Loneliness, Mental Wellbeing, Social Activity
Conditions
Keywords
feasibility, acceptability, evaluation design, adolescents, gaming, mental wellbeing, physical activity, social activity, evaluability assessment
Brief summary
The goal of this feasibility study is to learn how to best evaluate the eHOOD intervention of-fered to adolescents in lower secondary education with psycho-social challenges. The main questions it aims to answer are: 1. What is an appropriate evaluation design for testing the eHOOD intervention? 2. Is the evaluation design feasible in terms of outcomes, measurements, instruments, data collection procedures, and participant acceptability? 3. Is the eHOOD intervention feasible and acceptable in terms of recruitment, retention of participants, and participant satisfaction and engagement? Participants will meet once a week in 25 weeks and take part in physical activity, communal cooking and dining, education in healthy lifestyle, and online gaming with instruction in a social community with peers. They will answer questionnaires and participate in interviews at the beginning and end of the intervention and their development will be assessed by the eHOOD coach.
Interventions
BEHAVIORALeHOOD
Weekly meetings are hosted by the coach and one or two local pedagogues. Each meeting contains physical activity, preparation and intake of dinner, educational sessions, and gaming with instruction. Physical activities include ball games such as football, basketball, and table tennis, fitness training, traditional children's games, and coordination and reaction training. Educational sessions include teaching healthy dietary habits, sleeping habits, and exercise habits, focusing on the importance of taking care of one's body and staying fit to perform well in gaming. Gaming sessions contain training and gaming in teams. Additionally, partic-ipants are paired in teams and are given small assignments to be performed together between the weekly meetings. Communal cooking and dining are included as social and educational activities. Participants take turns preparing and serving dinner for their peers with supervi-sion from the pedagogue.
Sponsors
Center for Clinical Research and Prevention
Danish Life Science Cluster
European Union
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
12 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
* Adolescents in 7th to 10th grade (corresponding to lower secondary education) with psycho-social challenges such as anxiety, loneliness, school refusal, being a victim of bullying, and developmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD).
Exclusion criteria
* Inability to take part in a social community
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Proportion of fully completed questionnaires. | Baseline to end of intervention at 25 weeks. | Feasibility of evaluation design - data completeness. |
| Proportion of participants who participate in full interviews. | Baseline to end of intervention at 25 weeks. | Feasibility of evaluation design - data completeness. |
| Proportion of participants for whom complete accelerometer data are collected. | Baseline to end of intervention at 25 weeks. | Feasibility of evaluation design - data completeness. |
| Participants' experiences with instruments and data collection procedures. | End of intervention at 25 weeks | Acceptability of evaluation design. Assessed via qualitative interviews at end of intervention. |
| Number of weeks from recruitment start to enough participants are recruited. | Start of recruitment to baseline. | Feasibility of intervention - recruitment rate. |
| Percentage of participants who attend each meeting. | End of intervention at 25 weeks. | Feasibility of intervention - retention of participants. Assessed via registration of par-ticipants' weekly attendance in Impactly platform. |
| Participants' expectations and motivation for participating in eHOOD. | Baseline | Acceptability of intervention. Assessed via qualitative interviews at intervention start. |
| Participants' satisfaction with and self-rated benefits of eHOOD. | End of intervention at 25 weeks. | Acceptability of intervention. Assessed via qualitative interviews at end of intervention. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in mental wellbeing measured with the 5-item World Health Organization Well-Being Index (WHO-5) from intervention start to end of intervention | Baseline to end of intervention at 25 weeks | The WHO-5 includes five items each scored from 0 to 5. Raw scores range from 0 to 25 and are multiplied by 4 to transform it to a percentage scale from 0-100, where the max score equivalent to optimal wellbeing is 100, 50-70 points are equivalent to the normal range of wellbeing, and a score under 50 points is equivalent to a wellbeing below the normal range. |
| Change in loneliness measured with the Three-Item Loneliness Scale (T-ILS) from intervention start to end of intervention | Baseline to end of intervention at 25 weeks | The T-ILS includes three items each scored from 1 to 3. Total scores range from 3 to 9, where 9 is equivalent to the highest level of loneliness. |
| Change in level of physical activity and sleep length and quality from intervention start to end of intervention measured with SENS Motion accelerometers mounted on participants' thighs for seven consecutive days at baseline and end of intervention | Baseline to end of intervention at 25 weeks. | The SENS Motion accelerometers measure movement and can distinguish between different types of movement and rest. In this study accelerometer data were categorized into the fol-lowing categories: inactivity (lying/sitting), moderate-intensity activity, high-intensity activ-ity, calm sleep, restless sleep, and number of steps. For each category, daily minutes were calculated, and weekly averages were derived for each participant. |
| Change in number of days per week eating breakfast from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with breakfast intake per week is calculated. |
| Change in number of days per week eating fast-food from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with fast-food intake per week is calculated. |
| Change in number of days per week eating fruits and/or vegetables from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with intake of fruits and/or vegetables per week is calculated. |
| Change in number of days per week having meals together with one's family from intervention start to end of intervention. | Time frame: Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with intake of one or more meals with one's family per week is calculated. |
| Change in number of days per week with morning sleepiness from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. Morning sleepiness is used as an indicator of unmet sleep needs. The item was self-constructed and contains three options (very sleepy/a little sleepy/not sleepy). For each participant number of days with morning sleepiness per week is calculated. |
| Change in number of days per week with use of cigarettes/e-cigarettes from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with cigarette use per week is calculated. |
| Change in number of days per week with use of other nicotine products from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with nicotine use per week is calculated. |
| Change in number of days per week with alcohol intake from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Composite questionnaire is sent by text message to participants for seven consecutive days at baseline and end of intervention. The item was self-constructed and contains two options (yes/no). For each participant number of days with alcohol intake per week is calculated. |
| Change in self-rated collaboration skills from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Measured with composite questionnaire. The item was borrowed from the annual well-being survey in Danish public schools and contains five options (very of-ten/often/occasionally/rarely/never). |
| Change in self-rated communication skills from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Measured with composite questionnaire. The item was inspired by the annual wellbeing survey in Danish public schools and contains five options (very of-ten/often/occasionally/rarely/never). |
| New friendships at end of the intervention. | End of intervention at 25 weeks | Self-rated and measured with composite questionnaire. The item was self-constructed and contains four options (yes, many/yes, some/yes, a few/no). |
| Change in participation in organized leisure sports from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | Self-rated and measured with composite questionnaire. The item was self-constructed and contains five options (almost always/often/occasionally/rarely/not involved in leisure sports). |
| Change in collaboration skills assessed by coach from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | The item was self-constructed and contains three options (good/average/poor). |
| Change in communication skills assessed by coach from intervention start to end of intervention. | Baseline to end of intervention at 25 weeks. | The item was self-constructed and contains three options (good/average/poor). |
Countries
Denmark
Contacts
PRINCIPAL_INVESTIGATORJulie C Grew, PhD
Center for Clinical Research and Prevention
STUDY_DIRECTORMichaela L Schiøtz, PhD
Center for Clinical Research and Prevention
Outcome results
None listed