mental health promotion through social and emotional learning and bullying prevention
Conditions
Interventions
Group 1: Intervention group:
The professional teams in the intervention group schools will be trained and supported to implement the VE-FFM (Vivre Ensemble – Fri for Mobberi) program.
VE-FFM is a comm
Sponsors
DysCo Lab, Paris-8 University
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Inclusion criteria: children at pre-K level (petite section, first year of preschool in the French system) attending French public schools taking part in the study.
Exclusion criteria
Exclusion criteria: Exclusion criteria: parent refusal for the child to participate in the study or consent withdrawal during the study.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Primary outcomes: victimization, bullying, mental health difficulties, and psychological well-being measures. Victimization and bullying experiences: Forms of Peer Victimization Scale (FPVS) (student and teacher versions): total victimization score and subscale scores, assessed before the intervention (T0; teacher version), at the end of the second year of Pre-K (T2; teacher version), at the end of Kindergarten (T3; teacher version), at the end of 2nd grade (T5; teacher version), and at the end of 4th grade (T6; both teacher and student versions). Revised Bully/Victim Questionnaire (rBVQ): bullying status, assessed at the end of 4th grade. Mental health difficulties: Strengths and Difficulties Questionnaire (SDQ): total difficulties score and subscale scores, assessed before the intervention (T0), at the end of the second year of Pre-K (T2), at the end of Kindergarten (T3), at the end of 2nd grade (T5), and at the end of 4th grade (T6). KIDSCREEN-52: psychological difficulties score, assessed at the end of 4th grade. Psychological well-being: KIDSCREEN-52: general psychological well-being score, relational well-being score, and school well-being score, assessed at the end of 4th grade. | — |
Secondary
| Measure | Time frame |
|---|---|
| Secondary outcomes: empathy, social skills, teacher–child relationship quality, sense of school belonging, perception of school kindness, academic performance, and teachers’ psychological well-being. Empathy: Empathy Questionnaire for Children and Adolescents (EmQue-CA): total score and subscale scores, assessed at the end of 4th grade. Social skills: Preschool and Kindergarten Behavior Scales – Social Skills (validated French version) (PKBS-SS): total score and subscale scores, assessed before the intervention (T0), at the end of the second year of Pre-K (T2), at the end of Kindergarten (T3), at the end of 2nd grade (T5), and at the end of 4th grade (T6). Relationship with school: Student–Teacher Relationship Scale – Short Form (validated French version) (STRS-S): closeness and conflict scores, assessed before the intervention (T0), at the end of the second year of Pre-K (T2), at the end of Kindergarten (T3), at the end of 2nd grade (T5), and at the end of 4th grade (T6). Simple School Belonging Scale (SSBS): total sense of school belonging score, assessed at the end of 4th grade. School Kindness Scale (SKS): perception of school kindness score, assessed at the end of 4th grade. Academic performance: National standardized tests in mathematics and reading, in 2nd grade and 6th grade. Teachers’ psychological well-being: Satisfaction with Professional Life Scale (« Échelle de Satisfaction de Vie Professionnelle »; ESVP): professional life satisfaction score, assessed before the intervention (T0), at the end of the second year of Pre-K (T2), at the end of Kindergarten (T3), at the end of 2nd grade (T5), and at the end of 4th grade (T6). Warwick–Edinburgh Mental Well-being Scale (WEMWBS): psychological well-being score, assessed before the intervention (T0), at the end of the second year of Pre-K (T2), at the end of Kindergarten (T3), at the end of 2nd grade (T5), and at the end of 4th grade (T6). | — |
Countries
France
Contacts
Public ContactThomas VILLEMONTEIX
DysCo Lab, Paris 8 University
Outcome results
None listed