A School-based Intervention Project to Increase Completion of Upper Secondary School in Norway (COMPLETE)
2020. március 24. frissítette: Torill Bogsnes Larsen, University of Bergen
COMPLETE - a School-based Intervention Project to Improve Psychosocial Learning Environments and Increase Completion of Upper Secondary School in Norway: a Cluster Randomized Controlled Trial
Drop out from upper secondary school represents a risk for the future health and wellbeing of young people. Strengthening of psychosocial aspects of the learning environment may be an effective strategy to promote completion of upper secondary school. The COMPLETE study is a school based cluster randomized controlled trial (RCT) evaluating two school-based interventions, namely the Dream School Program (DSP) and the Mental Health Support Team (MHST) among 1st grade upper secondary school students in four counties in Norway. The interventions aim to improve psychosocial learning environments and subsequently school achievements and decrease drop-out and absence.
Specifically, the COMPLETE study will
Evaluate whether the DSP alone
- increases completion
- increases presence
- improves school achievements
- improves mental health and wellbeing
Evaluate whether the DSP and the MHST combined
- increase completion
- increase presence
- improve school achievements
- improve mental health and wellbeing
The COMPLETE study will also evaluate the effect of the DSP and MHST combined and the DSP alone against secondary outcomes of school satisfaction and loneliness.
- Evaluate through a process evaluation whether the interventions were implemented in line with guidelines for each of the interventions, and whether the degree of program fidelity has influenced the effect of the interventions on the primary and secondary outcomes.
A tanulmány áttekintése
Állapot
Befejezve
Beavatkozás / kezelés
Tanulmány típusa
Beavatkozó
Beiratkozás (Tényleges)
3500
Fázis
- Nem alkalmazható
Részvételi kritériumok
A kutatók olyan embereket keresnek, akik megfelelnek egy bizonyos leírásnak, az úgynevezett jogosultsági kritériumoknak. Néhány példa ezekre a kritériumokra a személy általános egészségi állapota vagy a korábbi kezelések.
Jogosultsági kritériumok
Tanulmányozható életkorok
15 év és régebbi (Gyermek, Felnőtt, Idősebb felnőtt)
Egészséges önkénteseket fogad
Igen
Tanulmányozható nemek
Összes
Leírás
Inclusion Criteria:
- School inclusion criteria: not been or currently involved in either of the Dream School Program or the Mental Health Support Team or similar programs or research projects
- Student inclusion criteria: student enrolled at any of the included schools.
Exclusion Criteria:
- Schools previously or currently involved in either of the Dream School Program or the Mental Health Support Team or similar programs or research projects.
- Student exclusion criteria: students with special needs or who are illiterate in Norwegian are excluded from the survey assessment, but included in the interventions.
Tanulási terv
Ez a rész a vizsgálati terv részleteit tartalmazza, beleértve a vizsgálat megtervezését és a vizsgálat mérését.
Hogyan készül a tanulmány?
Tervezési részletek
- Elsődleges cél: Megelőzés
- Kiosztás: Véletlenszerűsített
- Beavatkozó modell: Párhuzamos hozzárendelés
- Maszkolás: Nincs (Open Label)
Fegyverek és beavatkozások
Résztvevő csoport / kar |
Beavatkozás / kezelés |
|---|---|
|
Kísérleti: Dream School Program (DSP)
The Dream School Program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
|
The Dream School program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Más nevek:
|
|
Kísérleti: DSP and Mental Health Support Team
A combination of the universal Dream Schoop Program (see description above) and the selective/indicative intervention Mental Health Support Team which is aimed at specific students at risk of dropping out of upper secondary school. It is a systematization of the student services through
|
The Dream School program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Más nevek:
MHST is also a whole school project but aimed at specific students at risk of dropping out. It is a systematisation of the student services through
Más nevek:
|
|
Nincs beavatkozás: Control
The control group are upper secondary schools who run classes and the school as usual, and do not introduce new programs similar to the Dream School or Mental Health Support Team during the project period.
|
Mit mér a tanulmány?
Elsődleges eredményintézkedések
Eredménymérő |
Intézkedés leírása |
Időkeret |
|---|---|---|
|
Drop-out
Időkeret: Each participant is assessed after 10 months
|
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
|
Each participant is assessed after 10 months
|
|
Drop-out
Időkeret: Each participant is assessed after 22 months
|
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
|
Each participant is assessed after 22 months
|
|
Drop-out
Időkeret: Each participant is assessed after 34 months
|
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
|
Each participant is assessed after 34 months
|
|
Drop-out
Időkeret: Each participant is assessed after 58 months
|
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
|
Each participant is assessed after 58 months
|
|
Absence
Időkeret: Each participant is assessed after 10 months
|
Total days and hours absent at closure of first school year in upper secondary school
|
Each participant is assessed after 10 months
|
|
Absence
Időkeret: Each participant is assessed after 22 months
|
Total days and hours absent at closure of second school year in upper secondary school
|
Each participant is assessed after 22 months
|
|
Absence
Időkeret: Each participant is assessed after 34 months
|
Total days and hours absent at closure of third school year in upper secondary school
|
Each participant is assessed after 34 months
|
|
Academic achievement
Időkeret: Each participant is assessed after 10 months
|
Average grade at closure of first school year in upper secondary school
|
Each participant is assessed after 10 months
|
|
Academic achievement
Időkeret: Each participant is assessed after 22 months
|
Average grade at closure of second school year in upper secondary school
|
Each participant is assessed after 22 months
|
|
Academic achievement
Időkeret: Each participant is assessed after 34 months
|
Average grade at closure of third school year in upper secondary school
|
Each participant is assessed after 34 months
|
|
Change from baseline Mental Health at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Mental Health at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Mental Health at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change in Mental Wellbeing from baseline at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Mental Wellbeing at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
|
Based on self-report in survey assessment at baseline and 18 months
|
Másodlagos eredményintézkedések
Eredménymérő |
Intézkedés leírása |
Időkeret |
|---|---|---|
|
Change from baseline School satisfaction at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6, 18 and 30 months
|
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale.
