View clinical trials related to Bullying.
Filter by:Aim: The aim of this study was to determine the relationship between nursing students' personality traits and competence in workplace violence management. Background: Violence against nursing students is a growing concern in nursing education, clinical practice, and professional development and needs to be managed. Design: A cross-sectional study. Methods: This study was conducted with 321 nursing students in the summer of 2022.
In the context of the care of children or adolescents with unexplained chronic pain, it is not uncommon to find that some patients confide in past or present school bullying. School bullying can have devastating consequences. Often taboo or not taken into account, it can lead to school phobia with dropout, extreme moral suffering or even reactive physical disorders. Loss of confidence, withdrawal into oneself can develop major depressive syndromes that can lead to suicidal thoughts and acting out. The Mouv'on project offers these children/adolescents the opportunity to experience the art of movement, on the border between martial arts and dance (group sessions) and creative art (production of a street-art fresco) in order to regain confidence, restore the link to the other, discover or re-discover the relationship to the body. It is indeed a parenthesis of relaxation, movement, breathing and meeting. The meeting of the child with himself but also with a group. The objectives of the study are to assess the benefits of the workshops offered to children and adolescents on self-esteem and on the feeling of pain and the impact of pain on daily behavior.
The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.
The Norwegian Sickness Absence Clinic (NSAC) is a publicly funded specialist outpatient health service, which is uniquely available for the work force. The overall aim of the NSAC is prevention of sickness absence, promote return to work (RTW) among those on sickness absence and prevent long term disability benefit dependency. In addition to being a health service, the NSAC has a focus on work and functional recovery, including also non-health related factors. Patients can be referred by general practitioners for mental health problems and musculoskeletal problems. The NSAC has a lower threshold for severity than specialist health services generally, and in particular for mental health problems. The efficacy of this service is unknown. The NSAC Efficacy Study is a randomized controlled multicentre trial which aims to assess the effect of the NSAC service. "Helse i Arbeid" is the Norwegian name for NSAC, and the Norwegian abbreviation is "HiA". The Norwegian study name is HIANOR. The NSAC Efficacy Study involves five different NSACs across northern Norway, and will recruit 2500 patients, randomized to in equal proportions to three treatment arms: 1. NSAC - rapid: treatment at the NSAC at- or within 4 weeks 2. NSAC - ordinary: treatment at the NSAC after 10-14 weeks 3. NSAC - active control: monodisciplinary examination at the NSAC close to diagnosis-specific deadline for examination as suggested by guidelines (8-26 weeks, the majority at the end of this interval) The overall aim is to assess the effect of the NSAC service, with the hypothesis that the NSAC service is superior to what resembles treatment as usual (TAU) for outcomes such as return to work or improved health (waiting list control). Many of the diagnoses or problems for which patients are referred to the NSACs naturally improve regardless of health interventions, and - as of date - no research has been conducted to assess the efficacy of the service.
The research was conducted in experimental design with intervention-control group and pretest-posttest in order to examine the effectiveness of the Peer Bullying Consultancy Program (PBCP), is based on the Interpersonal Relations Model (IPM), on 11-12 years old children who are bullying. The sample group of the study consisted of children (intervention group/n=29; control group/n=32) were attending 5th and 6th grades in two different randomized designated secondary schools after stratified sampling, had high Peer Bullying Determination Scale Bully Behavior. The PBCP was implemented to the children in the intervention group in 2 face-to-face and 5 online individual interviews in 26 days. To increase the peer bullying cognition level, to develop empathy skills, to improve friendship relations, to increase anger control of children who are bullying in intervention group, content suitable for age characteristics was developed within the scope of PBCP various training techniques (brainstorming, educational game, demonstration, case study, video watching) used. The data were collected using Sociodemographic Information Form, the Bullying Related Cognitions Scale for Children (BRCSC), the Empathy Scale for Children and Adolescents (ESCA), Friendship Relations and Anger Control Assessment Form. Data collection tools were applied to the children in the intervention group at the beginning and at the end of the PBCP, and to the children in the control group with an interval of 26 days. In the study, children in the intervention group had lower scores on the BRCSC; had higher scores on the ESCA, Self-Reporting Happiness Level in Friendship Relations, Sample Behavior Knowledge Level for Happy Friendship, Understanding Level of Anger Symtoms, Knowledge Level of Anger Control and Self-Reporting Anger Control Level than the children in the control group (p<0.05). It has been determined the PBCP based on the IRM is effective for children aged 11-12 who are bullying. It is recommended nurses develop model-based, individual counseling and training program in which different educational techniques are used in accordance with the age characteristics in order to support the growth, development of children who are bullying within the framework of their roles such as advocate, consultant, leader.
