Bullying, Teen Dating Violence
Conditions
Brief summary
The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.
Interventions
BEHAVIORALiCHAMPS-YVP
iCHAMPSS (CHoosing And Maintaining Effective Programs for Sex Education in Schools), a theory-based, online implementation strategy developed to increase the uptake of evidence-based sexual health programs (EBPs) in Texas schools. The intervention provides interactive tools, step-by-step guidance, and resources to assist school districts.
Sponsors
Centers for Disease Control and Prevention
Injury Control Research Centers (ICRC)
The University of Texas Health Science Center, Houston
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
Hold one of the following positions: * district or school administrator (e.g., health coordinators, instructional specialists, and curriculum coordinators) * health and physical education teachers * social and health service staff (e.g., nurses and counselors) in a Texas school district.
Exclusion criteria
* not holding a job in a Texas school district as a school stakeholder
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Usability as assessed by the ease of use | Three weeks post iCHAMPS-YVP access | This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use |
| Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks | Baseline and 6 months post iCHAMPS-YVP access | This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Challenges that have prevented the district/school from implementing dating violence prevention education | Baseline | This will be reported categorically in the following categories; 1. There have been no challenges 2. Lack of time to teach the curriculum 3. No substitute teachers available 4. Lack of curriculum resources (not including funding) 5. Lack of funding 6. Teacher comfort level with the content 7. Lack of training opportunities for teachers 8. Concerns about parents' reactions 9. Concerns about students' reactions 10. Concerns about reactions from administration or district 11. Concerns about reactions from the community 12. School or district policy regarding sexual health instruction 13. Requirement of active parental consent 14. Too many other district/school priorities 15. Lack of Board of Trustees' approval of the curriculum 16. Other (please specify): |
| Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction | Baseline | This will be reported categorically in the following categories; 1. There have been no challenges 2. Lack of time to teach the curriculum 3. No substitute teachers available 4. Lack of curriculum resources (not including funding) 5. Lack of funding 6. Teacher comfort level with the content 7. Lack of training opportunities for teachers 8. Concerns about parents' reactions 9. Concerns about students' reactions 10. Concerns about reactions from administration or district 11. Concerns about reactions from the community 12. School or district policy regarding sexual health instruction 13. Requirement of active parental consent 14. Too many other district/school priorities 15. Lack of Board of Trustees' approval of the curriculum 16. Other (please specify): |
| Challenges to implementation that have prevented your district/school from adopting bullying prevention education | Baseline | This will be reported categorically in the following categories; 1. There have been no challenges 2. Lack of time to teach the curriculum 3. No substitute teachers available 4. Lack of curriculum resources (not including funding) 5. Lack of funding 6. Teacher comfort level with the content 7. Lack of training opportunities for teachers 8. Concerns about parents' reactions 9. Concerns about students' reactions 10. Concerns about reactions from administration or district 11. Concerns about reactions from the community 12. School or district policy regarding sexual health instruction 13. Requirement of active parental consent 14. Too many other district/school priorities 15. Lack of Board of Trustees' approval of the curriculum 16. Other (please specify): |
| Intentions to replace current curriculum:dating violence prevention instruction | Baseline | This will be reported categorically in the following categories; 1. Yes 2. No 3. Don't know |
| Intentions to replace current curriculum: bullying prevention instruction | Baseline | This will be reported categorically in the following categories; 1. Yes 2. No 3. Don't know |
| Intentions to adopt an evidence-based program:dating violence prevention instruction | Baseline | This will be reported categorically in the following categories; 1. Yes 2. No 3. Don't know |
| Intentions to adopt an evidence-based program:bullying prevention instruction | Baseline | This will be reported categorically in the following categories; 1. Yes 2. No 3. Don't know |
| Acceptability | Three weeks post iCHAMPS-YVP access | This will be reported categorically on a Five-point Likert scale in the following categories Like a Lot, Like a Little, Dislike a Little, Dislike a Lot, and Did Not Use |
| Helpfulness | Three weeks post iCHAMPS-YVP access | This will be reported categorically on a three-point Likert scale in the following categories: Less helpful, As helpful, and More helpful |
| Perceived impact | Three weeks post iCHAMPS-YVP access | This will be categorically reported in the following categories: 1. yes 2. no 3. no opinion |
