bullying among students behavioral disorders, emotional disorders, health-related quality of life, self-harming behavior, problematic Internet use
Conditions
Interventions
Group 1: The schools are randomly assigned to one of the two intervention groups. In the defined distribution scheme, it is ensured that the different school types (Gymnasium vs. Realschule/Werkrealsc
Sponsors
Klinik für Kinder- und Jugendpsychiatrie, Zentrum für psychosoziale Medizin, Universitätsklinikum Heidelberg
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Participants in the study are students from grades 3 to 9 at a maximum of 40 pilot schools in the state of Baden-Württemberg.
Exclusion criteria
Exclusion criteria: The survey is voluntary and can be quit or not taken at all at any time at the request of the parent or guardian or the student, without giving reasons or incurring disadvantages.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Bullying in school represents the primary outcome of the study. The Bullying Screening (Wolke et al., 2000, 2017) is used to assess the following variables: direct bullying, indirect bullying and cyberbullying. In addition, the contextual conditions of the bullying, the social support at school in the case of bullying, the personal sensation when observing bullying as well as bullying experiences longer in the past are explored. The questionnaire is completed by the students online in the class setting and takes a maximum of 20 minutes. The bullying questions form the first part of the annual student survey, which schools conduct on their own. The baseline survey is planned for March 2022 to November 2023 (secondary schools) and March 2023 to November 2024 (elementary schools). The postline and follow-up accordingly one year later, respectively. | — |
Secondary
| Measure | Time frame |
|---|---|
| The secondary outcome of the study is represented by the consequences of bullying. For this purpose, data on psychopathology will be collected. Instruments to assess behavioral difficulties and strengths (Strengths and Difficulties Questionnaire SDQ-Deu, Goodman, 2001), health-related quality of life (KIDSCREEN-27, Ravens-Sieberer et al., 2007) and, in secondary schools, self-injurious behavior (Self-Injurious Thoughts and Behaviors Interview SITBI, Nock et al., 2007), problematic Internet use (Internet Gaming Disorder Scale, Wartberg et al., 2017; Social Media Disorder Scale, Wartberg et al., 2020), and various personality traits (Level of Personality Functioning Scale - Brief Form, Weekers et al., 2019; Attributions for Victimization Experiences Measure, Schacter & Juvonen, 2015, 2017; Inventory of Callous-Unemotional Traits - Youth Version, Essau et al., 2006) are used. This information is collected immediately after the bullying survey and thereby represents the second part of the student questionnaire, which is completed at one-year intervals (baseline, postline, follow-up) as described above. Answering this block of questions takes a maximum of 60 minutes. In addition, the evaluation of the program relies on documentation of the actual program components implemented at each school through teacher surveys. For this purpose, all teachers will be invited to participate in an online survey at the end of the first and second program year. This involves recording the implementation of the individual program modules with their own class. The survey takes about five minutes. Furthermore, the use of the e-learning platform is evaluated (e.g. what is the proportion of completed e-learning lessons). | — |
Countries
Germany
Contacts
Public ContactVanessa Jantzer
Klinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Department für Psychosoziale Medizin, Prävention und Familiengesundheit, Universitätsklinikum Heidelberg
Outcome results
None listed