Child Development Clinical Trial
— TREATOfficial title:
TREAT INTERACT: Implementing a User Involved Education- and Health System Interactive Task-shifting Approach for Child Mental Health Promotion in Uganda
This study will adapt a school version (mhGAP-IGs) of the World Health Organization´s (WHO) "Mental Health Gap Action Programme Intervention Guide" (mhGAP). Both teachers and health workers will receive training in mhGAP, and systems for collaboration between the school and health sector as well as other relevant stakeholders will be developed and integrated. The project is conducted in close collaboration with key stakeholders from the Ministry, the health and education sector, the police, and religious leaders. The aim is to increase mental health literacy among school staff, facilitate a healthy school environment, and increase detection of mental health needs among primary school aged children.
Status | Recruiting |
Enrollment | 180 |
Est. completion date | December 2025 |
Est. primary completion date | May 2025 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 5 Years to 18 Years |
Eligibility | Inclusion Criteria: - A teacher/ staff member at a preselected TREAT INTERACT primary school in Mbale. - Child-caregiver pairs are eligible when a learner is enrolled in a selected primary school in Mbale, the child has a caregiver living with him or her and provides ascent, and the caregiver with a child in the selected school providing informed consent. Exclusion Criteria: - Not part of preselected primary school - Lack of informed consent |
Country | Name | City | State |
---|---|---|---|
Norway | Nowegian Center for Violence and Traumatic Stress Studies | Oslo |
Lead Sponsor | Collaborator |
---|---|
Norwegian Center for Violence and Traumatic Stress Studies | Makerere University, Norwegian Institute of Public Health, Norwegian University of Science and Technology, University of Bergen |
Norway,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Reach questionnaire, developed by the project group | For teachers. Proportion of children reached by the program. Consist of one question: "Have you ever referred a child at school to the health system?" If no (scored 0), no further questions are asked. If yes (scored 1), an additional 5 questions follows (e.g., "If yes, have any of these referrals to the health system been because of a mental health problem?") | Through study completion, an average of 1.5 years | |
Primary | The Program Sustainability tool (Finch et al., 2013) | For teachers. 22 items measuring the following:
Financial stability Organizational Support Staff Retention: Program Integration Stakeholder Perceptions Program Outcomes and Impact It is scored from 0 (little to no extent) to 7 (to a very great extent). A summed score is created (a minimum score of 0 and a maximum score of 154, where a higher score mean a better outcome) |
Through study completion, an average of 1.5 years | |
Primary | Service measure on access to mental health care, developed by the project group | For teachers. 21 items measuring the following dimention of Service Utilization will be created during the mapping process:
Wait Times Geographical Accessibility Affordability Equity and Disparities Satisfaction and Perceived Access Referral Patterns Availability of Services Scored 0 (never) to 4 (at least once a year). A summed score is created (a minimum score of 0 and a maximum score of 105, where a higher score mean a better outcome) |
Through study completion, an average of 1.5 years | |
Primary | Attitudes about Child Mental Health (Perceived Discrimination-Devaluation (Link et al., 1987) questionnaire | For teachers. 10 items measuring stigma and mental health literacy.
Scored from 1 (strongly disagree) to 7 (strongly agree). A summed score is created (a minimum score of 0 and a maximum score of 70, where a higher score mean a better outcome) |
Through study completion, an average of 1.5 years | |
Primary | The dimensions of discipline inventory, school (DDI; Strauss & Faucher, 2007) | For children. 11 items measuring incidents of teacher violence. Scored from 0 (never) to 4 (at least once a year). A summed score is created (a minimum score of 0 and a maximum score of 44, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Primary | Treatment at home, developed by the project group, by inspiration from our siste project "TREAT C-AUD") | For children. 10 items measuring treatment at home. Scoring instructions will be deveoped during the mapping process. | Through study completion, an average of 1.5 years | |
Secondary | The Implementation Quality Questionnaire (Bogen, 2020) | For teachers and school staff. 26 questions on the perception of acceptability, appropriateness, feasibility, ownership, school climate and user participation. Scored from 1 (strongly disagree) to 7 (strongtly agree). A summed score is created, as well as a score for each dimention (a minimum score of 0 and a maximum score of 182, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Fidelity Scale, developed by the project group | For teachers. A scale to measure the fidelity to the intervention, including adaptations and modifications will be developed as part of the mapping process. | Through study completion, an average of 1.5 years | |
