Using an Innovative Implementation Strategy to Increase the Translation of Effective Youth Violence Prevention Programs in Schools

October 30, 2025 updated by: Belinda Hernandez, The University of Texas Health Science Center, Houston
The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.

Study Overview

Status

Not yet recruiting

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Estimated)

25

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Contact Backup

Study Locations

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

No

Description

Inclusion Criteria:

Hold one of the following positions:

  • district or school administrator (e.g., health coordinators, instructional specialists, and curriculum coordinators)
  • health and physical education teachers
  • social and health service staff (e.g., nurses and counselors) in a Texas school district.

Exclusion Criteria:

  • not holding a job in a Texas school district as a school stakeholder

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Prevention
  • Allocation: N/A
  • Interventional Model: Single Group Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: iCHAMPS-YVP
Behavioral: iCHAMPS-YVP
iCHAMPSS (CHoosing And Maintaining Effective Programs for Sex Education in Schools), a theory-based, online implementation strategy developed to increase the uptake of evidence-based sexual health programs (EBPs) in Texas schools. The intervention provides interactive tools, step-by-step guidance, and resources to assist school districts.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Usability as assessed by the ease of use
Time Frame: Three weeks post iCHAMPS-YVP access
This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use
Three weeks post iCHAMPS-YVP access
Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks
Time Frame: Baseline and 6 months post iCHAMPS-YVP access
This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident
Baseline and 6 months post iCHAMPS-YVP access

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Current practices: dating violence prevention education
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes, for middle school only
  2. Yes, for high school only
  3. Yes, for both middle and high school
  4. No, my district/school does not provide sexual health education to middle or high school
Baseline
Current practices: bullying prevention education
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes, for middle school only
  2. Yes, for high school only
  3. Yes, for both middle and high school
  4. No, my district/school does not provide sexual health education to middle or high school
Baseline
Challenges that have prevented the district/school from implementing dating violence prevention education
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. There have been no challenges
  2. Lack of time to teach the curriculum
  3. No substitute teachers available
  4. Lack of curriculum resources (not including funding)
  5. Lack of funding
  6. Teacher comfort level with the content
  7. Lack of training opportunities for teachers
  8. Concerns about parents' reactions
  9. Concerns about students' reactions
  10. Concerns about reactions from administration or district
  11. Concerns about reactions from the community
  12. School or district policy regarding sexual health instruction
  13. Requirement of active parental consent
  14. Too many other district/school priorities
  15. Lack of Board of Trustees' approval of the curriculum
  16. Other (please specify):
Baseline
Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. There have been no challenges
  2. Lack of time to teach the curriculum
  3. No substitute teachers available
  4. Lack of curriculum resources (not including funding)
  5. Lack of funding
  6. Teacher comfort level with the content
  7. Lack of training opportunities for teachers
  8. Concerns about parents' reactions
  9. Concerns about students' reactions
  10. Concerns about reactions from administration or district
  11. Concerns about reactions from the community
  12. School or district policy regarding sexual health instruction
  13. Requirement of active parental consent
  14. Too many other district/school priorities
  15. Lack of Board of Trustees' approval of the curriculum
  16. Other (please specify):
Baseline
Challenges to implementation that have prevented your district/school from adopting bullying prevention education
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. There have been no challenges
  2. Lack of time to teach the curriculum
  3. No substitute teachers available
  4. Lack of curriculum resources (not including funding)
  5. Lack of funding
  6. Teacher comfort level with the content
  7. Lack of training opportunities for teachers
  8. Concerns about parents' reactions
  9. Concerns about students' reactions
  10. Concerns about reactions from administration or district
  11. Concerns about reactions from the community
  12. School or district policy regarding sexual health instruction
  13. Requirement of active parental consent
  14. Too many other district/school priorities
  15. Lack of Board of Trustees' approval of the curriculum
  16. Other (please specify):
Baseline
Intentions to replace current curriculum:dating violence prevention instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes
  2. No
  3. Don't know
Baseline
Intentions to replace current curriculum: bullying prevention instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes
  2. No
  3. Don't know
Baseline
Intentions to adopt an evidence-based program:dating violence prevention instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes
  2. No
  3. Don't know
Baseline
Intentions to adopt an evidence-based program:bullying prevention instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. Yes
  2. No
  3. Don't know
Baseline
Acceptability
Time Frame: Three weeks post iCHAMPS-YVP access
This will be reported categorically on a Five-point Likert scale in the following categories "Like a Lot", "Like a Little", "Dislike a Little", "Dislike a Lot", and "Did Not Use"
Three weeks post iCHAMPS-YVP access
Helpfulness
Time Frame: Three weeks post iCHAMPS-YVP access
This will be reported categorically on a three-point Likert scale in the following categories: "Less helpful", "As helpful", and "More helpful"
Three weeks post iCHAMPS-YVP access
Perceived impact
Time Frame: Three weeks post iCHAMPS-YVP access

This will be categorically reported in the following categories:

  1. yes
  2. no
  3. no opinion
Three weeks post iCHAMPS-YVP access
Credibility
Time Frame: Three weeks post iCHAMPS-YVP access

This will be categorically reported in the following categories:

