Development, Acceptability, and Short-Term Outcomes of a Parent Module for a Brief, Bullying Bystander Intervention for Middle School Students in Rural, Low-Income Communities
Phase: NA
Conditions: Bullying
Sponsor: Boise State University

 
 
Middle School Parent Module for a Brief Bullying Intervention Program 
NCT06002347 
March 25, 2021 

1.1 Study Title  
 
Middle School Parent Module for a Brief Bullying Intervention Program 
 
1.5 ClinicalTrials.gov Identifier (e.g., NCT87654321) for this trial, if applicable. 
 
NCT06002347 
 
2.1 Conditions or Focus of Study 
 
Bullying, Mental Health, Parent-Based Intervention 
 
2.2 Eligibility Criteria  
 
Inclusion Criteria: 
• 
being a parent of an adolescent enrolled in grades 6, 7, or 8 in a participating middle/junior high school 
in Idaho. 
• 
speaks and reads English. 
• 
consents to participate. 
• 
 
Exclusion Criteria: 
• 
speaks and reads only a language other than English. 
• 
does not consent for participation. 
 
2.3 Age Limits 
 
21 years old – no age limit 
 
2.3.a. Inclusion of Individuals Across the Lifespan  
 
 
Parents of any age over 21 will be enrolled. The likelihood that parents are under the age of 21 is very low. 
There is no restriction on older adults participating in this study. Age will be self-reported by participants. 
 
Children will not be included in this study as the purpose of the study is to conduct a needs assessment and 
create a Parent Module based on feedback from parents and test the Parent Module’s acceptability, feasibility, 
and short-term outcomes (e.g., changes in parental knowledge, attitudes, behavioral intentions).  
 
2.4 Inclusion of Women and Minorities  
 
There are no criteria for exclusion of any sub-population of participants based on ethnic origin, race, gender, or 
disability. Women and minorities will be included in this research. N = 40 participants will be recruited from 
schools in Idaho. According to Idaho Census data for the selected counties, the combined population is 49.4% 
females. According to demographic data for the selected schools, the combined population is 59.5% White, 
38% Hispanic/Latino, 1.0% American Indian, 0.5% Asian, and 1.0% more than one race.  
 
2.5 Recruitment and Retention Plan  
2.5.1. Recruitment and Screening 
Human Subjects oversight will be conducted by Boise State’s IRBs (Boise State IIRB00000924).  All 
recruitment and screening procedures are IRB-approved.  
 
A total of 40 parents will be recruited from three middle/junior high schools located in rural, low-income 
communities in Idaho. Team members will work with school counselors at the target schools. All parents of 
students in 6th- 8th grade meeting inclusion/exclusion criteria will be recruited via e-flyers and email reminders 
sent by the school and asked to sign up to participate. We will continue recruitment at each school until we 
reach the target sample. Potential participants will be informed of the study purposes and procedures, given 

opportunities to ask questions and have them answered, and provide informed consent according to IRB 
approved guidelines. All participants will provide consent.  
 
2.5.2. Retention and Adherence 
 
Participants will remain in the study approximately 1.5 hours. Parents will be compensated $75. For the 
subgroup of participants who complete focus groups, participants will remain in the study for one week as the 
focus groups will take place within a week post-training. Parents who participate in the focus groups will be 
compensated $50 to encourage retention and incentivize participation. 
 
2.7 Study Timeline (PDF) 
 
Study Timeline 
 
Months 
Tasks  
1-3 
4-6 7-9 10-11.5 
Finalize Procedures, Hire and Train Graduate Students 
X 
 
 
Develop STAC Parent Module, Develop Phase II Participant List 
 
X 
X 
 
Participant Recruitment, Administer Parent Module, Conduct Pre-Post Assessment 
 
 
X 
Focus Groups, Transcribe/Analyze Data, Quantitative Data Analysis and Report Preparation 
 
 
 
X 
 
2.8 Enrollment of First Subject 
4/2/2022 
 
3.1 Protection of Human Subjects  
 
3.1.1. RISKS TO HUMAN SUBJECTS 
 
3.1.1.1. Human Subjects Involvement, Characteristics, and Design:   
The goal of the CTR-IN pilot grant research is to collect pilot data to support an NIMHD STTR/SBIR R41/42 
fast-track proposal aimed at developing the STAC-T Parent Module as a companion training to a technology-
based bullying bystander intervention for middle school students (STAC-T). The subject population for this study 
are parents of middle school students. 
 