Secondary | General Health Questionnaire (GHQ; Goldberg, 1970) | For teachers. 12 items measuring personal mental health, scored 1 (better than usual) to 4 (much less than usual). A summed score is created (a minimum score of 0 and a maximum score of 48, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | Attitudes on Gender Norms (Waszak et al., 2000) questionnaire | For teachers and caregivers. 10 items measuring tteacher reported gender norms. Scored 0 (disagree) or 1 (agree). A summed score is created (a minimum score of 0 and a maximum score of 10, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Help-seeking behaviour, developed by the project group after inspiration from Yifeng et al., 2022 | For caregivers. Help seeking behaviour is measured by the following question: At any point during the past 3 months, did you ever speak to a health professional about any mental health problem or concern? Scored from 1 ( did not have any mental health problem or concern) to 4 (I decided not to speak to a health professional although I am concerned about my mental health). | Through study completion, an average of 1.5 years | |
Secondary | Pediatric Symptom Checklist (PSC-17; Jellinek et al., 1998) | For children. 17 items measuring child mental health. Scored 0 (never) to 2 (often). A summed score is created(a minimum score of 0 and a maximum score of 34, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | Teacher Support Scale (TSS; Metheny, McWhirter, & O'Neil, 2008) | For children. 21 items measuring child-reported support from teachers. Scored from 1 (disagree) to 3 (agree). A summed score is created (a minimum score of 21 and a maximum score of 63, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Teacher violence scale (Piskin et al, 2014) | For children. 29 items on teacher violence. Scored from 0 (never) to 5 (every day) (a minimum score of 0 and a maximum score of 145, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | The dimensions of discipline inventory, home (DDI; Strauss & Faucher, 2007) | For children. 7 items measuring discipline at home. Scored from 0 (never) to 4 (at least once a year) (a minimum score of 0 and a maximum score of 28, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | The Implementation Leadership Scale (Aarons, Ehrhart, et al., 2014) | For teachers. 12 items measuring the following subscales: Proactive, knowledgeable, supportive, perservant, and available. Scored 0 (not at al) to 4 (to a very great extent). A summed score is created (a minimum score of 0 and a maximum score of 48, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Organizational Readiness for Implementing Change (Shea et al., 2014) | For teachers and scool staff. 12 items measuring change efficacy. Scored from 1 (strongly disagree) to 5 (strongly agree). A summed score is created (a minimum score of 12 and a maximum score of 60, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Teacher concerns about child mental health, developed by the project group, after inspiration from Yifeng et al., 2022 | For teachers. 7 items measuring concerns, referrals, and support. Each question is scored individually (both yes/no, number response, and qualitative resonse) | Through study completion, an average of 1.5 years | |
Secondary | Provider Report of Sustainment Scale (PRESS) (Moullin et al., 2021) (PRESS): development and validation (PRESS; Moullin et al., 2021) | For teachers. 3 items measuring if staff use the intervention. Scored from 0 (not al all) to 4 (to a very great extent). A summed score is created (a minimum score of 0 and a maximum score of 12, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Mental health knowledge (Evans-Lacko et al., | For caregivers. 17 items measuring caregiver mental health literacy. Scored from 1 (disagree strongly) to 6 (agree strongly). A summed score is created (a minimum score of 17 and a maximum score of 102, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | AUDIT scale (WHO) | For caregivers. 11 items measuring alcohol use by caregivers. Scoring will be decided in accordance to the RQ later in the mapping process. | Through study completion, an average of 1.5 years | |
Secondary | Child alcohol use, developed by the project group | For children. 5 items measuring child alcohol use (e.g., Have you ever had a drink of alcohol rather than a few sips?). Scored individually (numeric or yes/no). | Through study completion, an average of 1.5 years | |
Secondary | Child mental health - Pediatric symptoms (Jelinek et al.) | For children. 17 self-report questions on child mental health. Scored from 0 (never) to 2 (often). A summed score is created (a minimum score of 0 and a maximum score of 34, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | Perceived teacher support and its influence on adolescent career development (Metheny et al., 2008) | For children. 21 items scored from 1 (disagree) to 3 (agree). A summed score is created (a minimum score of 21 and a maximum score of 63, where a higher score mean a better outcome) | Through study completion, an average of 1.5 years | |
Secondary | Sexual violence, developed by the project group | For children. 9 items on experiences of sexual violece. Scored from 0 (no) to 3 (every term). A summed score is created (a minimum score of 0 and a maximum score of 27, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years | |
Secondary | Dimensions of discipline inventory (DDI; Straus and Fauchier, 2007) | For children. 7 items measuring corporal punishment. Scored from 0 (never) to 4 (at least once a year). A summed score is calculated (a minimum score of 0 and a maximum score of 28, where a higher score mean a worse outcome) | Through study completion, an average of 1.5 years |
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