Efficacy of Intervention, Feasibility Studies - Efficacy of Intervention Psychosocial Skills Learning, Social Emotional Learning
Conditions
Keywords
efficacy of intervention, psychosocial competencies, Social Emotional Learning, School intervention, middle school
Brief summary
The goal of this Quasi-experimental cluster randomized trial is: * 1a. Primary purpose: to determine the feasibility of the "Science des Emotions" curriculum through a participatory and translational research methodology, involving educators in evaluating programme fidelity, acceptability, perceived usefulness, and overall experience through quantitative and qualitative measures. * 1b. Primary purpose: to assess the feasibility of the "Science des Emotions" curriculum from students' perspectives, including feasibility, acceptability, perceived usefulness, and overall experience, using quantitative and qualitative measures. * 1c. Primary purpose: to determine whether the "Science des Emotions" curriculum improves psychosocial skills, emotional awareness, and adaptive emotion regulation strategies among 6th- and 7th-grade students. * 2a. Secondary purpose: to determine whether the programme affects peer relationships, perceived closeness with classmates, and problematic behaviours among students. * 2b. Secondary purpose: to determine whether the programme improves classroom climate reported by educators. * 2c. Secondary purpose: to determine whether the programme improves educators' psychosocial skills and emotional awareness. * 2d. Secondary purpose: to examine whether improvements in emotional awareness mediate the effect of the programme on educators' psychosocial skills. * 2e. Secondary purpose: to examine whether improvements in emotional awareness and adaptive emotion regulation mediate the effect of the programme on students' psychosocial skills. * 2f. Secondary purpose: to explore moderating factors of programme effectiveness, including students' behavioural difficulties and socio-economic background. * 2g. Secondary purpose: to evaluate programme implementation through session-level assessments of clarity, feasibility, satisfaction, and visual materials completed by educators after each session. Changes in knowledge related to emotions and emotion regulation will also be assessed among students and educators. This analysis will support recommendations for large-scale implementation and public policy. Participants Educators and educational staff delivering the programme (n = 100) Students aged 10-13 participating in the programme (n = 2400) Measures Primary objectives * Students (both arms) will complete psychosocial skills, emotion regulation, and emotional awareness measures at pre-test (t0), post-test (t1), and 5-month follow-up (t2). * Students in the intervention arm will complete a post-programme questionnaire assessing satisfaction, perceived usefulness, and acceptability, and may participate in a semi-structured interview assessing feasibility, usefulness, and overall experience. * Educators in the intervention arm will complete a post-programme questionnaire assessing implementation fidelity and perceived usefulness, and may participate in a semi-structured interview assessing acceptability, usefulness, and overall experience. Secondary objectives * Students (both arms) will complete peer relationship, perceived closeness, problematic behaviour, and socio-demographic measures. * Educators (both arms) will complete classroom climate, psychosocial skills, emotional awareness, and knowledge questionnaires at t0, t1, and t2. Schools will also provide absenteeism and behavioural data. * Students (both arms) will complete an ad hoc knowledge questionnaire at t0, t1, and t2. * Educators in the intervention arm will complete session-level feasibility, clarity, and satisfaction measures after each session.
Detailed description
The "Science des Emotions" project is a school-based research initiative implemented in collaboration with middle schools across the Créteil district (suburb east of Paris, France), including 23 schools, of which 9 are REP/REP+ and 3 are located in QPV areas (French priority education areas identified based on socio-economic criteria). The main objective of this project is to enhance adolescents' psychosocial skills by developing a novel psychosocial learning program that can be integrated into regular school activities by teachers themselves. The program is designed to improve students' psychosocial skills by incorporating structured lessons on emotional awareness and emotion regulation into the school curriculum. The program is based on the Psychosocial Competencies (CPS) framework defined by Santé Publique France and focuses specifically on fostering emotional awareness and self-regulation, key protective factors for short- and long-term well-being and mental health, but also academic success and socio-professional integration A pilot randomized controlled trial has been designed to test the feasibility, acceptability, and effectiveness of the "Science des Emotions" program. Schools will be randomized into two arms: the intervention arm (n=12) will implement the program during regular school hours, while the control arm (n=12) will continue their usual "vie de classe" activities (such as group discussions, reflection on classroom rules, conflict resolution, and collective problem-solving).
