RAP Club: Improving Mental Health and School Performance in Urban Eighth Graders
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 615
- 试验地点
- 2
- 主要终点
- Academic Competence Evaluation Scale (ACES)
研究概览
简要总结
This study assesses: (1) the impact of the Relax, Be Aware, Do a Personal Rating (RAP) Club, a school-based prevention program for urban eighth graders, on students' emotional functioning and education outcomes; (2) potential moderators and mediators of RAP Club's effects; and (3) factors related to the implementation of RAP Club, including cost of delivery and perceptions of key stakeholders.
详细描述
Youth in low-income urban communities are often exposed to chronic stress and trauma, which poses risk for emotional, behavioral, and academic problems. This study will evaluate the impact of RAP Club, a trauma-informed school-based prevention program intended to promote positive emotional and academic development for eighth graders. Participants will be randomly assigned within schools to receive RAP Club or Healthy Topics, a health education active control condition.
The study will achieve the following specific aims:
- Test whether students randomized to RAP Club have improved academic, social-emotional, and behavioral outcomes as compared to those randomized to Healthy Topics (e.g., student-reported mood and stress; teacher-rated academic performance; academic record data).
- Explore potential moderators (e.g., baseline trauma exposure, emotional regulation) and mediators (e.g., changes in self-regulation and emotional symptoms) of RAP Club's effects.
- Evaluate factors related to program implementation, including cost of delivering RAP Club versus Healthy Topics and perceptions of key stakeholders (teachers, group facilitators, students) regarding intervention acceptability and sustainability.
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
- Triple (Participant, Investigator, Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Subject is attending eighth grade at a participating Baltimore City Public School
- •Subject is not in a self-contained special education classroom
- •Subject provides written parent permission and written assent
排除标准
- •Non English-speaking
结局指标
主要结局
Academic Competence Evaluation Scale (ACES)
时间窗: Past 6 weeks
10-item teacher report of student academic functioning with 3 subscales (Engagement, Motivation, Academic Performance) that is rated on a 5-point Likert scale. Mean of items 1-9 provides the total score; subscales are calculated by taking the mean of relevant items. Higher scores indicate more academic competence.
Academic records
时间窗: Past year
Data on school performance collected by the 8th grade teacher as part of routine school practice.
Teacher Rating of Social Competence Scale (TRSCS)
时间窗: Past three weeks
31-item teacher-rated scale of student classroom behavior using a 6-point Likert scale. Means are calculated for each subscale (Aggressive Behaviors, Oppositional Behavior, Attention and Concentration, Social and Emotional Competence). Higher scores reflect a higher level of that particular construct.
Strengths and Difficulties Questionnaire (SDQ)
时间窗: Past 6 weeks
Made up of 5 scales (Emotional Symptoms, Conduct Problems, Hyperactivity, Peer Problems, Prosocial Behavior). Several items (7, 21, 25, 11, and 14) are reverse coded. Total difficulties score is created by summing scores from all scales except the prosocial scale. The score ranges from 0-40 and is counted as missing if one of the 4 component scores is missing.
次要结局
- Child PTSD Symptom Scale Revised (CPSSR)(Past 2 weeks)
- Patient-Reported Outcomes Measurement Information System (PROMIS) Anxiety Symptoms(Past 7 days)
- Brief Cope(Past 6 weeks)
- Youth Outcome Questionnaire Self-Report (YOQSR)(Past week)
- Children's Response Style Questionnaire (CRSQ)(Past 6 weeks)
- Children's Depression Inventory - Short Form (CDI-S)(Past 2 weeks)