Middle School Teacher Module for a Brief Bullying Intervention Program

Not Applicable

Completed

• Conditions: Bullying
• Interventions: Behavioral: STAC Teacher Module

• Registration Number: NCT06017752
• Lead Sponsor: Boise State University

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.

Detailed Description

Not available

Study Timeline

• Study Start: 2022-01-21
• Primary Completion: 2022-01-24
• Study Completion: 2022-01-24
• Study First Submitted: 2023-08-22
• Study First Submitted QC: 2023-08-28
• Study First Posted: 2023-08-30
• Results First Submitted: 2023-09-25
• Status Verified: 2024-09
• Results First Submitted QC: 2024-09-26
• Last Update Submitted: 2024-09-26
• Results First Posted: 2024-09-30
• Last Update Posted: 2024-09-30

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 18

Inclusion Criteria

• 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.

Exclusion Criteria

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

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: SINGLE_GROUP

Arm && Interventions

Group	Intervention	Description
STAC Teacher Module	STAC Teacher Module	-

Primary Outcome Measures

Name	Time	Method
Knowledge and Confidence to Support Defenders	pre-training (baseline); immediate post-training (50 minutes)	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
Comfort Managing Bullying	pre-training (baseline); immediate post-training (50 minutes)	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
Confidence Managing Bullying	pre-training (baseline); immediate post-training (50 minutes)	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
Bullying Self-Efficacy	pre-training (baseline); immediate post-training (50 minutes)	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
Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies	immediate post-training (50 minutes)	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).

Secondary Outcome Measures

Name	Time	Method
Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training	immediate post-training (50 minutes)	Program acceptability (e.g., how easy the program is to understand, utility of the program, program characteristics including interesting content and relevance of information presented, participant learning, and interest in recommending program to others) was assessed using a social validity survey composed of 8 items. Items were ranked on a 4-point scale from 1 (Strongly Disagree) to 4 (Strongly Agree).

Trial Locations

Locations (1)

Boise State Univerity; 🇺🇸 Boise, Idaho, United States