SELFCARE: Stress-free Everyday LiFe for Children and Adolescents REsearch
Study Details
Study Description
Brief Summary
The primary aim is to evaluate the effectiveness of a profound school teacher training programme to teach a mindfulness-based programme (.b) in Danish schools on the pupils self-reported mental well-being at seven months.
The secondary aims are to evaluate i) the effectiveness of the profound school teacher training programme to teach the .b-programme in Danish schools on the pupils self-reported mental well-being post intervention (at five months).
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Detailed Description
The study is a cluster randomised trial. From May 2018 - May 2019, we recruited the total of 110 Danish schools (27 schools from the Capital Region of Denmark, 18 schools from Region Zealand, 25 schools from Region of Southern Denmark, 30 schools from Central Denmark Region and 10 schools from Region of Northern Denmark).
The schools included the total of 191 school teachers for teacher training (56 teachers from the Capital Region of Denmark, 28 teachers from Region Zealand, 42 teachers from Region of Southern Denmark, 50 teachers from Central Denmark Region and 15 teachers from Region of Northern Denmark). Each included teacher will be asked to recruit a class of pupils (15-25 pupils) to test the effectiveness of the .b-programme (in total approx. 3000 pupils).
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: School teacher training /.b The intervention is a multi-level, multi-component complex intervention. It consists of a school teacher training programme and the .b-programme to be delivered to pupils 11-15 years in the schools. The school teacher training programme consists of three parts: 1) the establishment of own mindfulness practice by participation in the eight week MBSR programme (2,5 hour group meeting once a week) and sustaining mindfulness with a regular formal daily practice; 2) completion of the four days .b residential course, and 3) completion of the 3x2-days seminars on relational competences and implementation issues regarding teaching .b (48 hours) The .b programme consists of well-described, weekly 40-60 minutes classroom sessions over 10 weeks. All the sessions have a specific theme, associated teachers' notes, power points and animations. The .b programme can only be delivered with fidelity by a trained .b teacher. |
Behavioral: School teacher training /.b
The intervention is a multi-level, multi-component complex intervention. It consists of a school teacher training programme and the .b-programme to be delivered to pupils 11-15 years in the schools.
The school teacher training programme consists of three parts: 1) the establishment of own mindfulness practice by participation in the MBSR programme and sustaining mindfulness with a regular formal daily practice; 2) completion of the four days .b residential course, and 3) completion of the 3x2-days seminars on relational competences and implementation issues regarding teaching .b .
The .b programme consists of well-described, weekly 40-60 minutes classroom sessions over 10 weeks. All the sessions have a specific theme, associated teachers' notes, power points and animations. The .b programme can only be delivered with fidelity by a trained .b teacher.
|
| No Intervention: Usual practice Usual practice |
Outcome Measures
Primary Outcome Measures
- The total difficulties score of the Strengths and Difficulties Questionnaire (SDQ)- youth self-report [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
Secondary Outcome Measures
- The Strengths and Difficulties Questionnaire (SDQ)- youth self-report -subscales [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- The Strengths and Difficulties Questionnaire (SDQ)- youth self-report [23.03.21: Seven months after baseline]
Changes in the scores among the total study population
- The Strengths and Difficulties Questionnaire (SDQ)- youth self-report [23.03.21: Five months after baseline]
Changes in the scores among the total study population
- The Strengths and Difficulties Questionnaire (SDQ)- youth self-report [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version [23.03.21: Five months after baseline]
Change in the score among the total study population
- Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a total difficulties score>13.5
- Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version [23.03.21: Seven months after baseline]
Change in the score among the total study population
- Brief Resilience Scale (BRS) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Brief Resilience Scale (BRS) [23.03.21: Five months after baseline]
Change in the score among the total study population
- Brief Resilience Scale (BRS) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Brief Resilience Scale (BRS) [23.03.21: Seven months after baseline]
Change in the score among the total study population
- School connectedness from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- School connectedness from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the total study population
- School connectedness from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- School connectedness from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the total study population
- Social competence from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Social competence from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the total study population
- Social competence from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Social competence from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the total study population
- Self-efficacy from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Self-efficacy from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the total study population
- Self-efficacy from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Self-efficacy from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the total study population
- Bullying items from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Bullying items from the Danish student well-being questionnaire (DSWQ) [23.03.21: Five months after baseline]
Change in proportions among the total study population
- Bullying items from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Bullying items from the Danish student well-being questionnaire (DSWQ) [23.03.21: Seven months after baseline]
Change in proportions among the total study population
- EQ-5D-Y [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- EQ-5D-Y [23.03.21: Five months after baseline]
Change in scores among the total study population
- EQ-5D-Y [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- EQ-5D-Y [23.03.21: Seven months after baseline]
Change in scores among the total study population
- Sleep quality [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Sleep quality [23.03.21: Five months after baseline]
Change in score among the total study population
- Sleep quality [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Sleep quality [23.03.21: Seven months after baseline]
Change in score among the total study population
- Child-Adolescent Mindfulness Measure (CAMM) [23.03.21: Five months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Child-Adolescent Mindfulness Measure (CAMM) [23.03.21: Five months after baseline]
Change in score among the total study population
- Child-Adolescent Mindfulness Measure (CAMM) [23.03.21: Seven months after baseline]
Change in the score among the subgroup with a SDQ total difficulties score >= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the >=80 % percentile. We identify per gender due to well-known differences)
- Child-Adolescent Mindfulness Measure (CAMM) [23.03.21: Seven months after baseline]
Change in score among the total study population
Eligibility Criteria
Criteria
Inclusion Criteria:
- All pupils in the enrolled school classes
Exclusion Criteria:
- None
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Danish Center for Mindfulness | Aarhus | Brabrand | Denmark | 8220 |
Sponsors and Collaborators
- University of Aarhus
Investigators
- Principal Investigator: Lise Juul, PhD, Danish Center for Mindfulness
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- 2016-051-000001/1145