3.1.1.2. Study Procedures:   
 
Three middle schools in rural, low-income communities in Idaho (N=40) will test the STAC Parent Module to 
evaluate program acceptability, feasibility, changes in knowledge, confidence, attitudes about bullying, and 
self-efficacy, and intention to use the parent STAC strategies. Outcomes of knowledge, confidence, attitudes, 
and self-efficacy will be tested immediately before and after the STAC Parent Module training session. 
Program acceptability and intentions to use the strategies will be measures immediately after the STAC Parent 
Module Training. All parents of students in grades 6, 7, and 8 will be invited to participate. Recruitment will 
continue until sample size is met. Parents who provide informed consent will be invited to participate in the 
study during evening hours at a room provided by the school. Parents will be provided a unique study ID 
number and will complete the baseline assessment. Immediately after completing the baseline assessment 
(10-15 minutes), parents will participate in the STAC Parent Module training (50 minutes). Participants will then 
complete an immediate post-training assessment (10-15 minutes). Data collection and training will occur in 
person although we do have the ability to conduct sessions remotely if needed following similar procedures we 
have used during COVID-19. Baseline Assessment: Parents will complete a survey assessing knowledge, 
confidence, attitudes about bullying, self-efficacy, and demographic characteristics. Immediate-Post 
Assessment: Immediately following the STAC Parent Module training, parents will complete a survey 
assessing acceptability of the STAC Parent Module, knowledge, confidence, attitudes about bullying, self-
efficacy, and intentions to use the STAC parent strategies. Parents will be randomly selected to participate in 
focus groups which will occur within a week post-training. In three focus groups with parents of middle school 
students (6-8 per group; N=12-16), participants will be asked to talk about the content of the training, as well as 
asked about current practices, school needs and interest in the future for a technology-based, bullying parent 
intervention, and challenges and barriers to use. The focus groups will be led by research staff trained in focus 
group moderation, encouraging open non-judgmental discussion. Focus groups will be conducted in-person 

although we do have the ability to conduct sessions remotely if needed following similar procedures we have 
used during COVID-19. Focus groups will be audiotaped, transcribed, and analyzed using NVivo. Summary 
reports will be prepared and reviewed to finalize the content of the STAC Parent Module. 
 
3.1.1.3. Study Materials:  
Data from the focus groups and testing of acceptability, feasibility, and short-term outcomes will be collected in 
the form of handwritten notes, audio recordings, computer files, transcriptions, and questionnaires. Discussions 
will be recorded, transcribed, and analyzed using NVivo qualitative data analysis software.  
 
Data will be obtained specifically for research purposes and will be kept confidential with access limited to the 
PI and specific project staff. All data will be kept in locked files. 
 
3.1.1.4. Potential Risks:   
There are minimal risks associated with participation in this study. Any potential psychological risks posed by the 
research are primarily related to the sensitivity of the topic of bullying.  Participants may also be hesitant or 
uncomfortable discussing their opinions regarding the STAC Parent Module. Participants will be allowed to 
withdraw if they are uncomfortable with providing any of this information. Their responses will in no way be 
shared with anyone except project staff (i.e., kept confidential). Responses to the questions will be coded to 
protect confidentiality, and participants may choose not to answer questions. All survey data, notes, and audio 
recordings will be confidential, accessed only by research staff on this project and stored in locked files. Data 
converted to computer files will be stored on a secure network server and password protected. Participants will 
be told that they do not have to answer questions if they are uncomfortable and can terminate the focus group 
or training session at any time they wish.  
 
Responses to focus group or survey questions would not reasonably place the subjects at risk of criminal or 
civil liability or be damaging to the subjects' financial standing, employability, or reputation. 
 
3.1.2  ADEQUACY OF PROTECTION AGAINST RISKS  
3.1.2.1. Informed Consent: Human Subjects oversight will be conducted by the Boise State University IRB 
(DHHS IRB Reg. No.00000924; FWA No.00000097).   
 
All consenting procedures are IRB-approved. The IRB will review and approve any modification to subject 
materials (including recruitment emails, letters, consent forms, assent forms, survey instruments) and data 
management procedures prior to study implementation. 
 
