Child Development
Conditions
Brief summary
This study involves efforts to advance the science of prevention in early childhood mental health in low-resource communities. Investigators will assess the effectiveness, practical implementation strategies, and underlying mechanisms of the evidence-based intervention, ParentCorps-Professional Development, in urban and rural Uganda. Two implementation approaches, with and without the teacher stress management package, T-Wellness, will be compared for efficacy.
Detailed description
Promoting child mental health in low-resource or low-income country settings faces numerous challenges in global health research. Although efforts have been made to improve mental health interventions and services for young children, evidence-based interventions (EBIs) for children in low-and middle-income countries (LMICs) are limited. Most mental health EBIs in LMICs have not been scaled widely, and do not focus on early childhood. Mechanisms of action and effectiveness are not well understood. Additionally, most EBIs in LMICs rely on community health workers (CHWs) or a task-shifting approach of implementation because of resource barriers and shortage of mental health professionals (MHPs). However, challenges related to task-shifting (e.g., CHW stress and job burnout) have rarely been studied. For task-shifting to be successful, strategies to overcome challenges faced by CHWs and understanding mechanisms to conduct effective task-shifting are paramount. The overall goal of this study is to address these EBI effectiveness and implementation knowledge gaps by providing a preventive EBI (mWEL-Professional Development (PD), adapted from the US ParentCorps-Professional Development) that utilizes a task-shifting and a scalable implementation model to promote early childhood students' mental health in a LMIC-Uganda. PD is a school-based EBI and preventive mental health service provision model that supports teachers and school personnel to apply EBI strategies to promote young children's mental health. The PD approach represents a task-shifting model of mental healthcare by shifting mental health preventive duties from professionals to teachers to optimize school children's mental health. Therefore, teachers are considered as CHWs. This study examines impacts and cost-effectiveness of the EBI/PD on teachers and students, as well as examines underlying mechanisms (or theories of change) that contribute to intervention effect. In addition, considering most Ugandan teachers (or CHWs) experience occupational stress that threatens PD uptake, effectiveness, and sustainment, this study will also test a teacher stress management package (T-Wellness, adapted from EBIs) as an enhancement to PD. This study will investigate whether PD + T-Wellness (PDT) is more effective for CHWs/teachers than PD alone.
Interventions
Multi-component school-based intervention that promotes early childhood mental health and development. Teachers (pre-primary to 4th grade) will participate in a 3-day ParentCorps-PD training during the school term. They will also receive 8 sessions (8 hours) of face-to-face group-based coaching during after the training. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies.
BEHAVIORALT-Wellness
A brief teacher stress management psychoeducation package, adapted from EBIs including one-day workshop for common stress management and stress management, and three follow-up group support sessions (3 additional monthly 1-hr wellness sessions for teachers as a group that were integrated into the 3 of the 8 PD coaching sessions. A total 3 hours of coaching were included.
Sponsors
NYU Langone Health
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
Research staff performing outcome assessment will be blind to the study conditions.
Intervention model description
A cluster randomized controlled trial (cRCT), single blind and mixed-methods design will be applied
Eligibility
Sex/Gender
ALL
Age
18 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
In order to be eligible to participate in this study, an individual must meet all of the following criteria: 1. The inclusion criteria for the school staff (teachers, head teachers) are: they must be in the recruited study schools and teaching in Pre-Primary to Primary 4 classrooms or holding the head teachers/administration leadership position in school. The inclusion criteria for Parent Leaders are: they must be at least 18 years old and have served as a Parent-Teacher-Association member or Parent Leader in the school for at least 1 year. 2. The inclusion criteria for the PD/PDT program implementers are: they must have current employment with eligible partners (i.e., medical/mental health institutions, Teacher Training Colleges), with professional experiences in teacher training or mental health training. 3. The inclusion criteria for parents are: caregivers must be at least 18 years old, their children must be enrolled in Pre-Primary or Primary 1 to 4 classes (or between 3 to 10 years old) in the recruited schools, and willing to have their child to be assessed by research staff. Parents and children will have diverse characteristics (e.g., randomly selected from school student lists). About 10% families will be randomly selected from the student lists. The proposed study will be open to both men and women caregivers
Exclusion criteria
