***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: BACKGROUND The considerable prevalence of cyberbullying and its noxious effects on all those concerned reveals the need for programs to prevent and /or intervene in this type of violence . The purpose of this study was to assess the effects of Cyberprogram 2.0 on " face-to-face " bullying , cyberbullying , and empathy . METHOD A sample of 176 adolescents of the Basque Country ( Spain ) , aged between 13 and 15 years , who studied Compulsory Secondary Education , was used . Of them , 93 were r and omly assigned to the experimental condition , and 83 to the control condition . The study used a pretest-posttest repeated measures design with a control group . Before and after the program , two assessment instruments were administered . RESULTS The results confirmed that the program significantly stimulated : ( a ) a decrease in the amount of bullying and cyberbullying behaviors suffered and /or carried out ( level of victimization , perpetration , aggressive-victimization ) ; and ( b ) an increase in the capacity for empathy . CONCLUSIONS The study provides evidence of the effectiveness of Cyberprogram 2.0 to prevent and reduce bullying and cyberbullying . The discussion analyzes aspects of the program that may account for the significant intervention effects Cyberbullying is an emerging form of bullying that takes place through contemporary information and communication technologies . Building on past research on the psychosocial risk factors for cyberbullying in this age group , the present study assessed a theory-driven , school-based preventive intervention that targeted moral disengagement , empathy and social cognitive predictors of cyberbullying . Adolescents ( N = 355 ) aged between 16 and 18 years were r and omly assigned into the intervention and the control group . Both groups completed anonymous structured question naires about demographics , empathy , moral disengagement and cyberbullying-related social cognitive variables ( attitudes , actor prototypes , social norms , and behavioral expectations ) before the intervention , post-intervention and 6 months after the intervention . The intervention included awareness-raising and interactive discussion s about cyberbullying with intervention group students . Analysis of covariance ( ANCOVA ) showed that , after controlling for baseline measurements , there were significant differences at post-intervention measures in moral disengagement scores , and in favorability of actor prototypes . Further analysis on the specific mechanisms of moral disengagement showed that significant differences were observed in distortion of consequences and attribution of blame . The implication s of the intervention are discussed , and guidelines for future school-based interventions against cyberbullying are provided Some antibullying interventions have shown positive outcomes with regard to reducing violence . The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce  cyberbullying . The sample was comprised of a r and omly selected sample of 176 adolescents ( 93 experimental , 83 control ) , aged 13–15 years . The study used a repeated measures pre-posttest design with a control group . Before and after the program , two assessment instruments were administered : the “ Cuestionario de Violencia Escolar-Revisado ” ( CUVE-R [ School Violence Question naire – Revised ] ; Álvarez-García et al. , 2011 ) and the “ Cuestionario de agresividad premeditada e impulsiva ” ( CAPI-A [ Premeditated and Impulsive Aggressiveness Question naire ] ; And reu , 2010 ) . The intervention consisted of 19 one-hour sessions carried out during the school term . The program contains 25 activities with the following objectives : ( 1 ) to identify and conceptualize bullying/cyberbullying ; ( 2 ) to analyze the consequences of bullying/cyberbullying , promoting participants ’ capacity to report such actions when they are discovered ; ( 3 ) to develop coping strategies to prevent and reduce bullying/cyberbullying ; and ( 4 ) to achieve other transversal goals , such as developing positive variables ( empathy , active listening , social skills , constructive conflict resolution , etc . ) . The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in : ( 1 ) diverse types of school violence — teachers ’ violence toward students ( ridiculing or publicly humiliating students in front of the class , etc . ) ; students ’ physical violence ( fights , blows , shoves … aim ed at the victim , or at his or her property , etc . ) ; students ’ verbal violence ( using offensive language , cruel , embarrassing , or insulting words … toward classmates and teachers ) ; social exclusion ( rejection or exclusion of a person or group , etc . ) , and violence through Information and Communication Technologies ( ICT ; violent behaviors by means of electronic instruments such as mobile phones and the Internet)— ; and ( 2 ) premeditated and impulsive aggressiveness . Pre-posttest MANCOVA revealed differences between conditions with a medium effect size . This work contributes an efficacious intervention tool for the prevention and reduction of peer violence . The conclusions drawn from this study have interesting implication s for educational and clinical intervention As the world 's population increasingly relies on the use of modern technology , cyberbullying becomes an omnipresent risk for children and adolescents and dem and s counteraction to prevent negative ( online ) experiences . The classroom-based German preventive intervention " Medienhelden " ( engl . : " Media Heroes " ) builds on previous knowledge about links between cognitive empathy , affective empathy , and cyberbullying , among others . For an evaluation study , longitudinal data were available from 722 high school students aged 11 - 17 years ( M = 13.36 , SD = 1.00 , 51.8 % female ) before and six months after the implementation of the program . A 10-week version and a 1-day version were conducted and compared with a control group ( controlled pre-long-term-follow-up study ) . Schools were asked to r and omly assign their participating classes to the intervention conditions . Multi-group structural equation modeling ( SEM ) showed a significant effect of the short intervention on cognitive empathy and significant effects of the long intervention on affective empathy and cyberbullying reduction . The results suggest the long-term intervention to be more effective in reducing cyberbullying and promoting affective empathy . Without any intervention , cyberbullying increased and affective empathy decreased across the study period . Empathy change was not generally directly linked to change in cyberbullying behavior . " Media Heroes " provides effective teaching material s and empowers schools to address the important topic of cyberbullying in classroom setting s without costly support from the outside Guided largely by the Extended Parallel Process Model , the Arizona Attorney General ’s Social Networking Safety Promotion and Cyberbullying Prevention presentation attempts to shape , change , and reinforce middle school students ’ perceptions , attitudes , and intentions related to these important social issues . This study evaluated the short-term effects of this presentation in a field experiment using a posttest-only control-group design with r and om assignment to conditions . A total of 425 sixth , seventh , and eighth grade rs at a public middle school in a large Southwestern city participated in this study . Results reveal several interesting trends across grade levels regarding cyberbullying perpetration and victimization , and concerning access to various communication technologies . The intervention had the hypothesized main effect on eight of the dependent variables under investigation . Examination of condition by grade interaction effects offered further support for an additional four hypotheses ( i.e. , the intervention positively affected or reversed a negative trend on four dependent variables in at least one grade ) . Ideas and implication s for future social networking safety promotion and cyberbullying prevention interventions are discussed Background : bullying ( and cyberbullying ) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power . In this relationships often show aggressive behavior and intentional " harm doing " repeated over time . The prevalence of bullying among youth has been reported to vary widely among countries ( 5.1%-41.4 % ) and this behavior seems generally higher among student boys than girls . Several school interventions have been developed to reduce bullying , but reported inconsistent results possibly related to limitations in the study design or to other method ological shortcomings . Aims : evaluating r and omized-controlled trials ( RTCs ) conducted between 2000 and 2013 to assess the effectiveness of  school interventions on  bullying  and cyberbullying  . Methods : a systematic search of the scientific literature was conducted on Pubmed / Medline and Ebsco online data bases . We also contacted experts in the field of preventive bullying research . Results : 17 studies met the inclusion criteria . The majority of studies did not show positive effects in the long term ; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone . Conclusion : while there is evidence that programs aim ed at reducing bullying can be effective in the short term , their long-term effectiveness has not been established , and there are important differences in the results based on gender , age and socio-economic status of participants . Internal inconsistency in the findings of some studies , together with the wide variability of experimental design s and lack of common st and ardized measures in outcome evaluation , are important limitations in this field of research Flaws in the design , conduct , analysis , and reporting of r and omised trials can cause the effect of an intervention to be underestimated or overestimated . The Cochrane Collaboration ’s tool for assessing risk of bias aims to make the process clearer and more CONTEXT No prospect i ve population -based study examining predictive associations between childhood bullying behavior and long-term mental health outcomes in both males and females exists . OBJECTIVE To study predictive associations between bullying and victimization in childhood and later psychiatric hospital and psychopharmacologic treatment . DESIGN Nationwide birth cohort study from age 8 to 24 years . PARTICIPANTS Five thous and thirty-eight Finnish children born in 1981 with complete information about bullying and victimization at age 8 years from parents , teachers , and self-reports . MAIN OUTCOME MEASURES National register-based lifetime information about psychiatric hospital treatments and psychopharmacologic medication prescriptions . RESULTS When controlled for psychopathology score , frequent victim status at age 8 years among females independently predicted psychiatric hospital treatment and use of antipsychotic , antidepressant , and anxiolytic drugs .  Among males , frequent bully-victim and bully-only statuses predicted use of antidepressant and anxiolytic drugs .  Frequent bully-victim status among males also predicted psychiatric hospital treatment and use of antipsychotics .  However , when the analysis was controlled with total psychopathology score at age 8 years , frequent bully , victim , or bully-victim status did not predict any psychiatric outcomes among males . CONCLUSIONS Boys and girls who display frequent bullying behavior should be evaluated for possible psychiatric problems , as bullying behaviors in concert with psychiatric symptoms are early markers of risk of psychiatric outcome . Among females , frequent childhood victimization predicts later psychiatric problems irrespective of psychiatric problems at baseline Cyberbullying is a major public health problem associated with serious mental , social , and academic consequences for young people . To date , few programs addressing cyberbullying have been developed and empirically tested . The Cyber Friendly Schools ( CFS ) group-r and omized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program , developed in partnership with young people . Non-government secondary schools in Perth , Western Australia , ( N = 35 ; 3,000 + students ) were r and omized to an  intervention ( n = 19 ) or usual practice control group  ( n = 16 schools ) . Students completed online question naires in 2010 , 2011 , and at 1-year follow-up in 2012 , measuring their cyberbullying experiences during the previous school term . The intervention group received the program in Grade s 8 and 9 ( aged 13 - 14 years ) . Program effects were tested using two-part growth models . The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test , but no other differences were evident between the study conditions . However , teachers implemented only one third of the program content . More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs . Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone . Aggr . Behav . 42:166 - 180 , 2016 . © 2015 Wiley Periodicals , The NoTrap ! ( Noncadiamointrappola ! ) program is a school-based intervention , which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying . The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence -based interventions . Towards this aim , two quasi-experimental trials involving adolescents ( age M = 14.91 , SD = .98 ) attending their first year at different high schools were conducted . In Trial 1 ( control group , n = 171 ; experimental group , n = 451 ) , latent growth curve models for data from pre- , middle- and post-tests showed that intervention significantly predicted change over time in all the target variables ( victimization , bullying , cybervictimization , and cyberbullying ) . Specifically , target variables were stable for the control group but decreased significantly over time for the experimental group . Long-term effects at the follow up 6 months later were also found . In Trial 2 ( control group , n = 227 ; experimental group , n = 234 ) , the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time ( pre- and post-test ) in the experimental group but not the control group , and this decrease was similar for boys and girls Although cyberbullying is characterized by worrying prevalence rates and associated with a broad range of det 
    Output:
    
The most frequently used intervention components included education on cyberbullying for the adolescent , coping skills , empathy training , communication and social skills , and digital citizenship .
Parent education on cyberbullying was also found to be important and was included in programs with significant outcomes .