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| Name | Class |
|---|---|
| Patient-Centered Outcomes Research Institute | OTHER |
| University of Maryland, Baltimore | OTHER |
| Medical University of South Carolina | OTHER |
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This study will evaluate whether the evidence-based Wellness framework paired with an evidence-based Partnership compared to Wellness alone will improve middle school students' social, emotional/behavioral, and academic functioning.
The mental health needs of children and youth are well-documented as an under-addressed and significant public health need in the United States. A number of barriers prevent children, youth, and families from accessing behavioral health services in standard clinic settings, including lack of sufficient transportation, cost, and stigma related to receiving services. School behavioral health (SBH) programs-in which community mental health providers join school teams to better address the social, emotional/behavioral, and academic needs of students-are growing in the United States because of their ability to reach youth who need, but may not otherwise receive, services. However, these efforts are limited by a lack of patient and stakeholder engagement. This has commonly resulted in SBH programs not being implemented, implemented inconsistently, or underutilized. The study will compare an evidence-based Patient-Centered Enhancements (i.e., Partnership) intervention added to an evidence-based framework termed Wellness in a three-year intervention for students in middle schools. Investigators predict the addition of the Partnership intervention will improve school climate and enhance SBH services, resulting in significantly improved social, emotional/behavioral, and academic outcomes in students. The study has three aims:
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Wellness Condition | Active Comparator | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. |
|
| Partnership | Experimental | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Wellness | Behavioral | The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Emotional/Behavioral Functioning of Students Receiving Services | Brief Problem Checklist: 12-item questionnaire measuring externalizing and internalizing problems found in children age 7-13 years old. Responses are given using a 3-point Likert scale ranging from 0 (not true) to 2 (very true), with responses summed for a possible score ranging from 0 to 24. High scores indicate a worse outcome for respondents. Analysis included students who completed at least 80% of the items on the scale. | Baseline (intake) and at 3 months and 6 months post-intake |
| Change in Discipline Rates | Computed models for student referrals to in-school suspension (ISS). The primary estimate can be interpreted as the log count difference between the treatment and control, and the zero inflated parameter can be interpreted as the log odds of not belonging to the inflated zero latent class. The primary analysis answers the question "Did random assignment to the Partnership condition change the number of observed behaviors?" and the zero inflated parameter asks "Did random assignment to the Partnership condition change the odds of having any observed behaviors?". | Annually per academic year |
| Change in Perceptions of School Climate | School Climate Survey (SCS): a free, online climate survey from the US Department of Education (ED). The SCS is a 73-item questionnaire for students and an 83-item questionnaire for school instructional and non-instructional staff on a 4 point scale ranging from 1 "Strongly Agree" to 4 "Strongly Disagree". School-level data were analyzed using ED School Climate Surveys (EDSCLS) platform which produces a benchmarked scale score. The benchmarked scale scores were created using item parameters based on a Rasch model. The EDSCLS produced scores which may fall into one of three categories:
Additional information on the benchmark scale score calculation is available at safesupportivelearning.ed.gov/edscls/benchmarks | Once annually, spring of each intervention year (2020, 2021, 2022, 2023) |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Mental Health Knowledge | The Guide Curriculum Assessment (GCA): Mental Health Knowledge scale includes 14 true-false questions related to mental health. These items were scored based on the number of correct answers (0 to 14), where higher scores means more correct answers. | Baseline (intake), and 3 months and 6 months post-intake |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Mark Weist, Ph.D. | University of South Carolina | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Maryland, Baltimore | Baltimore | Maryland | 21201 | United States | ||
| Medical University of South Carolina |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Connors, E.H., Stephan, S.H., Lever, N., Ereshefsky, S., Mosby, A., & Bohnenkamp, J. (2016). A national initiative to advance school mental health performance measurement in the US. Advances in School Mental Health Promotion, 9(1), 50-69. | ||
| Background | Weist, M.D., Sander, M.A., Walrath, C., Link, B., Nabors, L., Adelsheim, S., ... & Carrillo, K. (2005). Developing principles for best practice in expanded school mental health. Journal of Youth and Adolescence, 34(1), 7-13. | ||
| 26720827 | Background | Kutcher S, Wei Y, Morgan C. Successful Application of a Canadian Mental Health Curriculum Resource by Usual Classroom Teachers in Significantly and Sustainably Improving Student Mental Health Literacy. Can J Psychiatry. 2015 Dec;60(12):580-6. doi: 10.1177/070674371506001209. | |
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As defined here, students who enrolled in the project were engaged in clinical services with a school-based mental health therapist. For some outcome measures, we used schoolwide data (e.g., grades, discipline) for all students enrolled at participating schools. There, number of participants analyzed are much larger due to overall school enrollment.
