Cyber-Friendly Schools

Cross, Donna; Barnes, Amy; Cardoso, Patricia; Hadwen, Kate; Shaw, Thérèse; Campbell, Marilyn; Slee, Phillip T.

doi:10.1016/b978-0-12-811423-0.00007-9

Cited by 9 publications

(37 citation statements)

References 18 publications

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“…Based on needs categories 1 and 2 (Table 1), young people reflected interest in learning more information and cognitive skills to mitigate problems associated with EIS, for both preventative (“don’t send”) as well as ex post (“after sent”) interventions aimed at limiting harms to self and others. Previous research found intervention strategies aimed at enhancing self-awareness and self-efficacy of young people useful in cyberbullying prevention (Cross et al, 2018; Cross, Lester, Barnes, Cardoso, & Hadwen, 2015)—a unique finding where young people reported being aware of the influence of their mood, desire for peer-approval, and lack of knowledge (e.g., about SNS rule/rights, social norms, EIS consequences across people and time) on decisions about sending images that could cause harm to themselves and others. There are many studies that link sexting and emotional well-being (Cooper et al, 2016; Reed et al, 2016); however, few refer to young people’s awareness of their mood affecting their EIS behavior.…”

Section: Discussionmentioning

confidence: 99%

What Young People Need to Make Better-Informed Decisions When Communicating With Digital Images: Implications for Mental Health and Well-Being

2019

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Sixty-eight young people contributed to a Design Thinking Challenge created to elicit a better understanding of their electronic image-sharing experiences, the helpful and harmful consequences of image-sharing to adolescent mental health and safety, and promising interventions that allow young people to make more positive decisions and minimize their risks when sharing images through electronic devices. Through this collaborative group-based process, each co-design group engaged in a four-phase process to discover, define, develop, and deliver an intervention that took the form of a paper-based mobile app prototype. Young people reported that they need information and advice to support their and others’ online decision making, help making situational decision-making skills for managing online interactions, and means to control information and images that can be accessed and distributed. Detailed app features that they required to address their decision-making needs are also discussed. These app intervention features highlight what young people need to make better-informed decisions when communicating through images electronically.

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Section: Discussionmentioning

confidence: 99%

What Young People Need to Make Better-Informed Decisions When Communicating With Digital Images: Implications for Mental Health and Well-Being

2019

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“…The ‘Cyber Friendly Schools’ intervention aimed to transform school and family (as microsystem factors) to reduce violence perpetration and victimisation by increasing family awareness of cyberbullying and modifying school organisational structures to reduce cyberbullying. A trial of the intervention reported no effects on violence perpetration or victimisation 29. Such evidence is not useful in testing the MRT when the empirical study cannot examine the breadth of factors required.…”

Section: Testing Of Mrt In Public-health Interventions: Evidence From...mentioning

confidence: 99%

“…For example, we found in a systematic review of interventions aiming to modify school environments to reduce substance use and violence that the theories of change for some interventions drew on MRTs proposing that human health or development is influenced by multiple mechanisms operating at different levels 28. The ‘Cyber Friendly Schools’ intervention, for example, was informed by ecological systems theory 29. This MRT suggests that human development is influenced by mechanisms concerning the: microsystem (institutions and groups with which the child interacts); mesosystems (interconnections between microsystems); exosystem (links between social settings not directly involving the child with those that do); macrosystem (the overarching culture) and chronosystem (broader environmental events and transitions, and changing sociohistorical circumstances) 30.…”

Section: Testing Of Mrt In Public-health Interventions: Evidence From...mentioning

confidence: 99%

Testing and refining middle-range theory in evaluations of public-health interventions: evidence from recent systematic reviews and trials

Bonell

Ponsford

Meiksin

et al. 2023

J Epidemiol Community Health

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Evaluations of public-health interventions might potentially be used to test and refine middle-range theory (ie, theory about the mechanisms, which generate outcomes that is analytically generalisable enough to span a range of contexts, interventions or outcomes, but specific enough to be salient in a given application). This approach has been suggested as one means of developing more informed assessments of how different interventions work and whether mechanisms might transfer across contexts. However, we have noticed that studies included in some of our recent systematic reviews are not oriented towards helping test middle-range theory because interventions draw on multiple middle-range theories (so that it is difficult to draw any conclusions about each middle-range theory based on their results) and these middle-range theories are insufficiently clear (with vague constructs) or parsimonious (with too many constructs) to be readily testable. Some studies might in future better contribute to testing and refining middle-range theory via focusing on interventions informed by one middle-range theory and focused on one mechanism at a time. Such ‘proof-of-principle’ studies should draw on middle-range theory that is sufficiently clear and parsimonious to allow such testing. These evaluations might facilitate more rigorous testing of middle-range theory and hence refinement of scientific knowledge. They might inform broader assessments of how mechanisms transfer across contexts aiding the development of future public-health interventions. Such studies would be a complement not an alternative to pragmatic studies of scalable complex interventions, often informed by more than one middle-range theory.