An individual who meets any of the following criteria will be excluded from participation in this study: 1. Evidence of psychopathology or cognitive impairment severe enough to preclude giving consent, or completing the survey instruments or the focus group of the study. 2. Minors (age \<18) will also be excluded. Additional criteria should be included as appropriate for the study design and risk.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | Baseline | Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge. |
| Teacher EBI Practice Score | Baseline | Use of Evidence-Based Practices was assessed with six measures: (i) Practice of evidence-based strategies (applied a range of evidence-based behavioral management strategies such as praise and proactive strategies) (9 items, 1-5 point scale); (ii) Non-harsh discipline (4 items, 1-5 point scale); (iii) Mindfulness (awareness of own actions and consideration of student's situations when interacting or disciplining students) (10 items, 1-4 point scale); (iv) Emotion socialization-supporting negative emotion (practice used to support students in managing negative emotions) (6 items, 1-5 point scale); (v) Family engagement (frequency in interacting with families) (2 items, 1-5 point scale); and (vi) Teacher-Student Interaction (5 items, 1-5 point scale). The final score is a mean composite of these six measures and ranges from 1-5; where higher scores indicate greater use of EBI practices. |
| Teacher Stress Score | Baseline | Teacher Stress was assessed using four measures: (i) Work Burnout (level of emotional and physical exhaustion from work) (9 items, 1-7 point scale), (ii) Family Stress (relationship stress) (5 items, 1-4 point scale); (iii) Kessler Psychological Distress Scale (K10) (anxiety and depressive symptoms) (10 items, 1-5 point scale); and (iv) Organization/ School Staff Stress (teachers' perception of level of stress in school) (5 items, 1-5 point scale). The total score is a mean composite of these four measures and ranges from 1-5; higher scores indicate higher stress levels. |
| Teacher Stress Management | Baseline | Teacher Stress Management was assessed using four measures: (i) Cognitive regulation (ability to redirect negative thinking to positive thinking when distressed) (3 items, 1-5 point scale); (ii) Emotion Expression (ability to express emotion) (4 items, 1-5 point scale); (iii) Emotion Acceptance (ability to accept negative emotion) (3 items, 1-5 point scale); and (iv) Support from Work (getting support from school staff) (5 items, 1-5 point scale). The total score is a mean composite of these four measures and ranges from 1-5; higher scores indicate greater management of stress. |
| Child's Emotion Regulation Score | Baseline | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Child Mental Health- Conduct Problem | Baseline | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. |
Countries
Uganda
Contacts
PRINCIPAL_INVESTIGATORKeng-Yen Huang, MD, MPH
NYU Langone Health
Participant flow
Pre-assignment details
While parents + children were enrolled as dyads, only the parent participants provided consent. The participant flow information provides the total number of parents AND children. The baseline characteristic information provides data on parents only, as only parents had baseline characteristic data collected. Further, all child-related assessments were completed by the parent participants.
Participants by arm
| Arm | Count |
|---|---|
| ParentCorps-Professional Development (PD) - Parents Urban Parents of school children assigned to the PD-only group in an urban setting. | 325 |
| ParentCorps-Professional Development (PD) - Teachers: Urban Teachers assigned to the PD-only group in an urban setting. | 89 |
| ParentCorps-Professional Development (PD) + T-Wellness - Parents: Urban Parents of school children assigned to the PD+T wellness group in an urban setting. | 300 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban Teachers assigned to the PD+T wellness group in an urban setting. | 77 |
| Control - Parents: Urban Parents of school children assigned to the control group in an urban setting. | 316 |
| Control - Teacher: Urban Teachers assigned to the control group in an urban setting. | 73 |
| ParentCorps-Professional Development (PD) - Parents: Rural Parents of school children assigned to the PD-only group in a rural setting. | 344 |
| ParentCorps-Professional Development (PD) - Teachers: Rural Teachers assigned to the PD-only group in a rural setting. | 98 |
| ParentCorps-Professional Development (PD) + T-Wellness - Parents: Rural Parents of school children assigned to the PD+T wellness group in a rural setting. | 329 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Rural Teachers assigned to the PD+T wellness group in a rural setting. | 80 |
| Control - Parents: Rural Parents of school children assigned to the control group in a rural setting. | 321 |
| Control - Teacher: Rural Teachers assigned to the control group in a rural setting. | 92 |
| Total | 2,444 |
Baseline characteristics