Interventions
BEHAVIORALSocio-emotional curriculum - Science des Emotions
The "Science des Émotions" program is a structured socio-emotional learning curriculum delivered through 8 sessions integrated into the "vie de classe" period.
Sponsors
University Paris 8 Vincennes Saint Denis
Paris Nanterre University
Observatoire des compétences psychosociales et du Bien-être en contextes Educatifs (OBE)
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
10 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Youth participants must meet all of the following criteria: * Be enrolled in 6th or 7th grade in a school within the Créteil or Paris Districts * Have parental authorization * Provide written informed consent, as appropriate * Be able to speak and understand French Staff participants must meet all of the following criteria: * Be part of the educational staff in a school within the Créteil or Paris Districts * Provide written informed consent
Exclusion criteria
Youth participants: * Students with diagnosed severe neurodevelopmental or psychiatric disorders preventing participation in mainstream classroom activities * SEGPA students (specialized adapted general and vocational education sections) * Allophone students (recent non-French-speaking arrivals) * Deaf students No student is excluded from participating in the "Science des Emotions program itself, nor from completing the questionnaires (unless parental authorization is missing). The exclusions apply only to data analysis, in order to avoid any form of stigmatization or perception of exclusion. Staff participants : none
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Educators' Implementation Fidelity and Perceived Usefulness Assessed by a Study-Specific Questionnaire | Immediately post-intervention (approximately 8 months after baseline). | Implementation fidelity and perceived usefulness will be assessed using a study-specific questionnaire completed by educators in the intervention arm. |
| Educators' Acceptability, Perceived Usefulness, and Overall Experience Assessed by Semi-Structured Interviews | Immediately post-intervention (approximately 8 months after baseline). | Semi-structured interviews will be conducted with educators in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention. |
| Students' Satisfaction, Perceived Usefulness, and Acceptability Assessed by a Study-Specific Questionnaire | Immediately post-intervention (approximately 8 months after baseline). | Implementation satisfaction, perceived usefulness and acceptability will be assessed using a study-specific questionnaire completed by students in the intervention arm. |
| Students' Faisability, Perceived Usefulness, and Overall Experience Assessed via Semi-Structured Interviews | Immediately post-intervention (approximately 8 months after baseline). | Semi-structured interviews will be conducted with students in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention. |
| Student Psychosocial skills Assessed by the Psychosocial skills scale | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | The Psychosocial skills scale is a 17-item self-report questionnaire assessing psychosocial skills. For each item, students indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills. |
| Students' Emotion Regulation Assessed by the Contextualized Emotion Regulation Survey for Adolescents (CERSA) | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | Situation 2 of the Contextualized Emotion Regulation Survey for Adolescents (CERSA) will assess emotion regulation in a hypothetical situation t (i.e., preparing an important oral presentation in class and feeling that they have forgotten what they had prepared just before presenting). Responses are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate greater emotion regulation in the given context. |
| Students' Acceptance Assessed by the Cognitive Emotion Regulation Questionnaire (CERQ) | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | Acceptance capacity will be assessed using the Acceptance subscale of the Cognitive Emotion Regulation Questionnaire (CERQ). Items are rated on a 5-point Likert scale ranging from 1 ("almost never") to 5 ("almost always"). Higher scores indicate greater use of emotion regulation and acceptance strategies. |
| Students' Emotional Awareness Assessed by the Emotion Awareness Questionnaire FR (EAQ) | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | The Emotion Awareness Questionnaire FR (EAQ) is a 30-item self-report questionnaire assessing emotional awareness in students. For each item, participants indicate the extent to which the described feeling or behavior applies to them using a 3-point Likert scale ranging from 1 ("not true") to 3 ("true"), with 2 corresponding to ("sometimes true"). Higher scores indicate greater emotional awareness. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Students' Peer Relationships Assessed by Peer Relationships subscale of the the Psychological Sense of School Membership - FR (PSSM) | Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline). | The Peer Relationships subscale of the French version of the Psychological Sense of School Membership (PSSM) includes 5 items rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("very true"), with an intermediate option of ("somewhat true"). Higher scores indicate stronger perceived peer relationships. |
