Effectiveness of the FearNot!v.2.0 Software in Reducing Bullying Victimisation Among Primary School Children
This study will evaluate the effectiveness of a virtual learning treatment in reducing bullying among primary school children in the UK and Germany.
|Study Design:||Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Treatment
|Official Title:||Using a Virtual Learning Environment to Reduce Bullying: Evaluation of the FearNot!v.2.0 Intervention in Primary Schools in England and Germany|
- Bullying victimisation - Participant Roles Questionnaire [ Time Frame: Measured 1 week post-treatment and at 4 week follow-up ] [ Designated as safety issue: No ]
- Knowledge about Bullying and Coping Strategies Knowledge Questionnaire [ Time Frame: Measured 1-week post-treatment and at 4-week follow-up ] [ Designated as safety issue: No ]
- Peer nominations of defenders [ Time Frame: Measured 1 week post-treatment and at 4 week follow-up ] [ Designated as safety issue: No ]
- Hymel, Rocke & Bonanno Moral Disengagement Questionnaire [ Time Frame: Measured 1 week post-treatment and at 4 week follow-up ] [ Designated as safety issue: No ]
- Janke and Janke Adjective Word List (adapted) [ Time Frame: Measured after each treatment session ] [ Designated as safety issue: No ]
|Study Start Date:||November 2007|
|Study Completion Date:||May 2008|
|Primary Completion Date:||May 2008 (Final data collection date for primary outcome measure)|
Behavioral: Three sessions of FearNot!v.2.0 software interaction over a three-week period (each session lasting approximately 30 minutes)
No Intervention: 2
Control: Treatment as usual (normal curriculum)
In this study, a virtual learning environment application called FearNot!v.2.0 will be evaluated as a way to improve the quality of life in schools by altering children's attitudes and behavior towards bullying.
Participants will be assigned to either the intervention or the control group. The intention was to assign randomly, however, only a minority of primary schools have the computer facilities to run the software with all pupils participating. Thus, assignment is based on the school computer compatibility with the FearNot!v.2.0 software for intervention versus control group controlling for social variables. Participants in the intervention group will interact with the software during 30-minute sessions once a week for a total of 3 weeks while participants in the control group will follow the normal curriculum.
The FearNot! narrative comprises a number of emergent episodes, which play out like an improvisational drama. During each of these emergent episodes, the characters will act out their roles resulting in a dramatic movie-like display on the computer's monitor. In between each of these episodes, the child can interact with the victim character. He/she can learn how the character feels, and offer them coping strategy advice as to how to behave in the following episode.
Outcomes will be assessed through student questionnaires at baseline, one week, and four weeks after treatment. In addition, classroom teachers will be asked to complete the Teacher Incidence of Bullying Scale at baseline and 4 weeks after the treatment.
|University of Warwick|
|Coventry, United Kingdom, CV4 7AL|
|Principal Investigator:||Dieter Wolke, PhD||University of Warwick|