Project staff will provide participants with IRB-approved consent forms that will describe the purpose of the 
project, risks and benefits. The consent will occur in person and will be administered by a member of the 
research team. Project staff will provide participants with copies of their signed IRB-approved consent forms 
that will describe the purpose of the project, risks and benefits, and selection criteria. Participants will be 
informed that they have a right to withdraw from the study at any time. No additional data will be collected from 
participants who decide to withdraw; however, the information collected prior to withdrawal will remain in the 
study. 
 
Responses to focus group or survey questions will not reasonably place participants at risk of criminal or civil 
liability or be damaging to the financial standing, employability, or reputation of subjects. Participants will be 
informed that they have a right to withdraw from the study at any time and there will be no penalty for non-
participation.  
 
All data management, analysis and reporting activities will be conducted by project staff. All notes and printed 
data collection forms will be stored in locked cabinets; all electronic data files will be stored on secure network 
servers behind computer firewalls, with routine backup. All identifiers for participants will be stored in secure 
files and behind computer firewalls. Participant names and study identification numbers will be recorded and 
stored separately from the research data files. Data forms will be labeled only with participant identification 
number. Results of analyses will be shared in aggregate form only.  
 
3.1.2.2. Protection Against Risk.  

To minimize potential psychological risk, all focus group facilitators will establish ground rules for discussion 
that includes an open, non-evaluative exchange of comments and ideas. All surveys and data collection forms 
will be IRB-approved and employed under the supervision of senior project staff. Participants will be told that 
they do not have to answer any questions which make them uncomfortable and may terminate their 
participation at any time they wish.   
 
The data collected on this project will be obtained with the survey questions and focus group procedures. 
Notes, surveys, audio recordings, and data will be accessible only by research personnel. Responses to focus 
group or survey questions would not reasonably place the subjects at risk of criminal or civil liability or be 
damaging to the subjects' financial standing, employability, or reputation.  
 
Additionally, all data and other information for this study will be maintained confidentially. To protect against 
risks posed by a potential loss of confidentiality, we will take the following steps. First, participants will be 
assured that they are free to refrain from answering any questions they do not wish to answer. Second, all data 
will be identified only by a PIN, which will be randomly generated for study purposed. Third, a master list of 
names and code numbers will be stored in locked file cabinets under the supervision of the PI and will be 
available only to research staff on this project. Next, graduate student research assistants will receive training 
on the importance of confidentiality and all personnel will complete the required NIH training in protection of 
human research participants and will sign confidentiality statements. Completed questionnaires will be stored 
in a locked file cabinet under the supervision of the PI. Data will also be retained on computers with restricted 
and password protected access, without links to the master code list. All data based on this research will be 
reported in aggregate form. No individual respondents will be identified.  
 
3.1.3.  Potential Benefits of the Proposed Research to Participants and Others 
Potential benefits for all participants will be the knowledge that one has helped in development of an 
intervention that teaches parents how to support adolescents who witness bullying, to reduce both bullying and 
the negative emotional consequences for both targets and bystanders. Also, participants will have the 
opportunity to make a difference at their school and view themselves as advocates for students in their school 
community, which can result in positive feelings. Additionally, parents will be compensated $75 for participation 
in data collection and the parent training and $50 for their participation in focus groups. 
 
3.1.4. Importance of the Knowledge to be Gained   
The development and implementation of bullying intervention programs for middle school students has the 
potential for reducing the serious public health problem of bullying and the negative associated consequences. 
Given the relatively high rates of bullying in middle school and the relationship between bullying and the 
development of socio-emotional problems, dissemination of efficacious intervention programs has the potential 
for significant societal benefits. Although current school-wide bullying programs can be effective, both time- 
and labor-intensive resources required for program implementation pose significant barriers for schools, 
particularly in low-income and rural communities. Further, few anti-bullying programs provide parents 
education, and those that do are rarely interactive and do not focus on supporting bystanders. Thus, 
developing a STAC Parent Module has the potential to enhance the efficacy of the STAC intervention, thereby 
further reducing bullying and the associated negative consequences for both targets and bystanders. 
 
3.3 Data and Safety Monitoring Plan (PDF) 
A data safety and monitoring plan will be implemented for this project, following well-established procedures. 
We will not set up an independent Data Safety and Monitoring Board because this study is very low risk, does 
not include use of therapeutics, and psychological risk is not anticipated.  
 
