- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT06002347
Middle School Parent Module for a Brief Bullying Intervention Program
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
Study Overview
Status
Conditions
Intervention / Treatment
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
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-
Idaho
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Boise, Idaho, United States, 83725
- Boise State Univerity
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-
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
- Adult
- Older Adult
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- Being a parent of an adolescent enrolled in grades 6, 7, or 8 in a participating middle school in Idaho.
- Speaks and reads English.
- Consents to participate.
Exclusion Criteria:
- Speaks and reads only a language other than English.
- Does not consent for participation.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Prevention
- Allocation: N/A
- Interventional Model: Single Group Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
Experimental: STAC Parent Module
|
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.
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What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Knowledge and Confidence to Support Defenders
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Confidence Managing Bullying
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Comfort Managing Bullying
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Parental Role
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Bullying Self-Efficacy
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Communication Self-Efficacy
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Attitudes About Bullying
Time Frame: pre-training (baseline); immediate post-training (30 minutes)
|
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)
|
Intention to Use Parent STAC Strategies
Time Frame: immediate post-training (30 minutes)
|
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 Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Acceptability of the Parent STAC Training
Time Frame: immediate post-training (30 minutes)
|
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)
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Interest in Receiving Bullying Prevention
Time Frame: immediate post-training (30 minutes)
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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).
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immediate post-training (30 minutes)
|
Features of a Technology-Based Program
Time Frame: immediate post-training (30 minutes)
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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).
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immediate post-training (30 minutes)
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Collaborators and Investigators
Sponsor
Collaborators
Study record dates
Study Major Dates
Study Start (Actual)
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Estimated)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Additional Relevant MeSH Terms
Other Study ID Numbers
- 101-SB21-051
- 5U54GM104944 (U.S. NIH Grant/Contract)
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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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