An interventional study of STAC Parent Module for Middle School in Bullying, sponsored by Boise State University. Completed at 1 site in United States. Open to participants aged 21 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2023-11-09.
Sponsored by Boise State University · Not applicable, Interventional, and Prevention
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.
Exclusion Criteria:
Behavioral: 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.
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
| Milestone | STAC Parent Module |
|---|---|
| Started | 23 |
| Completed | 20 |
| Not completed | 3 |
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
| score on a scale | STAC Parent Module |
|---|---|
| Pre-Test | 33.52 ± 3.90 |
| Post-Test | 38.90 ± 4.36 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 12.00 ± 2.00 |
| post-test | 13.75 ± 1.21 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 11.04 ± 3.67 |
| post-test | 13.70 ± 1.84 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 12.17 ± 2.27 |
| post-test | 13.95 ± 2.09 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 20.44 ± 2.37 |
| post-test | 22.50 ± 1.67 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 25.39 ± 3.01 |
| post-test | 27.75 ± 2.27 |
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
| score on a scale | STAC Parent Module |
|---|---|
| pre-test | 24.22 ± 2.81 |
| post-test | 25.65 ± 3.12 |
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).
| Participants | STAC Parent Module |
|---|---|
| Stealing the Show | 14 |
| Turning it Over | 19 |
| Accompanying Others | 19 |
| Coaching Compassion | 19 |
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).
| Participants | STAC Parent Module |
|---|---|
| Easy to understand | 20 |
| Useful | 18 |
| Interesting | 18 |
| Information Relevant | 19 |
| Examples Relevant | 20 |
| Learned something | 18 |
| Would recommend | 19 |
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).
| Participants | STAC Parent Module |
|---|---|
| Interest in Receiving Bullying Prevention | 20 |
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).
| Participants | STAC Parent Module |
|---|---|
| Interactive | 14 |
| Self-paced | 18 |
| Based on research | 20 |
| Designed by reputable institution | 18 |
| Have slides, fact sheets, and graphics | 15 |
| Have quizzes | 10 |
Collected over 12 days. Non-serious events are listed at a 0% frequency threshold.
| Group | Deaths | Serious | Other |
|---|---|---|---|
| STAC Parent Module | 0/23 (0%) | 0/23 (0%) | 0/23 (0%) |
| Age, Continuous(years) | STAC Parent Module |
|---|---|
| Mean | 41.17 ± 7.17 |
| Sex: Female, Male(Participants) | STAC Parent Module |
|---|---|
| Female | 21 |
| Male | 2 |
| Race (NIH/OMB)(Participants) | STAC Parent Module |
|---|---|
| American Indian or Alaska Native | 0 |
| Asian | 0 |
| Native Hawaiian or Other Pacific Islander | 0 |
| Black or African American | 0 |
| White | 21 |
| More than one race | 2 |
| Unknown or Not Reported | 0 |
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Boise State University