Evidence map›Paper›PMID 35943615›Full record

ArticleJournal of prevention (2022)2022

Parent-Based Prevention of Bullying and Cyberbullying During COVID-19 Social Distancing: A Pilot Intervention using the MOST Framework.

Jennifer Doty, Joy Gabrielli, Michelle Abraczinskas, Karla Girón, Jacqlyn Yourell, Elizabeth Stormshak

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of prevention (2022), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Jennifer DotyDepartment of Family, Youth and Community Sciences, University of Florida, 3001 McCarty Hall D, 32611-0310, Gainesville, FL, P.O. Box 110310, USA. jendoty@uoregon.edu.ORCID 0000-0001-8603-2721
Joy GabrielliDepartment of Clinical and Health Psychology, University of Florida, 1225 Center Dr, 32603, Gainesville, FL, USA.
Michelle AbraczinskasDepartment of Family, Youth and Community Sciences, University of Florida, 3001 McCarty Hall D, 32611-0310, Gainesville, FL, P.O. Box 110310, USA.
Karla GirónDepartment of Family, Youth and Community Sciences, University of Florida, 3001 McCarty Hall D, 32611-0310, Gainesville, FL, P.O. Box 110310, USA.
Jacqlyn YourellDepartment of Family, Youth and Community Sciences, University of Florida, 3001 McCarty Hall D, 32611-0310, Gainesville, FL, P.O. Box 110310, USA.
Elizabeth StormshakDepartment of Counseling Psychology and Human Services, University of Oregon, 1217, Oregon, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Parenting skills are important protective factors in the prevention of bullying and cyberbullying, yet few parent-based interventions have been developed and evaluated in this area. This pilot study examined participant responsiveness to and acceptability of an evidence-based parenting curriculum enhanced to address bullying and cyberbullying. Enhancements included intensive role playing, social emotional coaching, and media parenting. The pilot was delivered online via video conferencing during the unique circumstances of the coronavirus disease pandemic 2019 (COVID-19) shelter-at-home orders. Parents (N = 32; 88% female) participated in weekly online sessions; 30 completed all eight sessions. Using a sequential exploratory mixed method approach, we first conducted quantitative analyses to examine participant responsiveness and qualitative analyses to further explain outcomes and explore participant acceptability. Satisfaction with individual sessions was high. In a few sessions, satisfaction and home practice completion was lower among those with free- and reduced-price lunch eligibility. Qualitative data reinforced and explained quantitative findings. Participants were appreciative of the program and delivery, particularly during the shelter-at-home conditions. They voiced satisfaction with the online format and with home practice assignments. They also made suggestions to strengthen the emphasis on bullying and cyberbullying in the program. Results suggest that the program and enhancements to the program were acceptable to participants, and high rates of satisfaction suggest that video conferencing is a feasible delivery format. Further, parental programming during the stressful context of the COVID-19 pandemic was well received. Although few differences in satisfaction by free- and reduced-priced lunch were observed, technology support for low-income families may be warranted.

Indexed as

BullyingCOVID-19CyberbullyingFemaleHumansMalePandemicsPhysical DistancingPilot ProjectsBullying preventionMulti-phase optimization strategyParent-based preventionParticipant responsiveness

Identifiers

PMID35943615
PMCPMC9361954

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.