Support Groups - a Model for Social Inclusion and Reduction of Bullying in School
ConditionBullying
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age10-12
SponsorOslo Metropolitan University
About this trial
Study Title: Support Groups - a model for social inclusion and reduction of bullying in school Study Design: Cluster Randomized Controlled trial (CRCT) Objective: To investigate the effectiveness of a support group intervention using a solution-focused approach among school children in 5th-7th grade in southeastern Norway Intervention: Peer support groups with a solution-focused approach Study Population: School Children
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Primary Schools with more than 200 students
Public Health Nurse employed in a 50% position or more
Disqualifiers
Primary Schools with less than 200 students
Trial design
Design model
Parallel
Treatments tested in this trial
Peer support groups with a solution-focused approach
BehavioralTo investigate the effectiveness of a support group intervention using a solution-focused approach among school children in 5th-7th grade in southeastern Norway
Treatment groups
1,586 Participants
are divided into 2 treatment groupsGroup A: The effect and outcomes in the intervention schoolsExperimental treatment 1 intervention
Group B: The outcomes in the control schoolsNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Bullying- change from baseline in bullying using the Olweus questionnaire at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.
The Olweus questionnaire is a validated self-reported questionnaire that may be answered from ; Not at all (no bullying), one or seldom, 2-3 times in the months or about one times a week or more (worst possible bullying score) (Olweus, 2013).
Time frame
Baseline, Week 6, Week 18 and Week 322
Mental health- change from baseline in mental health using the Strength and Difficulties Questionnaires (SDQ), at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.
The Strength and Difficulties Questionnaires (SDQ) is a validated self-reported questionnaire which consists of 25-items (Goodman, 1999). The questionnaires measure emotional problems, conduct problems, hyperactivity, peer problems, pro-social behavior and impact score. The questionnaires may be answered form "not true" (lowest possible score) to "certainly true" (highest possible score). A high total difficulties score indicates that the individual is experiencing a high level of difficulties, while a low score indicates a low level of difficulties.
Time frame
Baseline, Week 6, Week 18 and Week 323
Self-efficacy-change from baseline in self-efficacy using the General self-efficacy scale, at end of intervention, 3 months and 6 months after end of intervention on individual level at intervention schools.
The General self-efficacy scale is a self-administered form with five response categories from "Completely agrees to "not agrees". The scale measures the belief in self-efficacy. Highest scores indicate best self-efficacy (Bandura, 1997).
Time frame
Baseline, Week 6, Week 18 and Week 324
Quality of life-change from baseline in quality of life using the Kidscreen -10, 4 months after baseline, end of intervention and 6 months after end of intervention in both intervention and control schools in 5th to 7th grade on class level.
The KIDSCREEN-10 index is the shortest version of the KIDSCREEN questionnaires and measures general health-related quality of life (Detmar, Bruil, Ravens-Sieberer, Gosch \& Bisegger, 2006). Possible scores range from "not at all" or "never" (lowest possible score) to "a high degree" or "always" (highest possible score).
Time frame
Baseline, Week 17, Week 30 and Week 56Sponsors and contacts
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Source ClinicalTrials.gov