Bullying
Conditions
Brief summary
This study evaluates the feasibility and short-term outcomes of a parent 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.
Interventions
BEHAVIORALSTAC Parent Module for Middle School
The STAC Parent Module is a 30-minute pre-recorded online presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies parents can use to support students who act as defenders, and information about perceptions vs. facts about bullying.
Sponsors
National Institute of General Medical Sciences (NIGMS)
Boise State University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
21 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
1. Being a parent of an adolescent enrolled in grades 6, 7, or 8 in a participating middle school in Idaho. 2. Speaks and reads English. 3. Consents to participate.
Exclusion criteria
1. Speaks and reads only a language other than English. 2. Does not consent for participation.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Intention to Use Parent STAC Strategies | immediate post-training (30 minutes) | Use of STAC Strategies The intention to use Parent STAC strategies was measured using an adapted version of the Use of STAC Strategies for students and teachers. The 4-item measure asks parents How likely is the participant to use these strategies to support the participants' adolescent to intervene in bullying in the future? a) Stealing the Show - support adolescents to use humor or distraction to get the attention away from the bullying situation, b) Turning it Over - support adolescents who tell the participant about bullying or support adolescents to report to an adult at school, c) Accompanying Others - support adolescents who reach out to a student who was a target of bullying, and d) Coaching Compassion - support adolescents 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). |
| Bullying Self-Efficacy | pre-training (baseline); immediate post-training (30 minutes) | Bullying Self-Efficacy Parents' perceptions of ability to help the participants' child respond to bullying were measured using a 6-item scale. Items are rated on a 4-point Likert Scale ranging from 1 (Not at All) to 4 (A Lot) and are summed to create the scale. Minimum = 6; Maximum = 24 Higher scores are better outcomes |
| Communication Self-Efficacy | pre-training (baseline); immediate post-training (30 minutes) | Communication Self-Efficacy Parents' self-efficacy to talk with the participants' child about bullying was assessed using a 6-item scale. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale. Minimum = 6; Maximum = 30 Higher scores are better outcomes |
| Attitudes About Bullying | pre-training (baseline); immediate post-training (30 minutes) | Provictim Scale Attitudes about bullying were measured using the Provictim Scale, including 6 items that reflect anti-bullying attitudes. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale. Minimum = 6; Maximum = 30 Higher scores are better outcomes |
| Knowledge and Confidence to Support Defenders | pre-training (baseline); immediate post-training (30 minutes) | Modified version of Teacher-Advocates Pre- and Post-Scale (TAPPS) Knowledge and confidence to support defenders was measured using a modified version of 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 |
| Confidence Managing Bullying | pre-training (baseline); immediate post-training (30 minutes) | Modified version of Teacher's Attitudes about Bullying Questionnaire Confidence about managing bullying was measured using a modified version of 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 |
| Comfort Managing Bullying | pre-training (baseline); immediate post-training (30 minutes) | National Education Association Bullying Survey Parent comfort with managing bullying was measured using items from the National Education Association Bullying Survey. Parents 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 |
| Parental Role | pre-training (baseline); immediate post-training (30 minutes) | National Education Association Bullying Survey Parental role in handling bullying situations was measured by four items from the National Education Association Bullying Survey. Items are rated on a 4-point Likert Scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree) and are summed to create the scale. Minimum = 4; Maximum = 16 Higher scores are better outcomes |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Interest in Receiving Bullying Prevention | immediate post-training (30 minutes) | Interest in Receiving Bullying Prevention Participants were asked the question how interested the participant would be in receiving a bullying prevention program. Responses were rated on a 5-point response scale with anchors ranging from 1 (Not at all Interested) to 5 (Extremely Interested). |
| Features of a Technology-Based Program | immediate post-training (30 minutes) | Features of A Technology-Based Program Participants were asked a series of questions regarding features (e.g., interactive, self-paced, based on research, designed by a reputable institution, containing slides, fact sheets, and quizzes) of a technology-based program. Items were rated on a 5-point scale from 1 (Not at All Important) to 5 (Extremely Important). The criteria for a participant to be counted as perceiving the feature to be important was for the participant to select the response rating 3 (Important), 4 (Very Important), or 5 (Extremely Important). |