| Students' Perceived Closeness with Classmates Assessed by the Inclusion of Other in the Self (IOS) Scale | Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline). | Perceived closeness with peers will be assessed using the Inclusion of Other in the Self (IOS; Aron et al., 1992) scale, a pictorial measure consisting of 7 overlapping circles representing increasing levels of closeness, ranging from 1 (least close) to 7 (most close) |
| Problematic Behaviors in Students Assessed by the Conduct Problems Subscale of the Strengths and Difficulties Questionnaire FR (SDQ) | Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline). | The Conduct Problems subscale of the French version of the Strengths and Difficulties Questionnaire (SDQ) is a 5-item self-report measure assessing behavioral difficulties in students. Items are rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("certainly true"), with an intermediate response option of ("somewhat true"). Higher scores indicate greater behavioral difficulties and problematic behaviors. |
| Classroom Climate Quality Perceived by Educators Assessed by the Classroom Climate Quality Scale (French Version) | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | Classroom Climate Quality Scale (French Version) is a 25-item self-report questionnaire assessing educators' perceptions of classroom climate quality. Items are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate a more positive perceived classroom climate |
| Educators Psychosocial skills Assessed by the Pyschosocial Skill Scale | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | The Pyschosocial Skill Scale is a 15-item self-report questionnaire assessing psychosocial skills. For each item, educators indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills. |
| Emotional Awareness in Educators Assessed by the Emotion Expression and Emotion Perception Subscales of the Trait Emotional Intelligence Questionnaire (TEIQue) | Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline) | To assess emotional awareness, the Emotion Perception and Emotion Expression subscales of the Trait Emotional Intelligence Questionnaire (TEIQue) will be used. These self-report subscales each include 10 items rated on a 7-point Likert scale ranging from 1 ("completely disagree") to 7 ("completely agree"). Mean scores are calculated for each subscale, with higher scores indicating greater emotional perception and emotional expression abilities. |
| Students' Sociodemographic Variables Assessed by a Study-Specific Questionnaire | Baseline | Students in both the intervention and usual programming arms will report sociodemographic information using a study-specific questionnaire. Variables include age, gender, language spoken at home, and parents' occupations. |
| Educators' Sociodemographic Variables Assessed by a Study-Specific Questionnaire | Baseline | Educators in both the intervention and usual programming arms will report sociodemographic and professional information using a study-specific questionnaire. Variables include age, gender, employment status (permanent, contractual, or other), number of years teaching in middle school, and previous training related to socio-emotional skills. |
| Students' Knowledge About Emotions Assessed by a Study-Specific Questionnaire | Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline). | A 10-item study-specific questionnaire will assess students' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions. |
| Educators' Knowledge About Emotions Assessed by a Study-Specific Questionnaire | Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline). | A 14-item study-specific questionnaire will assess educators' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions. |
| Absenteeism and behavioral incidents | Baseline, immediately post-intervention (approximately 8 months after baseline), | Data are provided by the school in both intervention and usual programming arms at immediate post-test and 5-month follow-up. |
Countries
France
Contacts
STUDY_DIRECTORMarianne Habib, Associate Professor
Université Paris 8, DysCo Lab
STUDY_DIRECTORCharlotte Pinabiaux, Professor
Université Paris Nanterre, DysCo Lab
PRINCIPAL_INVESTIGATORSophia Vorontsov, PhD Student
Université Paris 8, DysCo Lab
Outcome results
None listed