Bullying BehaviorDRAMA-BULLYNCT07371884
Dramatic Play and Bullying Behaviors in Preschool Children
A study testing dramatic play intervention in people with Bullying Behavior and Aggressive Behavior, run by Ataturk University at 1 site in Turkey (Türkiye).
Trial summary
This study aims to examine the effect of dramatic play-based activities on bullying behaviors in preschool children; and to evaluate the effects of these activities on empathy levels and social interaction skills, thereby revealing the moderating role of individual and environmental factors in this relationship. Read more about this study
- Who is it for?
- Ages 3 to 6 yearsHealthy volunteers can take part
- Conditions the study is for
- Bullying Behavior, Aggressive Behavior
- What is being tested?
- dramatic play intervention
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 45 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 20 Oct 2025to 31 Mar 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 to 6 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Being in the 3-6 age group
- No learning difficulties
- No communication problems
- Speaking Turkish
- No chronic illnesses
- Suitable/willing to work in a group
Who cannot join
- Child receiving a chronic diagnosis
- Child leaving school
- Desire to leave work
- Child not adapting to group work
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Dramatic Play on Bullying Behaviors in Preschool Children
This study aims to examine the effect of dramatic play-based activities on bullying behaviors in preschool children; and to evaluate the effects of these activities on empathy levels and social interaction skills, thereby revealing the moderating role of individual and environmental factors in this relationship.
The hypothesis of the research is as follows. H1: Dramatic play has an effect on bullying behaviors in preschool children.
Read the detailed description
The research will be conducted with all students (3-6 years old) attending a kindergarten affiliated with the Bitlis Provincial Directorate who meet the inclusion criteria. The study will begin with a video animation presentation for preliminary information; this will be followed by dramatic play-based activities aimed at reducing bullying behaviors and supporting empathy and social interaction skills, implemented over 10 weeks. Data will be collected using the "Introductory Information Form," the "Preschool Peer Bullying Scale (Teacher Form)," and the "Bully and Victim Child Behavior Assessment Form."
- Conditions
- Bullying Behavior, Aggressive Behavior
- Being tested
- dramatic play intervention
- Keywords
- peer bullying, dramatic play, preschool children
- Medical subject headings
- Aggression
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
dramatic play interventionBehavioural
A dramatic play program will be implemented to reduce bullying behaviors in preschool children. The intervention will consist of structured dramatic play activities aimed at developing social interaction, empathy, and problem-solving skills, and will be implemented over a period of 10 weeks.
| Study group | Role | What they receive |
|---|---|---|
| dramatic play application | Experimental | In this group, dramatic play activities aimed at reducing bullying behaviors will be implemented for preschool children. Receives: Behavioral: dramatic play intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Identification Information Form
The form was prepared based on the researchers' previous experiences and the literature to determine the demographic characteristics of the children who constitute the sample of the study. The form contains a total of 11 items to determine information such as the child's age, gender, parental status, family structure, number of siblings, parental education and father's occupation, and duration of preschool education.
Measured: 1 Week
Preschool Peer Bullying Scale Teacher Form
The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin
Measured: 1 Week
Bully and Victim Child Behavior Assessment Form
The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.
Measured: 1 Week
Secondary outcomes (2)
Preschool Peer Bullying Scale Teacher Form
The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin
Measured: 10 Week
Bully and Victim Child Behavior Assessment Form
The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.
Measured: 10 Week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jan 2026
- Study start20 Oct 2025
- Primary completion29 Dec 2025
- Study completion31 Mar 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Bullying BehaviorStudies of the same condition, open and under way.
- More trials run by Ataturk UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- All students will be accepted.
- Masking
- None (open label)
- Enrolment
- 45 participants (actual)
Sponsor and investigators
- Lead sponsor
- Ataturk University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Devran ATALAY ÖZKILIÇ, Ataturk University
- Investigators
- Fatma Güdücü Tüfekci, Study director, Ataturk University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07371884
- Sponsor's protocol ID
- ATATURKU-HF-DAÖ-01
- Acronym
- DRAMA-BULLY
- Status last verified
- Apr 2026
- First submitted
- 7 Jan 2026
- Last updated
- 23 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 23 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Dramatic Play on Bullying Behaviors in Preschool Children
- ClinicalTrials.gov ID
- NCT07371884
- Acronym / sponsor ID
- DRAMA-BULLY / ATATURKU-HF-DAÖ-01
- Conditions
- Bullying Behavior, Aggressive Behavior
- Keywords
- peer bullying, dramatic play, preschool children
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 45 participants (actual)
- Lead sponsor
- Ataturk UniversityUniversity, hospital or other
- Study start
- 20 Oct 2025 (actual)
- Primary completion
- 29 Dec 2025 (actual)
- Study completion
- 31 Mar 2026 (actual)
- First posted
- 28 Jan 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to examine the effect of dramatic play-based activities on bullying behaviors in preschool children; and to evaluate the effects of these activities on empathy levels and social interaction skills, thereby revealing the moderating role of individual and environmental factors in this relationship.
The hypothesis of the research is as follows. H1: Dramatic play has an effect on bullying behaviors in preschool children.
