Middle School Parent Module for a Brief Bullying Intervention Program

Bullying Clinical Trial

Official title:

Development, Acceptability, and Short-Term Outcomes of a Parent Module for a Brief, Bullying Bystander Intervention for Middle School Students in Rural, Low-Income Communities

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT06002347
• Other study ID #: 101-SB21-051
• Secondary ID: 5U54GM104944
• Status: Completed
• Phase: N/A
• Start date: April 5, 2022
• Est. completion date: April 16, 2022

Study information

• Verified date: October 2023
• Source: Boise State University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

This study evaluates the feasibility and short-term outcomes of a parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. The aim of this project is to provide a brief, low-cost intervention that can be easily disseminated as part of a school-based bullying prevention program to address this important public health problem.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 23
• Est. completion date: April 16, 2022
• Est. primary completion date: April 16, 2022
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 21 Years and older

Eligibility

Inclusion Criteria:

1. Being a parent of an adolescent enrolled in grades 6, 7, or 8 in a participating middle school in Idaho.

2. Speaks and reads English.

3. Consents to participate.

Exclusion Criteria:

1. Speaks and reads only a language other than English.

2. Does not consent for participation.

Related Conditions & MeSH terms

• Bullying

Intervention

Behavioral:
• STAC Parent Module for Middle School
The STAC Parent Module is a 30-minute pre-recorded online presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies parents can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.

Locations

Country	Name	City	State
United States	Boise State Univerity	Boise	Idaho

Sponsors (2)

Lead Sponsor	Collaborator
Boise State University	National Institute of General Medical Sciences (NIGMS)

Country where clinical trial is conducted

United States, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Knowledge and Confidence to Support Defenders	Modified version of Teacher-Advocates Pre- and Post-Scale (TAPPS) Knowledge and confidence to support defenders was measured using a modified version of the TAPPS. The TAPPS is an 11 item survey that measures knowledge of buying behaviors, knowledge of how to support students using the STAC strategies, and confidence supporting students who intervene in bullying situations. Items are rated on a 4-point Likert Scale ranging from 1 (Totally Disagree) to 4 (Totally Agree) and were summed to compute a total scale score.; Minimum =11; Maximum = 44; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Confidence Managing Bullying	Modified version of Teacher's Attitudes about Bullying Questionnaire Confidence about managing bullying was measured using a modified version of the Teacher's Attitudes about Bullying Questionnaire. This questionnaire is a 22 item survey. The 3-item Confidence in Managing Bullying Subscale was used. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to compute a total scale score.; Minimum = 3; Maximum = 15; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Comfort Managing Bullying	National Education Association Bullying Survey Parent comfort with managing bullying was measured using items from the National Education Association Bullying Survey. Parents were asked "How comfortable would the participant feel intervening when the participant sees the following bullying behaviors?" followed by five types of bullying (a) Physical, (b) Verbal, (c) Relational, (d) Cyberbullying, and (e) Sexting . Items are rated on a 5-point Likert Scale ranging from 1 (Very Uncomfortable) to 5 (Very Comfortable) and are summed to compute a total scale score.; Minimum = 5; Maximum = 25; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Parental Role	National Education Association Bullying Survey Parental role in handling bullying situations was measured by four items from the National Education Association Bullying Survey. Items are rated on a 4-point Likert Scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree) and are summed to create the scale.; Minimum = 4; Maximum = 16; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Bullying Self-Efficacy	Bullying Self-Efficacy Parents' perceptions of ability to help the participants' child respond to bullying were measured using a 6-item scale. Items are rated on a 4-point Likert Scale ranging from 1 (Not at All) to 4 (A Lot) and are summed to create the scale.; Minimum = 6; Maximum = 24; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Communication Self-Efficacy	Communication Self-Efficacy Parents' self-efficacy to talk with the participants' child about bullying was assessed using a 6-item scale. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale.; Minimum = 6; Maximum = 30; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Attitudes About Bullying	Provictim Scale Attitudes about bullying were measured using the Provictim Scale, including 6 items that reflect anti-bullying attitudes. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale.; Minimum = 6; Maximum = 30; Higher scores are better outcomes	pre-training (baseline); immediate post-training (30 minutes)
Primary	Intention to Use Parent STAC Strategies	Use of STAC Strategies The intention to use Parent STAC strategies was measured using an adapted version of the Use of STAC Strategies for students and teachers. The 4-item measure asks parents "How likely is the participant to use these strategies to support the participants' adolescent to intervene in bullying in the future? a) Stealing the Show - support adolescents to use humor or distraction to get the attention away from the bullying situation, b) Turning it Over - support adolescents who tell the participant about bullying or support adolescents to report to an adult at school, c) Accompanying Others - support adolescents who reach out to a student who was a target of bullying, and d) Coaching Compassion - support adolescents who help the student who bullied develop empathy for the target." Items are rated on a 5-point Likert Scale ranging from 1 (Very Unlikely) to 5 (Very Likely).	immediate post-training (30 minutes)
Secondary	Acceptability of the Parent STAC Training	Acceptability of the Parent STAC Training Program acceptability (e.g., how easy the program is to understand, utility of the program, program characteristics including interesting content and relevance of information and examples presented, participant learning, and interest in recommending program to others) was assessed using a social validity survey composed of 7 items. Items were ranked on a 4-point scale from 1 (Strongly Disagree) to 4 (Strongly Agree).	immediate post-training (30 minutes)
Secondary	Interest in Receiving Bullying Prevention	Interest in Receiving Bullying Prevention Participants were asked the question "how interested the participant would be in receiving a bullying prevention program." Responses were rated on a 5-point response scale with anchors ranging from 1 (Not at all Interested) to 5 (Extremely Interested).	immediate post-training (30 minutes)
Secondary	Features of a Technology-Based Program	Features of A Technology-Based Program Participants were asked a series of questions regarding features (e.g., interactive, self-paced, based on research, designed by a reputable institution, containing slides, fact sheets, and quizzes) of a technology-based program. Items were rated on a 5-point scale from 1 (Not at All Important) to 5 (Extremely Important). The criteria for a participant to be counted as perceiving the feature to be important was for the participant to select the response rating 3 (Important), 4 (Very Important), or 5 (Extremely Important).	immediate post-training (30 minutes)