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Increasing Children's Defending Behaviors: Using Deviance Regulation

18 dicembre 2020 aggiornato da: 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.

Panoramica dello studio

Stato

Completato

Condizioni

Intervento / Trattamento

Descrizione dettagliata

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 di studio

Interventistico

Iscrizione (Effettivo)

1564

Fase

  • Non applicabile

Contatti e Sedi

Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.

Luoghi di studio

  • Stati Uniti
    • Alabama
      • Auburn, Alabama, Stati Uniti, 36879-5402
        • Auburn University

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

  • Bambino
  • Adulto
  • Adulto più anziano

Accetta volontari sani

No

Sessi ammissibili allo studio

Tutto

Descrizione

Inclusion Criteria:

  • Child in the fourth-grade or fifth-grade of participating schools

Exclusion Criteria:

  • None.

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Scienza basilare
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione parallela
  • Mascheramento: Doppio

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: DRT-Condition
This is the experimental group that engaged in the DRT-based intervention activity.
Comportamentale: DRT Condition
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.
Comparatore attivo: Empathy-Condition
This is the experimental group that engaged in the empathy-based intervention activity.
Comportamentale: Empathy Condition
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.

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Changes in Peer-reported Defending across The School Year
Lasso di tempo: three-month follow-up; six-month follow-up
Peer ratings of how often each participating classmate defended bullied peers
three-month follow-up; six-month follow-up
Changes in Self-reported Defending across the School Year
Lasso di tempo: 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
Lasso di tempo: 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

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Changes in Perceptions of Defenders across The School Year
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

Auburn University

Investigatori

  • Investigatore principale: Wendy P Gordon, Auburn University

Pubblicazioni e link utili

La persona responsabile dell'inserimento delle informazioni sullo studio fornisce volontariamente queste pubblicazioni. Questi possono riguardare qualsiasi cosa relativa allo studio.

Pubblicazioni generali

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

1 settembre 2017

Completamento primario (Effettivo)

30 maggio 2019

Completamento dello studio (Effettivo)

30 luglio 2020

Date di iscrizione allo studio

Primo inviato

14 dicembre 2020

Primo inviato che soddisfa i criteri di controllo qualità

18 dicembre 2020

Primo Inserito (Effettivo)

23 dicembre 2020

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

23 dicembre 2020

Ultimo aggiornamento inviato che soddisfa i criteri QC

18 dicembre 2020

Ultimo verificato

1 dicembre 2020

Maggiori informazioni

Termini relativi a questo studio

Parole chiave

Termini MeSH pertinenti aggiuntivi

Altri numeri di identificazione dello studio

  • AuburnUDRT

Piano per i dati dei singoli partecipanti (IPD)

Hai intenzione di condividere i dati dei singoli partecipanti (IPD)?

No

Descrizione del piano IPD

Only de-identified data from all 1,564 participants will be shared

Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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