Trial Outcomes & Findings for Middle School Teacher Module for a Brief Bullying Intervention Program (NCT NCT06017752)
NCT ID: NCT06017752
Last Updated: 2024-10-01
Results Overview
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
COMPLETED
NA
18 participants
pre-training (baseline); immediate post-training (50 minutes)
2024-10-01
Participant Flow
Participant milestones
| Measure |
STAC Teacher Module
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Overall Study
STARTED
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18
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Overall Study
COMPLETED
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17
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Overall Study
NOT COMPLETED
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1
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Reasons for withdrawal
Withdrawal data not reported
Baseline Characteristics
Middle School Teacher Module for a Brief Bullying Intervention Program
Baseline characteristics by cohort
| Measure |
STAC Teacher Module
n=18 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Age, Continuous
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44.76 years
STANDARD_DEVIATION 12.16 • n=5 Participants
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Sex: Female, Male
Female
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14 Participants
n=5 Participants
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Sex: Female, Male
Male
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4 Participants
n=5 Participants
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Race (NIH/OMB)
American Indian or Alaska Native
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0 Participants
n=5 Participants
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Race (NIH/OMB)
Asian
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0 Participants
n=5 Participants
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Race (NIH/OMB)
Native Hawaiian or Other Pacific Islander
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0 Participants
n=5 Participants
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Race (NIH/OMB)
Black or African American
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0 Participants
n=5 Participants
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Race (NIH/OMB)
White
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18 Participants
n=5 Participants
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Race (NIH/OMB)
More than one race
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0 Participants
n=5 Participants
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Race (NIH/OMB)
Unknown or Not Reported
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0 Participants
n=5 Participants
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PRIMARY outcome
Timeframe: 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
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Knowledge and Confidence to Support Defenders
Pre-Test
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30.71 score on a scale
Standard Deviation 2.95
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Knowledge and Confidence to Support Defenders
Post-Test
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37.34 score on a scale
Standard Deviation 3.90
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PRIMARY outcome
Timeframe: 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
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Confidence Managing Bullying
Pre-Test
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10.47 score on a scale
Standard Deviation 1.70
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Confidence Managing Bullying
Post-Test
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13.12 score on a scale
Standard Deviation 1.54
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PRIMARY outcome
Timeframe: 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
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Comfort Managing Bullying
Pre-Test
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11.42 score on a scale
Standard Deviation 1.62
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Comfort Managing Bullying
Post-Test
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13.06 score on a scale
Standard Deviation 1.95
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PRIMARY outcome
Timeframe: 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
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Bullying Self-Efficacy
Pre-Test
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4.65 score on a scale
Standard Deviation 0.86
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Bullying Self-Efficacy
Post-Test
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6.82 score on a scale
Standard Deviation 1.01
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PRIMARY outcome
Timeframe: 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).
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies
Stealing the Show
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16 Participants
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Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies
Turning it Over
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16 Participants
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Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies
Accompanying Others
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17 Participants
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Number of Participants Reporting a Score of 4 or 5 on Intention to Use Teacher STAC Strategies
Coaching Compassion
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14 Participants
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SECONDARY outcome
Timeframe: 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).
Outcome measures
| Measure |
STAC Teacher Module
n=17 Participants
STAC Teacher Module: The STAC Teacher Module is a 30-minute presentation that includes normative feedback, didactic information, a review of the student STAC strategies and corresponding strategies teachers can use to support students who act as defenders, and information about "perceptions vs. facts" about bullying.
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Relevant information
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15 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Relevant examples
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16 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Easy to understand
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16 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Useful
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16 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Interesting
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15 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Relevant role-plays
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16 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Learned something
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16 Participants
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Number of Participants Reporting a Score of 3 or 4 on Acceptability and Relevance of the Teacher STAC Training
Would recommend
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16 Participants
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Adverse Events
STAC Teacher Module
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place