Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen’s d ) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully–victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.

Work-life imbalance might lead to detrimental outcomes, including family dissatisfaction, poor performance in the workplace, and poor mental and physical health. This population-based study aims to explore the situation and trends in regard to work-life balance among working men and women in 2017, with a special focus on the stress experienced in work and personal lives. Descriptive analysis and multiphase regression are used to explore the associations of work-life imbalance with individual and family factors. Males’ satisfaction with the amount of time spent at work was most significantly related to the level of work-life stress. Both males’ and females’ satisfaction with work life, family life, and the amount of time spent at work and with family were all negatively related to the level of work-life stress. Participants who were not in marital or cohabiting status reported significantly higher levels of work-life stress. Participants who had childcare support reported higher levels of work-life stress than those who looked after their children by themselves or their partners. A similar pattern was found among participants involved in elderly care. This study provides insight into family policy that could promote balance in professional and personal life and relationships.

The role of bystanders in bullying and cyberbullying prevention is crucial. Strategies must be tailored to address the shared and unique factors in online and offline contexts, ensuring that interventions create an environment where bystanders are empowered and feel responsible to act against bullying and cyberbullying. This meta-analysis examines and compares the effectiveness of interventions in enhancing bystander behaviors in bullying and cyberbullying scenarios. A comprehensive search was conducted using databases including PsycINFO, Medline, Sociological Abstracts, Social Service Abstracts, ERIC, and Scopus. Quasi-experimental and randomized controlled trials published before March 31, 2024 that reported that the effects of bystander interventions were included. The synthesis comprised 49 studies, reporting an overall random effect size (Cohen’s d ) of 0.25. The results highlight the crucial roles of enhancing knowledge, self-efficacy, and coping skills. Subgroup analysis revealed that the effective bystander interventions include smaller sample sizes (<100 participants), shorter durations (<1 month), targeting college students, and utilizing offline intervention approaches and digital techniques. These findings emphasize the promising effects and tailored characteristics of bystander intervention programs in bullying and cyberbullying contexts. Our review identifies avenues for future research within educational settings to develop more effective bystander behavior interventions to reduce bullying and cyberbullying.

Parenting stress is a key factor in predicting the quality of parent–child relationships and child development outcomes. Previous research tends to focus on examining individual factors contributing to parental stress, with minimal attention to other important contextual factors that may affect parenting. This study examines the issue from a broader ecological perspective by investigating social, cultural, and community factors associated with parental stress in a community sample of economically active fathers and mothers in Hong Kong. A secondary analysis was conducted using the data from the 2017 Family Survey, a territory-wide household survey conducted in Hong Kong. The data of the current study included a sub-sample of 736 working-class parents (48.4% males and 51.6% females). The mean age of fathers and mothers was 50.99 (SD = 11.2) and 48.68 (SD = 10.34) years, respectively. Mothers reported significantly higher levels of parental stress than fathers, t = −4.241, p < 0.001. Different social, cultural, and community factors were associated with parental stress for fathers and mothers. Strong endorsement of traditional family values (B = −0.23, p = 0.032) and frequent practice of filial piety (B = −0.005, p = 0.019) reduced parental stress in fathers. Additionally, fathers who perceived formal support as effective scored higher levels of parental stress, B = 0.20, p < 0.001. For mothers, informal social support from family members was the only social predictor for reduced parental stress (B = −0.14, p < 0.001) among all the other contextual variables. Community support to reduce parental stress in working parents should address the respective risk factors for fathers and mothers.

Background: Group-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children’s cyber bystander involvement. Methods: This study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13–18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were conducted to measure demographic characteristics, cyberbullying experiences, and parental rearing behaviors in predicting bystander reactions. Results: The findings showed that middle school students preferred to “ask for help” while high school students tended to choose “call the police” when witnessing cyberbullying incidents. Bystanders growing up with parental rejection and overprotection, having previous cyberbullying victimization experiences, where the victims were disliked by them, exhibited fewer defensive reactions. Conclusions: This study has implications for future research and practices involving parental involvement in cyber bystander interventions, which could provide implications for future practice in designing specific intervention programs for cyberbullying bystander behavior. Future research and interventions against cyberbullying may provide individualized training including parents’ positive parenting skills and parent-child interactions.