| Characteristic | ParentCorps-Professional Development (PD) - Parents Urban | Total | Control - Teacher: Rural | Control - Parents: Rural | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Rural | ParentCorps-Professional Development (PD) + T-Wellness - Parents: Rural | ParentCorps-Professional Development (PD) - Teachers: Rural | ParentCorps-Professional Development (PD) - Parents: Rural | Control - Teacher: Urban | Control - Parents: Urban | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban | ParentCorps-Professional Development (PD) + T-Wellness - Parents: Urban | ParentCorps-Professional Development (PD) - Teachers: Urban |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | 36.04 years STANDARD_DEVIATION 9.65 | 38.88 years STANDARD_DEVIATION 10.59 | 38.4 years STANDARD_DEVIATION 9.9 | 38.33 years STANDARD_DEVIATION 11.49 | 40.8 years STANDARD_DEVIATION 11.8 | 38.05 years STANDARD_DEVIATION 9.46 | 40.8 years STANDARD_DEVIATION 9.7 | 38.07 years STANDARD_DEVIATION 10.63 | 42.7 years STANDARD_DEVIATION 11.3 | 35.83 years STANDARD_DEVIATION 8.86 | 40.2 years STANDARD_DEVIATION 12.3 | 36.54 years STANDARD_DEVIATION 10.17 | 40.9 years STANDARD_DEVIATION 11.8 |
| Ethnicity (NIH/OMB) Hispanic or Latino | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Ethnicity (NIH/OMB) Not Hispanic or Latino | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Ethnicity (NIH/OMB) Unknown or Not Reported | 325 Participants | 2444 Participants | 92 Participants | 321 Participants | 80 Participants | 329 Participants | 98 Participants | 344 Participants | 73 Participants | 316 Participants | 77 Participants | 300 Participants | 89 Participants |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Black or African American | 325 Participants | 2444 Participants | 92 Participants | 321 Participants | 80 Participants | 329 Participants | 98 Participants | 344 Participants | 73 Participants | 316 Participants | 77 Participants | 300 Participants | 89 Participants |
| Race (NIH/OMB) More than one race | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) White | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 0 Participants |
| Region of Enrollment Uganda | 325 participants | 2444 participants | 92 participants | 321 participants | 80 participants | 329 participants | 98 participants | 344 participants | 73 participants | 316 participants | 77 participants | 300 participants | 89 participants |
| Sex: Female, Male Female | 245 Participants | 1782 Participants | 63 Participants | 211 Participants | 64 Participants | 239 Participants | 74 Participants | 232 Participants | 50 Participants | 237 Participants | 49 Participants | 250 Participants | 68 Participants |
| Sex: Female, Male Male | 80 Participants | 662 Participants | 29 Participants | 110 Participants | 16 Participants | 90 Participants | 24 Participants | 112 Participants | 23 Participants | 79 Participants | 28 Participants | 50 Participants | 21 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk | EG002 affected / at risk |
|---|---|---|---|
| deaths Total, all-cause mortality | 0 / 1,525 | 0 / 1,415 | 0 / 1,439 |
| other Total, other adverse events | 0 / 1,525 | 0 / 1,415 | 0 / 1,439 |
| serious Total, serious adverse events | 0 / 1,525 | 0 / 1,415 | 0 / 1,439 |
Outcome results
Primary
Child's Emotion Regulation Score
Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.71 score on a scale | Standard Deviation 0.65 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.75 score on a scale | Standard Deviation 0.68 |
| Control - Teacher: Urban and Rural | Child's Emotion Regulation Score | 2.58 score on a scale | Standard Deviation 0.7 |
Primary
Child's Emotion Regulation Score
Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation.
Time frame: Baseline
Population: All parent participants' data are analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.33 score on a scale | Standard Deviation 0.77 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.42 score on a scale | Standard Deviation 0.73 |
| Control - Teacher: Urban and Rural | Child's Emotion Regulation Score | 2.39 score on a scale | Standard Deviation 0.75 |
Primary
Child's Emotion Regulation Score
Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation.
Time frame: Month 18
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.56 score on a scale | Standard Deviation 0.64 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child's Emotion Regulation Score | 2.47 score on a scale | Standard Deviation 0.63 |
| Control - Teacher: Urban and Rural | Child's Emotion Regulation Score | 2.53 score on a scale | Standard Deviation 0.64 |
Primary
Teacher EBI Practice Score-Emotion Support Strategies Use
The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice.
Time frame: Baseline
Population: All teacher participants were analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.92 score on a scale | Standard Deviation 0.79 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.91 score on a scale | Standard Deviation 0.74 |
| Control - Teacher: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.77 score on a scale | Standard Deviation 0.83 |
Primary
Teacher EBI Practice Score-Emotion Support Strategies Use
The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.83 score on a scale | Standard Deviation 0.8 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 4.06 score on a scale | Standard Deviation 0.71 |
| Control - Teacher: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.74 score on a scale | Standard Deviation 0.81 |
Primary
Teacher EBI Practice Score-Emotion Support Strategies Use
The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice.
