Ignite Creation Date:
2024-10-25 @ 7:55 PM
Last Modification Date:
2024-10-26 @ 3:41 PM
Study NCT ID:
NCT06615778
Status:
RECRUITING
Last Update Posted:
None
First Post:
2024-09-15
Brief Title:
Effectiveness of Motivated Social Motional Learning MSEL Program on Bullying Among Hong Kong Primary School Students
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Effectiveness of Motivated Social Motional Learning MSEL on Bullying Among Hong Kong Primary School Students a Three-Arm Cluster Randomized Control Trial
Status:
RECRUITING
Status Verified Date:
2024-09
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The present study aimed to test the effectiveness of motivated social-emotional Learning MSEL and traditional curriculum-based social-emotional learning CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students The main research questions the cRCT aims to answer are
1 Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students
2 Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students
In according with the research questions the following hypotheses will be tested
H1 MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up
H2 CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up
H3 Compared with the intervention group of CSEL the MSEL group will experience greater changes in primary and secondary outcomes
Classroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group WCL no intervention delivered during the implementation period the CSEL group only receiving curriculum-based SEL training and the MSEL group participating in CSEL and Class Ambassador The multi-method ie questionnaires and face-to-face interviews approach will be used to assess primary outcomes ie school bullying victimization and perpetration cyberbullying perpetration defending behaviors and secondary outcomes ie social-emotional competence prosocial behaviors school safety and liking psychological well-being Also the data collection will be conducted in the 2024-2025 academic term at three different time points the baseline T0 prior to the beginning of intervention Sept 2024 the posttest T1 the completion of intervention Dec 2024 and the follow-up T2 three months after the completion of intervention April 2025 The analysis and report of the data start in the fall of 2025
1 Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students
2 Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students
In according with the research questions the following hypotheses will be tested
H1 MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up
H2 CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up
H3 Compared with the intervention group of CSEL the MSEL group will experience greater changes in primary and secondary outcomes
Classroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group WCL no intervention delivered during the implementation period the CSEL group only receiving curriculum-based SEL training and the MSEL group participating in CSEL and Class Ambassador The multi-method ie questionnaires and face-to-face interviews approach will be used to assess primary outcomes ie school bullying victimization and perpetration cyberbullying perpetration defending behaviors and secondary outcomes ie social-emotional competence prosocial behaviors school safety and liking psychological well-being Also the data collection will be conducted in the 2024-2025 academic term at three different time points the baseline T0 prior to the beginning of intervention Sept 2024 the posttest T1 the completion of intervention Dec 2024 and the follow-up T2 three months after the completion of intervention April 2025 The analysis and report of the data start in the fall of 2025
Detailed Description:
Informed by self-determination theory and the evolutionary theory the intervention aims to enable primary school students in Hong Kong to enhance behavioral management and choose healthier behaviors by 1 promoting their autonomy relatedness and competence and 2 achieving more social rewards through prosocial opportunities These are theorized as being facilitated by 1 autonomy in taking pro-social responsibilities 2 competence empowerment and 3 interpersonal relatedness teacher-student and peer relatedness The intervention aims to do so via three intervention components see intervention logic model Appendix Figure A1 First social-emotional learning SEL will be delivered to students to improve students competence in five developmental domains ie self-awareness social-awareness self-management responsible decision-making and relationship skills Second students will be offered the opportunity to autonomously take responsible and meaningful roles and to earn social benefits Third built on meaningful role-taking students will recognize and connect to others by expressing compliments and by helping others in need in their own ways The above three components will serve as both the universal and indicated approach The universal approach aims at reducing misconduct and enhancing prosocial behaviors among all students The indicated approach through the use of tailored social roles and application of SEL training with specific topics eg stress management conflict solving interpersonal skill lab targets socially integrated bullies and socially marginalized bullies respectively
Schools are recruited voluntarily Based on the inclusion criteria all eligible schools will be identified from the list of primary schools in Hong Kong totaling 477 obtained from the Hong Kong Education Bureau With the support of a local NGO invitations will be sent to all qualifying middle-band schools through the nonprofit organization In the invitation email schools will receive information about training implementation and the nature of the proposed evaluation to gain their initial interest and commitment Participation will be offered on a first-come-first-served basis to schools that respond to the invitation email and confirm their commitment in writing to 1 deliver the assigned intervention program and 2 participate in the evaluation If parents or caregivers are willing to have their children participate in the CRCT they will be required to provide informed written consent Meanwhile parents can request the withdrawal of their children from the trial assessments at baseline or at any other time throughout the project Additionally students will sign an assent to indicate their agreement or disagreement to participate in the research
