- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT01672541
Dating Matters: Strategies to Promote Healthy Teen Relationships (DM)
Randomized Controlled Trial of the "Dating Matters: Strategies to Promote Healthy Teen Relationships" Comprehensive Approach
Study Overview
Status
Intervention / Treatment
Detailed Description
Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative is intended to promote respectful, nonviolent dating relationships among adolescents living in high-risk, urban communities. The objective of this project is to develop, implement, and evaluate a comprehensive approach to promoting respectful, nonviolent teen dating relationships by utilizing current evidence-based practice and experience. The focus on high-risk, urban communities is predicated on data that suggest that the prevalence of dating violence among middle school students is higher in urban communities (O'Leary & Slep, in press). Moreover, this project aims to fill a gap in our understanding of teen dating violence (TDV) prevention because existing effective TDV prevention programs have not been identified for these high-risk settings.
CDC's comprehensive approach, the Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative, includes components at multiple ecological domains, individual level, family-level and broader school/community level. Specifically, the initiative includes: (1) school-based implementation of a CDC-developed healthy relationship curriculum in the 6th and 7th grade and an adaptation of an evidence based TDV curriculum (Safe Dates) in the 8th grade; (2) implementation of a 6th (Parents Matter with added TDV content), 7th (CDC developed), and 8th (Families for Safe Dates) grade parent-curriculum; (3) an on-going communications campaign implemented throughout the initiative, which includes a Brand Ambassador adolescent program; (4) educator completion of an online training on the risk factors and warning signs of TDV; (5) policy assessment and information at a school or community level; and, (6) development and validation of school and community-level indicators of TDV. In addition to these components, the schools implementing Dating Matters will also receive additional training and technical assistance in adapting these programs with surface level adaptations to make them more culturally relevant to their specific populations.
CDC is funding the local, city, or county public health departments in Chicago, Illinois, Alameda County (Oakland), California, Broward County (Ft. Lauderdale), Florida, and Baltimore, Maryland to implement the two models of TDV prevention that will be evaluated in the outcome and implementation evaluation: the comprehensive Dating Matters initiative and the standard of care model, which is Safe Dates implemented in 8th grade. These health departments collectively have identified 44 schools in high-risk urban communities; we have randomly assigned half the schools to implement the comprehensive model with intensive technical assistance and half to implement the standard of care model with basic technical assistance. These sites were awarded September 13, 2011.
The purpose of the trial is to determine the effectiveness of the comprehensive approach (Dating Matters) compared with standard practice in TDV prevention (Safe Dates only implemented in 8th grade). Outcome measures for determining effectiveness will be derived primarily from surveys with students, parents, and school educators. However, in addition to surveys, we will also be conducting focus groups with students, curriculum implementers, and brand ambassasors, as well as surveys with brand ambassadors, as sources of process, rather than outcome, measures. These process measures may be used to improve program fidelity, improve program components, or as factors in outcome analyses.
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
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California
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Oakland, California, United States
- Alameda County Public Health Department
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Florida
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Fort Lauderdale, Florida, United States
- Broward County Health Department
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Illinois
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Chicago, Illinois, United States
- Chicago Department of Public Health
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Maryland
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Baltimore, Maryland, United States
- Baltimore City Health Department
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Participation Criteria
Eligibility Criteria
Ages Eligible for Study
- Child
- Adult
- Older Adult
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
- Students, parents, and educators at the schools identified for participation in the study
Exclusion Criteria:
- Students and educators must be able to participate in interventions and complete surveys in English: Parents must be able to participate in interventions and complete surveys in English or Spanish. Those not able to do this due to languages spoken will be excluded.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Prevention
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
Experimental: Dating Matters Comprehensive Approach
Schools randomly assigned to the comprehensive approach will: implement 6th, 7th, and 8th grade student curricula in English to all the students in these grades; offer parent programs for parents of 6th, 7th, and 8th graders;implement a communications campaign involving brand ambassadors, a text message campaign, and social media campaign;encourage all educators to take an online training about teen dating violence for educators;be supported in assessing and informing local school or community policies relevant to teen dating violence.
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The Dating Matters Comprehensive Approach includes: 6th, 7th, and 8th grade Student Curricula; Parent Programs for parents of 6th, 7th, and 8th graders; A communications campaign involving brand ambassadors, a text message campaign, and social media campaign; An online training about teen dating violence for educators; Developmental component: A guidance document for sites on assessing and informing local policies relevant to teen dating violence for comprehensive schools (likely to be substantial cross and within site variation on this component) |
Active Comparator: Standard of Care Safe Dates Approach
Schools randomly assigned to the standard of care approach will implement Safe Dates as it is published in their schools 8th grade classes.
