A Pilot Intervention Study to Increase Appreciation and Reduce Criticism Among Families in Hong Kong
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 803
- 主要终点
- Changes from baseline self-reported appreciation behaviours at follow-ups
研究概览
简要总结
The project "More Appreciation and Less Criticism Project" (MALC) is a collaboration between the Tung Wah Group of Hospitals (TWGHs) and the School of Public Health of The University of Hong Kong (HKUSPH), funded by The Hong Kong Jockey Club Charities Trust. The objectives are to develop and test theory-driven group programmes to increase parents' intention and actual behaviours to express more appreciation or less criticism when interacting with their children, thereby enhancing family harmony and happiness.
详细描述
This study is a cluster randomized controlled trial (RCT) with three arms: More Appreciation (MA), Less Criticism and Fruit and Vegetable (FV) group. Clusters, mostly schools, are the unit of random allocation to one of the three arms. Participants from all three arms will be assessed a total of four times, i.e. baseline (before the intervention workshop; (T1), immediate post-workshop (T2), 2-week post-workshop (T3) and 6-week post-workshop (T4).
"Fruit and vegetable consumption" is a subsidiary study to the More Appreciation and Less Criticism (MALC) Project. The study will take advantage of the cluster RCT design adopted by the MALC study, and aims at testing the active HAPA-based intervention (increasing fruit and vegetable intervention) delivered to the MALC control group. The fruit and vegetable group will serve as the intervention arm, and the groups that received interventions regarding increasing appreciation or decreasing criticism, served as the control arms.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
盲法说明
The person recruiting participants and the participants enrolled are not blinded to the allocation status. Double blinding in cluster RCTs for psychosocial or behavioural interventions is often difficult to implement.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Parents who are Cantonese-speaking, able to complete study questionnaire, and who have children attending p.4 to p.6 will be included.
排除标准
- •Parents with active psychiatric problems, suicidal ideations, personality disorders, emotional problems, and mental retardartion will be excluded from the study.
研究组 & 干预措施
More Appreciation
A 6-minute engaging video will be shown, illustrating examples where a mother initially withholds her appreciation for her son's effort in school and later express it. The video will also capture the effect on the child and the family. Attributional discussion questions will follow to elicit positive outcomes of expressing appreciation and the negative outcomes of withholding appreciation (e.g., What may be the long-term effects of showing appreciation on your child, family, or on yourself?). Key points will be summarised and reinforced to enhance behavioural intention (Schwarzer & Luszczynska, 2008). Then the participants will be asked to plan by indicating when (e.g., Saturday afternoon), what (e.g., child helping a younger sibling prepare for a dictation test), and how (e.g., "I can see that you gave up your leisure time to help your sister with the spelling. Thank you!") they would express appreciation to their children.
干预措施: More appreciation (Behavioral)
Less Criticism
Participants will watch a 6-minute video showing examples of a father criticising his son, which will be replaced by positive communication later, and the different reactions evoked in the child and the family. Then, participants will have an attributional discussion on the negative effects of criticism (e.g., negative effect on self-worth and motivation) and positive outcomes of using constructive feedback (e.g., promptly identifying undesirable behaviours without relating to personal traits or abilities). In small groups, they will work out alternatives (i.e., constructive feedback; termed "positive reminder" in the intervention) to criticism, and each plan and write down when (e.g., after school), what (e.g., low test marks), and how (e.g., "How do you prepare for the tests?)
干预措施: Less criticism (Behavioral)
Fruit and Vegetable
This workshop will emphasise the importance of consuming at least 5 portions of fruit and vegetable daily for a healthy diet, and aim to boost participants' self-efficacy in achieving this. Participants will be presented with examples of one portion of fruit or vegetable, and then create their own recipes. They will also consider how to overcome obstacles of consuming more portions. Each participant will set goals and write down plans on when, where, what, and how they would increase their fruit and vegetable intake of their children and family as a whole.
干预措施: More Fruit and Vegetable (Behavioral)
结局指标
主要结局
Changes from baseline self-reported appreciation behaviours at follow-ups
时间窗: Baseline (before the workshop, T1), 2-week post-workshop (T3) and 6-week post-workshop (T4).
Being assessed by averaging two items, measuring the frequency with which parents expressed appreciation (express appreciation towards children's efforts; express appreciation towards children's strengths) in the past 7 days. Responses range from 0 to 6 (0: '0 time,' 1: 'one to two times per week,' 2: 'three to four times per week,' 3: 'five to six times per week,' 4: 'once a day,' 5: 'two to three times a day,' and 6: 'four times or more per day'). The Cronbach's alpha is 0.90.
Changes from baseline self-reported criticism behaviours at follow-ups
时间窗: Baseline (before the workshop, T1), 2-week post-workshop (T3) and 6-week post-workshop (T4).
Being assessed by averaging two items, measuring the frequency with which parents expressed criticism (criticise children; express dissatisfaction towards children's behavior) in the past 7 days. Responses range from 0 to 6 (0: '0 time,' 1: 'one to two times per week,' 2: 'three to four times per week,' 3: 'five to six times per week,' 4: 'once a day,' 5: 'two to three times a day,' and 6: 'four times or more per day'). The Cronbach's alpha is 0.93.
Changes from baseline self-reported fruit and vegetable intake behaviours at follow-ups
时间窗: Baseline (before the workshop, T1), 2-week post-workshop (T3) and 6-week post-workshop (T4).
Being assessed by summing two items, one each for the number of servings of fruits and vegetables consumed in the past week.
次要结局
- Changes from baseline outcome expectancies of less criticism at post-workshop(Baseline (before the workshop, T1), and T2 (immediately after the workshop).)
- Changes from baseline outcome expectancies of fruit and vegetable intake at post-workshop(Baseline (before the workshop, T1), and T2 (immediately after the workshop).)
- Changes from baseline intention to express more appreciation at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline intention to criticize less at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline family well-being(Baseline (before the workshop, T1), 2-week post-workshop (T3) and 6-week post-workshop (T4).)
- Changes from baseline self-efficacy of more appreciation at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline self-efficacy of less criticism at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline self-efficacy of more fruit and vegetable intake at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline outcome expectancies of more appreciation at post-workshop(Baseline (before the workshop, T1), and T2 (immediately after the workshop).)
- Changes from baseline intention of more fruit and vegetable intake at post-workshop and 2-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), and 2-week post-workshop (T3).)
- Changes from baseline action planning of more appreciation at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)
- Changes from baseline action planning of less criticism at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)
- Changes from baseline action planning of more fruit and vegetable intake at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)
- Changes from baseline coping planning of less criticism at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)
- Changes from baseline coping planning of more fruit and vegetable intake at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)
- Changes from baseline coping planning of more appreciation at post-workshop, 2-week and 6-week(Baseline (before the workshop, T1), T2 (immediately after the workshop), 2-week post-workshop (T3), and 6-week post-workshop (T4).)