{"title":"动机访谈对青少年同伴欺凌和网络欺凌的影响：随机对照试验","authors":"Semra Seyhan Şahin PhD, Sultan Ayaz-Alkaya PhD","doi":"10.1111/jnu.12959","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Purpose</h3>\n \n <p>The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>A parallel-group randomized controlled trial.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study population consisted of ninth-grade (aged 14 years) high school students (<i>n</i> = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post-test), and at 3rd- and 6th-month follow-ups. The data were analyzed using chi-square test, independent sample t-test, and two-way mixed-design ANOVA with Bonferroni's test.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>In the pre-test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (<i>p</i> > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post-test and follow-up tests (<i>p</i> < 0.001).</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents.</p>\n </section>\n \n <section>\n \n <h3> Clinical Relevance</h3>\n \n <p>Nurses would implement motivational interviewing to prevent bullying behaviors in schools.</p>\n </section>\n </div>","PeriodicalId":51091,"journal":{"name":"Journal of Nursing Scholarship","volume":"56 3","pages":"382-391"},"PeriodicalIF":2.4000,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial\",\"authors\":\"Semra Seyhan Şahin PhD, Sultan Ayaz-Alkaya PhD\",\"doi\":\"10.1111/jnu.12959\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Purpose</h3>\\n \\n <p>The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Design</h3>\\n \\n <p>A parallel-group randomized controlled trial.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study population consisted of ninth-grade (aged 14 years) high school students (<i>n</i> = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post-test), and at 3rd- and 6th-month follow-ups. The data were analyzed using chi-square test, independent sample t-test, and two-way mixed-design ANOVA with Bonferroni's test.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>In the pre-test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (<i>p</i> > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post-test and follow-up tests (<i>p</i> < 0.001).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Clinical Relevance</h3>\\n \\n <p>Nurses would implement motivational interviewing to prevent bullying behaviors in schools.</p>\\n </section>\\n </div>\",\"PeriodicalId\":51091,\"journal\":{\"name\":\"Journal of Nursing Scholarship\",\"volume\":\"56 3\",\"pages\":\"382-391\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-01-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Scholarship\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jnu.12959\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Scholarship","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jnu.12959","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial
Purpose
The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents.
Design
A parallel-group randomized controlled trial.
Methods
The study population consisted of ninth-grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post-test), and at 3rd- and 6th-month follow-ups. The data were analyzed using chi-square test, independent sample t-test, and two-way mixed-design ANOVA with Bonferroni's test.
Results
In the pre-test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post-test and follow-up tests (p < 0.001).
Conclusion
The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents.
Clinical Relevance
Nurses would implement motivational interviewing to prevent bullying behaviors in schools.
期刊介绍：
This widely read and respected journal features peer-reviewed, thought-provoking articles representing research by some of the world’s leading nurse researchers.
Reaching health professionals, faculty and students in 103 countries, the Journal of Nursing Scholarship is focused on health of people throughout the world. It is the official journal of Sigma Theta Tau International and it reflects the society’s dedication to providing the tools necessary to improve nursing care around the world.
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