  1. Accurate
  2. Inaccurate
  3. No opinion
Three weeks post iCHAMPS-YVP access
Motivational Appeal
Time Frame: Three weeks post iCHAMPS-YVP access

This will be categorically reported in the following categories:

  1. yes
  2. no
  3. no opinion
Three weeks post iCHAMPS-YVP access
Change in Compatibility
Time Frame: Baseline and 6 months post iCHAMPS-YVP access
this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree
Baseline and 6 months post iCHAMPS-YVP access
Change in Complexity
Time Frame: Baseline and 6 months post iCHAMPS-YVP access
this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree
Baseline and 6 months post iCHAMPS-YVP access
Change in Perceived social systems support (for evidence-based programs)
Time Frame: Baseline and 6 months post iCHAMPS-YVP access
this will be reported categorically on a Four-point Likert scale in the following categories: Not at all supportive supportive very supportive don't know
Baseline and 6 months post iCHAMPS-YVP access
Change in Presence of organizational policy
Time Frame: Baseline and 6 months post iCHAMPS-YVP access

This will be reported categorically in the following categories:

  1. No, and we have no plans to do so.
  2. No, but we are planning to implement an opt-in parental consent policy in the future.
  3. Yes, we are at an early stage of implementing an opt-in parental consent policy
  4. Yes, we have implemented an opt-in parental consent policy, but it is inconsistently implemented at the district or school.
  5. Yes, we have implemented an opt-in parental consent policy fully and systematically across the district or school.
  6. Don't know.
Baseline and 6 months post iCHAMPS-YVP access
Challenges that have prevented your district/school from adopting dating violence prevention education
Time Frame: Baseline

This will be reported categorically in the following categories:

  1. There have been no challenges
  2. Lack of time to teach the curriculum
  3. No substitute teachers available
  4. Lack of curriculum resources (not including funding)
  5. Lack of funding
  6. Teacher comfort level with the content
  7. Lack of training opportunities for teachers
  8. Concerns about parents' reactions
  9. Concerns about students' reactions
  10. Concerns about reactions from administration or district
  11. Concerns about reactions from the community
  12. School or district policy regarding sexual health instruction
  13. Requirement of active (i.e., "opt-in") parental consent
  14. Too many other district/school priorities
  15. Lack of Board of Trustees' approval of the curriculum
  16. Other (please specify):
Baseline
Change in Intentions to use an evidence-based program
Time Frame: Baseline and 6 months post iCHAMPS-YVP access

This will be reported categorically on a Six-point Likert in the following categories:

Definitely will Probably will Probably will not Definitely will not Dont know not applicable
Baseline and 6 months post iCHAMPS-YVP access
Change in Awareness/knowledge (of evidence-based programs)
Time Frame: Baseline and 6 months post iCHAMPS-YVP access

This will be reported on a four point likert scale in the following categories:

Strongly disagree disagree agree strongly agree
Baseline and 6 months post iCHAMPS-YVP access
Change in Level of implementation
Time Frame: Baseline and 6 months post iCHAMPS-YVP access

This will be reported categorically as follows:

Prioritize: Refers to making violence prevention a priority for your district Assess: Refers to understanding your district's population, needs, and resources Select: Refers to identifying an evidence-based program that fits your district's population, needs, and resources Approve: Refers to getting your school board to approve an evidence-based program for use. Prepare: Refers to planning for complete and successful implementation of an approved evidence-based program Implement: Refers to implementing your evidence-based program with fidelity Maintain: Refers to improving and sustaining implementation of an evidence-based program over time.
Baseline and 6 months post iCHAMPS-YVP access
Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction
Time Frame: Baseline

This will be reported categorically in the following categories;

  1. There have been no challenges
  2. Lack of time to teach the curriculum
  3. No substitute teachers available
  4. Lack of curriculum resources (not including funding)
  5. Lack of funding
  6. Teacher comfort level with the content
  7. Lack of training opportunities for teachers
  8. Concerns about parents' reactions
  9. Concerns about students' reactions
  10. Concerns about reactions from administration or district
  11. Concerns about reactions from the community
  12. School or district policy regarding sexual health instruction
  13. Requirement of active parental consent
  14. Too many other district/school priorities
  15. Lack of Board of Trustees' approval of the curriculum
  16. Other (please specify):
Baseline

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

The University of Texas Health Science Center, Houston

Collaborators

Centers for Disease Control and Prevention
Injury Control Research Centers (ICRC)

Investigators

  • Principal Investigator: Belinda Hernandez, PhD, MPH, The University of Texas Health Science Center, Houston

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Estimated)

April 1, 2026

Primary Completion (Estimated)

June 30, 2027

Study Completion (Estimated)

June 30, 2027

Study Registration Dates

First Submitted

October 30, 2025

First Submitted That Met QC Criteria

October 30, 2025

First Posted (Estimated)

November 3, 2025

Study Record Updates

Last Update Posted (Estimated)

November 3, 2025

Last Update Submitted That Met QC Criteria

October 30, 2025

Last Verified

October 1, 2025

More Information

Terms related to this study

Additional Relevant MeSH Terms

Other Study ID Numbers

  • HSC-SPH-24-0976
  • RFA-CE-24-001 (Other Grant/Funding Number: Centers for Disease Control and Prevention)
  • 5R49CE003712 (U.S. NIH Grant/Contract)

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

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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