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“…89,196 Sixteen reports covering 13 studies of 10 interventions evaluated processes and all of these also described a theory of change, addressing both RQs 1 and 2. 63,66,69,71,88,98,110,113,167,[189][190][191][192][193][194][195] Forty-eight reports covering 23 studies and 20 interventions evaluated outcomes (including moderator and mediator analysis) and all of these were also included in the synthesis of theories of change, addressing RQs 1 and 3. 52,61,64,67,68,73,80,85,87,103,108,109,115,117,123,124,[197][198][199][200] of these, 19 reports were included in the synthesis of moderator analysis 61,64,68,80,85,87,103,108,117...…”

Section: Overviewmentioning

confidence: 99%

“…52,61,69,71,73,80,88,89,98,[108][109][110]113,123,124,161,[165][166][167][168][169][170][171][172]175,176,[178][179][180][181][184][185][186][187][188][189]191,192,[194][195][196][197]199,200 Twenty-three of the reports included in the review (35%) were published in 2018 or later. 89,98,113,161,[165][166][167]…”

Section: Rate Of Report Publicationmentioning

confidence: 99%

Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review

Ponsford,

Melendez-Torres,

Miners

et al. 2024

Public Health Res

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Background Whole-school interventions modify the school environment to promote health. A subset of these interventions promotes student commitment to school to prevent substance (tobacco, alcohol, other drugs) use and/or violence. A previous review identified the theory of human functioning and school organisation as a comprehensive theory of such interventions, and found evidence that these interventions reduce substance use and/or violence. Objectives The objectives were to search for, appraise and synthesise evidence to address the following questions: (1) What whole-school interventions promoting student commitment to school to prevent substance use and/or violence have been evaluated, what intervention subtypes are apparent and how closely do these align with the theory of human functioning and school organisation? (2) What factors relating to setting, population and intervention affect implementation? (3) What are the effects on student substance use, violence and educational attainment? (4) What is the cost-effectiveness of such interventions? (5) Are intervention effects mediated by student commitment to school or moderated by setting or population? Data sources A total of 56 information sources were searched (in January 2020), then an updated search of 48 of these was carried out (in May 2021). Reference lists were also searched and experts were contacted. Review methods Eligible studies were process/outcome evaluations of whole-school interventions to reduce student violence or substance use among students aged 5–18 years attending schools, via actions aligning with the theory of human functioning and school organisation: modifying teaching to increase engagement, enhancing student–staff relationships, revising school policies, encouraging volunteering or increasing parental involvement. Data extraction and quality assessments used existing tools. Theory and process reports were synthesised qualitatively. Outcome and economic data were synthesised narratively; outcome data were meta-analysed. Results Searches retrieved 63 eligible reports on 27 studies of 22 interventions. We identified four intervention subtypes focused on student participation in school-wide decisions, improving staff–student relationships, increasing engagement in learning and involving parents. The theories of change of most intervention subtypes aligned closely with the theory of human functioning and school organisation, and informed refinement of an intervention theory of change. Theories of change for interventions increasing learning engagement did not align with this theory, aiming instead to increase school commitment primarily via social skills curricula. Factors influencing the implementation included whether or not interventions were tailorable, workable and well explained. Interventions with action groups comprising staff/students, etc. and providing local data were well implemented. Implementation was also affected by whether or not schools accepted the need for change and staff had the resources for delivery. Meta-analyses suggest small, but significant, intervention effects in preventing violence victimisation and perpetration, and substance use. There was sparse and inconsistent evidence of moderation and some evidence of mediation by student commitment to school. Two economic evaluations suggested that there is the potential for the interventions to be cost-effective. Limitations The quality of the studies was variable and the economic synthesis was limited to two studies. Conclusions Whole-school interventions aiming to promote student commitment to school share similar theories of change and factors affecting implementation. They have the potential to contribute to preventing violence and substance use among young people. Future trials should aim to optimise intervention effectiveness by better theorisation, and assess implementation and effect moderators and mediators. Study registration This study is registered as PROSPERO CRD42019154334. Funding This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 17/151/05) and is published in full in Public Health Research; Vol. 12, No. 2. See the NIHR Funding and Awards website for further award information.

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Cyber-Friendly Schools

Cited by 9 publications

References 18 publications

What Young People Need to Make Better-Informed Decisions When Communicating With Digital Images: Implications for Mental Health and Well-Being

What Young People Need to Make Better-Informed Decisions When Communicating With Digital Images: Implications for Mental Health and Well-Being

Testing and refining middle-range theory in evaluations of public-health interventions: evidence from recent systematic reviews and trials

Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review

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