Middle School Teacher Module for a Brief Bullying Intervention Program

NCT06017752 | Completed Results

• 1 other identifier: 101-SB20-174
• Study Type: interventional
• Target: 18
• Locations: 1 country
• Sites: 1

Brief Summary

This study evaluates the feasibility and short-term outcomes of a teacher training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. The aim of this project is to provide a brief, low-cost intervention that can be easily disseminated as part of a school-based bullying prevention program to address this important public health problem.

Conditions

Bullying

Outcome Measures

Primary Outcomes (5)

• Knowledge and Confidence to Support Defenders

  Teacher-Advocates Pre- and Post-Scale (TAPPS) Knowledge and confidence to support defenders was measured using 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 (50 minutes)

• Confidence Managing Bullying

  Teacher's Attitudes about Bullying Questionnaire Confidence about managing bullying was measured using 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 (50 minutes)

• Comfort Managing Bullying

  National Education Association Bullying Survey Comfort with managing bullying was measured using items from the National Education Association Bullying Survey. Participants 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 (50 minutes)

• Bullying Self-Efficacy

  Bullying Self-Efficacy Teachers' self-efficacy in handling bullying situations was measured by two items from the National Education Association Bullying Survey. The items are rated on a 4-point Likert Scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree) and are summed to compute a total scale score. Minimum = 2; Maximum = 8 Higher scores are better outcomes

  pre-training (baseline); immediate post-training (50 minutes)

• Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies

  The intention to use Teacher STAC strategies was measured using an adapted version of the Use of STAC Strategies for students. Items were adapted from the student version to be appropriate for teachers. The 4-item measures asks teachers "How likely the participant is to support students using these strategies to intervene in bullying in the future?: a) Stealing the Show - support students using humor or distraction to get the attention away from the bullying situation, b) Turning it Over - support a student who reported bullying to the participant or supporting students to report to a principal or School Resource Officer (SRO), c) Accompanying Others - support students who reach out to the student who was the target of bullying, or d) Coaching Compassion - support students 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 (50 minutes)

Secondary Outcomes (1)

• Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training

  immediate post-training (50 minutes)

Study Arms (1)

STAC Teacher Module

EXPERIMENTAL

Behavioral: STAC Teacher Module

Interventions

STAC Teacher Module BEHAVIORAL

The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.

STAC Teacher Module

Eligibility Criteria

• Age: 21 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Being a teacher of an adolescent enrolled in grades 6, 7, or 8 in a participating middle school in Idaho.
• Speaks and reads English.
• Consents to participate.

You may not qualify if:

• Speaks and reads only a language other than English.
• Does not consent for participation.

Sponsors & Collaborators

• Boise State University: lead
• Mental Research Institute: collaborator

Study Sites (1)

Boise State Univerity

Boise, Idaho, 83725, United States

Location

MeSH Terms

Conditions

Bullying

Condition Hierarchy (Ancestors)

Aggression; Behavioral Symptoms; Behavior; Harassment, Non-Sexual; Social Behavior

Results Point of Contact

• Title: Dr. Aida Midgett
• Organization: Boise State University

aidamidgett@boisestate.edu

2084261219

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: August 22, 2023
• First Posted: August 30, 2023
• Study Start: January 21, 2022
• Primary Completion: January 24, 2022
• Study Completion: January 24, 2022
• Last Updated: October 1, 2024
• Results First Posted: October 1, 2024

Record last verified: 2024-09

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)