Family Drama Project II

3Hs Family Drama Project (Phase 2)

A harmonious family relationship has significant effects on the psychological well-being and development of children. Good communication between parents and children is a crucial element for family health, happiness and harmony. However, communication within Hong Kong families is vastly inadequate partly due to our busy urban lifestyle.

The 3Hs Family Drama Project (Phase 2) was an enhanced version of the 3Hs Family Drama Project to promote health, happiness, harmony (3Hs), healthy eating and physical activity in primary school students. Students watched the interactive live drama (long or short version) and are given DVD and worksheets. Students were encouraged to watch the DVD with other family members at home. The present study aimed to evaluate the effectiveness and satisfaction levels of teachers, parents and students towards the drama project.

Study Overview

• Status: Completed
• Conditions: Family Health, Happiness and Harmony; Physical Health
• Intervention / Treatment: Behavioral: Long live drama; Behavioral: Short live drama

Detailed Description

3Hs Family Drama Project (Phase 2) was an intervention to enhance the 3Hs through increasing interaction and communication between parents and children. Healthy eating and physical activity were also promoted. The drama project conducted 100 drama performances (either in the long or short version) in primary schools during the 2015-16 school year. The main targets were Primary 3 to 5 (P3-5) students and their families. Students would take home a DVD of the drama to watch and worksheets to complete with parents and other family members.

The goals of the study were to evaluate the effectiveness of the project to enhance health, happiness, harmony (3Hs), healthy eating and physical activity and participants' satisfaction levels towards the drama project.

Quantitative assessments were used to evaluate the effectiveness of the project. Process evaluations were performed in randomly selected students, parents and teachers to evaluate the process of each component of the program. Qualitative and quantitative assessments were used. Students, parents and teachers were asked to express their views on a questionnaire. Feedback from students was also collected through small group discussions, while that of parents was collected through telephone interviews.

• Study Type: Interventional
• Enrollment (Actual): 7026
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Hong Kong
  • Hong Kong, Hong Kong
    • Local primary schools

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 5 years to 100 years (Child, Adult, Older Adult)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

Students: (both the Intervention group and waitlist control group)

• 1. Students who can read Chinese.
• 2. Primary 3 to 5 students in participating primary schools.

Parents: (Intervention group only)

• 1. Parents who can read Chinese.
• 2. With at least one primary school child.

School teachers: (Intervention group only)

• 1. Teachers who can read Chinese.

Exclusion Criteria:

• Students, parents or teachers who cannot read Chinese.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Prevention
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

3

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Long live drama; Primary school students watched an interactive long live drama (90 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.	Behavioral: Long live drama; The interactive live 90-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents. Worksheets were given to all students and encouraged to finish the worksheets with their parents.
Experimental: Short live drama; Primary school students watched an interactive short live drama (60 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.	Behavioral: Short live drama; The interactive live 60-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents. Worksheets were given to all students and encouraged to finish the worksheets with their parents.
No Intervention: Waitlist control; Primary school students received no intervention during the 3-month study period. After the study finished, the students watched either short or long live drama, and DVD with worksheets were distributed to students and they were invited to share with their parents.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in family health, happiness and harmony (3Hs)	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.	baseline and 3 months

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in parent-child interactions	Students were asked whether they performed the 12 mentioned activities (e.g. watching movies with parents) in the past 7 days.	baseline, 1 month and 3 months
Change in knowledge on healthy eating	Students were asked by 4 questions: 1)Do typical photo chips contain salt; 2)Will drinking sugary drinks affect weight; 3)Will more sedentary behaviours affect weight and 4)How many cubes of sugar are in a can of coke. The former 3 questions were given with 4 options, while the latter was given with 8 options. Each corrected answer scores 1 and a sum of scores from the 4 questions were deemed a measurement of knowledge.	baseline, 1 month and 3 months
Change in behavior on physical activity	Students were asked to report the number of days (0-7) of simple exercise and at least 60 minutes moderate-to-vigorous physical activity in the past 7 days.	baseline, 1 month and 3 months
Satisfaction towards the live drama, song and interactive parts	Students were asked to rate the live drama, song and interactive parts on a scale ranging from 1 to 5 scale and the lower score the more satisfied.	Immediately after the live drama
Change in family health, happiness and harmony (3Hs)	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.	baseline and 1 month
Changes in body mass index	Body mass index was calculated from the measured weight and height	baseline and 1 month
Changes in physical fitness (muscle strength)	Muscle strength was assessed through a dynamometer	baseline and 1 month
Changes in physical fitness (muscle endurance)	Muscle endurance of legs was assessed through a simple fitness test "Squat".	baseline and 1 month
Changes in physical fitness (muscle endurance)	Muscle endurance was assessed through a simple fitness test "Plank".	baseline and 1 month
Change in fruit and vegetable consumption	Students were asked to report the number of days (0-7) of consuming at least 2 servings of fruit and 3 servings of vegetables in the past 7 days.	baseline, 1 month and 3 months
Satisfaction towards the DVD and worksheets	Students were asked to rate the DVD and worksheets on a scale ranging from 1 to 5 and the lower score the more satisfied.	1 month

Collaborators and Investigators

• Sponsor: The University of Hong Kong
• Collaborators: The Boys' and Girls' Clubs Association of Hong Kong

Study record dates

Study Major Dates

• Study Start (Actual): December 1, 2014
• Primary Completion (Actual): December 31, 2016
• Study Completion (Actual): December 31, 2016

Study Registration Dates

• First Submitted: July 29, 2019
• First Submitted That Met QC Criteria: August 5, 2019
• First Posted (Actual): August 7, 2019

Study Record Updates

• Last Update Posted (Actual): August 7, 2019
• Last Update Submitted That Met QC Criteria: August 5, 2019
• Last Verified: August 1, 2019

More Information

Terms related to this study

• Keywords: Physical activity; Healthy Eating; Family well-being
• Other Study ID Numbers: UW 15-464

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No