Implementing a Mindfulness-informed, Evidence-based Social and Emotional Program With Kindergarten Students Within a Trauma-informed Framework
试验速览
- 阶段
- 不适用
- 状态
- 终止
- 发起方
- 入组人数
- 429
- 试验地点
- 2
- 主要终点
- Social and emotional learning
研究概览
简要总结
Mind Up (MindUP) is a mindfulness-based social-emotional learning program for children that has shown promising evidence of effectiveness across several domains (including executive functioning and behavioral symptoms). MindUP has exploded in popularity in recent years, but much of the existing research is limited by sample size, lack of accounting for clustering, or has been conducted by the program developers. In this study we are evaluating MindUP with grade three students (~age 8) in three conditions; students who receive MindUP for the first time (n=~150 in 8-10 classrooms), students have been receiving MindUP since kindergarten (~150 in 8-10 classrooms), and students in comparison classrooms (i.e., no intervention; ~150 students in 8-10 classrooms). Regular classrooms teachers will receive training in trauma-informed approaches and the MindUP program prior to implementing. Students will be assessed in the fall and at the end of the school year using structured rating scales; they will also provide self-report data. In November 2020, students' grade 4 teachers will provide another set of ratings to be used as 6-month follow-up data. The primary outcome is social-emotional learning. Secondary outcomes include executive functioning, academic skills, classroom climate, and self-concept.
详细描述
Study Design and Overview:
Social-emotional learning programs have a strong evidence base documenting their effectiveness. More recently, there has been increasing interest in social-emotional learning programs that include mindfulness; however, there is much less research on these programs, and much of the existing work has been hampered by small sample sizes. In this project, the investigators will examine the association between participation in the MindUP program and social-emotional outcomes in grade three students. The investigators are using a quasi-experimental design with pre-post data collection from students and educators. Students are nested in classrooms, and the clustered nature of the data will be accounted for in analyses. The study will identify changes in social-emotional behaviour, executive functioning, classroom climate, academic skills, and self-concept through a combination of teacher and self-report data using standardized scales.
Participants:
The investigators plan to recruit approximately 24 educators and 450 grade three students in approximately 24 classrooms. More or fewer classrooms will be recruited as needed to reach the intended sample size of 150 students in each of the three conditions.
Procedures:
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
盲法说明
Due to the nature of the intervention (i.e., classroom teachers both implement the program (or not) and provide ratings of students' behaviour, it is not feasible to have blinded conditions. Most school-based prevention programs of this type are not blinded.
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Decision to implement the MindUP program is made at the school level, with agreement from classroom teachers
- •All students in a classroom in any of the three arms of the study are eligible to participate
排除标准
- •Students with very low literacy or cognitive functioning may not be able to complete the self-report measures, but can still participate in the teacher-rating component of the study
结局指标
主要结局
Social and emotional learning
时间窗: Change from baseline to post-intervention; one school year (approximately 6 months)
Composite Social-Emotional Learning (SEL) score from the Social Skills Improvement System-Social Emotional Learning Edition (SSIS-SEL); the score is transformed from a raw score based on norms provided in the manual; higher scores are better. Scores are standardized with a mean of 100 and a standard deviation (SD) of 15.
Social and emotional learning (follow-up)
时间窗: Change from baseline to 6-month follow-up; one calendar year
Composite Social-Emotional Learning (SEL) score from the Social Skills Improvement System-Social Emotional Learning Edition (SSIS-SEL); the score is transformed from a raw score based on norms provided in the manual; higher scores are better. Scores are standardized with a mean of 100 and a standard deviation of 15.
次要结局
- Academic skills(Change from baseline to post-intervention; one school year (approximately 6 months))
- Class climate(Change from baseline to post-intervention; one school year (approximately 6 months))
- Executive functioning (follow-up)(Change from baseline to 6-month follow-up; one calendar year)
- Social and Emotional Learning Subscales(Change from baseline to post-intervention; one school year (approximately 6 months))
- Self-concept(Change from baseline to post-intervention; one school year (approximately 6 months))
- Executive functioning(Change from baseline to post-intervention; one school year (approximately 6 months))
研究者
Claire Crooks
Professor; Director, Centre for School Mental Health
Western University, Canada