The author of the study and the registered social workers RSW from the collaborated agency will coach and support the intervention schools throughout the implementation Each facilitator headteacher from each class will be assigned to a supervisor RSW to discuss the implementation Meanwhile five fidelity control methods will be applied in this program
1 Programme manuals Detailed program manuals are tailored for different intervention components in CSEL and MSEL arms The program manual for the CSEL group includes all the details regarding the operation of the 6-session SEL curriculum For the MSEL group other than the program manual for SEL curriculum the program manuals for meaningful role-taking and secret angel are also for headteachers
2 Intervention training Before the intervention begins headteachers in the intervention group will be systematically trained for 2 times 2 hours each which fully covers the operation of program manuals First headteachers in CSEL will be trained in delivering the SEL curriculum Headteachers will be provided with the opportunities to go through the manual with the trainers professional social workers from the collaborated agency and empowered with SEL-related techniques eg ROPE for SEL training rules and skills eg cultivating a safe environment for sharing through various training setups such as role-play group activities and mock class
3 SEL lesson report Facilitators will fill out a lesson report form each time they deliver an SEL session
4 Implementation checklist To verify intervention fidelity two individuals who are not members of the program will observe the implementation of all intervention components and document the concordance between a prespecified checklist of elements for the intervention and the actual implementation itself These checklists are developed separately for each intervention component Interrater reliability using the Kappa statistic will be computed to assess the coding reliability
5 Biweekly and monthly meetings Facilitators and their assigned supervisors will conduct biweekly meetings to discuss the lesson report teaching strategies and other contingencies Additionally monthly meetings will be held between the research team and supervisors to check on the implementation of the intervention and to fix problems if necessary
Schools are recruited voluntarily Based on the inclusion criteria all eligible schools will be identified from the list of primary schools in Hong Kong totaling 477 obtained from the Hong Kong Education Bureau With the support of a local NGO invitations will be sent to all qualifying middle-band schools through the nonprofit organization In the invitation email schools will receive information about training implementation and the nature of the proposed evaluation to gain their initial interest and commitment Participation will be offered on a first-come-first-served basis to schools that respond to the invitation email and confirm their commitment in writing to 1 deliver the assigned intervention program and 2 participate in the evaluation If parents or caregivers are willing to have their children participate in the CRCT they will be required to provide informed written consent Meanwhile parents can request the withdrawal of their children from the trial assessments at baseline or at any other time throughout the project Additionally students will sign an assent to indicate their agreement or disagreement to participate in the research
The author of the study and the registered social workers RSW from the collaborated agency will coach and support the intervention schools throughout the implementation Each facilitator headteacher from each class will be assigned to a supervisor RSW to discuss the implementation Meanwhile five fidelity control methods will be applied in this program
1 Programme manuals Detailed program manuals are tailored for different intervention components in CSEL and MSEL arms The program manual for the CSEL group includes all the details regarding the operation of the 6-session SEL curriculum For the MSEL group other than the program manual for SEL curriculum the program manuals for meaningful role-taking and secret angel are also for headteachers
2 Intervention training Before the intervention begins headteachers in the intervention group will be systematically trained for 2 times 2 hours each which fully covers the operation of program manuals First headteachers in CSEL will be trained in delivering the SEL curriculum Headteachers will be provided with the opportunities to go through the manual with the trainers professional social workers from the collaborated agency and empowered with SEL-related techniques eg ROPE for SEL training rules and skills eg cultivating a safe environment for sharing through various training setups such as role-play group activities and mock class
3 SEL lesson report Facilitators will fill out a lesson report form each time they deliver an SEL session
4 Implementation checklist To verify intervention fidelity two individuals who are not members of the program will observe the implementation of all intervention components and document the concordance between a prespecified checklist of elements for the intervention and the actual implementation itself These checklists are developed separately for each intervention component Interrater reliability using the Kappa statistic will be computed to assess the coding reliability
5 Biweekly and monthly meetings Facilitators and their assigned supervisors will conduct biweekly meetings to discuss the lesson report teaching strategies and other contingencies Additionally monthly meetings will be held between the research team and supervisors to check on the implementation of the intervention and to fix problems if necessary
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None