| ID | Title | Description |
|---|---|---|
| FG000 | Wellness Condition | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
| FG001 | Partnership | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
| Title | Milestones | Reasons Not Completed | |||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
|
Number includes students and one parent/caregiver per student. However, many caregivers did not complete the intake survey which asked for parent age; therefore the number of caregivers is lower than the number of students in each condition. This number represents individual students/caregivers who completed self-reported surveys, which were the data utilized for individual, student-level outcomes. School-level variables are represented by # of total students enrolled or # of schools.
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| ID | Title | Description |
|---|---|---|
| BG000 | Wellness Condition | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Age analysis applies only to students, whose age was available for calculation. Parent/caregiver age is not available for analysis. |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Change in Emotional/Behavioral Functioning of Students Receiving Services | Brief Problem Checklist: 12-item questionnaire measuring externalizing and internalizing problems found in children age 7-13 years old. Responses are given using a 3-point Likert scale ranging from 0 (not true) to 2 (very true), with responses summed for a possible score ranging from 0 to 24. High scores indicate a worse outcome for respondents. Analysis included students who completed at least 80% of the items on the scale. | Students and parents who responded to at least 80% of items on the measure at each timepoint were included for analysis. | Posted | Mean | Standard Deviation | score on a scale | Baseline (intake) and at 3 months and 6 months post-intake |
|
Enrollment into the study (for student self-reported data) was conducted on a rolling basis, beginning in September 2019. Enrollees completed surveys at three intervals: upon intake, three months post-intake, and six months post-intake. After enrollment concluded in June 2023, post-intake assessments were completed through December 2023.
Definitions are as established by Clinical Trials.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Wellness Condition | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness Framework. Wellness: The Wellness framework packages together evidence-based practices of family engagement, modular evidence-based practice, quality assurance, and implementation support. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Mark Weist | University of South Carolina | 803-777-8438 | weist@mailbox.sc.edu |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | May 26, 2023 | Sep 19, 2024 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Feb 10, 2021 | Sep 19, 2024 | ICF_001.pdf |
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| ID | Term |
|---|---|
| D000092862 | Psychological Well-Being |
| ID | Term |
|---|---|
| D010549 | Personal Satisfaction |
| D001519 | Behavior |
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| ID | Term |
|---|---|
| D006262 | Health |
| ID | Term |
|---|---|
| D011154 | Population Characteristics |
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|
| Partnership | Behavioral | The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
|
| Change in Access to Services |
Average number of clinical sessions per student during study enrollment, divided by type (in-person and via tele-health) |
| Duration of study enrollment from intake to study exit (average 6 months) |
| Change in Client Satisfaction With Services | Client Satisfaction Questionnaire-8 (CSQ-8): 8-item measure for youth 11 and older and adults to assess individual's satisfaction with counseling services. Responses are given using a Likert scales ranging from 1 (indicating poor quality or dissatisfaction with service) to 4 (excellent or highly satisfied with service). Responses were summed for a possible score ranging from 8 to 32; with high scores indicating greater levels of satisfaction for respondents. Analysis included students who completed at least 80% of the items on the scale. | At 3 months and 6 months post-intake |