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Safe Dates curriculum for 8th grade students
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What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Perpetration of dating violence
Time Frame: 2 times per year for up to 6 years
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Student self-report of perpetration of physical, sexual, and psychological violence and/or stalking against a dating partner
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2 times per year for up to 6 years
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Victimization of dating violence
Time Frame: 2 times per year for up to 6 years
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Student self- report of victimization of physical, sexual, and psychological violence and/or stalking from a dating partner
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2 times per year for up to 6 years
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Engagement in healthy relationship behaviors
Time Frame: 2 times per year for up to 6 years
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Student self-report of engagement in healthy relationship behaviors (i.e., good communication, conflict management, etc) with a dating partner
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2 times per year for up to 6 years
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Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Attitudes toward the acceptability of dating violence
Time Frame: 2 times per year for up to 6 years
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Student self report of attitudes toward TDV; Parent self report of attitudes toward TDV; Educator report of students's attitudes toward TDV (2x/year the first year, 1x/year after that)
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2 times per year for up to 6 years
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Knowledge about teen dating violence
Time Frame: 2 times per year for up to 6 years
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Student self report of knowledge of facts about TDV; Parent self report of knowledge of facts about TDV
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2 times per year for up to 6 years
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Attitudes toward gender roles
Time Frame: 2 times per year for up to 6 years
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Student self-report of attitudes toward male and female gender roles (2x/year through 12th grade, so up to 6 years for those who start the study in 6th grade) Parent self-report of attitudes toward male and female gender roles (2x/year for up to 3 years)
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2 times per year for up to 6 years
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Knowledge Regarding Available Resources
Time Frame: 2 times per year for up to 6 years
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Student self-report of awareness of community and national resources for helping teenagers in abusive and violent relationships
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2 times per year for up to 6 years
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Positive parenting behaviors
Time Frame: 2 times per year, for up to 6 years
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Student report of of parent's engagement in positive parenting behaviors, such as praise; of parental monitoring of dating (e.g., parent knows the people the student dates); of general parental monitoring behaviors (e.g., parent knows where student goes out at night) (up to 6 years); Parent report of: of general monitoring behaviors; of monitoring of child's dating; of engagement in positive parenting behaviors toward child; of involvement in child's life and activities, of use of positive discipline techniques toward the child, of use of corporal punishment of the child, and of consistency of discipline toward the child (up to 3 years)
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2 times per year, for up to 6 years
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Perpetration of sexual harassment
Time Frame: 2 times per year for up to 6 years
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Student self report of engagement in sexual harassment behaviors toward others, in person and online
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2 times per year for up to 6 years
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Victimization of sexual harassment
Time Frame: 2 times per year for up to 6 years
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Student self report of victimization of sexual harrasment by others, in person and online
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2 times per year for up to 6 years
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School climate
Time Frame: 2 times per year for up to 6 years
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Student report of school climate and safety (2x/ year up to 6 years); Educator report of school climate and safety (2x/year first year, 1x per year after); Student self-report of social support from a teacher or other adult in school
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2 times per year for up to 6 years
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Engagement in risky behaviors
Time Frame: 2 times per year for up to 6 years
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Student self report of engagement in risky behaviors such as risky sex, substance use, aggression, and delinquency
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2 times per year for up to 6 years
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Student mental health
Time Frame: 2 times per year for up to 6 years
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Student self-report of depressive and anxious symptomology.
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2 times per year for up to 6 years
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Student prosocial behaivor
Time Frame: 2 times per year for up to 6 years
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Student self report of engagment in prosocial behavior such as helping others, sharing.
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2 times per year for up to 6 years
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Parental attitudes toward and rules about dating
Time Frame: 2 times per year for up to 3 years
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Parent report about their attitudes toward their child dating, any rules they have for their child about dating, and their communication with their child about those rules
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2 times per year for up to 3 years
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Parent-child communication about risk behaviors
Time Frame: 2 times per year for up to 3 years
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Parent report about the extent to which parent and child communicate about topics such as dating, drugs, sex and sexually transmitted infections
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2 times per year for up to 3 years
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Parent relationship quality
Time Frame: 2 times per year for up to 3 years
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Parent report on communication and satisfaction with communication between him or her and his or her partner Parent self-report of satisfaction with relationship with partner
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2 times per year for up to 3 years
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Parent engagement in Intimate Partner Violence (IPV)
Time Frame: 2 times per year for up to 3 years
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Parent report of perpetration or victimization of IPV
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2 times per year for up to 3 years
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Dating Violence and sexual harassment visibility in school
Time Frame: 2 times per year first year, 1 time per year for 3 more years
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Educator self-report of witnessing dating violence and seuxal harassment in thie school.
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2 times per year first year, 1 time per year for 3 more years
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Educator ability to address teen dating violence
Time Frame: 2 times per year first year, 1 time per year for 3 more years
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Educator report of views toward teen dating violence prevention and confidence in discussing the issue with students Educator report of knowledge of and responsibility to intervene when witnessing teen dating violence and harassment
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2 times per year first year, 1 time per year for 3 more years
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Issues faced by youth
Time Frame: 2 times per year first year, 1 time per year for 3 more years
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Educator report of the most common issues (e.g., drugs) faced by students in the school
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2 times per year first year, 1 time per year for 3 more years
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Parent ability to detect TDV
Time Frame: 2 times per year for up to 3 years
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Parent self-report in confidence in ability to detect teen dating violence perpetration and victimization in child
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2 times per year for up to 3 years
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Exposure to the communications campaign
Time Frame: 2 times per year for up to 6 years
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Student self-report of awareness of the communication campaign, including whether the student has heard of and participated in the i2i campaign activities.