| Acceptability of the Parent STAC Training | immediate post-training (30 minutes) | Acceptability of the Parent STAC Training Program acceptability (e.g., how easy the program is to understand, utility of the program, program characteristics including interesting content and relevance of information and examples presented, participant learning, and interest in recommending program to others) was assessed using a social validity survey composed of 7 items. Items were ranked on a 4-point scale from 1 (Strongly Disagree) to 4 (Strongly Agree). |
Countries
United States
Participant flow
Participants by arm
| Arm | Count |
|---|---|
| STAC Parent Module STAC Parent Module for Middle School: The STAC Parent Module is a 30-minute pre-recorded online presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies parents can use to support students who act as defenders, and information about perceptions vs. facts about bullying. | 23 |
| Total | 23 |
Baseline characteristics
| Characteristic | STAC Parent Module |
|---|---|
| Age, Continuous | 41.17 years STANDARD_DEVIATION 7.17 |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants |
| Race (NIH/OMB) Asian | 0 Participants |
| Race (NIH/OMB) Black or African American | 0 Participants |
| Race (NIH/OMB) More than one race | 2 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants |
| Race (NIH/OMB) White | 21 Participants |
| Sex: Female, Male Female | 21 Participants |
| Sex: Female, Male Male | 2 Participants |
Adverse events
| Event type | EG000 affected / at risk |
|---|---|
| deaths Total, all-cause mortality | 0 / 23 |
| other Total, other adverse events | 0 / 23 |
| serious Total, serious adverse events | 0 / 23 |
Outcome results
Primary
Attitudes About Bullying
Provictim Scale Attitudes about bullying were measured using the Provictim Scale, including 6 items that reflect anti-bullying attitudes. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale. Minimum = 6; Maximum = 30 Higher scores are better outcomes
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Attitudes About Bullying | pre-test | 24.22 score on a scale | Standard Deviation 2.81 |
| STAC Parent Module | Attitudes About Bullying | post-test | 25.65 score on a scale | Standard Deviation 3.12 |
Primary
Bullying Self-Efficacy
Bullying Self-Efficacy Parents' perceptions of ability to help the participants' child respond to bullying were measured using a 6-item scale. Items are rated on a 4-point Likert Scale ranging from 1 (Not at All) to 4 (A Lot) and are summed to create the scale. Minimum = 6; Maximum = 24 Higher scores are better outcomes
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Bullying Self-Efficacy | pre-test | 20.44 score on a scale | Standard Deviation 2.37 |
| STAC Parent Module | Bullying Self-Efficacy | post-test | 22.50 score on a scale | Standard Deviation 1.67 |
Primary
Comfort Managing Bullying
National Education Association Bullying Survey Parent comfort with managing bullying was measured using items from the National Education Association Bullying Survey. Parents 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
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Comfort Managing Bullying | pre-test | 11.04 score on a scale | Standard Deviation 3.67 |
| STAC Parent Module | Comfort Managing Bullying | post-test | 13.70 score on a scale | Standard Deviation 1.84 |
Primary
Communication Self-Efficacy
Communication Self-Efficacy Parents' self-efficacy to talk with the participants' child about bullying was assessed using a 6-item scale. Items are rated on a 5-point Likert Scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) and are summed to create the scale. Minimum = 6; Maximum = 30 Higher scores are better outcomes
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Communication Self-Efficacy | pre-test | 25.39 score on a scale | Standard Deviation 3.01 |
| STAC Parent Module | Communication Self-Efficacy | post-test | 27.75 score on a scale | Standard Deviation 2.27 |
Primary
Confidence Managing Bullying
Modified version of Teacher's Attitudes about Bullying Questionnaire Confidence about managing bullying was measured using a modified version of 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
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Confidence Managing Bullying | pre-test | 12.00 score on a scale | Standard Deviation 2 |
| STAC Parent Module | Confidence Managing Bullying | post-test | 13.75 score on a scale | Standard Deviation 1.21 |
Primary
Intention to Use Parent STAC Strategies
Use of STAC Strategies The intention to use Parent STAC strategies was measured using an adapted version of the Use of STAC Strategies for students and teachers. The 4-item measure asks parents How likely is the participant to use these strategies to support the participants' adolescent to intervene in bullying in the future? a) Stealing the Show - support adolescents to use humor or distraction to get the attention away from the bullying situation, b) Turning it Over - support adolescents who tell the participant about bullying or support adolescents to report to an adult at school, c) Accompanying Others - support adolescents who reach out to a student who was a target of bullying, and d) Coaching Compassion - support adolescents 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).
