Increasing Kindergarten Social-Emotional Skills for Positive Long-Term Mental Health: A Pilot Test of the Strengthening Social-Emotional Skills for Relating and Thriving at School (SSTRS) Program
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 150
- 试验地点
- 2
- 主要终点
- Strengths & Difficulties Questionnaire
研究概览
简要总结
The goal of this clinical trial is to learn if the Social-emotional Skills for Thriving and Relating at School (SSTRS) Program can help children entering kindergarten and their families. The main questions it aims to answer are: 1) Do children who participate in SSTRS have better social-emotional skills and mental health? and 2) Do parents who participate in SSTRS have more positive parenting skills and involvement in their children's learning?
Researchers will compare the SSTRS Program to the regular kindergarten curriculum without SSTRS to see if being in SSTRS helps children to have better mental health and parents to have better parenting skills.
Kindergarteners will have daily SSTRS lessons in their kindergarten classes for 8 weeks.
Their parents will watch videos and attend group meetings with other parents and answer questions about their own and their children's behaviors and mental health
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
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 4 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •child entering kindergarten in school that is participiating in the study
排除标准
- •being in a classroom in which the teacher or EA was previously trained in another closely-related treatment protocol
结局指标
主要结局
Strengths & Difficulties Questionnaire
时间窗: Parents will complete the measure at baseline, 2 months post-baseline at the end of the intervention and 9 months post-baseline. Teachers will complete the measure at 9 months post-baseline.
Parent and teacher report on the 25-item measure yields five subscales: Emotional Symptoms Scale (scores range 0-10, high scores indicate more problems), Conduct Problems Scale (scores range 0-10, high scores indicate more problems), Hyperactivity Scale (scores range 0-10, high scores indicate more problems) , Peer Problems Scale (scores range 0-10, high scores indicate more problems), and Prosocial Scale (scores range 0-10, high scores indicate better social skills). A Total Difficulties Score can also be derived by summing all of the scales except the Prosocial Scale resulting in a score raniging from 0 to 40 with higher scores denoting greater difficulties.
Office discipline referrals
时间窗: These will be collected at 9 months post-baseline.
These are records of referrals for serious behaviors within the school setting. They are administartive records.
次要结局
未报告次要终点
研究者
Katherine C. Pears
Senior Scientist
Oregon Social Learning Center