Effectiveness of the Renkli Adımlar Game- and Drama-Based Program for Preventing Peer Bullying and Promoting Empathy: A Pilot School-Level Cluster Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 79
- 试验地点
- 1
- 主要终点
- Peer bullying perpetration (PBIS-CF Bullying score)
研究概览
简要总结
This randomized controlled trial evaluated the effectiveness of the Renkli Adımlar (Colorful Steps) game- and drama-based school intervention in promoting empathy and reducing bullying perpetration and victimization among primary school children. Third- and fourth-grade students were allocated to an intervention or control group. The intervention consisted of eight weekly 40-minute sessions including educational games, creative drama, role-playing, storytelling, puppet activities, and collaborative learning. Empathy, bullying perpetration, and victimization were assessed before and immediately after the intervention using standardized instruments.
详细描述
Peer bullying is a major public health problem that negatively affects children's psychological, social, and educational development. School-based interventions that promote empathy and positive peer relationships may help prevent bullying during the primary school years. This study was designed to evaluate the effectiveness of the Renkli Adımlar (Colorful Steps) program, a game- and drama-based school intervention developed to improve empathy and reduce bullying perpetration and victimization among primary school children.
A randomized controlled pretest-posttest study was conducted in public primary schools in Burdur, Türkiye. Two schools were selected and allocated to intervention and control groups. The intervention group participated in the Renkli Adımlar program, which consisted of eight weekly 40-minute sessions incorporating educational games, creative drama, role-playing, storytelling, puppet activities, collaborative learning, and classroom discussions. The control group continued routine school activities during the study period. Empathy was assessed using the Index of Empathy for Children and Adolescents (IECA), and bullying perpetration and victimization were measured using the Peer Bullying Identification Scale-Child Form (PBIS-CF). Outcomes were evaluated before and immediately after completion of the intervention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 9 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Third- and fourth-grade students enrolled in one of the participating public *primary schools.
- •Able to attend regular classroom activities.
- •Written informed consent obtained from a parent or legal guardian.
- •Child provided verbal assent.
排除标准
- •Parent or legal guardian did not provide written informed consent.
- •Child did not provide verbal assent.
- •Student was unable to participate in the intervention or outcome assessments.
结局指标
主要结局
Peer bullying perpetration (PBIS-CF Bullying score)
时间窗: Baseline and immediately after the 8-week intervention
Bullying perpetration was assessed using the Peer Bullying Identification Scale-Child Form (PBIS-CF) bullying subscale. Scores range from 37 to 148, with higher scores indicating greater bullying perpetration.
Peer victimization (PBIS-CF Victimization score)
时间窗: Baseline and immediately after the 8-week intervention
Peer victimization was assessed using the Peer Bullying Identification Scale-Child Form (PBIS-CF) victimization subscale. Scores range from 37 to 148, with higher scores indicating greater peer victimization.
次要结局
- Index of Empathy for Children and Adolescents (IECA)(Baseline and immediately after completion of the 8-week intervention)
研究者
Ayse Sezer Balci
Ph.D
Burdur Mehmet Akif Ersoy University