Empowering Youth With School Discipline Referrals as Peer Coaches
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 150
- 试验地点
- 1
- 主要终点
- Behavioral Problem Checklist
研究概览
简要总结
The study will examine the effects of Peer Coach Training (PCT), a strengths-based behavioral intervention for discipline-referred middle-school youth who might benefit when trained to act as change agents for their peers. Successful completion of this study will provide support for implementing PCT in school communities to empower youth in prosocial peer engagement.
详细描述
In this proposal, the investigators evaluate the effects of PCT, an approach that deemphasizes existing problems and focuses instead on training youth to help their peers.
In urban public school districts across the US, exclusionary discipline (e.g., suspension and expulsion) disproportionally affects Black and Latinx youth. Although many school-based interventions are promising, they overlook the motivational potential of helping others and fail to build on the culturally grounded prosocial orientation of Black and Latinx students. This study evaluates the effectiveness of Peer Coach Training (PCT), a strengths-based intervention that deemphasizes existing problems and focuses instead on empowering youth to help their peers. A cluster randomized trial will be conducted across ten middle schools (n=150 youth), with schools randomized to either PCT or control (i.e., delayed treatment). Youth referred for disruptive behavior at intervention schools will receive PCT immediately, whereas youth at control schools will receive PCT nine months later. Outcomes related to disruptive and prosocial behavior, school engagement, and empowerment will be assessed at baseline, post-intervention, and follow-up. Successful completion of this trial will not only provide support for implementing PCT in school communities to empower youth prosocially, but also potentially validate an approach to reducing discipline disparities within school contexts.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Outcome assessors will not be given information on what intervention services the participants are receiving.
入排标准
- 年龄范围
- 10 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Youth who have received at least one disciplinary referral between the first day of school and recruitment
排除标准
- •Youth who have not received any disciplinary referrals between the first day of school and recruitment
研究组 & 干预措施
Peer Coach Training (PCT)
Discipline-referred middle-school youth in schools randomized to the experimental arm will be offered immediate PCT delivered by trained research team members
干预措施: Peer Coach Training (PCT) (Behavioral)
Delayed control
Discipline-referred middle-school youth in schools randomized to the delayed control will be provided behavioral services according to their middle school's standard practice of care. These youth will receive PCT after completion of follow-up assessments.
干预措施: Delayed control (Behavioral)
结局指标
主要结局
Behavioral Problem Checklist
时间窗: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
12-item self-report questionnaire that assesses youth behavioral problems
Strengths and Difficulties Questionnaire
时间窗: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
25-item self-report questionnaire that assesses youth emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior, along with additional questions related to functioning
Teacher Disruptive Behavior Disorders Rating Scale
时间窗: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
45-item self-report questionnaire that assesses symptoms of attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder
School archival data of youth behavior and discipline
时间窗: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
School archival records of behavioral and disciplinary outcomes such as the number of disciplinary referrals and citations, as well as suspensions and exclusions
次要结局
- Engagement versus disaffection with learning - student report(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- MacArthur Scale of Subjective Social Status - Youth Version(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessmentMacArthur Scale of Subjective Social Status - Youth Version)
- Moral Identity Internalization Scale(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Personal Efficacy Scale(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Psychological Empowerment Indices - Youth School Belonging and Identification(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Wentzel Prosocial Peer Goals and Compliance Goals Scales(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Esbensen Gang Involvement Scale(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Possible selves survey(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Behavioral Problem Checklist - Youth Peer Assessment(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Child and Adolescent Social Support Scale (Social Network Interview)(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
- Teacher Construals Indices(Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment)
研究者
Stanley Huey
Professor of Psychology
University of Southern California