We will maintain strict confidentiality of participants in the project’s registration system, provide only ID 
numbers in data files, and ensure quality control using standard data management routines. We will work to 
maximize participation to minimize missing data. The project biostatistician will use standard data management 
procedures. Files connecting data with IDs will be kept confidential.  
 
Study progress will be monitored monthly by the PI, Co-I, and Project Biostatistician. All critical events will be 
reviewed by the Investigators to ensure that our methods have not been intrusive or disruptive. The 
biostatistician will examine the quality of data input throughout the data collection period, following standard 

quality control and assurance procedures (e.g., double entry of hard-copy coded data; detection and estimates 
of keystroke errors, identification of systematic mistakes in coding or responses; and range checks). Analyses 
of the Study 2 data will be performed by the Project Biostatistician at the conclusion of the baseline data 
collection period to assess distributional assumptions and the success of randomization. By having the Project 
Biostatistician monitor the data, the PI’s conflict of interest is reduced.  
 
The Project Biostatistician will attend regular project meetings with the PI and Co-I to routinely report on the 
quality of the data and other outcomes of this monitoring process. Compliance with data collection protocols 
will be monitored throughout data collection by the PI and Co-I.  
 
The PI is responsible for reporting all adverse events to the IRB. Only Grade 1 events are expected on this 
trial. Thus, adverse events will be reported annually, as required by DHHS. This report will be reviewed by the 
IRB. Any action taken by the IRB or project investigators resulting in a temporary or permanent suspension of 
the trial will be communicated immediately by the PI to the NIH grant program officer. 
 
 
3.4 Will a Data and Safety Monitoring Board be appointed for this study? 
Yes ☐ No ☒ 
 
3.5 Overall Structure of the Study Team 
 
The CTR-IN research project will be conducted by a research team at Boise State University (Boise State). 
Drs. Aida Midgett, Principal Investigator (PI) and Diana Doumas, Co-Investigator (Co-I), are located at Boise 
State. Drs. Midgett and Doumas will ensure that the research project is in compliance with NIH policies and 
human subjects requirements and will work to build consensus on administrative and scientific decisions that 
must be made during planning and execution of the protocol. Drs. Midgett and Doumas will work 
collaboratively with Boise State business office staff on budgeting and operational issues.  
 
Dr. Midgett (PI) will be responsible for governance of the overall study. The project will be supervised by a 
Steering Committee comprised of the PI (Dr. Midgett) and Co-Investigator, Dr. Doumas, and Biostatistician, 
Ms. Bond.  Dr. Midgett will chair the Steering Committee which will communicate with the NIH and IRB. Four 
subcommittees will supervise three important parts of the project. Dr. Midgett will chair the Program 
Development Subcommittee which will supervise the development of the content of the STAC Parent Module. 
Drs. Midgett and Doumas will provide expertise in bullying intervention and Dr. Doumas will offer expertise in 
parent-based interventions. The Recruitment Subcommittee, chaired by Dr. Midgett, will supervise procedures 
for inviting qualified participants to participate in the project. Dr. Midgett will work closely with Dr. Doumas, on 
this subcommittee regarding recruitment procedures. The Measurement Subcommittee, chaired by Dr. 
Doumas, will have oversight of all assessment measures. Dr. Midgett will participate on this subcommittee and 
provide expertise on bullying intervention. This subcommittee will also develop all protocols for data collection 
which will be reviewed for statistical appropriateness by Ms. Bond (Project Biostatistician). The Data 
Subcommittee, co-chaired by Dr. Midgett and Dr. Doumas will plan and conduct all data management and 
analysis procedures. Dr. Midgett will oversee qualitative data analyses, working closely with Drs. Moody and 
Peralta, and Ms. Bond will work closely with Dr. Doumas on quantitative data analysis, assisting with 
interpretation of the statistical analyses and in the preparation of all reports and publications. The PI and Co-I 
will be a member of all four subcommittees, when not chairing them.  
 
Subcommittees will meet on a weekly, biweekly or monthly basis as needed depending on the project tasks 
and activities. Ad hoc committee work will be formed to address specialized tasks as necessary. Major 
decisions concerning the project will be made within the Steering Committee and subcommittees through 
discussion and consensus (when possible). The ultimate decision-making responsibility will rest with Dr. 
Midgett. Decisions about the intervention development, recruiting procedures, and data collection, 
management, and analysis procedures will be made primarily within the subcommittees; subcommittees will 
report routinely to the Steering Committee, which will review and provide final approval to their procedures. 
 
