Bullying and cyberbullying are critical global issues that significantly affect the mental health and behavioral well-being of youth. This article explores the complex challenges posed by these forms of aggression and introduces a strength-based model for health and mental health professionals to address these issues with impacted youth holistically. Grounded within findings from a scoping review of the literature, the SHIELD framework emphasizes Strengths, Healing, Interventions, Empowerment, Learning, and Development, offering a comprehensive approach for identifying and supporting youth impacted by bullying and cyberbullying. SHIELD emphasizes collaboration among health professionals, schools, families, and communities. By integrating empirical evidence and best practices from school-based approaches to bullying prevention, such as Positive Behavioral Interventions and Support (PBIS) and Social and Emotional Learning (SEL), this framework provides a roadmap for creating safer, more inclusive environments for youth while prioritizing their mental health and overall well-being in the face of bullying and cyberbullying. A case study illustrates the framework's practical application and future directions are proposed to guide further empirical investigation and stimulate innovative approaches to addressing the complexities of bullying and cyberbullying.
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http://dx.doi.org/10.3390/ijerph22010066 | DOI Listing |
Int J Environ Res Public Health
January 2025
School of Medicine, Department of Family Medicine and Population Health, Virginia Commonwealth University, Richmond, VA 23298, USA.
Bullying and cyberbullying are critical global issues that significantly affect the mental health and behavioral well-being of youth. This article explores the complex challenges posed by these forms of aggression and introduces a strength-based model for health and mental health professionals to address these issues with impacted youth holistically. Grounded within findings from a scoping review of the literature, the SHIELD framework emphasizes Strengths, Healing, Interventions, Empowerment, Learning, and Development, offering a comprehensive approach for identifying and supporting youth impacted by bullying and cyberbullying.
View Article and Find Full Text PDFInt J Environ Res Public Health
December 2024
Department of Psychology, Indiana State University, Terre Haute, IN 47809, USA.
The primary objective of this short-term longitudinal study was to investigate how age groups affect the relationships between cyberbullying victimization, bystanding, and depression among a convenience sample of students across different educational levels; there was a total of 234 elementary school students (fourth and fifth graders), 363 middle school students (sixth to eighth graders), and 341 high school students (ninth to twelfth graders) from the United States who completed self-reported questionnaires on cyberbullying, depression, and peer attachment during 2020. Additionally, this study examined whether peer attachment acted as a moderator in these relationships. The results revealed that strong peer attachment significantly moderated the connections between cyberbullying involvement and depression, as measured six months later, with particularly pronounced effects among middle school students.
View Article and Find Full Text PDFPsychol Rep
January 2025
Department of Educational Sciences, Middle East Technical University, Ankara, Turkey.
The purpose of the study is to examine traditional and cyberbullying among the students with special education needs attending special education schools. Additionally, traditional and cyber victimization among special education students have been examined in terms of gender and grade levels. A sample of the present study consists of 295 students with special education needs (177 gifted, 118 deaf) attending segregated special education schools.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!