Increasing Children's Defending Behaviors: Using Deviance Regulation
18 décembre 2020 mis à jour par: 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.
Aperçu de l'étude
Statut
Complété
Les conditions
Intervention / Traitement
Description détaillée
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.
Type d'étude
Interventionnel
Inscription (Réel)
1564
Phase
- N'est pas applicable
Contacts et emplacements
Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.
Lieux d'étude
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Alabama
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Auburn, Alabama, États-Unis, 36879-5402
- Auburn University
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Critères de participation
Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.
Critère d'éligibilité
Âges éligibles pour étudier
- Enfant
- Adulte
- Adulte plus âgé
Accepte les volontaires sains
Non
Sexes éligibles pour l'étude
Tout
La description
Inclusion Criteria:
- Child in the fourth-grade or fifth-grade of participating schools
Exclusion Criteria:
- None.
Plan d'étude
Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Science basique
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Double
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
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Expérimental: 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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Comparateur actif: 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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Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Changes in Peer-reported Defending across The School Year
Délai: 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
Délai: 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
Délai: 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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Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Changes in Perceptions of Defenders across The School Year
Délai: 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
Délai: 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
Délai: 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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Collaborateurs et enquêteurs
C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.
Parrainer
Les enquêteurs
- Chercheur principal: Wendy P Gordon, Auburn University
Publications et liens utiles
La personne responsable de la saisie des informations sur l'étude fournit volontairement ces publications. Il peut s'agir de tout ce qui concerne l'étude.
Dates d'enregistrement des études
Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.
Dates principales de l'étude
Début de l'étude (Réel)
1 septembre 2017
Achèvement primaire (Réel)
30 mai 2019
Achèvement de l'étude (Réel)
30 juillet 2020
Dates d'inscription aux études
Première soumission
14 décembre 2020
Première soumission répondant aux critères de contrôle qualité
18 décembre 2020
Première publication (Réel)
23 décembre 2020
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
23 décembre 2020
Dernière mise à jour soumise répondant aux critères de contrôle qualité
18 décembre 2020
Dernière vérification
1 décembre 2020
Plus d'information
Termes liés à cette étude
Termes MeSH pertinents supplémentaires
Autres numéros d'identification d'étude
- AuburnUDRT
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
Non
Description du régime IPD
Only de-identified data from all 1,564 participants will be shared
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
Non
Étudie un produit d'appareil réglementé par la FDA américaine
Non
Ces informations ont été extraites directement du site Web clinicaltrials.gov sans aucune modification. Si vous avez des demandes de modification, de suppression ou de mise à jour des détails de votre étude, veuillez contacter register@clinicaltrials.gov. Dès qu'un changement est mis en œuvre sur clinicaltrials.gov, il sera également mis à jour automatiquement sur notre site Web .