Single Arm Study of a Novel Social-emotional Learning Curriculum in STEM-based After-school Program for Youth
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 26
- 试验地点
- 1
- 主要终点
- Feasibility assessed by 5-point Likert-type scale
研究概览
简要总结
The goal of this single arm study is to:
- primary purpose: to determine the feasibility of a novel social-emotional learning curriculum when implemented in the STEM Academy program at the Visions of Science after school program; 2a. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects youth social emotional learning skills; 2b. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects on youth resilience and overall functioning.
Participants:
- Facilitators working with the STEM Academy program at the Visions of Science after school program
- Youth aged 11-14 who participate in the STEM Academy program at the Visions of Science after school program
- Parents of youth who participate in the STEM Academy Visions of Science after school program
The main questions this study aims to answer are:
Primary Objectives:
- Is the novel social-emotional curriculum feasible within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum acceptable within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum appropriate within the STEM Academy program at the Visions of Science after school program?
Secondary Objectives: Social-emotional learning skills
1. Have youth social-emotional learning skills improved as a result of participating in the novel social-emotional learning curriculum?
Secondary Objectives: Resilience and overall functioning
1. Have youth resilience abilities and overall functioning improved as a result of participating in the novel social-emotional learning program?
Comparator: None
Measures:
Primary Objective: Feasibility
After school program staff participants will be asked to complete:
- 3 feasibility measures (feasibility, acceptability, appropriateness of intervention) after each social-emotional module they complete teaching.
- weekly fidelity checklists to assess feasibility.
Youth participants will be asked to complete:
- the intervention appropriateness measure during the post-curriculum data collection time point.
Secondary Objective: Social-emotional learning skills
After school program staff participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure Parents participants whose youth are in the intervention arm will be asked to participate in an interview.
Secondary objective: Resilience and overall functioning
After school program staff participants will be asked to complete the follow measures pre- and post-curriculum implementation:
- overall functioning measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete:
- resilience measure
详细描述
The EMPOWER project is a community-academic partnership between 2 after school programs (beyond 3:30 and Visions of Science) and a mental health teaching hospital (Centre for Addiction and Mental Health). The main objective of this project is to bolster youth mental well-being by developing a novel social-emotional learning curriculum that after school programs can embed into their existing activities.
The curriculum is designed to improve youth's social emotional learning skills through the integration of short social-emotional learning lessons that are embedded into existing programming within an after-school program. The curriculum is based on the Collaborative for Academic, Social and Emotional Learning's five core SEL competencies that include self-awareness, self-management, social awareness, relationship skills and decision-making.
The investigators have designed a pilot study to test the feasibility and efficacy of the EMPOWER social-emotional learning curriculum. Visions of Science hosts a 14-week program from January - April 2025 called STEM Academy, an after-school science-based program for youth in grades 6-8. We designed a single arm study to assess a shortened and modular use of the EMPOWER social-emotional learning curriculum that is tailored to Visions of Science.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 11 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Must be a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program
- •Must sign and date the informed consent form
- •Must speak and understand English
- •Staff participants must meet the following inclusion criteria:
- •Must be a facilitator of the STEM Academy program at the Visions of Science after school program
- •Must sign and date the informed consent form
- •Must speak and understand English
- •Caregiver/parent participants must meet the following inclusion criteria:
- •Must be a caregiver/parent of a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program. Caregivers/parents whose children decide not to participate in data collection are still able to participate in an interview post-SEL curriculum implementation.
- •Must sign and date the informed consent form
- •Must speak and understand English
- •EXCLUSION; None
排除标准
- 未提供
研究组 & 干预措施
Single arm: Social-emotional learning curriculum
This is the only group delivering the EMPOWER social-emotional learning curriculum.
干预措施: EMPOWER Social-emotional learning curriculum (Behavioral)
结局指标
主要结局
Feasibility assessed by 5-point Likert-type scale
时间窗: 13 weeks
Description: Staff will complete the Feasibility of Intervention (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite feasibility of intervention score.
Acceptability of Intervention
时间窗: 13 weeks
Staff in the active intervention arm will complete the Acceptability of Intervention Measure (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite acceptability of intervention score.
Intervention Appropriateness
时间窗: 13 weeks
Staff will complete the Intervention Appropriateness (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite appropriateness of intervention scale. Youth will complete the intervention appropriateness (Weiner et al., 2017) scale post-SEL curriculum implementation.
次要结局
- Overall functioning(13 weeks)
- Resilience(13 weeks)
- Social-emotional learning skills(13 weeks)
研究者
Brendan Andrade
Principal Investigator
Centre for Addiction and Mental Health