A School-based Intervention Project to Increase Completion of Upper Secondary School in Norway (COMPLETE)
2020년 3월 24일 업데이트: 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.
연구 개요
상태
완전한
연구 유형
중재적
등록 (실제)
3500
단계
- 해당 없음
참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
15년 이상 (어린이, 성인, 고령자)
건강한 자원 봉사자를 받아들입니다
예
연구 대상 성별
모두
설명
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.
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 방지
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
|---|---|
|
실험적: 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.
다른 이름들:
|
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실험적: 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.
다른 이름들:
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
다른 이름들:
|
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간섭 없음: 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.
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Drop-out
기간: 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
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Each participant is assessed after 10 months
|
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Drop-out
기간: 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
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Each participant is assessed after 22 months
|
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Drop-out
기간: 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
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Each participant is assessed after 34 months
|
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Drop-out
기간: 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
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Each participant is assessed after 58 months
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Absence
기간: Each participant is assessed after 10 months
|
Total days and hours absent at closure of first school year in upper secondary school
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Each participant is assessed after 10 months
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Absence
기간: Each participant is assessed after 22 months
|
Total days and hours absent at closure of second school year in upper secondary school
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Each participant is assessed after 22 months
|
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Absence
기간: Each participant is assessed after 34 months
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Total days and hours absent at closure of third school year in upper secondary school
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Each participant is assessed after 34 months
|
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Academic achievement
기간: Each participant is assessed after 10 months
|
Average grade at closure of first school year in upper secondary school
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Each participant is assessed after 10 months
|
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Academic achievement
기간: 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
|
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Academic achievement
기간: 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
|
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Change from baseline Mental Health at 6 months
기간: 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
|
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Change from baseline Mental Health at 18 months
기간: 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
기간: 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
기간: 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
|
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Change from baseline Mental Wellbeing at 18 months
기간: 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
|
2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Change from baseline School satisfaction at 6 months
기간: 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
기간: 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
기간: 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
기간: 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
|
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Change from baseline Loneliness at 18 months
기간: 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
기간: 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
|
기타 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Change from baseline Social competence at 6 months
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
|
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Change from baseline Relatedness: support at 30 months
기간: 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
|
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Change from baseline Relatedness: peer connection at 6 months
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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
|
공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
협력자
수사관
- 수석 연구원: Torill B Larsen, PhD, University of Bergen
간행물 및 유용한 링크
연구에 대한 정보 입력을 담당하는 사람이 자발적으로 이러한 간행물을 제공합니다. 이것은 연구와 관련된 모든 것에 관한 것일 수 있습니다.
유용한 링크
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2016년 2월 1일
기본 완료 (실제)
2019년 10월 31일
연구 완료 (실제)
2020년 2월 12일
연구 등록 날짜
최초 제출
2017년 11월 30일
QC 기준을 충족하는 최초 제출
2017년 12월 18일
처음 게시됨 (실제)
2017년 12월 22일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2020년 3월 25일
QC 기준을 충족하는 마지막 업데이트 제출
2020년 3월 24일
마지막으로 확인됨
2020년 3월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- 20161789
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
미정
약물 및 장치 정보, 연구 문서
미국 FDA 규제 의약품 연구
아니
미국 FDA 규제 기기 제품 연구
아니
이 정보는 변경 없이 clinicaltrials.gov 웹사이트에서 직접 가져온 것입니다. 귀하의 연구 세부 정보를 변경, 제거 또는 업데이트하도록 요청하는 경우 register@clinicaltrials.gov. 문의하십시오. 변경 사항이 clinicaltrials.gov에 구현되는 즉시 저희 웹사이트에도 자동으로 업데이트됩니다. .