Fostering Healthy Futures for Teens: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 234
- 试验地点
- 2
- 主要终点
- Court filings for delinquency immediately post intervention
研究概览
简要总结
This study will implement and evaluate a mentoring program designed to promote positive youth development and reduce adverse outcomes among maltreated adolescents with open child welfare cases. Teenagers who have been maltreated are at heightened risk for involvement in delinquency, substance use, and educational failure as a result of disrupted attachments with caregivers and exposure to violence within their homes and communities. Although youth mentoring is a widely used prevention approach nationally, it has not been rigorously studied for its effects in preventing these adverse outcomes among maltreated youth involved in the child welfare system. This randomized controlled trial will permit us to implement and evaluate the Fostering Healthy Futures for Teens (FHF-T) program, which will use mentoring and skills training within an innovative positive youth development (PYD) framework to promote adaptive functioning and prevent adverse outcomes. Graduate student mentors will deliver 9 months of prevention programming in teenagers' homes and communities. Mentors will focus on helping youth set and reach goals that will improve their functioning in five targeted "REACH" domains: Relationships, Education, Activities, Career, and Health. In reaching those goals, mentors will help youth build social-emotional skills associated with preventing adverse outcomes (e.g., emotion regulation, communication, problem solving). The randomized controlled trial will enroll 234 racially and ethnically diverse 8th and 9th grade youth (117 intervention, 117 control), who will provide data at baseline prior to randomization, immediately post-program and 15 months post program follow-up. The aims of the study include testing the efficacy of FHF-T for high-risk 8th and 9th graders in preventing adverse outcomes and examining whether better functioning in positive youth development domains mediates intervention effects. It is hypothesized that youth randomly assigned to the FHF-T prevention condition, relative to youth assigned to the control condition, will evidence better functioning on indices of positive youth development in the REACH domains leading to better long-term outcomes, including adaptive functioning, high school graduation, career attainment/employment, healthy relationships, and quality of life.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
盲法说明
Research assistants who conduct the interviews are masked to condition.
入排标准
- 年龄范围
- 13 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Teens with open child welfare cases placed in foster care, kinship care or living at home
- •Starting 8th or 9th grade
- •History of child maltreatment according to child welfare and court records
- •Live within 35 minutes of the University of Denver (for mentoring feasibility)
排除标准
- •Youth with a known history of severe violent behavior and/or sexual perpetration
- •Youth who are deemed unsafe or unable to participate in a community-based mentoring program by their caseworker
- •Incarcerated at baseline
- •Moderate or severe developmental delay or physical disability
- •Youth who are/will be parenting during the prevention program
结局指标
主要结局
Court filings for delinquency immediately post intervention
时间窗: immediately post-intervention (T2)
Presence of a court filing in administrative records for delinquent behavior
Passing grades 15 months-post intervention
时间窗: 15-months-post intervention (T3)
Youth report of passing all core academic courses, as assessed via researcher developed educational measure
Court filings for delinquency 15 months-post intervention
时间窗: 15-months-post intervention (T3)
Presence of a court filing in administrative records for delinquent behavior
Self-reported delinquency immediately post intervention
时间窗: immediately post-intervention (T2)
The Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors, will assess any delinquency, number of types of delinquency, any violent delinquency, and any non-violent delinquency
Self-reported delinquency 15 months-post intervention
时间窗: 15-months-post intervention (T3)
The Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors, will assess any delinquency, number of types of delinquency, any violent delinquency, and any non-violent delinquency
Substance use 15 months-post intervention
时间窗: 15-months-post intervention (T3)
Self-reported number of types and frequency of substance use as assessed by the substance use scale of the Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors
School suspensions immediately post intervention
时间窗: immediately post-intervention (T2)
Any youth reported school suspensions, assessed by the Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors
School suspensions 15 months-post intervention
时间窗: 15-months-post intervention (T3)
Any youth reported school suspensions, assessed by the Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors
Passing grades immediately post intervention
时间窗: immediately post-intervention (T2)
Youth report of passing all core academic courses, as assessed via researcher developed educational measure
Substance use immediately post intervention
时间窗: immediately post-intervention (T2)
Self-reported number of types and frequency of substance use as assessed by the substance use scale of the Adolescent Risk Behavior Survey (ARBS), a youth-report measure that assesses engagement in risk behaviors
次要结局
- Quality of Life(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Internalizing symptoms(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Connectedness to school(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Academic achievement(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Externalizing symptoms(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Conflict management skills(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Extracurricular activity involvement(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Perceived Opportunities(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Dating violence(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Trauma symptoms(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Coping skills(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Self-efficacy(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Help seeking behaviors(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Resiliency(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
- Use of protection while having sex(Baseline (T1), immediately post-intervention (T2) and 15-months-post intervention (T3))
研究者
Heather Taussig
Professor and Associate Dean for Research
University of Denver