| Change in Social Functioning of Students Receiving Services | Child and Adolescent Social and Adaptive Functioning Scale (CASAFS): 24-item measure on school performance, peer relations, family relations, and home duties/self-care. The items range from 0 "Never" to 3 "Always". For some items, "Does not apply to me" is an optional response. Scores were summed for a possible range of 0 to 72, and respondents with at least 80% of items answered were included in analysis. Several items on the instrument required reverse coding prior to analysis. For this scale, lower scores indicate worse outcomes. | Baseline (intake) and at 3 months and 6 months post-intake |
| Change in Therapeutic Alliance | Therapeutic Alliance Scale for Children-revised (TASC) is a twelve item scale measuring the therapeutic alliance across treatment. The scale is a 12-item, 4-point Likert scale, with responses ranging from 0 "not like me" to 3 "very much like me". Five items on the scale required reverse coding prior to analysis. The total score is the sum of all items, ranging from 0 to 48, where higher scores mean stronger therapeutic alliance (better outcomes). Survey data were collected at 3- and 6-months post intake. | Baseline (intake), and 3 months and 6 months post-intake |
| Change in Academic Attendance Rates | School-level variable representing average number of days absent for all students in grades 6-8. The average is calculated by dividing the number of days absent by the total number of days in the school year (180). Note: attendance data are drastically skewed due to the impact of COVID-19. Many schools around the country, including those in one participating district, offered remote-only instruction (no in-person learning) during the 2020-2021 school year; thus the concept of "absence" from school was distorted. Therefore data presented here during 2019-2020 and 2020-2021 may not be meaningfully interpreted. | Annual following each school year (2019-2020, 2020-2021, 2021-2022, and 2022-2023) |
| Change in Perceived Stigma |
The Guide Curriculum Assessment (GCA): Perceived Stigma scale includes 12 items with responses on a 7-point Likert scale from 1 "strongly agree" to 4 "not sure" to 7 "strongly disagree". Two items require reverse coding. Lower scores on this scale mean more stigma and higher scores are optimal, indicating less mental health stigma. Scores on this scale range from 12 (most stigma) to 84 (least stigma). |
| Baseline (intake), 3 months post intake, and 6 months post intake |
| Change in Family-school-community Partnerships | Parent Participation Engagement Measure is a 5-item measure of parent participation in therapy sessions, with responses on a 5-point Likert scale ranging from 1 "not at all" to 5 "very much"; and where 0 indicates "not applicable". Scores on this scale can range from 0 to 25 with higher scores indicating higher rates of parent engagement. | At 3 months and 6 months post-intake |
| Charleston |
| South Carolina |
| 29425 |
| United States |
| University of South Carolina | Columbia | South Carolina | 29208 | United States |
| Background |
| Mcluckie A, Kutcher S, Wei Y, Weaver C. Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools. BMC Psychiatry. 2014 Dec 31;14:379. doi: 10.1186/s12888-014-0379-4. |
| 26520104 | Background | Haine-Schlagel R, Roesch SC, Trask EV, Fawley-King K, Ganger WC, Aarons GA. The Parent Participation Engagement Measure (PPEM): Reliability and Validity in Child and Adolescent Community Mental Health Services. Adm Policy Ment Health. 2016 Sep;43(5):813-823. doi: 10.1007/s10488-015-0698-x. |
| 10245370 | Background | Larsen DL, Attkisson CC, Hargreaves WA, Nguyen TD. Assessment of client/patient satisfaction: development of a general scale. Eval Program Plann. 1979;2(3):197-207. doi: 10.1016/0149-7189(79)90094-6. No abstract available. |
| 11845643 | Background | Price CS, Spence SH, Sheffield J, Donovan C. The development and psychometric properties of a measure of social and adaptive functioning for children and adolescents. J Clin Child Adolesc Psychol. 2002 Mar;31(1):111-22. doi: 10.1207/S15374424JCCP3101_13. |
| 20658809 | Background | Chorpita BF, Reise S, Weisz JR, Grubbs K, Becker KD, Krull JL; Research Network on Youth Mental Health. Evaluation of the Brief Problem Checklist: child and caregiver interviews to measure clinical progress. J Consult Clin Psychol. 2010 Aug;78(4):526-36. doi: 10.1037/a0019602. |
| 7900725 | Background | Brener ND, Collins JL, Kann L, Warren CW, Williams BI. Reliability of the Youth Risk Behavior Survey Questionnaire. Am J Epidemiol. 1995 Mar 15;141(6):575-80. doi: 10.1093/oxfordjournals.aje.a117473. |
| Background | Abrishami, G.F. & Warren, J.S. (2013). Therapeutic alliance and outcomes in children and adolescents served in a community mental health system. Journal of Child & Adolescent Behavior, 1(2), 1-7. |
