IVY: Intervention for Victimized Youth
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 48
- 试验地点
- 4
- 主要终点
- Change in Social-emotional Distress
研究概览
简要总结
IVY (Intervention for Victimized Youth). Just as ivy plants are strong and can flourish in difficult environments, the goal of IVY will be for targets of peer victimization to thrive academically and socially despite challenging circumstances.
详细描述
The project involves the development of a virtual intervention program for targets of peer victimization. Intervention for Victimized Youth (IVY) will improve upon many limitations of existing interventions described above since it is the first intervention program to specifically address the needs of targets of peer victimization from a trauma perspective. Moreover, it addresses key limitations of CBITS and increases the flexibility of the intervention by using a virtual delivery model. Just as ivy plants are strong and can flourish in difficult environments, the goal of IVY is for victimized youth to thrive academically and socially despite challenging circumstances. IVY uses a cognitive behavioral therapy (CBT) approach to address current distress due to peer victimization and teach strategies for handling any future peer victimization. Common elements of effective CBT-based trauma treatments are psychoeducation, emotion regulation skills, imaginal or in vivo exposure, cognitive processing, and/or problem solving. Several methods are used within sessions to teach the content, including psychoeducation, didactic teaching, modeling, role playing, and guided self-reflection.
The proposed 8-week intervention. The focus of the first 4 sessions will be on teaching skills to help students overcome emotional difficulties associated with being victimized. Weekly topics include: 1) Introduction & Psychoeducation, 2) Emotional Regulation Skill Building and Practice, 3) Identifying & Coping with Difficult Thoughts and Emotions, and 4) Connecting Thoughts, Emotions, and Behaviors. The last 4 sessions are specific to peer victimization issues with a focus on avoiding re-victimization since victimized youth often are victimized repeatedly and report that they defend other victims. Weekly topics include: 5) Options for Protecting Yourself, 6) Social Problem-Solving Skills, 7) Adaptive Thinking, and 8) Future Planning & Celebration. Participants will be taught several options for intervening. A decision-making process for evaluating social situations will be taught. Based on the outcome of that decision-making process, participants will be taught options for responding with the goal of avoiding re-victimized.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 11 Years 至 14 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •current middle school student in US (defined as grades 6, 7, or 8)
- •experience at least one instance of peer victimization in past month
- •Have elevated or extremely elevated social-emotional distress score, as measured by the BESS (Behavior and Emotional Screening System)
排除标准
- •not current middle school student
- •not experience victimization in past month
- •no elevated score on BESS
结局指标
主要结局
Change in Social-emotional Distress
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Behavioral and Emotional Screening System is a 30 item measure. For each item, participants decide how often a statement is true for them and respond using a 4-point Likert scale (0=never to 3=always). Personal adjustment is measured by 8 items (possible mean scores ranging from 0 to 3) and internalizing problems is measured by 10 items (possible mean scores ranging from 0 to 3). Mean item scores are computed for personal adjustment and internalizing problems, respectively, at pretest (time 1) and posttest (time 2). For both subscales, higher scores indicate greater difficulties, i.e., worse adjustment and worse internalizing issues.
Change in Knowledge of Self-protection Skills
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Knowledge of Self-Protection Options (KSPO) scale consists of 9 items assessing the degree to which participants have knowledge of how to protect themselves. Participants are asked "If I am being bullied, I know how to..." then rate each item on a 3 point scale ranging from 0 (No), 1 (A little bit), or 2 (Yes). Mean scores were calculated for each participant, which could range from 0 to 2, which higher scores representing greater knowledge of how to protect oneself.
Change in Self-efficacy for Protecting Self
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Self-Efficacy for Protecting Self (SEPS) scale consists of 8 items with the stem of "How do you rate your ability to engage in each action?" Response options range from 1 (I can not do this well at all) to 4 (I can do this very well). Mean scores were calculated for each participant, which could range from 1 to 4, which higher scores representing greater efficacy in protecting oneself.
Change in Social-emotional Distress
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Behavioral and Emotional Screening System is a 30 item measure. For each item, participants decide how often a statement is true for them and respond using a 4-point Likert scale (0=never to 3=always). Personal adjustment is measured by 8 items (possible mean scores ranging from 0 to 3) and internalizing problems is measured by 10 items (possible mean scores ranging from 0 to 3). Mean item scores are computed for personal adjustment and internalizing problems, respectively, at pretest (time 1) and posttest (time 2). For both subscales, higher scores indicate greater difficulties, i.e., worse adjustment and worse internalizing issues.
Change in Knowledge of Self-protection Skills
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Knowledge of Self-Protection Options (KSPO) scale consists of 9 items assessing the degree to which participants have knowledge of how to protect themselves. Participants are asked "If I am being bullied, I know how to..." then rate each item on a 3 point scale ranging from 0 (No), 1 (A little bit), or 2 (Yes). Mean scores were calculated for each participant, which could range from 0 to 2, which higher scores representing greater knowledge of how to protect oneself.
Change in Self-efficacy for Protecting Self
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
The Self-Efficacy for Protecting Self (SEPS) scale consists of 8 items with the stem of "How do you rate your ability to engage in each action?" Response options range from 1 (I can not do this well at all) to 4 (I can do this very well). Mean scores were calculated for each participant, which could range from 1 to 4, which higher scores representing greater efficacy in protecting oneself.
Change in Knowledge of Coping Skills
时间窗: Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit)
Coping skills will be measured using the Brief COPE, which is a 28-item scale that assesses coping strategies. Items are rated on a scale from 1 (I haven't been doing this at all) to 4 (I've been doing this a lot). Avoidance coping is measured by 11 items and approach coping is measured by 12 items. Mean scores were calculated for each participant, which could range from 1 to 4, which higher scores representing greater knowledge of how to protect oneself.
次要结局
- Change in Peer Victimization(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Cyber Victimization(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Traumatic Stress Symptoms(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Social Support(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Peer Victimization(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Cyber Victimization(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Traumatic Stress Symptoms(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
- Change in Social Support(Visit 1 (baseline); Visit 8 (8 weeks after baseline at the termination visit))
研究者
Lyndsay Jenkins
Principal Investigator
Florida State University