Family Drama Project II

Not Applicable

Completed

• Conditions: Physical Health; Family Health, Happiness and Harmony
• Interventions: Behavioral: Long live drama; Behavioral: Short live drama

• Registration Number: NCT04048915
• Lead Sponsor: The University of Hong Kong

Brief Summary

A harmonious family relationship has significant effects on the psychological well-being and development of children. Good communication between parents and children is a crucial element for family health, happiness and harmony. However, communication within Hong Kong families is vastly inadequate partly due to our busy urban lifestyle.

The 3Hs Family Drama Project (Phase 2) was an enhanced version of the 3Hs Family Drama Project to promote health, happiness, harmony (3Hs), healthy eating and physical activity in primary school students. Students watched the interactive live drama (long or short version) and are given DVD and worksheets. Students were encouraged to watch the DVD with other family members at home. The present study aimed to evaluate the effectiveness and satisfaction levels of teachers, parents and students towards the drama project.

Detailed Description

3Hs Family Drama Project (Phase 2) was an intervention to enhance the 3Hs through increasing interaction and communication between parents and children. Healthy eating and physical activity were also promoted. The drama project conducted 100 drama performances (either in the long or short version) in primary schools during the 2015-16 school year. The main targets were Primary 3 to 5 (P3-5) students and their families. Students would take home a DVD of the drama to watch and worksheets to complete with parents and other family members.

The goals of the study were to evaluate the effectiveness of the project to enhance health, happiness, harmony (3Hs), healthy eating and physical activity and participants' satisfaction levels towards the drama project.

Quantitative assessments were used to evaluate the effectiveness of the project. Process evaluations were performed in randomly selected students, parents and teachers to evaluate the process of each component of the program. Qualitative and quantitative assessments were used. Students, parents and teachers were asked to express their views on a questionnaire. Feedback from students was also collected through small group discussions, while that of parents was collected through telephone interviews.

Study Timeline

• Study Start: 2014-12-01
• Primary Completion: 2016-12-31
• Study Completion: 2016-12-31
• Study First Submitted: 2019-07-29
• Status Verified: 2019-08
• Study First Submitted QC: 2019-08-05
• Last Update Submitted: 2019-08-05
• Study First Posted: 2019-08-07
• Last Update Posted: 2019-08-07

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 7026

Inclusion Criteria

Students: (both the Intervention group and waitlist control group)

• 1. Students who can read Chinese.
• 2. Primary 3 to 5 students in participating primary schools.

Parents: (Intervention group only)

• 1. Parents who can read Chinese.
• 2. With at least one primary school child.

School teachers: (Intervention group only)

• 1. Teachers who can read Chinese.

Exclusion Criteria

• Students, parents or teachers who cannot read Chinese.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Long live drama	Long live drama	Primary school students watched an interactive long live drama (90 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.
Short live drama	Short live drama	Primary school students watched an interactive short live drama (60 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.

Primary Outcome Measures

Name	Time	Method
Change in family health, happiness and harmony (3Hs)	baseline and 3 months	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.

Secondary Outcome Measures

Name	Time	Method
Change in parent-child interactions	baseline, 1 month and 3 months	Students were asked whether they performed the 12 mentioned activities (e.g. watching movies with parents) in the past 7 days.
Change in behavior on physical activity	baseline, 1 month and 3 months	Students were asked to report the number of days (0-7) of simple exercise and at least 60 minutes moderate-to-vigorous physical activity in the past 7 days.
Change in family health, happiness and harmony (3Hs)	baseline and 1 month	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.
Changes in body mass index	baseline and 1 month	Body mass index was calculated from the measured weight and height
Satisfaction towards the live drama, song and interactive parts	Immediately after the live drama	Students were asked to rate the live drama, song and interactive parts on a scale ranging from 1 to 5 scale and the lower score the more satisfied.
Changes in physical fitness (muscle strength)	baseline and 1 month	Muscle strength was assessed through a dynamometer
Changes in physical fitness (muscle endurance)	baseline and 1 month	Muscle endurance was assessed through a simple fitness test "Plank".
Change in fruit and vegetable consumption	baseline, 1 month and 3 months	Students were asked to report the number of days (0-7) of consuming at least 2 servings of fruit and 3 servings of vegetables in the past 7 days.
Satisfaction towards the DVD and worksheets	1 month	Students were asked to rate the DVD and worksheets on a scale ranging from 1 to 5 and the lower score the more satisfied.
Change in knowledge on healthy eating	baseline, 1 month and 3 months	Students were asked by 4 questions: 1)Do typical photo chips contain salt; 2)Will drinking sugary drinks affect weight; 3)Will more sedentary behaviours affect weight and 4)How many cubes of sugar are in a can of coke. The former 3 questions were given with 4 options, while the latter was given with 8 options. Each corrected answer scores 1 and a sum of scores from the 4 questions were deemed a measurement of knowledge.

Trial Locations

Locations (1)

Local primary schools; 🇭🇰 Hong Kong, Hong Kong