Prevention of depressive symptoms, anxiety, distress and suicidal thoughts among victims of cyberbullying through an online tailored advice

This paper will report on an online tailored intervention developed to learn to cope effectively withCyberbullying experiences, and is explicitly directed at cyberbully victims in the age of 13-15 years. The ultimate goal is to reduce the bullying experiences of victims and as a consequence to significantly decrease depressive and anxiety symptoms, suicidal thoughts, and distress among these victims. Victims get three tailored advices divided over 6 months. The tailored advices are theoretically based on the cognitive Rational Emotive Behavioural Therapy (REBT) developed by Ellis (2007) and use methods derived from the social cognitive theory of Bandura (198). According to the REBT, it is not the event itself that upsets individuals, but the irrational beliefs they hold (for instance ‘nobody likes me’). These irrational beliefs cause psychosomatic and psychosocial health problems

Prevention of depressive symptoms, anxiety, distress and suicidal thoughts among victims of cyberbullying through an online tailored advice

This paper will report on an online tailored intervention developed to learn to cope effectively withCyberbullying experiences, and is explicitly directed at cyberbully victims in the age of 13-15 years. The ultimate goal is to reduce the bullying experiences of victims and as a consequence to significantly decrease depressive and anxiety symptoms, suicidal thoughts, and distress among these victims. Victims get three tailored advices divided over 6 months. The tailored advices are theoretically based on the cognitive Rational Emotive Behavioural Therapy (REBT) developed by Ellis (2007) and use methods derived from the social cognitive theory of Bandura (198). According to the REBT, it is not the event itself that upsets individuals, but the irrational beliefs they hold (for instance ‘nobody likes me’). These irrational beliefs cause psychosomatic and psychosocial health problems

Online Pestkoppenstoppen:the systematic development of a web-based tailored intervention for adolescent cyberbully victims to prevent cyberbullying

The ‘Online Pestkoppenstoppen’ program is an theory- and evidence-based, online tailored advice for cyberbullying victims (12-15 years). This program is developed according to the Intervention Mapping protocol. The purpose of this chapter is to give an integrative insight into the development of the ‘Online Pestkoppenstoppen’ (Stop Bullies Online/Stop Online Bullies) program, the program goals, relevant determinants and the intervention content. Program goals are statements of what the intervention should accomplish in cyberbullying victims. By specifying program goals, healthy and effective behaviors are described. Performance objectives are sub-behaviors, as specific as possible, of the health promoting behavior or environmental conditions. They are phrased in words of an end state, so what exactly the person has to do to perform the health-related behavior. Cyberbully victims need to do the performance objectives in order to reach the program goals. By crossing performance objectives with determinants (factors that are known to have an influence on the health behavior) change objectives are created. Change objectives are specificgoals that state what exactly should change on an individual and environmental level. The goal is to adapt methods and strategies to the change objectives. The strategies in its turn are then used in order to develop the program. The program consists of three advices delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have. They will learn how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the use of effective coping strategies in order to stop (online) bullying, how bullying emerges and how their behavior influences bullying. Tailored to their scores on problem behaviors (such as depression, social withdrawal and social problems) they receive additional extra lessons aimed at improving social skills (e.g. starting a conversation, asking questions, empathy, planning social activities). Finally, in the third advice, participants will learn how to use the Internet and mobile phones in a safe manner. Tailored to their performance, participants will also receive additional lessons in changing irrational thoughts and effective coping strategies. All learned skills are internalized via coping planning and implementation intentions. Each advice is tailored to personal characteristics such as self-efficacy, personality, coping strategies used and (type of) irrational thoughts

'Were you cyberbullied? Let me help you.' : studying adolescents’ online peer support of cyberbullying victims using thematic analysis of online support group fora

info:eu-repo/semantics/publishe

Online Pestkoppenstoppen:systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying

BACKGROUND: The purpose of this article is to give an integrative insight into the theoretical and empirical-based development of the Online Pestkoppenstoppen (Stop Bullies Online/Stop Online Bullies). This intervention aims to reduce the number of cyberbully victims and their symptoms of depression and anxiety (program goal), by teaching cyberbully victims how to cope in an adequate and effective manner with cyberbully incidents (program’s outcomes). METHOD/DESIGN: In developing the program the different steps of the Intervention Mapping protocol are systematically used. In this article we describe each step of Intervention Mapping. Sources used for the development were a literature review, a Delphi study among experts, focus group interviews with the target group, and elements from a proven effective anti-bullying program. The result is a fully automated web-based tailored intervention for cyberbully victims (12-15 years) consisting of three web-based advice sessions delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have, how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the way bullying emerges, how their behavior influences bullying and how they can use effective coping strategies in order to stop (online) bullying. In the third advice, participants receive feedback and will learn how to use the Internet and mobile phones in a safe manner. Each advice is tailored to the participant’s personal characteristics (e.g., personality, self-efficacy, coping strategies used and (ir)rational thoughts). To ensure implementation of the program after testing it for effectiveness, the intervention was pretested in the target-population and an implementation plan was designed. Finally, we will elaborate on the planned randomized controlled trial in which the intervention will be compared to a general information group and waiting list control group. This evaluation will provide insight into the intervention’s efficacy to reduce cyberbullying and its negative effects. DISCUSSION: Intervention Mapping is a time consuming but profound way to ensure that each step of developing an intervention is taken, and resulted in three web-based tailored pieces of advices that teach adolescents how to cope more effectively with cyberbullying experiences. TRIAL REGISTRATION: NTR3613, 14-09-201

Renal Drug Transporters and Drug Interactions.

Transporters in proximal renal tubules contribute to the disposition of numerous drugs. Furthermore, the molecular mechanisms of tubular secretion have been progressively elucidated during the past decades. Organic anions tend to be secreted by the transport proteins OAT1, OAT3 and OATP4C1 on the basolateral side of tubular cells, and multidrug resistance protein (MRP) 2, MRP4, OATP1A2 and breast cancer resistance protein (BCRP) on the apical side. Organic cations are secreted by organic cation transporter (OCT) 2 on the basolateral side, and multidrug and toxic compound extrusion (MATE) proteins MATE1, MATE2/2-K, P-glycoprotein, organic cation and carnitine transporter (OCTN) 1 and OCTN2 on the apical side. Significant drug-drug interactions (DDIs) may affect any of these transporters, altering the clearance and, consequently, the efficacy and/or toxicity of substrate drugs. Interactions at the level of basolateral transporters typically decrease the clearance of the victim drug, causing higher systemic exposure. Interactions at the apical level can also lower drug clearance, but may be associated with higher renal toxicity, due to intracellular accumulation. Whereas the importance of glomerular filtration in drug disposition is largely appreciated among clinicians, DDIs involving renal transporters are less well recognized. This review summarizes current knowledge on the roles, quantitative importance and clinical relevance of these transporters in drug therapy. It proposes an approach based on substrate-inhibitor associations for predicting potential tubular-based DDIs and preventing their adverse consequences. We provide a comprehensive list of known drug interactions with renally-expressed transporters. While many of these interactions have limited clinical consequences, some involving high-risk drugs (e.g. methotrexate) definitely deserve the attention of prescribers