Increasing Children's Defending Behaviors: Using Deviance Regulation
18 de diciembre de 2020 actualizado por: 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.
Descripción general del estudio
Estado
Estado
Terminado
Condiciones
Condiciones
Intervención / Tratamiento
Intervención / Tratamiento
Descripción detallada
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.
Tipo de estudio
Tipo de estudio
Intervencionista
Inscripción (Actual)
Inscripción
1564
Fase
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Ubicaciones de estudio
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Alabama
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Auburn, Alabama, Estados Unidos, 36879-5402
- Auburn University
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Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Criterio de elegibilidad
Edades elegibles para estudiar
- Niño
- Adulto
- Adulto Mayor
Acepta Voluntarios Saludables
No
Géneros elegibles para el estudio
Todos
Descripción
Inclusion Criteria:
- Child in the fourth-grade or fifth-grade of participating schools
Exclusion Criteria:
- None.
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Ciencia básica
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Doble
Número de brazos
2
Armas e Intervenciones
Grupo de participantes/brazoGrupo de participantes/brazo |
Intervención / TratamientoIntervención / Tratamiento |
|---|---|
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Experimental: DRT-Condition
This is the experimental group that engaged in the DRT-based intervention activity.
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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.
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Comparador activo: Empathy-Condition
This is the experimental group that engaged in the empathy-based intervention activity.
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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.
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¿Qué mide el estudio?
Medidas de resultado primarias
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Changes in Peer-reported Defending across The School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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Peer ratings of how often each participating classmate defended bullied peers
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three-month follow-up; six-month follow-up
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Changes in Self-reported Defending across the School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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Children's ratings of how often they defended bullied peers
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three-month follow-up; six-month follow-up
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Changes in Teacher-reported Defending across the School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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Teachers' ratings of how often each participating student defended bullied peers
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three-month follow-up; six-month follow-up
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Medidas de resultado secundarias
Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Changes in Perceptions of Defenders across The School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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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.
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three-month follow-up; six-month follow-up
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Changes in Peer Aggression across the School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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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.
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three-month follow-up; six-month follow-up
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Changes in Peer Victimization across the School Year
Periodo de tiempo: three-month follow-up; six-month follow-up
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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.
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three-month follow-up; six-month follow-up
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Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Patrocinador
Investigadores
Investigadores
- Investigador principal: Wendy P Gordon, Auburn University
Publicaciones y enlaces útiles
La persona responsable de ingresar información sobre el estudio proporciona voluntariamente estas publicaciones. Estos pueden ser sobre cualquier cosa relacionada con el estudio.
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Actual)
Inicio del estudio
1 de septiembre de 2017
Finalización primaria (Actual)
Finalización primaria
30 de mayo de 2019
Finalización del estudio (Actual)
Finalización del estudio
30 de julio de 2020
Fechas de registro del estudio
Enviado por primera vez
Enviado por primera vez
14 de diciembre de 2020
Primero enviado que cumplió con los criterios de control de calidad
Primero enviado que cumplió con los criterios de control de calidad
18 de diciembre de 2020
Publicado por primera vez (Actual)
Publicado por primera vez
23 de diciembre de 2020
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización publicada
23 de diciembre de 2020
Última actualización enviada que cumplió con los criterios de control de calidad
Última actualización enviada que cumplió con los criterios de control de calidad
18 de diciembre de 2020
Última verificación
Última verificación
1 de diciembre de 2020
Más información
Términos relacionados con este estudio
Palabras clave
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
Otros números de identificación del estudio
- AuburnUDRT
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
No
Descripción del plan IPD
Only de-identified data from all 1,564 participants will be shared
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
Esta información se obtuvo directamente del sitio web clinicaltrials.gov sin cambios. Si tiene alguna solicitud para cambiar, eliminar o actualizar los detalles de su estudio, comuníquese con register@clinicaltrials.gov. Tan pronto como se implemente un cambio en clinicaltrials.gov, también se actualizará automáticamente en nuestro sitio web. .