Support Groups - a Model for Social Inclusion and Reduction of Bullying in School

NCT06578260 | Recruiting

• 1 other identifier: 717417
• Study Type: interventional
• Target: 1,586
• Locations: 1 country
• Sites: 1

Brief Summary

Study Title: Support Groups - a model for social inclusion and reduction of bullying in school Study Design: Cluster Randomized Controlled trial (CRCT) Objective: To investigate the effectiveness of a support group intervention using a solution-focused approach among school children in 5th-7th grade in southeastern Norway Intervention: Peer support groups with a solution-focused approach Study Population: School Children

Conditions

Bullying

Keywords

Supportgroups; schoolchildren; solution-focused-approach

Outcome Measures

Primary Outcomes (5)

• Bullying- change from baseline in bullying using the Olweus questionnaire at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.

  The Olweus questionnaire is a validated self-reported questionnaire that may be answered from ; Not at all (no bullying), one or seldom, 2-3 times in the months or about one times a week or more (worst possible bullying score) (Olweus, 2013).

  Baseline, Week 6, Week 18 and Week 32

• Mental health- change from baseline in mental health using the Strength and Difficulties Questionnaires (SDQ), at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.

  The Strength and Difficulties Questionnaires (SDQ) is a validated self-reported questionnaire which consists of 25-items (Goodman, 1999). The questionnaires measure emotional problems, conduct problems, hyperactivity, peer problems, pro-social behavior and impact score. The questionnaires may be answered form "not true" (lowest possible score) to "certainly true" (highest possible score). A high total difficulties score indicates that the individual is experiencing a high level of difficulties, while a low score indicates a low level of difficulties.

  Baseline, Week 6, Week 18 and Week 32

• Self-efficacy-change from baseline in self-efficacy using the General self-efficacy scale, at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.

  The General self-efficacy scale is a self-administered form with five response categories from "Completely agrees to "not agrees". The scale measures the belief in self-efficacy. Highest scores indicate best self-efficacy (Bandura, 1997).

  Baseline, Week 6, Week 18 and Week 32

• Quality of life-change from baseline in quality of life using the Kidscreen -10, 4 months after baseline, end of intervention and 6 months after end of intervention in both intervention and control schools in 5th to 7th grade on class level.

  The KIDSCREEN-10 index is the shortest version of the KIDSCREEN questionnaires and measures general health-related quality of life (Detmar, Bruil, Ravens-Sieberer, Gosch \& Bisegger, 2006). Possible scores range from "not at all" or "never" (lowest possible score) to "a high degree" or "always" (highest possible score).

  Baseline, Week 17, Week 30 and Week 56

• Class environment- change from baseline using the Norwegian student survey (Elevundersøkelsen), 4 months, end of intervention and 6 months after end of intervention in both intervention and control schools in 5th to 7th grade on class level.

  To measure class environment all children in 5th to 7th grade will complete the Norwegian student survey (Elevundersøkelsen, UDIR 2023). The survey which asking among other things about bullying and inclusion in the school environment and peer relationship.

  Baseline, Week 17, Week 30 and Week 56

Study Arms (2)

The effect and outcomes in the intervention schools

EXPERIMENTAL

The intervention schools will use the Support Group intervention regarding bullying and exclusion.

Behavioral: Peer support groups with a solution-focused approach

The outcomes in the control schools

NO INTERVENTION

The control schools will implement the same measures as they normally do regarding bullying and exclusion.

Interventions

Peer support groups with a solution-focused approach BEHAVIORAL

To investigate the effectiveness of a support group intervention using a solution-focused approach among school children in 5th-7th grade in southeastern Norway

The effect and outcomes in the intervention schools

Eligibility Criteria

• Age: 10 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Primary Schools with more than 200 students
• Public Health Nurse employed in a 50% position or more

You may not qualify if:

• Primary Schools with less than 200 students

Sponsors & Collaborators

• Oslo Metropolitan University: lead

Study Sites (1)

OsloMet

Oslo, Norway

RECRUITING

MeSH Terms

Conditions

Bullying

Condition Hierarchy (Ancestors)

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

Study Officials

• Lisbeth Valla, Phd

  OsloMet

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Lisbeth Valla, Phd

CONTACT

004796236870; lisval@oslomet.no

Therese Haugerud Bjerketveit, Master

CONTACT

004797647479; thhau5268@oslomet.no

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor Lisbeth Valla

Model Details: Cluster Randomized Controlled trial (CRCT)

Study Record Dates

• First Submitted: August 16, 2024
• First Posted: August 29, 2024
• Study Start: November 1, 2024
• Primary Completion: December 1, 2025
• Study Completion (Estimated): August 1, 2028
• Last Updated: August 29, 2024

Record last verified: 2024-08

Data Sharing

• IPD Sharing: Will not share

Locations

NO (1)