Bullying of Child Clinical Trial
Official title:
Effect of Bullying Content Presented in Immersive 360º-video on Pupil's Cognitive and Psychophysiological Responses
Verified date | April 2019 |
Source | Corporacion Parc Tauli |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
The lack of empathy towards victims of bullying is thought to play a main role in this
extended and pernicious peer victimization behaviour. Thus, promoting empathy in school
programs might be a promising approach for bullying prevention. Virtual reality (VR) allows
creating an environment very similar to the real world and has proved to promote empathy.
Therefore, by employing VR, pupils may better understand and feel the experience of being
bullied. As there is no evidence of the efficiency of VR in bullying prevention, the first
step is to validate the content of the environments created.
In this line, the current study aims to investigate if 360º-videos produce a truthful
experience of being bullied superior than the observed in traditional computer screens. The
effect of all, 360º-videos and 2D computer screens will be assessed through objective
(electrodermal activity -EDA- and heart rate -HR-) and subjective (self-administered tests)
measures.
Status | Completed |
Enrollment | 34 |
Est. completion date | April 12, 2019 |
Est. primary completion date | April 12, 2019 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 9 Years to 12 Years |
Eligibility |
Inclusion Criteria: - All pupils assisting 5th and 6th grade of primary school (Spain education system) of the "Escola Parc del Guinardó" school - Pupils whos parents have read, understand and approved the informed consent of the study. Exclusion Criteria: - Pupils whose parents have not approved their inclusion in the study. |
Country | Name | City | State |
---|---|---|---|
Spain | Corporació Sanitària Parc Taulí | Sabadell |
Lead Sponsor | Collaborator |
---|---|
Narcis Cardoner, MD, PhD | Escola Parc del Guinardó, Eurecat, Fundació FC Barcelona, Recercaixa |
Spain,
Fanti, K. A., & Kimonis, E. R. (2012). Bullying and Victimization: The Role of Conduct Problems and Psychopathic Traits. Journal of Research on Adolescence, 22(4), 617-631.
Moore AA, Carney D, Moroney E, Machlin L, Towbin KE, Brotman MA, Pine DS, Leibenluft E, Roberson-Nay R, Hettema JM. The Inventory of Callous-Unemotional Traits (ICU) in Children: Reliability and Heritability. Behav Genet. 2017 Mar;47(2):141-151. doi: 10.1007/s10519-016-9831-1. Epub 2016 Dec 1. — View Citation
Muñoz LC, Qualter P, Padgett G. Empathy and bullying: exploring the influence of callous-unemotional traits. Child Psychiatry Hum Dev. 2011 Apr;42(2):183-96. doi: 10.1007/s10578-010-0206-1. — View Citation
Nickerson AB, Mele D, Princiotta D. Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. J Sch Psychol. 2008 Dec;46(6):687-703. doi: 10.1016/j.jsp.2008.06.002. Epub 2008 Jul 15. — View Citation
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Self-assessment manikin (SAM) | Arousal and valence (5-point graphic scale) | Baseline | |
Primary | Heart rate (HR) and heart rate variability (HRV) | An electrocardiogram will be recorded as an indirect indicator of the physiological arousal. | Baseline | |
Primary | Electrodermal activity (EDA) | The skin conductance will be registered as an indirect indicator of the physiological arousal. Tonic and phasic measures will be registered. | Baseline | |
Secondary | The Inventory of Callous-Unemotional Traits (ICU) in Children | The self-report version of the ICU assesses uncaring, unemotional, and callousness traits. Te scale has 24-items, ranked on a 4-point Likert scale, from 0 (not at all true) to 3 (definitely true). Possible scores ranges from 0-72, where higher scores indicate greater presence of the construct. |
Baseline | |
Secondary | Empathy toward victim | 7-item scale to assess empathy towards bullying. Higher scores indicate greater presence of the construct. | Baseline | |
Secondary | Ad-hoc items regarding bullying | Two ad-hoc items on how much the video presents a situation of "bullying", and to which extent the participant feel "been bullied" while watching the video. 5-point Likert scale in which 0 means "none" and 5 "absolutely". The items were: I think the video represents a situation of harassment I have really felt harassed while looking at the video |
Baseline | |
Secondary | Ad-hoc item on "presence" | Feeling of being involved in the virtual environment. 5-point Likert scale in which 0 means "none" and 5 "absolutely". The item was: 3. I felt that I was "there" in the video scene |
Baseline |
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