- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT04681209
Increasing Children's Defending Behaviors: Using Deviance Regulation
December 18, 2020 updated by: Wendy P. Gordon, Auburn University
The National Institute of Child Health and Human Development (NICHD) has identified bullying as a significant public health concern.
The research tests a novel approach to increase children's defending of victims of bullying.
Previous research has shown that the presence of defenders leads to decreases in bullying.
Thus, promoting defending has become a critical component of anti-bullying interventions.
However, how to best motivate defending has been relatively unstudied.
Deviance Regulation Theory (DRT) provides a theoretical basis for motivating positive health and social behaviors.
This theory proposes that individuals are motivated to behave in ways that differentiate them from others in a positive manner.
Accordingly, individuals will be motivated to engage in a behavior if they believe the behavior occurs infrequently and will be viewed positively by others.
As children report that few of their peers defend victims of bullying, the goal of this study is to increase defending by communicating to children that defenders possess traits valued by their peers (e.g., being popular, kind).
Children in 4th-grade and 5th-grade classrooms received a DRT-based anti-bullying intervention or an anti-bullying intervention focused on increasing empathy for victims and strategies for defending peers.
Data collection occurred three times during the school year: a) at baseline, two weeks prior to the intervention; b) 3 months post-intervention; and c) 6 months post-intervention.
Findings showed that compared to the traditional anti-bullying intervention, the DRT-based intervention resulted in larger, more sustained gains in teacher-reported defending, but not peer-reported or self-reported defending.
Contrary to expectations, gains in teacher-reported defending were greatest for children who viewed defending to be normative amongst their classmates.
Increases in defending were also greatest among those children least likely to defend (i.e., those low in popularity and prosocial behavior, and those often bullied by peer).
These findings have implications for the development of anti-bullying interventions and more broadly for understanding how to encourage important behavioral changes in childhood and adolescence.
However, more research is needed to understand why increases were limited to only defending behaviors observable to teachers.
Study Overview
Status
Completed
Conditions
Intervention / Treatment
Detailed Description
This study, conducted over the 2017-2018 and 2018-2019 school years examined whether a DRT-based intervention activity resulted in greater increases in defending behaviors in response to witnessed bullying than a more traditional, empathy-based activity.
Thirteen schools were randomly assigned to receive either the DRT-based or empathy-based activity, and all fourth-grade and fifth-grade children were invited to participate.
Defending behaviors were assessed approximately two weeks prior to participation in the activity and at three-month and six-month follow-ups.
Data collected included peer-reports, teacher-reports, and self-reports.
Also examined was whether popularity, peer acceptance, prosocial behavior, peer victimization, empathy, self-efficacy for defending, moral disengagement, or gender moderated intervention effects.
Study Type
Interventional
Enrollment (Actual)
1564
Phase
- Not Applicable
Contacts and Locations
This section provides the contact details for those conducting the study, and information on where this study is being conducted.
Study Locations
-
-
Alabama
-
Auburn, Alabama, United States, 36879-5402
- Auburn University
-
-
Participation Criteria
Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.
Eligibility Criteria
Ages Eligible for Study
- Child
- Adult
- Older Adult
Accepts Healthy Volunteers
No
Genders Eligible for Study
All
Description
Inclusion Criteria:
- Child in the fourth-grade or fifth-grade of participating schools
Exclusion Criteria:
- None.
Study Plan
This section provides details of the study plan, including how the study is designed and what the study is measuring.
How is the study designed?
Design Details
- Primary Purpose: Basic Science
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Double
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
Experimental: DRT-Condition
This is the experimental group that engaged in the DRT-based intervention activity.
|
Children were asked to provide five descriptors of two children who each engaged in defending behaviors.
Two weeks later they were told the top seven descriptors given by the hundreds of children participating in the project.
This was followed by a brief discussion of how one could best help another kid who was getting bullied.
Children then made posters to share with younger grades as to what "friendship heroes" are like, using the descriptor words shared with them, and how to be a friendship hero (i.e., how to help someone who is being bullied).
Posters were hung for two-to-four months after the intervention activity.
|
Active Comparator: Empathy-Condition
This is the experimental group that engaged in the empathy-based intervention activity.
|
Children in the empathy-based condition were asked to provide five descriptors of how two children who were bullied would fee.
Two weeks later they were told the top seven descriptors given by the hundreds of children participating in the project.
This was followed by a brief discussion of how one could best help another kid who was getting bullied.
Children then made posters to share with younger grades as to what being bullied feels like, using the descriptor words shared with them, and how to be a friendship hero (i.e., how to help someone who is being bullied).
Posters were hung for two-to-four months after the intervention activity.
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Changes in Peer-reported Defending across The School Year
Time Frame: three-month follow-up; six-month follow-up
|
Peer ratings of how often each participating classmate defended bullied peers
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three-month follow-up; six-month follow-up
|
Changes in Self-reported Defending across the School Year
Time Frame: three-month follow-up; six-month follow-up
|
Children's ratings of how often they defended bullied peers
|
three-month follow-up; six-month follow-up
|
Changes in Teacher-reported Defending across the School Year
Time Frame: three-month follow-up; six-month follow-up
|
Teachers' ratings of how often each participating student defended bullied peers
|
three-month follow-up; six-month follow-up
|
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Changes in Perceptions of Defenders across The School Year
Time Frame: three-month follow-up; six-month follow-up
|
Children's ratings of how much children who help others who are bullied are popular, kind, sensitive to other's feelings, leaders, well-liked, confident, and helpful.
Higher scores reflected more positive perceptions of children who defend.
|
three-month follow-up; six-month follow-up
|
Changes in Peer Aggression across the School Year
Time Frame: three-month follow-up; six-month follow-up
|
Ratings participating children received from classmates on the items "calls other kids bad names or say mean things to them," "tell other kids they can't play with them or won't be friends with them," and "hit or push other kids."
Ratings were made on a scale from never to a lot.
Ratings received from participating classmates were averaged, and item scores were averaged to compute a composite aggression score with higher scores indicating higher levels of aggressive behavior.
|
three-month follow-up; six-month follow-up
|
Changes in Peer Victimization across the School Year
Time Frame: three-month follow-up; six-month follow-up
|
Ratings received from participating classmates on the items "get left out of things that kids are doing (kids don't let him or her play with them), "get hit or pushed," and "kids call [this child] bad names or say mean things to him or her." Items were rated on a scale from never to a lot.
Ratings received from all participating classmates are averaged for each item, and item scores are averaged to create a composite peer victimization score.
Higher scores indicated higher levels of peer victimization.
|
three-month follow-up; six-month follow-up
|
Collaborators and Investigators
This is where you will find people and organizations involved with this study.
Sponsor
Investigators
- Principal Investigator: Wendy P Gordon, Auburn University
Publications and helpful links
The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.
Study record dates
These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.
Study Major Dates
Study Start (Actual)
September 1, 2017
Primary Completion (Actual)
May 30, 2019
Study Completion (Actual)
July 30, 2020
Study Registration Dates
First Submitted
December 14, 2020
First Submitted That Met QC Criteria
December 18, 2020
First Posted (Actual)
December 23, 2020
Study Record Updates
Last Update Posted (Actual)
December 23, 2020
Last Update Submitted That Met QC Criteria
December 18, 2020
Last Verified
December 1, 2020
More Information
Terms related to this study
Keywords
Additional Relevant MeSH Terms
Other Study ID Numbers
- AuburnUDRT
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
No
IPD Plan Description
Only de-identified data from all 1,564 participants will be shared
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
No
Studies a U.S. FDA-regulated device product
No
This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.
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