The Norwegian Sickness Absence Clinic (NSAC) Nudge Study is a naturalistic randomized controlled multicentre trial which aim is to measure the efficacy of nudging clinicians' attention towards patients' motivation for work, barriers for return to work and work environment challenges, on functional recovery as primary outcome, and health outcomes as secondary outcome. Patients will be recruited in five different NSACs across northern Norway. In total 1100 patients will be randomized to two equal probability treatment arms: 1) NSAC with the nudge, and 2) NSAC without the nudge. The nudge is tailored to the individual patient's needs using survey, and the clinicians are presented with a summary of this patient survey prior to consultations highlighting health problems and challenges as reported by the patient in the survey.
Bullying is an epidemic in Canada, and rates may be underreported. Youth with a disability were more likely to be bullied that those without disabilities, specifically if the disability was visible. Research has been conducted on the prevalence and effects of bullying in youth with disabilities such as cerebral palsy, obesity, and chronic pain; however, there is a paucity of research involving youth with muscular dystrophy and congenital myopathies. The objectives of this study are to: (1) measure bullying frequency, (2) describe the types of bullying experiences; and (3) explore barriers and facilitators to dealing with bullying by youth with muscular dystrophy or congenital myopathies and their parents. The objectives will be met by an online survey and qualitative interviews of youth with muscular dystrophy and congenital myopathy and their parents.
"Stop sexual harassment" is a school based intervention tailored to reduce sexual- and gendered harassment among pupils in secondary school. The first aim of this study is to test to what extent "Stop sexual harassment" reduces sexual harassment and harassment based on sexual orientation and gender expression (gendered harassment) among 8th to 10th grade pupils in secondary school. The second aim of the study is to test to what extent the intervention increases teachers' responses to sexual- and gendered harassment among pupils. The intervention consists of eight lessons which address the prevention of sexual- and gendered harassment. METHOD: A minimum 32 schools with at least 3840 pupils will participate in a cluster randomized controlled trial. Participating schools will be randomly assigned to intervention schools and control schools. At the intervention schools, teachers will be introduced to "Stop sexual harassment" through a digital course which will provide them with a manual containing eight lessons to be held for the pupils. At the control schools there will not be any intervention. The effects of the intervention on pupils will be determined by assessing their experiences with sexual and gendered harassment, and internalized and externalized problems prior to the intervention (T1), shortly after the intervention (T2) and six moths after the intervention (T3). The effects of the intervention on teachers will be determined by assessing the teachers' experiences of responding to sexual and gendered harassment among pupils. HYPOTHESIS: It is expected that the intervention "Stop sexual harassment" will lead to reduced sexual and gendered harassment perpetration and victimization, and less internalized and externalized problems among the pupils in secondary school, and that teachers will more frequently take action when sexual- and gendered harassment is encountered among the pupils.
School interventions to reduce bullying can be effective but also require substantial time and resources. Online technologies have the potential to deliver effective bullying interventions to a large number of middle schools for less cost. The feasibility of delivering the effective STAC bullying intervention through a mobile web app will be tested using a needs analysis with school administrators, focus groups with middle school students, and development and usability testing of a prototype.
The National Institute of Child Health and Human Development (NICHD) has identified bullying as a significant public health concern. The research tests a novel approach to increase children's defending of victims of bullying. Previous research has shown that the presence of defenders leads to decreases in bullying. Thus, promoting defending has become a critical component of anti-bullying interventions. However, how to best motivate defending has been relatively unstudied. Deviance Regulation Theory (DRT) provides a theoretical basis for motivating positive health and social behaviors. This theory proposes that individuals are motivated to behave in ways that differentiate them from others in a positive manner. Accordingly, individuals will be motivated to engage in a behavior if they believe the behavior occurs infrequently and will be viewed positively by others. As children report that few of their peers defend victims of bullying, the goal of this study is to increase defending by communicating to children that defenders possess traits valued by their peers (e.g., being popular, kind). Children in 4th-grade and 5th-grade classrooms received a DRT-based anti-bullying intervention or an anti-bullying intervention focused on increasing empathy for victims and strategies for defending peers. Data collection occurred three times during the school year: a) at baseline, two weeks prior to the intervention; b) 3 months post-intervention; and c) 6 months post-intervention. Findings showed that compared to the traditional anti-bullying intervention, the DRT-based intervention resulted in larger, more sustained gains in teacher-reported defending, but not peer-reported or self-reported defending. Contrary to expectations, gains in teacher-reported defending were greatest for children who viewed defending to be normative amongst their classmates. Increases in defending were also greatest among those children least likely to defend (i.e., those low in popularity and prosocial behavior, and those often bullied by peer). These findings have implications for the development of anti-bullying interventions and more broadly for understanding how to encourage important behavioral changes in childhood and adolescence. However, more research is needed to understand why increases were limited to only defending behaviors observable to teachers.