Middle School Matters Study (MSM)
2014年2月13日 更新者：Carolyn McCarty、Seattle Children's Hospital
Prevention of Depression Within Salient Adolescent Contexts
This study aims to evaluate the short-term and long-term efficacy of two preventative intervention approaches designed to support middle school youth.
研究概览
详细说明
This study involve two parts: Part 1 entailed screening 7th and 8th graders from 4 public middle schools to identify students who may be showing moderate signs of stress.
Students who score at the designated cutoff on a depression symptoms measure received a brief check-in to determine eligibility for the follow up randomized trial (Part 2).
An "indicated" sample of 120 adolescents in the 7th and 8th grade and their caregivers were randomly assigned to a brief, Individual Support Program (ISP) comparison group or a Skills Group Program.
Research interviews were conducted at multiple timepoints with students and caregivers, and teacher questionnaires were used to examine changes in outcome measures.
Following completion of the intervention, all participants were followed for 12-months.
研究类型
介入性
注册 (实际的)
120
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
-
-
Washington
-
Seattle、Washington、美国、98115
- Seattle Children's
-
-
参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 孩子
- 成人
- 年长者
接受健康志愿者
不
有资格学习的性别
全部
描述
Inclusion Criteria:
- 7th and 8th grade students at 4 participating middle schools
- Score 14 or above on the Mood and Feelings Questionnaire at screening (approximately top 25%)
- No imminent plans to move or change to non-participating school
- At minimum 6th grade language skills
- Agree to participate in random assignment and research interviews
- One Parent/caregiver willing to complete research interviews
Exclusion Criteria:
- Student with past or current Major Depressive Disorder (MDD) or Probable MDD
- Students with parents who do not speak English or Spanish
- Students in concurrent treatment
- Students in self-contained classroom, or with cognitive delays, or emotional behavioral problems that would preclude them from benefiting from the group or being a good group member
- Parent not willing to complete research interviews
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：预防
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：Skill Group Program
Positive Thoughts and Actions Program
|
Students in the skills group will attend a 12-session (50 minutes each), 12-week program with 4-6 other students.
The skills group will take place at school during school hours.
Parents in the skill group will be asked to participate in two parent group workshops to take place at their child's school or other participating middle school (2-hours each).
In addition, the skill group leader will conduct two individual family meetings with the student and parent(50 minutes each).
|
|
有源比较器：Individual Support Program
Measure of Adolescent Potential for Suicide (MAPS) - modified
|
Students will be individually interviewed (60-90 minutes) at school to review areas of stress and support.
The health professional conducting the interview will reinforce the student's strengths, and provide connections to sources of help from caring adults at home and at school.
Parents will be called following the assessment to help the family locate appropriate resources if needed (e.g., tutoring resources, school counselor).
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Moods and Feelings Questionnaire (MFQ; child and parent version)
大体时间：up to 1 year
|
Depressive symptoms of the child are assessed on the MFQ.
Youth completed the MFQ at all 4 timepoints, parent ratings of students symptoms were collected at baseline, post-intervention, and 12 month follow up.
|
up to 1 year
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Parent-Child Communication (PCC; child and parent version)
大体时间：up to 1 year
|
Parent child communication were assessed using the child and parent version of the PCC.
Children completed the PCC at all 4 timepoints, parent ratings were collected at baseline, post-intervention, and 12 month follow up.
|
up to 1 year
|
|
Behavioral Assessment System for Children-2nd Edition (BASC-2; student, parent, & teacher version)
大体时间：up to 1 year
|
The adolescent version of the Teacher Rating Scale, Parent Rating Scale, and the Student Self-Report of Personality of the BASC-2 were used to assess school functioning and social functioning.
|
up to 1 year
|
|
Health Enhancing Behavior Index (HEBI)
大体时间：up to 1 year
|
Health behaviors (diet, exercise, and sleep) are self-reported by the youth on the HEBI.
|
up to 1 year
|
|
Service Use Interview (Service for Children and Adolescence Parent Interview-modified)
大体时间：up to 1 year
|
The service use interview was used to measure treatment history and services received during the course of the intervention and follow up.
|
up to 1 year
|
|
Schedule for Affective Disorders and Schizophrenia for School-Age Children (KSADS)
大体时间：up to 1 year
|
The depression module of the KSADS was used to assess DSM-IV symptoms of major depression and depressive disorder at the 12-month follow up.
|
up to 1 year
|
合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
调查人员
- 首席研究员：Carolyn A McCarty, Ph.D.、Seattle Children's Research Institute
出版物和有用的链接
负责输入研究信息的人员自愿提供这些出版物。这些可能与研究有关。
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始
2010年10月1日
初级完成 (实际的)
2012年10月1日
研究完成 (实际的)
2012年10月1日
研究注册日期
首次提交
2010年10月5日
首先提交符合 QC 标准的
2010年10月12日
首次发布 (估计)
2010年10月14日
研究记录更新
最后更新发布 (估计)
2014年2月14日
上次提交的符合 QC 标准的更新
2014年2月13日
最后验证
2014年2月1日
更多信息
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.