| Current practices: dating violence prevention education | Baseline | This will be reported categorically in the following categories; 1. Yes, for middle school only 2. Yes, for high school only 3. Yes, for both middle and high school 4. No, my district/school does not provide sexual health education to middle or high school |
| Motivational Appeal | Three weeks post iCHAMPS-YVP access | This will be categorically reported in the following categories: 1. yes 2. no 3. no opinion |
| Change in Compatibility | Baseline and 6 months post iCHAMPS-YVP access | this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree |
| Change in Complexity | Baseline and 6 months post iCHAMPS-YVP access | this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree |
| Change in Perceived social systems support (for evidence-based programs) | Baseline and 6 months post iCHAMPS-YVP access | this will be reported categorically on a Four-point Likert scale in the following categories: Not at all supportive supportive very supportive don't know |
| Change in Presence of organizational policy | Baseline and 6 months post iCHAMPS-YVP access | This will be reported categorically in the following categories: 1. No, and we have no plans to do so. 2. No, but we are planning to implement an opt-in parental consent policy in the future. 3. Yes, we are at an early stage of implementing an opt-in parental consent policy 4. Yes, we have implemented an opt-in parental consent policy, but it is inconsistently implemented at the district or school. 5. Yes, we have implemented an opt-in parental consent policy fully and systematically across the district or school. 6. Don't know. |
| Challenges that have prevented your district/school from adopting dating violence prevention education | Baseline | This will be reported categorically in the following categories: 1. There have been no challenges 2. Lack of time to teach the curriculum 3. No substitute teachers available 4. Lack of curriculum resources (not including funding) 5. Lack of funding 6. Teacher comfort level with the content 7. Lack of training opportunities for teachers 8. Concerns about parents' reactions 9. Concerns about students' reactions 10. Concerns about reactions from administration or district 11. Concerns about reactions from the community 12. School or district policy regarding sexual health instruction 13. Requirement of active (i.e., opt-in) parental consent 14. Too many other district/school priorities 15. Lack of Board of Trustees' approval of the curriculum 16. Other (please specify): |
| Change in Intentions to use an evidence-based program | Baseline and 6 months post iCHAMPS-YVP access | This will be reported categorically on a Six-point Likert in the following categories: Definitely will Probably will Probably will not Definitely will not Dont know not applicable |
| Change in Awareness/knowledge (of evidence-based programs) | Baseline and 6 months post iCHAMPS-YVP access | This will be reported on a four point likert scale in the following categories: Strongly disagree disagree agree strongly agree |
| Change in Level of implementation | Baseline and 6 months post iCHAMPS-YVP access | This will be reported categorically as follows: Prioritize: Refers to making violence prevention a priority for your district Assess: Refers to understanding your district's population, needs, and resources Select: Refers to identifying an evidence-based program that fits your district's population, needs, and resources Approve: Refers to getting your school board to approve an evidence-based program for use. Prepare: Refers to planning for complete and successful implementation of an approved evidence-based program Implement: Refers to implementing your evidence-based program with fidelity Maintain: Refers to improving and sustaining implementation of an evidence-based program over time. |
| Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction | Baseline | This will be reported categorically in the following categories; 1. There have been no challenges 2. Lack of time to teach the curriculum 3. No substitute teachers available 4. Lack of curriculum resources (not including funding) 5. Lack of funding 6. Teacher comfort level with the content 7. Lack of training opportunities for teachers 8. Concerns about parents' reactions 9. Concerns about students' reactions 10. Concerns about reactions from administration or district 11. Concerns about reactions from the community 12. School or district policy regarding sexual health instruction 13. Requirement of active parental consent 14. Too many other district/school priorities 15. Lack of Board of Trustees' approval of the curriculum 16. Other (please specify): |
| Credibility | Three weeks post iCHAMPS-YVP access | This will be categorically reported in the following categories: 1. Accurate 2. Inaccurate 3. No opinion |
| Current practices: bullying prevention education | Baseline | This will be reported categorically in the following categories; 1. Yes, for middle school only 2. Yes, for high school only 3. Yes, for both middle and high school 4. No, my district/school does not provide sexual health education to middle or high school |
Countries
United States
Contacts
Primary ContactBelinda Hernandez, PhD, MPH
Backup ContactRhoda A Leos
Outcome results
None listed