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Recruiting NCT07191782

Examining the Efficacy of the PRAISE With Coaching Program

No phase Interventional Aggression Childhood Bullying Victimization Social Behavior

For patients and families

In plain language

An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.

What is being studied
The protocol lists: Universal, classroom-based, Bullying and Aggression Prevention Program.
Who it may be relevant to
Registry conditions: Aggression Childhood, Bullying Victimization, Social Behavior. Basic parameters: from 8 years · All.
What needs checking
Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
Where it takes place
United States
Next step
Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →

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Official title

Examining the Efficacy of the PRAISE With Coaching Program in Reducing Peer Aggression and Bullying

Overview

The PReventing Aggression In Schools Everyday (PRAISE) Program has evidence of impact when run by research staff. PRAISE was adapted using community-based participatory research to a coaching model whereby school-staff are trained to facilitate the program and receive ongoing coaching from research staff. The overall objective is to demonstrate the efficacy of the adapted PRAISE program when facilitated by in-school staff.

Detailed description

PRAISE is an aggression and bullying prevention program that includes curriculum to help 3rd through 5th graders learn skills to identify feelings, use calming-down strategies, interpret others' intentions accurately, and consider choices when responding to conflict. PRAISE also has lessons on increasing empathy and perspective-taking, and empowering students to be positive bystanders.

Using a randomized control trial of at least 8 elementary schools (3rd-5th grade) we will examine 2 aims:

Aim 1: Examine the efficacy of PRAISE at reducing students' peer aggression and bullying and improving social problem-solving skills, positive bystander behaviors, and self-efficacy for non-violence.

Aim 2. Examine the moderating role of implementation and student- and facilitator-related factors on the main outcomes of interest.

Interventions

  • Behavioral Universal, classroom-based, Bullying and Aggression Prevention Program
    PRAISE is a universal, classroom-based aggression and bullying prevention program that addresses all forms (physical, verbal, relational, cyber), with a strong focus on the relational and reactive behaviors. All emotional and social skills taught focus on applying and practicing the skills within peer relationships. This program has gone through iterative development and adaptations using a community-based participatory approach whereby the elementary students and staff were active partners with

Primary outcome measures

  • Knowledge of Social Information Processing [Time frame: At baseline and post intervention, approximately 8 months.]
  • Hostile Attributions [Time frame: At baseline and post intervention, approximately 8 months.]
  • Reactive/proactive Aggression [Time frame: At baseline and post intervention, approximately 8 months.]
  • Cyberbullying [Time frame: At baseline and post intervention, approximately 8 months.]
  • Bystander Behaviors [Time frame: At baseline and post intervention, approximately 8 months.]
  • Relational and Overt Aggression [Time frame: At baseline and post intervention, approximately 8 months.]
Secondary outcome measures (7)
  • Empathy [Time frame: At baseline and post intervention, approximately 8 months.]
  • Peer Bullying-Victimization [Time frame: At baseline and post intervention, approximately 8 months.]
  • Academic Engagement [Time frame: At baseline and post intervention, approximately 8 months.]
  • Self-efficacy for Non-Violence [Time frame: At baseline and post intervention, approximately 8 months.]
  • Student-teacher Relationship [Time frame: At baseline and post intervention, approximately 8 months.]
  • Class Climate [Time frame: At baseline and post intervention, approximately 8 months.]
  • Bullying Perpetration [Time frame: At baseline and post intervention, approximately 8 months.]

Eligibility criteria

Student Inclusion Criteria:

  • Enrolled in one of the participating school sites
  • In a 3rd-5th grade classroom participating in the study

Staff Inclusion Criteria:

  • Employed by one of the participating school sites
  • Teach and/or provide services to students in 3rd-5th grade

Students Exclusion Criteria:

  • Do not speak English
  • Special education students not integrated in a regular education classroom
  • Student not in Grades 3-5 at the participating school sites

Teacher Exclusion Criteria:

  • Do not speak English
  • Do not teach/provide services with 3rd-5th grade students at the participating school sites

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation
Randomized
Model
Parallel assignment
Masking
Open label
Primary purpose
Prevention

Study locations

United States · 1 center
  • Children's Hospital of Philadelphia — Philadelphia

Identifiers

NCT: NCT07191782 · 24-022385 · 1R49CE003566-01-00 · 1R49CE003566-01

Primary sources (government registries)

View this study on ClinicalTrials.gov ↗