Childhood Resiliency Effects for School-wide Treatment in Belize City

Child Behavior Clinical Trial

— CREST  

Official title:

Childhood Resiliency Effects for School-wide Treatment in Belize City

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT03026335
• Other study ID #: 11403
• Status: Completed
• Phase: N/A
• First received: January 6, 2017
• Last updated: January 17, 2017
• Start date: September 2011
• Est. completion date: June 2012

Study information

• Verified date: January 2017
• Source: University of North Texas, Denton, TX
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

The purpose of the study is to use existing school resources and improve identification, referral and local support for children that exhibit exposure to childhood trauma resulting from environmental violence in Belize City. The Ministry of Education has identified the goals of the project to reduce violent behaviors in primary school children and supporting those children that have been exposed to violence or other malicious behavior that would inhibit normal school functioning. In addition, the MOE is supporting additional resources and data collection for a comprehensive evaluation of student behavior and academic performance.

Description:

Belize is a country with a developing economy based primarily on agriculture and tourism. Crime and violence are emerging as a threat to the country's governance and business climate. The number of homicides in Belize have increased by more than 30% from 2003-2006. This notion of violence, in particular gang violence, is extremely concerning because the population of Belize is very young. Almost half of the population of Belize is under the age of 18. The youth of Belize are becoming engaged in criminal and delinquent behaviors at an early age that have both individual and societal consequences.

In addition to the violence rates among youth in Belize there is also an educational crisis that must be addressed. Education in Belize is compulsory between the ages of 5-14 and in 2001 93% of 5-14 year old children attended school. Although primary school is mandatory (up to age 14), only about 75% of youth complete primary school and only 25% graduate from secondary school. With few students completing high school it is likely that many may turn to gang related and other illegal activities if they are not prepared to undertake better job opportunities, have not been provided with environmental assets that protect from involvement in risky behavior, and if they are exposed to community/family values that condone gang activity. A number of studies have demonstrated that school-based interventions have moderate effects in reducing violence (average of d = .20 across studies). Combining a sound school-based intervention in Belize that is primarily targeted toward students and teachers, but combined with school-based community/family components designed to heighten awareness of the necessity of protective assets, implemented with local and international support teams, and that fosters positive norms may enhance the effects.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 6296
• Est. completion date: June 2012
• Est. primary completion date: June 2012
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 4 Years to 12 Years

Eligibility

Inclusion Criteria:

• Enrolled in primary schools under the authority of the Belize Ministry of Education in the Belize District

• Enrolled in eight grades referred to as Infant 1 and 2 (generally aged 5 and 6 years), and 1st through 6th Standard (comprising ages 7 - 12 years)

Exclusion Criteria:

Related Conditions & MeSH terms

• Child Behavior

Intervention

Behavioral:
• Positive Action
Based upon a Cognitive Behavioral Therapy model, intervened schools were engaged in providing curriculum, school infrastructure elements, and parent/community involvement activities around a single model aimed to provide positive support for behaviors. Six areas were identified: self-concept, body/mind, responsible self-management, treating others they way you want to be treated, telling yourself the truth, and continual improvement of self.
• Control
Business as usual with students in non-itervened schools

Locations

Country	Name	City	State
n/a

Sponsors (1)

Lead Sponsor	Collaborator
University of North Texas, Denton, TX

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Social-Emotional and Character Development Scale	28 item self-report scale. A sum of item responses yields an overall score and sub scale scores for self-control, pro-social behavior, respect for teachers, respect for parents, honesty, and self-development. Higher scores represent improved functioning. Scores may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Peer Affiliation Scale	7 item self-report scale. A sum of item responses yields a score ranging from 5 to 35 with higher scores representing greater affiliation with peers. Scores may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Behavior Assessment for Children (BASC)	6 item sub scale from the BASC comprising a self-report for Anxiety, with higher scores indicting behaviors representative of anxious thought. Scores may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Substance Use and Violent Tendencies Scale	Adapted from a CDC measure, this self-report scale contains 11 items that when summed, higher scores represent greater substance use and participation in violence. Scores may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Belief in Moral Center Scale	An 11 item self-report measure where higher scores represent belief or adherence to social morality. Item responses are summed, and scores may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Self-Report Scale of Rewards for Pro-Social Behavior	A 6 item self-report measure recording how much of the time Parents and Teachers notice when the respondent is nice to others. Item responses are recorded on a 4-point scale. A sum of item responses yield summary scores and may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	School Self-Esteem Scale	A 4 item self-report measure asking students how they feel about themselves with respect to school and schoolwork. Item responses are recorded on a 4-point scale. A sum of item responses yield summary scores and may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment
Primary	Neighborhood Youth Inventory	A 9 item self-report measure about experiences of the respondent in their neighborhood. Item responses are recorded on a 4-point scale. A sum of item responses yield summary scores and may be reported as raw, percentiles, t-scores, or normal curve equivalent scores.	Nine (9) months from the beginning of the school year until the end of the school year to coincide with treatment