5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6, 18 and 30 months
|
|
Change from baseline School satisfaction at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale.
5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline School satisfaction at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale.
5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change from baseline Loneliness at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Loneliness at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Loneliness at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
Egyéb eredményintézkedések
Eredménymérő |
Intézkedés leírása |
Időkeret |
|---|---|---|
|
Change from baseline Social competence at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Social competence at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change from baseline Social competence at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Relatedness at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Relatedness at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Relatedness: support at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change from baseline Relatedness: peer connection at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Peer connection at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Peer connection at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change from baseline Autonomy support at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Autonomy support at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Autonomy support at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Change from baseline Academic competence at 6 months
Időkeret: Based on self-report in survey assessment at baseline and 6 months
|
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 6 months
|
|
Change from baseline Academic competence at 18 months
Időkeret: Based on self-report in survey assessment at baseline and 18 months
|
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 18 months
|
|
Change from baseline Academic competence at 30 months
Időkeret: Based on self-report in survey assessment at baseline and 30 months
|
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline and 30 months
|
|
Class climate
Időkeret: Based on self-report in survey assessment at baseline
|
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at baseline
|
|
Change from 6 month Class climate at 18 months
Időkeret: Based on self-report in survey assessment at 6 and 18 months
|
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at 6 and 18 months
|
|
Change from 6 month Class climate at 30 months
Időkeret: Based on self-report in survey assessment at 6 and 30 months
|
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
|
Based on self-report in survey assessment at 6 and 30 months
|
Együttműködők és nyomozók
Itt találhatja meg a tanulmányban érintett személyeket és szervezeteket.
Szponzor
Együttműködők
Nyomozók
- Kutatásvezető: Torill B Larsen, PhD, University of Bergen
Publikációk és hasznos linkek
A vizsgálattal kapcsolatos információk beviteléért felelős személy önkéntesen bocsátja rendelkezésre ezeket a kiadványokat. Ezek bármiről szólhatnak, ami a tanulmányhoz kapcsolódik.
Hasznos linkek
Tanulmányi rekorddátumok
Ezek a dátumok nyomon követik a ClinicalTrials.gov webhelyre benyújtott vizsgálati rekordok és összefoglaló eredmények benyújtásának folyamatát. A vizsgálati feljegyzéseket és a jelentett eredményeket a Nemzeti Orvostudományi Könyvtár (NLM) felülvizsgálja, hogy megbizonyosodjon arról, hogy megfelelnek-e az adott minőség-ellenőrzési szabványoknak, mielőtt közzéteszik őket a nyilvános weboldalon.
Tanulmány főbb dátumok
Tanulmány kezdete (Tényleges)
2016. február 1.
Elsődleges befejezés (Tényleges)
2019. október 31.
A tanulmány befejezése (Tényleges)
2020. február 12.
Tanulmányi regisztráció dátumai
Először benyújtva
2017. november 30.
Először nyújtották be, amely megfelel a minőségbiztosítási kritériumoknak
2017. december 18.
Első közzététel (Tényleges)
2017. december 22.
Tanulmányi rekordok frissítései
Utolsó frissítés közzétéve (Tényleges)
2020. március 25.
Az utolsó frissítés elküldve, amely megfelel a minőségbiztosítási kritériumoknak
2020. március 24.
Utolsó ellenőrzés
2020. március 1.
Több információ
A tanulmányhoz kapcsolódó kifejezések
Kulcsszavak
További vonatkozó MeSH feltételek
Egyéb vizsgálati azonosító számok
- 20161789
Terv az egyéni résztvevői adatokhoz (IPD)
Tervezi megosztani az egyéni résztvevői adatokat (IPD)?
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Ezt az információt közvetlenül a clinicaltrials.gov webhelyről szereztük be, változtatás nélkül. Ha bármilyen kérése van vizsgálati adatainak módosítására, eltávolítására vagy frissítésére, kérjük, írjon a következő címre: register@clinicaltrials.gov. Amint a változás bevezetésre kerül a clinicaltrials.gov oldalon, ez a webhelyünkön is automatikusan frissül. .
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