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Worldwide nearly 1 billion children are affected by the bullying phenomenon, with social, emotional, and economic consequences. In this vein, our study aimed to analyze the effect of the therapeutic game\n                    <jats:italic toggle=\"yes\">RE<\/jats:italic>\n                    Think on the improvement of emotion regulation abilities and the reduction of both bullying behavior and victimization in primary school children. Our sample consisted of 75 children who were voluntarily enrolled by their parents, and randomly assigned to the intervention group (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    \u2009=\u200938) or to the control group (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    \u2009=\u200937). They completed the baseline assessment consisting of emotion regulation, irrationality, bullying and victimization behavior measurements, then the children from the intervention group played the therapeutic game\n                    <jats:italic toggle=\"yes\">RE<\/jats:italic>\n                    Think. Four\u2009weeks later, after completing each level twice, every participant had completed the same questionnaires at the post-test assessment. The results indicated significant changes across victimization for children who were exposed to verbal, physical or social bullying, increased emotional control and lower levels of irrationality, low frustration tolerance to work and demandingness, with small to medium effect size improvements for the\n                    <jats:italic toggle=\"yes\">RE<\/jats:italic>\n                    Think game group compared to the control group. The\n                    <jats:italic toggle=\"yes\">RE<\/jats:italic>\n                    Think therapeutic game proved to be a promising intervention tool for reducing victimization effects and irrationality, and improving emotion regulation abilities in primary school children. Future research could improve on these results by addressing the timeline stability limit.\n                  <\/jats:p>","DOI":"10.1177\/08862605261446973","type":"journal-article","created":{"date-parts":[[2026,5,27]],"date-time":"2026-05-27T06:11:37Z","timestamp":1779862297000},"page":"7538-7557","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Game-Based Intervention for Bullying: Assessing the Efficacy of the\n                    <i>RE<\/i>\n                    Think Therapeutic Game in Primary School Children"],"prefix":"10.1177","volume":"41","author":[{"given":"Maria","family":"\u021aolea","sequence":"first","affiliation":[{"name":"DATA Lab, International Institute for Advanced Studies in Psychotherapy and Applied Mental Health, Babe\u0219-Bolyai University, Cluj-Napoca, Romania"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4729-3763","authenticated-orcid":false,"given":"Cristina","family":"Tomoiag\u0103","sequence":"additional","affiliation":[{"name":"DATA Lab, International Institute for Advanced Studies in Psychotherapy and Applied Mental Health, Babe\u0219-Bolyai University, Cluj-Napoca, Romania"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Oana A.","family":"David","sequence":"additional","affiliation":[{"name":"DATA Lab, International Institute for Advanced Studies in Psychotherapy and Applied Mental Health, Babe\u0219-Bolyai University, Cluj-Napoca, Romania"},{"name":"Department of Clinical Psychology and Psychotherapy, Babes-Bolyai University, Cluj-Napoca, Romania"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,5,26]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"crossref","unstructured":"Armitage R. 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Pediatrics 118(1) 130\u2013138. https:\/\/doi.org\/10.1542\/peds.2005-2388","DOI":"10.1542\/peds.2005-2388"},{"key":"e_1_3_3_5_1","unstructured":"Atudosie P. E. David O. A. (2025). Psychometric properties and validation of the Emotional Regulation Index for Children and Adolescents (ERICA) in Romanian children. Manuscript submitted for publication."},{"key":"e_1_3_3_6_1","doi-asserted-by":"crossref","unstructured":"Balan R. Dobrean A. Balazsi R. Parada R. H. Predescu E. (2022). The adolescent peer relations instrument-bully\/target: Measurement invariance across gender age and clinical status. Journal of Interpersonal Violence 37(3\u20134) 1484\u20131513. https:\/\/doi.org\/10.1177\/0886260520922350","DOI":"10.1177\/0886260520922350"},{"key":"e_1_3_3_7_1","doi-asserted-by":"crossref","unstructured":"Bayer J. K. Mundy L. Stokes I. Hearps S. Allen N. Patton G. (2018). Bullying mental health and friendship in Australian primary school children. 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