Externalizing Behavior, Internalizing Behavior, Parenting Behavior, Social Emotional Competence
Conditions
Brief summary
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
Interventions
BEHAVIORALSocial-emotional Skills for Thriving and Relating at School Program
The SSTRS Program is a developmentally-tailored, school-based preventive intervention focusing on children and their parents at the critical transition to kindergarten to prevent deficits in children's social-emotional skills-which are known transdiagnostic risk factors for a range of mental health problems. Children receive SSTRS programming during their regular school day for eight weeks at the beginning of the school year. Parents receive SSTRS programming via informational videos and virtual parenting groups during the same time period.
Sponsors
National Institute of Mental Health (NIMH)
Oregon Social Learning Center
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
4 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* child entering kindergarten in school that is participiating in the study
Exclusion criteria
* being in a classroom in which the teacher or EA was previously trained in another closely-related treatment protocol
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Strengths & Difficulties Questionnaire | 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 | 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. |
Countries
United States
Contacts
Primary ContactKatherine Pears, Ph.D.
Backup ContactDeena Scheidt
Outcome results
None listed