study examined the relation of cognitive and emotional representations of illness specified by the Common Sense Model of Illness Cognition (Handbook of Psychology and Health: Social Psychological Aspects of Health. Earlbaum, Hillsdale: New York, 1984; 219-252) with the coping strategies and perceived health of patients who were treated for breast cancer. METHODS: Participants were 119 women within 2 years after their diagnosis of breast cancer, who completed a questionnaire containing measures of illness representations, coping strategies and perceived physical and mental health. RESULTS: Breast cancer patients differ in the subjective perception of their disease. Patients who view their illness as a condition with serious symptoms and consequences, patients who believe their illness is chronic and patients who consider their illness uncontrollable were found to report worse physical and mental health than those who believed the opposite. Regression analysis showed that, after controlling for external variables, the cognitive illness representations identity and consequences explained 57% of variance in physical health, whereas emotional illness representation and treatment control explained 47% of variance in mental health. CONCLUSION: Results provide some support for the hypotheses of the Common Sense Model of Illness Cognition. Illness representations seem to play an important role in perceived health in breast cancer. The implications of these findings for the design of health-care-related interventions for breast cancer patients are discussed.

Cyberbullying: youngsters' experiences and parental perception.

This paper describes a survey on the prevalence and nature of cyberbullying of and by youngsters and the parental perceptions. Two questionnaires, one for youngsters and one for their parents, were sent to 1,211 final-year pupils of primary schools and first-year pupils of all levels of secondary schools and their parents. Pupils completed the questionnaires in their classroom, and parents completed them at home. The results show that about 16% of the youngsters had engaged in bullying via the Internet and text messages, while about 23% of the youngsters had been victims of cyberbullying. Cyberbullying seems to be a rather anonymous, individualistic activity, which primarily takes place at home. The most frequently used nature of harassment were name-calling and gossiping. Youngsters mostly react to cyberbullying by pretending to ignore it, by really ignoring it, or by bullying the bully. Most parents set rules for their children about the way to they should use the Internet but are not really conscious of the harassments. They underestimate their own children's bullying behavior and have insufficient notion of their children as victims of bullying.