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2 times per year for up to 6 years
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Other Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Demographic variables
Time Frame: 2 times per year for up to 6 years
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2 times per year for up to 6 years
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Experience delivering prevention programs
Time Frame: 2 times per year first year, 1 time per year for 3 more years
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Educator self-report of experience delivering prevention programs, such as teen dating violence and harassment prevention programs
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2 times per year first year, 1 time per year for 3 more years
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Religiosity
Time Frame: 2 times per year for up to 3 years
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Parent self-report of attendance at religious services and importance of religious beliefs
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2 times per year for up to 3 years
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Student extra curricular activities
Time Frame: 2 times per year for up to 3 years
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Parent report of student engagement in extra-curricular activities
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2 times per year for up to 3 years
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Housing stability
Time Frame: 2 times per year for up to 3 years
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Parent report of stability of housing for both parent and student (e.g., how long lived in the same neighborhood)
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2 times per year for up to 3 years
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Neighborhood cohesion
Time Frame: 2 times per year for up to 3 years
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Parent report of characteristics of the neighborhood, such as the extent to which individuals in the neighborhood would intervene if a youth needed help and/or was engaging in delinquent behavior
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2 times per year for up to 3 years
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Gang involvement
Time Frame: 2 times per year for up to 6 years
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Student self report of having been initiated into a gang
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2 times per year for up to 6 years
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Exposure to intimate partner violence
Time Frame: 2 times per year for up to 6 years
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Student self-report of witnessed (by seeing or hearing) intimate partner violence between a parent/guardian and his/her partner
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2 times per year for up to 6 years
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Exposure to community violence
Time Frame: 2 times per year for up to 6 years
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Student self-report of witnessed (by seeing or hearing) community violence, such as hearing or seeing gun shots or others being physically attacked
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2 times per year for up to 6 years
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Views toward Dating Matters sustainability
Time Frame: 2 times per year first year, 1 time per year for 3 more years
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Educator report of views regarding Dating Matters sustainability, including level of commitment to sustainability
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2 times per year first year, 1 time per year for 3 more years
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Collaborators and Investigators
Collaborators
Investigators
- Principal Investigator: Phyllis H Niolon, Ph.D., Centers for Disease Control and Prevention
Publications and helpful links
General Publications
- Espelage DL, Rulison KL, Ingram KM, Valido A, Schmeelk-Cone K, Wyman PA. Social Networks of Adolescent Sexual Violence Perpetrators: Peer Friendship and Trusted Adult Characteristics. Prev Sci. 2022 Jan;23(1):154-166. doi: 10.1007/s11121-021-01296-7. Epub 2021 Sep 3.
- DeGue S, Niolon PH, Estefan LF, Tracy AJ, Le VD, Vivolo-Kantor AM, Little TD, Latzman NE, Tharp A, Lang KM, Taylor B. Effects of Dating Matters(R) on Sexual Violence and Sexual Harassment Outcomes among Middle School Youth: a Cluster-Randomized Controlled Trial. Prev Sci. 2021 Feb;22(2):175-185. doi: 10.1007/s11121-020-01152-0. Erratum In: Prev Sci. 2020 Nov 10;:
- Estefan LF, Vivolo-Kantor AM, Niolon PH, Le VD, Tracy AJ, Little TD, DeGue S, Latzman NE, Tharp A, Lang KM, McIntosh WL. Effects of the Dating Matters(R) Comprehensive Prevention Model on Health- and Delinquency-Related Risk Behaviors in Middle School Youth: a Cluster-Randomized Controlled Trial. Prev Sci. 2021 Feb;22(2):163-174. doi: 10.1007/s11121-020-01114-6.
- Vivolo-Kantor AM, Niolon PH, Estefan LF, Le VD, Tracy AJ, Latzman NE, Little TD, Lang KM, DeGue S, Tharp AT. Middle School Effects of the Dating Matters(R) Comprehensive Teen Dating Violence Prevention Model on Physical Violence, Bullying, and Cyberbullying: a Cluster-Randomized Controlled Trial. Prev Sci. 2021 Feb;22(2):151-161. doi: 10.1007/s11121-019-01071-9. Erratum In: Prev Sci. 2020 Apr 14;:
- Niolon PH, Vivolo-Kantor AM, Tracy AJ, Latzman NE, Little TD, DeGue S, Lang KM, Estefan LF, Ghazarian SR, McIntosh WLK, Taylor B, Johnson LL, Kuoh H, Burton T, Fortson B, Mumford EA, Nelson SC, Joseph H, Valle LA, Tharp AT. An RCT of Dating Matters: Effects on Teen Dating Violence and Relationship Behaviors. Am J Prev Med. 2019 Jul;57(1):13-23. doi: 10.1016/j.amepre.2019.02.022. Epub 2019 May 22.
Helpful Links
Study record dates
Study Major Dates
Study Start
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Estimate)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
- CDC-NCIPC-6161
This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.
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