Efficacy of Intervention, Feasibility Studies, Social Emotional Learning
Conditions
Brief summary
The goal of this cluster randomized trial is to: 1\. primary purpose: to determine the feasibility of a novel social-emotional learning curriculum when implemented in the beyond 3:30 after school program; 2a. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects youth social emotional learning skills; 2b. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects on youth resilience and overall functioning. Participants: 1. Beyond 3:30 facilitators 2. Youth aged 11-14 who participate in the beyond 3:30 program 3. Parents of youth who participate in the beyond 3:30 program The main questions this study aims to answer are: Primary Objectives: 1. Is the novel social-emotional curriculum feasible within the beyond 3:30 after school program? 2. Is the novel social-emotional curriculum acceptable within the beyond 3:30 after school program? 3. Is the novel social-emotional curriculum appropriate within the beyond 3:30 after school program? Secondary Objectives: Social-emotional learning skills 1. Have youth social-emotional learning skills improved as a result of participating in the novel social-emotional learning curriculum? Secondary Objectives: Resilience and overall functioning 1. Have youth resilience abilities and overall functioning improved as a result of participating in the novel social-emotional learning program? Comparator: Primary objective: Feasibility - There is no comparison group for the feasibility objectives. Secondary objective: Social-emotional learning skills * The investigators will compare the intervention arm \[10 sites within the beyond 3:30 program who will implement the EMPOWER social-emotional learning curriculum\] with the usual programming control arm \[10 sites within the beyond 3:30 program who will implement the usual beyond 3:30 program\] Secondary objective: Resilience and overall functioning \- The investigators will compare the intervention arm \[10 sites within the beyond 3:30 program who will implement the EMPOWER social-emotional learning curriculum\] with the usual programming control arm \[10 sites within the beyond 3:30 program who will implement the usual beyond 3:30 program\] Measures: Primary Objective: Feasibility After school program staff participants in the intervention arm will be asked to complete: \- 3 feasibility measures (feasibility, acceptability, appropriateness of intervention) every 4-weeks after each social-emotional module they complete teaching. \- weekly fidelity checklists to assess feasibility. Youth participants in the intervention arm will be asked to complete: \- the intervention appropriateness measure during the post-curriculum data collection time point. Secondary Objective: Social-emotional learning skills After school program staff participants in both intervention and usual programming arms will be asked to complete the following measure pre- and post-curriculum implementation: \- social-emotional learning skills measure for each youth aged 11-14 years in their class. Youth participants in both intervention and usual programming arms will be asked to complete the following measure pre- and post-curriculum implementation: \- social-emotional learning skills measure Parents participants whose youth are in the intervention arm will be asked to participate in an interview. Secondary objective: Resilience and overall functioning After school program staff participants in both intervention and usual programming arms will be asked to complete the follow measures pre- and post-curriculum implementation: \- overall functioning measure for each youth aged 11-14 years in their class. Youth participants in both intervention and usual programming arms will be asked to complete: * resilience measure
Detailed description
The EMPOWER project is a community-academic partnership between 2 after school programs (beyond 3:30 and Visions of Science) and a mental health teaching hospital (Centre for Addiction and Mental Health). The main objective of this project is to bolster youth mental well-being by developing a novel social-emotional learning curriculum that after school programs can embed into their existing activities. The curriculum is designed to improve youth's social emotional learning skills through the integration of short social-emotional learning lessons that are embedded into existing programming within an after school program. The curriculum is based on the Collaborative for Academic, Social and Emotional Learning's five core SEL competencies that include self-awareness, self-management, social awareness, relationship skills and decision-making. The investigators have designed a pilot study to test the feasibility and efficacy of the EMPOWER social-emotional learning curriculum. Beyond 3:30 has 20 sites that are housed in schools across socially and economically vulnerable locations. We will randomize (based on class size and sites who participated in a previous trial of a part of the curriculum) 10 sites to be in the intervention and 10 sites to be in the usual programming control. The intervention arm will implement the 16-week EMPOWER social-emotional learning curriculum, while the usual programming control arm will implement regular beyond 3:30 programming.
Interventions
BEHAVIORALSocial-emotional learning curriculum
EMPOWER is a 16-week social-emotional learning curriculum that is integrated into the after-school program context.
Sponsors
Centre for Addiction and Mental Health
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
11 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
INCLUSION: Youth participants must meet the following inclusion criteria: 1. Must be a youth aged 11-14 years attending the beyond 3:30 program 2. Must sign and date the informed consent form 3. Must speak and understand English Staff participants must meet the following inclusion criteria: 1. Must be a facilitator of the beyond 3:30 program 2. Must sign and date the informed consent form 3. Must speak and understand English Caregiver/parent participants must meet the following inclusion criteria: 1. Must be a caregiver/parent of a youth aged 11-14 years attending the beyond 3:30 program. Caregivers/parents whose children decide not to participate in data collection are still able to participate in an interview post-SEL curriculum implementation. 2. Must sign and date the informed consent form 3. Must speak and understand English EXCLUSION; None
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Feasibility of Intervention | 20-weeks | Staff in the active intervention arm will complete the Feasibility of Intervention (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite feasibility of intervention score. |
| Acceptability of Intervention | 20-weeks | Staff in the active intervention arm will complete the Acceptability of Intervention Measure (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite acceptability of intervention score. |
| Intervention Appropriateness | 20-weeks | Staff in the active intervention arm will complete the Intervention Appropriateness (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite appropriateness of intervention scale. Youth in the intervention arm will complete the intervention appropriateness (Weiner et al., 2017) scale post-SEL curriculum implementation. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Overall functioning | 20 weeks | KIDSCREEN 10 (Child Public Health, 2023) is a 10-item, 5-point Likert-type scale that measures global quality of life. * Staff in active intervention and usual programming arms will complete an adapted version of the KIDSCREEN for each youth they work with (avg. 20 youth/site) pre- and post-EMPOWER SEL curriculum intervention. * Youth in active intervention and usual programming arms will complete the KIDSCREEN pre- and post-EMPOWER SEL curriculum intervention. |
| Resilience | 20 weeks | Connor-Davidson Resilience Scale (CD-RISC-10; 2007) is a 10-item, 5-point Likert-type scale that measures overall resilience. \- Youth in active intervention and usual programming arms will complete this measure pre- and post-EMPOWER SEL curriculum intervention. |
| Social-emotional learning skills | 20 weeks | Social Skills Improvement System - Social Emotional Learning (SSIS-SEL Brief Scale; (Elliot et al., 2020) is a 20-item, 4-point Likert-type scale that measures self-awareness, self-management, social awareness, relationship skills, and decision making as a composite score of social-emotional competency. * Staff in both active intervention and usual programming arms will complete the SSIS-SEL Brief Scale for each youth they work with (avg. 20 youth/site) pre- and post-EMPOWER SEL curriculum intervention. * Youth in active intervention and usual programming arms will complete the SSIS-SEL Brief Scale pre- and post-EMPOWER SEL curriculum intervention. |
Countries
Canada
Contacts
PRINCIPAL_INVESTIGATORBrendan F Andrade, PhD
Centre for Addiction and Mental Health
Outcome results
None listed