Time frame: immediate post-training (30 minutes)
| Arm | Measure | Group | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|---|
| STAC Parent Module | Intention to Use Parent STAC Strategies | Stealing the Show | 14 Participants |
| STAC Parent Module | Intention to Use Parent STAC Strategies | Turning it Over | 19 Participants |
| STAC Parent Module | Intention to Use Parent STAC Strategies | Accompanying Others | 19 Participants |
| STAC Parent Module | Intention to Use Parent STAC Strategies | Coaching Compassion | 19 Participants |
Primary
Knowledge and Confidence to Support Defenders
Modified version of Teacher-Advocates Pre- and Post-Scale (TAPPS) Knowledge and confidence to support defenders was measured using a modified version of 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
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Knowledge and Confidence to Support Defenders | Pre-Test | 33.52 score on a scale | Standard Deviation 3.9 |
| STAC Parent Module | Knowledge and Confidence to Support Defenders | Post-Test | 38.90 score on a scale | Standard Deviation 4.36 |
Primary
Parental Role
National Education Association Bullying Survey Parental role in handling bullying situations was measured by four items from the National Education Association Bullying Survey. Items are rated on a 4-point Likert Scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree) and are summed to create the scale. Minimum = 4; Maximum = 16 Higher scores are better outcomes
Time frame: pre-training (baseline); immediate post-training (30 minutes)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| STAC Parent Module | Parental Role | post-test | 13.95 score on a scale | Standard Deviation 2.09 |
| STAC Parent Module | Parental Role | pre-test | 12.17 score on a scale | Standard Deviation 2.27 |
Secondary
Acceptability of the Parent STAC Training
Acceptability of the Parent STAC Training Program acceptability (e.g., how easy the program is to understand, utility of the program, program characteristics including interesting content and relevance of information and examples presented, participant learning, and interest in recommending program to others) was assessed using a social validity survey composed of 7 items. Items were ranked on a 4-point scale from 1 (Strongly Disagree) to 4 (Strongly Agree).
Time frame: immediate post-training (30 minutes)
| Arm | Measure | Group | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|---|
| STAC Parent Module | Acceptability of the Parent STAC Training | Easy to understand | 20 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Useful | 18 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Interesting | 18 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Information Relevant | 19 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Examples Relevant | 20 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Learned something | 18 Participants |
| STAC Parent Module | Acceptability of the Parent STAC Training | Would recommend | 19 Participants |
Secondary
Features of a Technology-Based Program
Features of A Technology-Based Program Participants were asked a series of questions regarding features (e.g., interactive, self-paced, based on research, designed by a reputable institution, containing slides, fact sheets, and quizzes) of a technology-based program. Items were rated on a 5-point scale from 1 (Not at All Important) to 5 (Extremely Important). The criteria for a participant to be counted as perceiving the feature to be important was for the participant to select the response rating 3 (Important), 4 (Very Important), or 5 (Extremely Important).
Time frame: immediate post-training (30 minutes)
| Arm | Measure | Group | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|---|
| STAC Parent Module | Features of a Technology-Based Program | Interactive | 14 Participants |
| STAC Parent Module | Features of a Technology-Based Program | Self-paced | 18 Participants |
| STAC Parent Module | Features of a Technology-Based Program | Based on research | 20 Participants |
| STAC Parent Module | Features of a Technology-Based Program | Designed by reputable institution | 18 Participants |
| STAC Parent Module | Features of a Technology-Based Program | Have slides, fact sheets, and graphics | 15 Participants |
| STAC Parent Module | Features of a Technology-Based Program | Have quizzes | 10 Participants |
Secondary
Interest in Receiving Bullying Prevention
Interest in Receiving Bullying Prevention Participants were asked the question how interested the participant would be in receiving a bullying prevention program. Responses were rated on a 5-point response scale with anchors ranging from 1 (Not at all Interested) to 5 (Extremely Interested).
Time frame: immediate post-training (30 minutes)
| Arm | Measure | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|
| STAC Parent Module | Interest in Receiving Bullying Prevention | 20 Participants |