Psychological Well-Being, Socio-emotional Well-being
Conditions
Keywords
at risk youth, Boys and Girls Clubs
Brief summary
The purpose of this study is to assess the feasibility, acceptability, and effectiveness of a culturally-specific mentoring intervention to improve socio-emotional skills, psychological well-being, and social support among at-risk youth and to evaluate the proposed mentoring intervention's impact on academic outcomes, social behavior, and caregiver perceptions of social-emotional competencies. Additionally, it seeks to gather stakeholder feedback to refine the intervention further.
Interventions
BEHAVIORALMentoring Intervention Delivery
The intervention will utilize a culturally specific, socio-emotional learning (SEL) curriculum, adapted based on feedback from the focus groups. The intervention will consist of 10 weekly mentoring sessions lasting 1 hour each. Licensed clinicians will lead sessions and will also serve as mentors.
Sponsors
The University of Texas Health Science Center, Houston
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
12 Years to 16 Years
Healthy volunteers
No
Inclusion criteria
* actively enrolled in the partnering community organization (e.g., Boys and Girls Clubs) * Participants and their caregivers must be able to provide informed assent/consent in English. Parental Consent: Participants must have parental or guardian consent to participate in the study. * Self-identifies as a racial-ethnic minority (i.e., Black/African American, Hispanic, etc.)
Exclusion criteria
* Current participation in another mentoring program: To avoid confounding the results, youth currently involved in other mentoring or structured socio-emotional support programs will be excluded. * Severe cognitive or developmental disabilities: The study will exclude participants with mental impairments that prevent meaningful engagement in focus groups or intervention activities.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in depression, anxiety, and stress symptoms as measured by the Depression Anxiety Stress Scale (DASS-21) | Baseline, post-intervention (at 10 weeks) | DASS-21) is a validated self-report questionnaire that assesses symptoms across three domains: depression, anxiety, and stress. Each domain consists of 7 items rated on a 4-point Likert scale from 0 (Did not apply to me at all)-3( Applied to me very much, or most of the time). Scores for each domain are summed and then multiplied by 2 to match the original DASS-42 scale for a maximum score of 126. Higher scores indicate greater symptom severity. |
| Change in Social Emotional Competence as measured by the Social Emotional Competence Questionnaire (SECQ) | Baseline, post-intervention (at 10 weeks) | The SECQ consists of 25 items, divided into five domains:Self-Awareness, Social Awareness, Self-Management, Relationship Skills and Responsible Decision-Making.Each domain includes 5 items and each is scored from 1(never) to 5 (always) for a maximum score of 25 for each domain. An average of all 25 item responses is calculated and score range is 1.0-5.0, higher score indicating greater social emotional competence. |
| Change in Parenting Sense of Competence as measured by the Parenting Sense of Competence Scale (PSOC) | Baseline, post-intervention (at 10 weeks) | The Parenting Sense of Competence Scale (PSOC) contains 16 items and each is scored on a 6-point Likert scale from 1 (Strongly Disagree) to 6 (Strongly Agree) for a maximum score of 96, higher scores indicating greater parenting competence. |
| Change in Psychological Well-Being as measured by Psychological Well-Being (Ryff's 18-item) assessment | Baseline, post-intervention (at 10 weeks) | Ryff's 18-item Psychological Well-Being Scale assesses six dimensions of well-being: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Each subscale consists of 3 items, rated on a 6-point Likert scale from Strongly Disagree (1) to Strongly Agree (6). Maximum score is 108 and higher scores indicate greater psychological well-being. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Academic Self-Efficacy as measured by the Academic Self-Efficacy Scale (ASES) | Baseline, post-intervention (at 10 weeks) | ASES consists of 9 items, each rated on a 5-point Likert scale from 1(not at all confident) to 5(extremely confident) for a maximum score of 45. Higher scores indicate greater academic self-efficacy |
| Change in emotional and behavioral functioning as measured by the Strengths and Difficulties Questionnaire (SDQ) | pre- and post-intervention assessments (at 10 weeks). | SDQ consists of 25 items across five subscales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. Each item is rated on a 3-point scale from 0 (Not True), 1 (Somewhat True) , 2 (Certainly True) for a maximums score of 40 for the Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, and Peer Relationship Problems subscales and higher score indicates greater difficulties. the Prosocial Behavior subscale has a score range from 0-10 and higher score indicate more positive social behavior. |
| Change in perceived social support as measured by the Multidimensional Scale of Perceived Social Support (MSPSS) | pre- and post-intervention assessments (at 10 weeks). | MSPSS consists of 12 items, with 4 items in each domain, rated on a 7-point Likert scale from 1 (Very Strongly Disagree) to 7 (Very Strongly Agree) for a maximum of score of 84. Higher scores indicate greater perceived social support. |
| Change in well-being as measured by the Multidimensional Well-Being Assessment (MWBA) | pre- and post-intervention assessments (at 10 weeks). | This is a 30 item questionnaire with each item scored from 1( not at all) to 5 (very often), for a maximum total score of 150. Higher scores indicate better well-being. |
Countries
United States
Contacts
Primary ContactJarrad Hodge, PhD
Backup ContactFunlola Are
Outcome results
None listed