Using an Innovative Implementation Strategy to Increase the Translation of Effective Youth Violence Prevention Programs in Schools
Trial Snapshot
- Phase
- Not Applicable
- Status
- Not yet recruiting
- Sponsor
- Enrollment
- 25
- Locations
- 1
- Primary Endpoint
- Usability as assessed by the ease of use
Study Overview
Brief Summary
The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.
Study Design
- Study Type
- Interventional
- Allocation
- Na
- Intervention Model
- Single Group
- Primary Purpose
- Prevention
- Masking
- None
Eligibility Criteria
- Ages
- 18 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •Hold one of the following positions:
- •district or school administrator (e.g., health coordinators, instructional specialists, and curriculum coordinators)
- •health and physical education teachers
- •social and health service staff (e.g., nurses and counselors) in a Texas school district.
Exclusion Criteria
- •not holding a job in a Texas school district as a school stakeholder
Arms & Interventions
iCHAMPS-YVP
Intervention: iCHAMPS-YVP (Behavioral)
Outcomes
Primary Outcomes
Usability as assessed by the ease of use
Time Frame: Three weeks post iCHAMPS-YVP access
This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use
Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks
Time Frame: Baseline and 6 months post iCHAMPS-YVP access
This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident
Secondary Outcomes
- Current practices: dating violence prevention education(Baseline)
- Intentions to adopt an evidence-based program:bullying prevention instruction(Baseline)
- Current practices: bullying prevention education(Baseline)
- Challenges that have prevented the district/school from implementing dating violence prevention education(Baseline)
- Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction(Baseline)
- Challenges to implementation that have prevented your district/school from adopting bullying prevention education(Baseline)
- Intentions to replace current curriculum:dating violence prevention instruction(Baseline)
- Intentions to replace current curriculum: bullying prevention instruction(Baseline)
- Intentions to adopt an evidence-based program:dating violence prevention instruction(Baseline)
- Credibility(Three weeks post iCHAMPS-YVP access)
- Acceptability(Three weeks post iCHAMPS-YVP access)
- Helpfulness(Three weeks post iCHAMPS-YVP access)
- Perceived impact(Three weeks post iCHAMPS-YVP access)
- Motivational Appeal(Three weeks post iCHAMPS-YVP access)
- Change in Compatibility(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Complexity(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Perceived social systems support (for evidence-based programs)(Baseline and 6 months post iCHAMPS-YVP access)
- Challenges that have prevented your district/school from adopting dating violence prevention education(Baseline)
- Change in Intentions to use an evidence-based program(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Presence of organizational policy(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Awareness/knowledge (of evidence-based programs)(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Level of implementation(Baseline and 6 months post iCHAMPS-YVP access)
- Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction(Baseline)
Investigators
Belinda Hernandez
Associate Professor
The University of Texas Health Science Center, Houston