Communications among investigators and project staff will be conducted face-to-face, by telephone/video-
conferencing, and over the Internet. Project governance will occur through bi-weekly meetings with 

investigators and staff to delineate issues, obtain additional information as needed and come to agreement on 
issues of concern. Meetings will cover all administrative aspects of the project, research planning and 
scheduling, intervention development, participant recruitment, analytic strategies, publication oversight, and 
advisory meetings.  
 
Conflict in the team will be handled through frank discussions within the Steering Committee and 
subcommittees. All sides of an issue or sources of the conflict will be discussed and a final decision will be 
rendered through group consensus when possible. Conflict arising from differences in interpersonal style will 
be handled by the PI, respecting the privacy of those involved. If conflict cannot be resolved within the 
research team, Dr. Jennifer Snow (Dean, College of Education) will meet with both sides in the dispute, and 
recommend ways to resolve it.  If conflict cannot be resolved through Dr. Snow’s efforts, representatives of 
Boise State will serve as a mediation team, meeting with both sides in the dispute and recommending ways to 
resolve it. If the conflict still cannot be resolved, a mediator from Mountain States Employer Council will be 
hired to mediate the dispute. This Council provides business advice and services to small businesses. At that 
point, the research team will agree to make the mediator’s decision binding. In the event that the PI cannot 
carry out her duties, a new PI will be recruited as a replacement, subject to the approval of the Boise State and 
NIH. Major decisions concerning the project will be conducted through discussion and consensus (when 
possible). The ultimate decision-making responsibility will rest with Dr. Midgett. 
 
4.1 Study Design 
4.1.a. Detailed Description 
 
National statistics indicate bullying peaks in middle school, with approximately 28.0% of middle school students 
reporting bullying victimization and 33.0% reporting being cyberbullied. Among middle school students, bullying 
victimization and witnessing bullying as a bystander are associated with a wide range of mental health risks. 
Rural youth and youth in low-income communities are particularly vulnerable to bullying. Students in rural 
communities report higher rates of bullying and bullying victimization than those in urban areas and students in 
low-income households report the highest rates of bullying, physical bullying, bullying-related injury, and 
cyberbullying across income categories. Although comprehensive, school-wide bullying programs can be 
effective in reducing bullying, both time- and labor-intensive resources required for program implementation 
pose significant barriers for schools, particularly in low-income and rural communities. Brief interventions that 
reduce barriers for implementation to address health disparities are needed to reduce bullying and its negative 
consequences among students in rural and low-income communities.     
 
To address barriers to program implementation, the PI developed a brief bullying bystander intervention, 
STAC, using four strategies: Stealing the Show, Turning it Over, Accompanying Others, and Coaching 
Compassion. Research conducted in rural and low-income communities indicates STAC is effective in reducing 
bullying perpetration, victimization, and negative mental health consequences for bystanders who witness 
bullying.  Although initially developed as an in-person brief intervention, the research team is currently adapting 
STAC to a technology-based format (STAC-T) to further reduce implementation barriers for schools in rural 
and low-income communities. Research indicates there is a need for technology-based bullying bystander 
interventions at these schools and that schools in these communities have the interest and infrastructure to 
adopt STAC-T once developed. 
 
Among middle school students, only about half of student report bullying to an adult, fearing adults will 
minimize or normalize bullying or make the situation worse. When students do report bullying to an adult, they 
most often report to parents, followed by teachers. Parents, however, are less likely to intervene in school 
bullying than teachers and when they do intervene, parents may not be effective. In fact, some parents suggest 
coping strategies that are not only ineffective, but may exacerbate the situation. Further, parents do not have a 
shared definition of bullying, normalize verbal and relational bullying, feel frustrated and helpless in response to 
bullying, are often unaware that bullying is occurring, and need information and guidance. However, few 
bullying interventions include parent education and the resources required for implementation of those that do 
pose significant barriers for schools. Although research indicates school personnel believe parental 
involvement in bullying intervention is important, that parents and teachers need to convey unified messages in 
a comprehensive, coordinated manner, and that parents need information and guidelines about bullying, 
involving parents in bullying prevention is a challenge for schools, particularly in rural and low-income 

communities. 
 