Time frame: Month 18
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 4.14 score on a scale | Standard Deviation 0.75 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 4.19 score on a scale | Standard Deviation 0.63 |
| Control - Teacher: Urban and Rural | Teacher EBI Practice Score-Emotion Support Strategies Use | 3.98 score on a scale | Standard Deviation 0.77 |
Primary
Teacher Knowledge of Evidence-Based Practice (Knowledge Score)
Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge.
Time frame: Baseline
Population: All teacher participants were analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 36.68 score on a scale | Standard Deviation 14.46 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 36.41 score on a scale | Standard Deviation 13.96 |
| Control - Teacher: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 35.18 score on a scale | Standard Deviation 11.75 |
Primary
Teacher Knowledge of Evidence-Based Practice (Knowledge Score)
Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 41.91 score on a scale | Standard Deviation 15.85 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 45.12 score on a scale | Standard Deviation 14.12 |
| Control - Teacher: Urban and Rural | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | 36.75 score on a scale | Standard Deviation 13.64 |
Primary
Teacher Stress Score
Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress.
Time frame: Month 18
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Stress Score | 1.84 score on a scale | Standard Deviation 0.75 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Stress Score | 1.83 score on a scale | Standard Deviation 0.68 |
| Control - Teacher: Urban and Rural | Teacher Stress Score | 1.83 score on a scale | Standard Deviation 0.58 |
Primary
Teacher Stress Score
Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Stress Score | 1.79 score on a scale | Standard Deviation 0.63 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Stress Score | 1.77 score on a scale | Standard Deviation 0.49 |
| Control - Teacher: Urban and Rural | Teacher Stress Score | 1.93 score on a scale | Standard Deviation 0.6 |
Primary
Teacher Stress Score
Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress.
Time frame: Baseline
Population: All teacher participants were analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Stress Score | 1.98 score on a scale | Standard Deviation 0.63 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Stress Score | 2.05 score on a scale | Standard Deviation 0.66 |
| Control - Teacher: Urban and Rural | Teacher Stress Score | 2.07 score on a scale | Standard Deviation 0.58 |
Secondary
Child Mental Health- Conduct Problem
Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties.
Time frame: Month 18
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 1.76 score on a scale | Standard Deviation 1.76 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 1.71 score on a scale | Standard Deviation 1.69 |
| Control - Teacher: Urban and Rural | Child Mental Health- Conduct Problem | 1.77 score on a scale | Standard Deviation 1.64 |
Secondary
Child Mental Health- Conduct Problem
Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties.
Time frame: Baseline
Population: All parent participants are analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 2.39 score on a scale | Standard Deviation 2.05 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 2.41 score on a scale | Standard Deviation 1.98 |
| Control - Teacher: Urban and Rural | Child Mental Health- Conduct Problem | 2.44 score on a scale | Standard Deviation 2.09 |
Secondary
Child Mental Health- Conduct Problem
Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 1.96 score on a scale | Standard Deviation 1.81 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Child Mental Health- Conduct Problem | 2.23 score on a scale | Standard Deviation 1.9 |
| Control - Teacher: Urban and Rural | Child Mental Health- Conduct Problem | 2.13 score on a scale | Standard Deviation 1.95 |
Secondary
Teacher Mental Health
Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress.
Time frame: Baseline
Population: All teacher participants were analyzed.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Mental Health | 20.74 score on a scale | Standard Deviation 5.62 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Mental Health | 21.54 score on a scale | Standard Deviation 6.68 |
| Control - Teacher: Urban and Rural | Teacher Mental Health | 20.55 score on a scale | Standard Deviation 5.81 |
Secondary
Teacher Mental Health
Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress.
Time frame: Month 6
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Mental Health | 18.55 score on a scale | Standard Deviation 6.01 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Mental Health | 18.84 score on a scale | Standard Deviation 5.17 |
| Control - Teacher: Urban and Rural | Teacher Mental Health | 19.77 score on a scale | Standard Deviation 6.24 |
Secondary
Teacher Mental Health
Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress.
Time frame: Month 18
Population: Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| ParentCorps-Professional Development (PD) - Teachers: Urban and Rural | Teacher Mental Health | 18.79 score on a scale | Standard Deviation 5.96 |
| ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban and Rural | Teacher Mental Health | 18.82 score on a scale | Standard Deviation 5.55 |
| Control - Teacher: Urban and Rural | Teacher Mental Health | 19.32 score on a scale | Standard Deviation 5.94 |