Anxiety, Depression, Mental Health Issue
Conditions
Brief summary
This study will evaluate the usability, feasibility, and acceptability of a novel multi-level Just-In-Time Training (JITT) implementation strategy (JITT-EBP) that aims to equip mentors and mentor supervisors to implement evidence-based practices (EBPs) with fidelity using methods that are sustainable in rural communities. JITT-EBP integrates (a) self-directed, on-demand, online training modules for mentors and mentor supervisors, (b) synchronous evidence-based supervision strategies, and (c) an apprenticeship delivery model in which EBPs are co-led by an experienced mentor and a novice mentor, providing opportunity for in-the-moment training and support. The study will conduct a pilot hybrid type 2 effectiveness-implementation trial to evaluate the use of JITT-EBP compared to usual training for implementing mentor-delivered Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), an evidence-based depression prevention program. 96 adolescents (age 12-17) and their parents, 8-18 mentors (depending on amount of turnover), and 4 mentor supervisors will be enrolled in the trial.
Interventions
BEHAVIORALInterpersonal Psychotherapy-Adolescent Skills Training via Just-In-Time Training (JITT) implementation strategy
IPT-AST is a group-based EBP that aims to prevent depression and support emotional well-being by helping youth develop skills to foster healthy relationships. Youth learn about the links between feelings and interpersonal interactions, and they learn communication strategies and interpersonal problem-solving skills that they can apply to their relationships. JITT-EBP integrates (a) self-directed, on-demand, online training modules for mentors and mentor supervisors, (b) synchronous evidence-based supervision strategies, and (c) an apprenticeship delivery model in which EBPs are co-led by an experienced mentor and a novice mentor, providing opportunity for in-the-moment training and support.
BEHAVIORALInterpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) implemented via usual training
IPT-AST is a group-based EBP that aims to prevent depression and support emotional well-being by helping youth develop skills to foster healthy relationships. Youth learn about the links between feelings and interpersonal interactions, and they learn communication strategies and interpersonal problem-solving skills that they can apply to their relationships. Usual training involves (a) a one-day virtual training conducted by an IPT-AST expert prior to the beginning of the intervention, and (b) synchronous evidence-based supervision strategies.
Sponsors
University of Minnesota
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Youth, mentor supervisors, and mentors will be randomized to IPT-AST delivered via JITT-EBP or usual training. Youth will be block randomized using randomly permuted blocks of 2 and 4. Randomization for youth will be stratified by sex and level of depression symptoms (PHQ-9 \< 5 and \> 5).
Eligibility
Sex/Gender
ALL
Age
12 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Youth and Parent Inclusion Criteria: * student at a partnering rural middle school or high school * age 12-17 * have English speaking/reading/writing ability at a level to participate in IPT-AST * youth's parent has English or Spanish-speaking/reading/writing ability at a level to participate in research activities. Youth and Parent
Exclusion criteria
* moderate or severe depression (PHQ-9 \> 10) * active suicidal ideation with a plan and/or intent, requiring higher level of care * Youth does not have English-speaking ability at a level to participate in IPT-AST * youth's parent does not have English or Spanish-speaking/reading/writing ability at a level to participate in research activities. Mentor and Mentor Supervisor Inclusion Criteria: * age 18 or older * have completed the typical mentor or mentor supervisor screening and selection process at partnering mentoring organization (including a background check) * are available to facilitate the program during after-school hours.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Feasibility of Intervention Measure (FIM) - Week 12 | Week 12 | Mentor and mentor supervisor report of JITT-EBP feasibility, with higher value indicating higher feasibility |
| Acceptability of Intervention Measure (AIM) - Week 12 | Week 12 | youth, parent, mentor, and mentor supervisor report of IPT-AST acceptability, with higher value indicating higher acceptability. |
| Intervention Appropriateness Measure (IAM) - Week 12 | Week 12 | Mentor and mentor supervisor report of JITT-EBP appropriateness, with higher value indicating higher appropriateness. |
| Client Satisfaction Questionnaire (CSQ-8) - Week 12 | Week 12 | Youth and parent report of satisfaction with IPT-AST program, with , with higher value indicating more satisfaction. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Fidelity | Week 12 | IPT-AST fidelity checklist |
| Cost of implementation | Year 2 | Mentor Supervisor hours and hourly wages for recruitment, training, supervision, and IPT-AST delivery. IPT-AST expert hours and hourly wages for training and supervision. |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 6 | Week 6 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 12 | Week 12 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 24 | Week 24 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 6 | Week 6 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 12 | Week 12 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 24 | Week 24 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 6 | Week 6 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 12 | Week 12 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 24 | Week 24 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. |
| NIH Toolbox -Loneliness Ages 8-17 - Week 6 | Week 6 | A higher score indicates greater severity of loneliness |
| NIH Toolbox -Loneliness Ages 8-17 - Week 12 | Week 12 | A higher score indicates greater severity of loneliness |
| NIH Toolbox -Loneliness Ages 8-17 - Week 24 | Week 24 | A higher score indicates greater severity of loneliness |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 6 | Week 6 | A higher score indicates a more positive experience in relationships with peers |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 12 | Week 12 | A higher score indicates a more positive experience in relationships with peers |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 24 | Week 24 | A higher score indicates a more positive experience in relationships with peers |
| NIH Toolbox - General Life Satisfaction - Week 6 | Week 6 | A higher score indicates more life satisfaction |
| NIH Toolbox - General Life Satisfaction - Week 12 | Week 12 | A higher score indicates more life satisfaction |
| NIH Toolbox - General Life Satisfaction - Week 24 | Week 24 | A higher score indicates more life satisfaction |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 6 | Week 6 | A higher score indicates more positive affect |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 12 | Week 12 | A higher score indicates more positive affect |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 24 | Week 24 | A higher score indicates more positive affect |
| Rosenberg Self-Esteem Scale (RSES) - Week 6 | Week 6 | A higher score indicates higher self-esteem |
| Rosenberg Self-Esteem Scale (RSES) - Week 12 | Week 12 | A higher score indicates higher self-esteem |
| Rosenberg Self-Esteem Scale (RSES) - Week 24 | Week 24 | A higher score indicates higher self-esteem |
Countries
United States
Contacts
CONTACTGracie Meyer
PRINCIPAL_INVESTIGATORMeredith Gunlicks-Stoessel, PhD, LP
University of Minnesota
PRINCIPAL_INVESTIGATORLindsey Weiler, PhD
University of Minnesota
Outcome results
None listed