The overall CTR-IN pilot project goal is to develop the content for a STAC Parent Module. The project will be 
completed in 11.5 months and will consist of two stages: (1) content development and (2) testing of program 
acceptability, feasibility, and short-term outcomes. The primary outcomes are increases in knowledge and 
confidence, changes in bullying attitudes, increases in self-efficacy to manage bullying, and intentions to use 
the parent strategies. The secondary outcomes are related to program acceptability. Parents will complete 
baseline and immediate post-intervention assessments. 
 
The proposed project is a first step in developing the STAC-T Parent Module. This project will provide the pilot 
data needed to support a NIMHD STTR/SBIR R41/42 fast-track proposal aimed at developing the STAC-T 
Parent Module for middle schools in rural and low-income communities. The aims of the pilot study are to: 
(1) Develop the content for the Parent Module. Our previous research with school personnel and the 
bullying literature will guide the creation of the Parent Module content.   
(2) Assess the feasibility, acceptability, and immediate outcomes (e.g., knowledge, attitudes, self-
efficacy, and behavioral intentions) of the STAC-T Parent Module. We will conduct a mixed-methods study 
with parents (N = 40) from two middle schools, assessing program acceptability and post-training outcomes 
through survey data; a subgroup of parents (N = 12-16) will participate in focus groups, providing feedback 
about content, feasibility, and acceptability of the Parent Module for schools in rural, low-income communities.  
 
A mixed-methods approach will be utilized; 40 parents will be recruited from three public middle school located 
in rural, low-income communities in Idaho. All parents of students in 6th- 8th grade meeting inclusion/exclusion 
criteria will be recruited through e-flyers and email reminders sent by the school and asked to sign up to 
participate. We will continue recruitment at each school until we reach the target sample. The e-flyer will 
explain the study and include a survey link to sign up for participation, as well as a project phone number and 
email address. Parents will be invited to participate in the study in the evening at the school. Parents who 
provide consent will be provided a unique study ID number and will complete the baseline assessment. 
Immediately after completing the baseline assessment, parents will complete the Parent Module training. 
Following the training, parents will complete the follow-up assessment. Baseline assessments include a survey 
assessing knowledge, confidence, attitudes, self-efficacy, and demographic characteristics. Immediately 
following the STAC Parent training, parents will complete a survey assessing acceptability of the training, 
knowledge, confidence, attitudes, self-efficacy, and behavioral intentions to use the STAC parent strategies.  
 
Study consents and assessments will be collected via paper-pencil format. All data will be input into SPSS; 
data will be de-identified and stored in Boise State’s secured database. Boise State’s protocols for quality 
assurance (valid ranges; internal consistency checks, etc.) will ensure high quality data.  
 
4.1.b. Primary Purpose 
Prevention 
 
4.1.c. Interventions 
Type: 
 
Behavioral  
 
Name: (up to 200 characters) 
 
STAC-T Parent Module 
 
Description: (up to 1000 characters) 
 
Parent-based bullying intervention 
 
 
 
4.1.d. Study Phase 

Phase 1 
 
Is this an NIH-defined Phase III clinical trial? 
Device and behavioral intervention studies may select “Yes” here even if the answer above is “Other”. 
Yes ☐ No ☒ 
 
4.1.e. Intervention Model  
Single Group 
 
4.1.f. Masking 
If yes: 
Choose an item. 
 
4.1.g. Allocation 
N/A 
 
4.2 Outcome Measures 
 
Type  
Primary  
 
Name 
Parent-Advocates Pre- and Post-Scale (PAPPS)  
 
Time Frame 
Baseline assessment, immediate post-assessment 
 
Brief Description: 
An 11-item questionnaire measuring parent knowledge of bullying, knowledge of the parent STAC strategies, 
and parent confidence to supporting their adolescent to intervene in bullying situations.  
 
Type  
Primary  
 
Name 
National Education Association Bullying Survey  
 
Time Frame 
Baseline assessment, immediate post-assessment 
 
Brief Description: 
This questionnaire has items that measures comfort managing bullying (4 items on a 4-point likert scale), 
confidence about managing bullying behavior (3 items on a 5-point likert scale),  and role in managing bullying 
behavior (4 items on a 4-point likert scale). The questionnaire also has items related to experiences with 
bullying. 
 
