Family Drama Project II

Physical Health Clinical Trial

Official title:

3Hs Family Drama Project (Phase 2)

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT04048915
• Other study ID #: UW 15-464
• Status: Completed
• Phase: N/A
• Start date: December 1, 2014
• Est. completion date: December 31, 2016

Study information

• Verified date: August 2019
• Source: The University of Hong Kong
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

A harmonious family relationship has significant effects on the psychological well-being and development of children. Good communication between parents and children is a crucial element for family health, happiness and harmony. However, communication within Hong Kong families is vastly inadequate partly due to our busy urban lifestyle.

The 3Hs Family Drama Project (Phase 2) was an enhanced version of the 3Hs Family Drama Project to promote health, happiness, harmony (3Hs), healthy eating and physical activity in primary school students. Students watched the interactive live drama (long or short version) and are given DVD and worksheets. Students were encouraged to watch the DVD with other family members at home. The present study aimed to evaluate the effectiveness and satisfaction levels of teachers, parents and students towards the drama project.

Description:

3Hs Family Drama Project (Phase 2) was an intervention to enhance the 3Hs through increasing interaction and communication between parents and children. Healthy eating and physical activity were also promoted. The drama project conducted 100 drama performances (either in the long or short version) in primary schools during the 2015-16 school year. The main targets were Primary 3 to 5 (P3-5) students and their families. Students would take home a DVD of the drama to watch and worksheets to complete with parents and other family members.

The goals of the study were to evaluate the effectiveness of the project to enhance health, happiness, harmony (3Hs), healthy eating and physical activity and participants' satisfaction levels towards the drama project.

Quantitative assessments were used to evaluate the effectiveness of the project. Process evaluations were performed in randomly selected students, parents and teachers to evaluate the process of each component of the program. Qualitative and quantitative assessments were used. Students, parents and teachers were asked to express their views on a questionnaire. Feedback from students was also collected through small group discussions, while that of parents was collected through telephone interviews.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 7026
• Est. completion date: December 31, 2016
• Est. primary completion date: December 31, 2016
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 5 Years to 100 Years

Eligibility

Inclusion Criteria:

Students: (both the Intervention group and waitlist control group)

• 1. Students who can read Chinese.

• 2. Primary 3 to 5 students in participating primary schools.

Parents: (Intervention group only)

• 1. Parents who can read Chinese.

• 2. With at least one primary school child.

School teachers: (Intervention group only)

• 1. Teachers who can read Chinese.

Exclusion Criteria:

• Students, parents or teachers who cannot read Chinese.

Related Conditions & MeSH terms

• Family Health, Happiness and Harmony
• Physical Health

Intervention

Behavioral:
• Long live drama
The interactive live 90-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents. Worksheets were given to all students and encouraged to finish the worksheets with their parents.
• Short live drama
The interactive live 60-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents. Worksheets were given to all students and encouraged to finish the worksheets with their parents.

Locations

Country	Name	City	State
Hong Kong	Local primary schools	Hong Kong

Sponsors (2)

Lead Sponsor	Collaborator
The University of Hong Kong	The Boys' & Girls' Clubs Association of Hong Kong

Country where clinical trial is conducted

Hong Kong, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change in family health, happiness and harmony (3Hs)	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.	baseline and 3 months
Secondary	Change in parent-child interactions	Students were asked whether they performed the 12 mentioned activities (e.g. watching movies with parents) in the past 7 days.	baseline, 1 month and 3 months
Secondary	Change in knowledge on healthy eating	Students were asked by 4 questions: 1)Do typical photo chips contain salt; 2)Will drinking sugary drinks affect weight; 3)Will more sedentary behaviours affect weight and 4)How many cubes of sugar are in a can of coke. The former 3 questions were given with 4 options, while the latter was given with 8 options. Each corrected answer scores 1 and a sum of scores from the 4 questions were deemed a measurement of knowledge.	baseline, 1 month and 3 months
Secondary	Change in behavior on physical activity	Students were asked to report the number of days (0-7) of simple exercise and at least 60 minutes moderate-to-vigorous physical activity in the past 7 days.	baseline, 1 month and 3 months
Secondary	Satisfaction towards the live drama, song and interactive parts	Students were asked to rate the live drama, song and interactive parts on a scale ranging from 1 to 5 scale and the lower score the more satisfied.	Immediately after the live drama
Secondary	Change in family health, happiness and harmony (3Hs)	Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.	baseline and 1 month
Secondary	Changes in body mass index	Body mass index was calculated from the measured weight and height	baseline and 1 month
Secondary	Changes in physical fitness (muscle strength)	Muscle strength was assessed through a dynamometer	baseline and 1 month
Secondary	Changes in physical fitness (muscle endurance)	Muscle endurance of legs was assessed through a simple fitness test "Squat".	baseline and 1 month
Secondary	Changes in physical fitness (muscle endurance)	Muscle endurance was assessed through a simple fitness test "Plank".	baseline and 1 month
Secondary	Change in fruit and vegetable consumption	Students were asked to report the number of days (0-7) of consuming at least 2 servings of fruit and 3 servings of vegetables in the past 7 days.	baseline, 1 month and 3 months
Secondary	Satisfaction towards the DVD and worksheets	Students were asked to rate the DVD and worksheets on a scale ranging from 1 to 5 and the lower score the more satisfied.	1 month