Corrigendum: A systematic review and meta-analysis of interventions to decrease cyberbullying perpetration and victimization: an in-depth analysis within the Asia Pacific region.

[This corrects the article DOI: 10.3389/fpsyt.2023.

A systematic review and meta-analysis of interventions to decrease cyberbullying perpetration and victimization: An in-depth analysis within the Asia Pacific region.

Background: Cyberbullying perpetration and victimization are prevalent issues in adolescent development and are a rising public health concern. Numerous interventions have been developed and implemented to decrease cyberbullying perpetration and victimization. Through an updated systematic review and meta-analysis, this study aimed to tackle a significant gap in the cyberbullying literature by addressing the need to empirically determine the effectiveness of programs with non-school-aged samples with a specific focus on studies conducted within the Asia-Pacific region.

Preschool Teachers' Beliefs towards Children with Autism Spectrum Disorder (ASD) in Yemen.

It is perplexing that some preschool teachers not only advise parents who have children with autism spectrum disorder (ASD) to go to religious healers, but also attribute such neurological disorders to the curse of the "evil eye" or vaccines. Although it is now the twentieth century, this behavior simply reflects the concerns of over-protective teachers and the cultural misperceptions about the actual definition of ASD. In Yemen, the term "ASD", with its wide range of symptoms, is still ambiguous among preschool teachers.

Mainstream Preschool Teachers' Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD).

Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents.

Pre-School Teachers' Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD.

Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children's abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE).