[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"bullying-of-child\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:bullying-of-child":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,4,0,[8,44,73,90],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":4,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":32,"lastUpdatePostDateStruct":33,"startDateStruct":36,"completionDateStruct":38,"leadSponsor":40,"locationsCount":43},"100620418","rethink-for-mental-health-of-youths-in-romania-100620418",false,"NCT07357363","REThink for Mental Health of Youths in Romania","REThink for Mental Health of the Youths in Romania","Inclusion Criteria:\n\n* internet and PC access to complete the scales and game\n\nExclusion Criteria:\n\n* no internet of PC access",true,"ALL","10 Years","24 Years",{"count":21,"type":22},1000,"ESTIMATED","INTERVENTIONAL",[25],"NA","In order to test the effect of the intervention, a multi-center randomized control trial (RCT) will be conducted to test the efficacy of the REThink interventions on improving bullying (both victimization and aggression) and mental health compared with a care as usual group. A minimum of 1000 students from the participating institutions (schools will be able to join based on a recruitment call), will be recruited and randomly assigned to either the experimental or control group.",[28,29,30],"Bullying Victimisation","Bullying of Child","Bullying Behavior","NOT_YET_RECRUITING","2026-01-15",{"date":34,"type":35},"2026-01-22","ACTUAL",{"date":37,"type":22},"2027-01",{"date":39,"type":22},"2028-01",{"name":41,"class":42},"Babes-Bolyai University","OTHER",1,{"id":45,"slug":46,"hasResults":11,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":4,"eligibilityCriteria":50,"healthyVolunteers":11,"sex":17,"minAge":51,"maxAge":52,"enrollmentInfo":53,"targetDuration":4,"studyType":23,"phases":55,"briefSummary":56,"conditions":57,"keywords":60,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":64,"lastUpdatePostDateStruct":65,"startDateStruct":67,"completionDateStruct":69,"leadSponsor":71,"locationsCount":43},"100590792","motivational-interviewing-based-training-100590792","NCT06972030","Motivational Interviewing-Based Training","The Effect of Motivational Interviewing-Based Training on Peer Bullying, Social Exclusion and Aggression in Secondary School Students","Inclusion Criteria:\n\n* Being 12-13 years old\n* Being in one of the 6th and 7th grades of middle school\n* Having a high score on the ''Peer Bullying Determination Scale''\n* Being willing to participate in the research\n* Not having a communication barrier\n* The student and their parents having signed the informed consent form.\n\nExclusion Criteria:\n\n* Having a low score on the ''Peer Bullying Determination Scale''\n* The volunteer not wanting to continue during the research\n* Encountering any communication barriers during the research\n* Answering the data collection forms incompletely or incorrectly","12 Years","13 Years",{"count":54,"type":22},80,[25],"The middle school period is the period when children begin to experience physical, emotional and social development and try to adapt to psychological changes. In this age group, which is seen as a transition period, the child's academic success and acceptance by peers and friends are also important. The problems experienced during this period can continue in adulthood and children are more likely to experience loneliness, sleep disorders, depression, anxiety, eating disorders, low self-esteem, suicidal thoughts, absenteeism and a decrease in academic success. For this reason, early detection of risky behaviors that threaten children's health and evaluation of health promotion practices are very important issues for child health nursing.\n\nIn recent years, peer bullying, aggression and social exclusion have increased and continue to increase in the middle school period, also called early adolescence. For this purpose, a study was needed to identify the situation in middle school students and reduce this negativity. In this respect, it is thought that the study will contribute to the literature. In addition, if the hypotheses of the study are confirmed, it is expected that similar training will be provided in other schools and contribute to the reduction of risky behaviors.\n\nThe aim of this study is to determine the effects of motivational interviewing-based education on peer bullying, social exclusion and aggression in secondary school students and to offer suggestions for situations where deficiencies are observed based on the findings obtained.",[58,59,29],"Social Exclusion","Aggression",[61,59,62,63],"Peer bullying","Social exclusion","Motivational interviewing","2025-05-16",{"date":66,"type":35},"2025-05-21",{"date":68,"type":22},"2025-09-01",{"date":70,"type":22},"2026-06-15",{"name":72,"class":42},"Muş Alparslan University",{"id":74,"slug":75,"hasResults":11,"nctId":76,"briefTitle":14,"officialTitle":14,"acronym":77,"eligibilityCriteria":78,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":79,"targetDuration":4,"studyType":23,"phases":80,"briefSummary":26,"conditions":81,"keywords":4,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":83,"lastUpdatePostDateStruct":84,"startDateStruct":86,"completionDateStruct":87,"leadSponsor":89,"locationsCount":43},"100565744","rethink-for-mental-health-of-the-youths-in-romania-100565744","NCT06646159","REThink","Inclusion Criteria:\n\n* internet and PC access to complete the scales and game\n\nExclusion Criteria:\n\n* no internet or PC access",{"count":21,"type":22},[25],[29,28,82],"Bullying","2024-10-17",{"date":85,"type":35},"2024-10-18",{"date":68,"type":22},{"date":88,"type":22},"2026-12-01",{"name":41,"class":42},{"id":91,"slug":92,"hasResults":11,"nctId":93,"briefTitle":94,"officialTitle":95,"acronym":4,"eligibilityCriteria":96,"healthyVolunteers":16,"sex":17,"minAge":97,"maxAge":52,"enrollmentInfo":98,"targetDuration":4,"studyType":23,"phases":100,"briefSummary":101,"conditions":102,"keywords":103,"overallStatus":105,"whyStopped":4,"lastUpdateSubmitDate":106,"lastUpdatePostDateStruct":107,"startDateStruct":109,"completionDateStruct":111,"leadSponsor":113,"locationsCount":43},"100563408","effectiveness-of-motivated-social-motional-learning-msel-program-on-bullying-among-hong-kong-primary-school-students-100563408","NCT06615778","Effectiveness of Motivated Social Motional Learning (MSEL) Program on Bullying Among Hong Kong Primary School Students","Effectiveness of Motivated Social Motional Learning (MSEL) on Bullying Among Hong Kong Primary School Students: a Three-Arm Cluster Randomized Control Trial","* The inclusion criteria for schools, classes, and students are as follows.\n\n  1. Primary School: To reduce the confounding effect of academic achievements on student behavior, only public schools in the middle band (i.e., the middle 33% of academic ratings) in Hong Kong will be included in the sampling. Single-sex schools will be excluded in consideration of the sampling diversity. Furthermore, schools implementing other manualized anti-bullying programs will not be included.\n  2. Classes: The inclusion criteria are classes from Grade 4 and 6 (ages 9-13 years old). This research specifically targets classes in Grades 4 and 6 for several reasons. First, studying the integration of adaptive and maladaptive functions of problematic behaviors during this sensitive period may have a greater impact on young adolescents (Ellis et al., 2011). Secondly, a meta-analysis conducted by Yeager et al. (2015) reveals that the effectiveness of anti-bullying interventions declines significantly after Grade 7. Hence, the trial focuses on classes in Grades 4-6.\n  3. Students: Inclusion criteria for students specify that they must be enrolled in the class and regularly attend its lessons.\n* The exclusion criteria schools executing other manualized anti-bullying programs are excluded in this intervention.","9 Years",{"count":99,"type":22},250,[25],"The present study aimed to test the effectiveness of motivated social-emotional Learning (MSEL) and traditional curriculum-based social-emotional learning (CSEL) in reducing bullying perpetration and victimization among Hong Kong primary school students. The main research questions the cRCT aims to answer are:\n\n1. Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students?\n2. Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students?\n\nIn according with the research questions, the following hypotheses will be tested:\n\nH1: MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up.\n\nH2: CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up.\n\nH3: Compared with the intervention group of CSEL, the MSEL group will experience greater changes in primary and secondary outcomes.\n\nClassroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group (WCL, no intervention delivered during the implementation period), the CSEL group (only receiving curriculum-based SEL training), and the MSEL group (participating in CSEL and Class Ambassador). The multi-method (i.e., questionnaires and face-to-face interviews) approach will be used to assess primary outcomes (i.e., school bullying victimization and perpetration, cyberbullying perpetration, defending behaviors) and secondary outcomes (i.e., social-emotional competence, prosocial behaviors, school safety and liking, psychological well-being). Also, the data collection will be conducted in the 2024-2025 academic term at three different time points: the baseline (T0, prior to the beginning of intervention, Sept. 2024), the posttest (T1, the completion of intervention, Dec. 2024) and the follow-up (T2, three months after the completion of intervention, April 2025). The analysis and report of the data start in the fall of 2025.",[29],[104],"Bullying perpetration and victimization","RECRUITING","2024-09-24",{"date":108,"type":35},"2024-09-27",{"date":110,"type":35},"2024-09-01",{"date":112,"type":22},"2025-09-30",{"name":114,"class":42},"The University of Hong Kong"]