Detailed description
The research will be conducted with all students (3-6 years old) attending a kindergarten affiliated with the Bitlis Provincial Directorate who meet the inclusion criteria. The study will begin with a video animation presentation for preliminary information; this will be followed by dramatic play-based activities aimed at reducing bullying behaviors and supporting empathy and social interaction skills, implemented over 10 weeks. Data will be collected using the "Introductory Information Form," the "Preschool Peer Bullying Scale (Teacher Form)," and the "Bully and Victim Child Behavior Assessment Form."
Study design
- Primary purpose
- Health services research
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- All students will be accepted.
| Arm | Type | Receives |
|---|---|---|
| dramatic play application | Experimental | Behavioral: dramatic play interventionIn this group, dramatic play activities aimed at reducing bullying behaviors will be implemented for preschool children. |
Who may qualify
- Ages
- 3 to 6 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (6 listed)
- Being in the 3-6 age group
- No learning difficulties
- No communication problems
- Speaking Turkish
- No chronic illnesses
Key exclusion criteria (4 listed)
- Child receiving a chronic diagnosis
- Child leaving school
- Desire to leave work
- Child not adapting to group work
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| dramatic play interventionA dramatic play program will be implemented to reduce bullying behaviors in preschool children. The intervention will consist of structured dramatic play activities aimed at developing social interaction, empathy, and problem-solving skills, and will be implemented over a period of 10 weeks. | Behavioural | dramatic play application |
Primary outcome
Identification Information Form
Time frame: 1 Week
The form was prepared based on the researchers' previous experiences and the literature to determine the demographic characteristics of the children who constitute the sample of the study. The form contains a total of 11 items to determine information such as the child's age, gender, parental status, family structure, number of siblings, parental education and father's occupation, and duration of preschool education.
Preschool Peer Bullying Scale Teacher Form
Time frame: 1 Week
The scale, prepared by Besnili (2019) to investigate peer bullying behaviors among students, is a 14-item, 5-point Likert scale. This scale is completed by the classroom teacher, considering all students in the class. The draft form, initially prepared with 28 items, was reduced to 14 items as a result of the analyses. Scale development was carried out using exploratory and confirmatory factor analyses. For the Exploratory Factor Analysis, data were collected from 279 preschool teachers. In the exploratory factor analysis, Cronbach's Alpha internal consistency coefficients were calculated as .85 for the physical/relational bullying dimension, .79 for the verbal bullying dimension, and .88 for the entire scale. In the Confirmatory Factor Analysis, the other stage of the scale development study, data were collected from 247 different preschool teachers, and in this analysis, the Cronbach's Alpha internal consistency coefficients were calculated as .83 for the physical/relational bullyin
Bully and Victim Child Behavior Assessment Form
Time frame: 1 Week
The scale is a measurement tool developed by Özyürek and Kurnaz (2019) to identify bullying, victimizing, and passive bullying behaviors in children in early childhood, based on teachers' observations of children. The scale consists of 32 items in total, with 3 separate dimensions and 13, 14, and 15 items in each dimension. For each item, the teacher must mark one of the "yes" and "no" options that best suit the child they are observing. Answers are scored as (1) for yes and (0) for no. The scale consists of three sub-dimensions: bullying child behaviors, victimizing child behaviors, and passive bullying child behaviors. The internal consistency coefficients of the scale are 0.86 for bullying child behaviors, 0.88 for victimizing child behaviors, and 0.71 for passive bullying child behaviors (Özyürek and Kurnaz, 2019). The sub-dimensions are expressed in the findings section as Bully Child (BCC), Victim Child (VC), and Passive Bully Child (PCC) Behaviors.
2 secondary outcomes
Preschool Peer Bullying Scale Teacher Form
Time frame: 10 Week
Bully and Victim Child Behavior Assessment Form
Time frame: 10 Week
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Apr 2026.
- Individual participant dataSharing planned: No
Related trials for Bullying Behavior
Active, not recruiting
Evaluation of Effectiveness of the LifeSkills Training - Lombardia - Primary Shool Program ( Val3P-LST )
Well Being, Drug Addiction
Active, not recruiting
Methodology of Super-Early Training of Developer Engineers and Leading Analysts With a Diagnosis of ADHD/ASD for Ensuring the Engineering Sovereignty of the State: Time Horizon: 2026-2038-2050
Attention Deficit Hyperactivity Disorder (ADHD)
Recruiting
Efficacy of a Multi-level School Intervention for LGBTQ Youth
Depression, Anxiety
RecruitingObservational study
Mobbing Exposure and Job Satisfaction Among Physiotherapists
Job Satisfaction, Bullying, Workplace
Not yet recruitingObservational study
Evaluation of State-Level Sexual and Gender Minority Laws for the Primary Prevention of Sexual and Intimate Partner Violence Among Sexual and Gender Minority Youth in the U.S.
Sexual Violence, Intimate Partner Violence (IPV)
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Fatma Güdücü Tüfekci study director
Ataturk University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing dramatic play intervention in people with Bullying Behavior and Aggressive Behavior, run by Ataturk University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 23 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Identification Information Form (time frame: 1 Week). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 23 Apr 2026.