Type  
Primary  
 
Name 
Parent Self-Efficacy Scale 
 
Time Frame 
Baseline assessment, immediate post-assessment 
 
Brief Description: 
The Parent Self-Efficacy Scale measures parent self-efficacy . A 6-item scale measures parent self-efficacy in 

helping adolescents respond to bullying behavior. Items are rated on a 4-point Likert Scale. A 6-item scale 
measures parent communication self-efficacy in talking to adolescents about bullying. Items are rates on a 5-
point Likert Scale. 
 
Type  
Primary  
 
Name 
Attitudes about Bullying Questionnaire 
 
Time Frame 
Baseline assessment, immediate post-assessment  
 
Brief Description: 
The 10-item Attitudes about Bullying Questionnaire measures parent attitudes about bullying. Items are rated 
on a 5-point Likert Scale. 
 
Type  
Primary  
 
Name 
Student Social Behavior Questionnaire 
 
Time Frame 
Baseline assessment, immediate post-assessment  
 
 
Brief Description: 
The 13-item Student Social Behavior Questionnaire measures parent attitudes about bullying. Items are rated 
on a 5-point Likert Scale. 
 
 
Type  
Primary  
 
Name 
Intention to Use Parent STAC Strategies   
 
Time Frame 
Immediate post-assessment 
 
Brief Description: 
Questions rating the parent intention use of each parent STAC strategy using a single item rated on a 5-point 
Likert scale: How likely are you to use these strategies to support your adolescent to intervene in bullying in the 
past month? (a) Stealing the Show; (b) Turning it Over; (c) Accompanying Others; and (d) Coaching 
Compassion. 
 
Type  
Secondary  
 
Name 
Acceptability Survey 
 
Time Frame 
Immediate post-assessment 
 
Brief Description: 

An 8-item questionnaire measuring user-friendliness, utility, and relevance of the Parent Module  
 
Type  
Secondary  
 
Name 
Qualitative questions 
 
Time Frame 
Immediate post-assessment 
 
Brief Description: 
Brief open-end questions that ask how helpful the program was, how the liked program was, and whether the 
user has any suggested changes to the program. 
 
 
 
4.3 Statistical Analysis Plan 
 
Analyses will be conducted on data collected. While unlikely, data may not be missing at random (NMAR). Ms. 
Bond, Project Biostatistician, will assign all lost responses to extreme category and perform multiple imputation 
procedures that can handle various amounts of missing data and use covariates and propensity scores.  
 
The primary outcomes are detecting positive changes in knowledge acquisition and confidence, attitudes about 
bullying, self-efficacy regarding bullying, and intention to use of the STAC parent strategies. The secondary 
outcomes are program acceptability.  A total of 20 parents within one school provides at least 80% power to 
detect a difference in baseline and immediate follow-up corresponding to a medium effect size (e.g., Cohen’s d 
= .5) with a 5% type I error probability. For this power analysis, pilot data from a sample of teachers were 
analyzed using measures similar to those proposed in this study. We will use three schools to ensure 
ecological validity and estimate the random effect for school for powering our future proposals involving 
multiple schools. We propose planning for 40 parents. 
 
Descriptive statistics will be used to initially characterize the outcomes. We will use linear or generalized linear 
mixed model framework, with random effects of repeated observations on parents and parents nested within 
school.  
 
We will evaluate whether the STAC Parent Module increases knowledge and confidence, changes attitudes 
about bullying, and increases self-efficacy from baseline to immediate follow-up, as well as intention to use the 
STAC parent strategies at the immediate follow-up. We will also evaluate acceptability at the immediate follow-
up. Means, SDs, and percentages will be used to describe the primary and secondary outcomes. To identify 
changes in outcomes, we will evaluate each outcome using analysis of variance in a linear or generalized 
linear mixed model framework, with random effects of repeated observations on parents and parents nested in 
school. We will address the appropriateness of the model for non-normal outcomes and apply the appropriate 
distribution as necessary, and we will assess models for the necessity of all random effects using Akaike 
information criterion (AICC). As the proposed project is intended to test feasibility and short-term outcomes to 
provide data for a larger multi-site study, we do not propose testing of moderators. However, we will examine 
demographic variables as a fixed effect whenever possible. Because our focus is on reception and usability, 
we will not perform a counterfactual analysis, but will have preliminary data to power for this in future 
proposals. Qualitative summary reports will also be prepared.