| 42387471 | Derived | Weist MD, Patterson B, McQuillin SD, Fairchild AJ, Chehoski BE, Stevens RN, Haines C, Cox J, Chandler T, Hoover S, Reaves S, Lu Q, Obeid JS. Enhancing collaborative relationships and mental health literacy to improve school behavioral health for middle school students: a randomized controlled trial. BMC Public Health. 2026 Jul 1. doi: 10.1186/s12889-026-28047-z. Online ahead of print. |
| BG001 | Partnership | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
| BG002 | Total | Total of all reporting groups |
| Count of Participants |
| Participants |
|
| Sex/Gender, Customized | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | Each row represents a segment of the enrolled population: students or parent/caregiver. To report more accurately, we have separated these groups. It is important to note, to account for exceptionally high number of unknown/not reported ethnicity, this is due to an error in data collection. The survey did not distinguish between race and ethnicity, therefore respondents may have indicated a race (e.g., Black/African American) and no ethnicity. We assign these as ethnicity unknown. | Count of Participants | Participants |
|
| Race (NIH/OMB) | As above, we are reporting student demographics separately from parent, for increased clarity in describing the population that enrolled. Similarly, a respondent may have indicated Hispanic (which is an ethnicity but as collected, not separated from race as an option) and not selected any other identifier. Thus, these individuals are reported as having no reported race. | Count of Participants | Participants |
|
| OG001 | Partnership | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. |
|
|
|
| Primary | Change in Discipline Rates | Computed models for student referrals to in-school suspension (ISS). The primary estimate can be interpreted as the log count difference between the treatment and control, and the zero inflated parameter can be interpreted as the log odds of not belonging to the inflated zero latent class. The primary analysis answers the question "Did random assignment to the Partnership condition change the number of observed behaviors?" and the zero inflated parameter asks "Did random assignment to the Partnership condition change the odds of having any observed behaviors?". | This number includes all students who were enrolled at each of the 20 participating schools, not only those who were engaged in clinical practice. Students did not actively consent into this analysis of administrative school record data. Only a small fraction of the schoolwide population enrolled in the study to provide self-reported data on behaviors and clinical outcomes; whereas this analysis was of whole-school data. | Posted | Number | participants | Annually per academic year |
|
|
|
| Primary | Change in Perceptions of School Climate | School Climate Survey (SCS): a free, online climate survey from the US Department of Education (ED). The SCS is a 73-item questionnaire for students and an 83-item questionnaire for school instructional and non-instructional staff on a 4 point scale ranging from 1 "Strongly Agree" to 4 "Strongly Disagree". School-level data were analyzed using ED School Climate Surveys (EDSCLS) platform which produces a benchmarked scale score. The benchmarked scale scores were created using item parameters based on a Rasch model. The EDSCLS produced scores which may fall into one of three categories:
Additional information on the benchmark scale score calculation is available at safesupportivelearning.ed.gov/edscls/benchmarks | Participants in this outcome measure are schools, because this is a school-level variable. A total of 10 schools participated in each condition. In Spring 2020 and Spring 2021, only one school district participated due to the impact of the novel coronavirus pandemic and related transition to remote learning. In some cases, no teachers or staff responded to the invitation to participate (as indicated in participation numbers below). | Posted | Mean | Standard Deviation | score on a scale | Once annually, spring of each intervention year (2020, 2021, 2022, 2023) | Schools | Schools |
|
|
|
| Primary | Change in Access to Services | Average number of clinical sessions per student during study enrollment, divided by type (in-person and via tele-health) | Number of students who participated in therapy (attended sessions with provider) | Posted | Mean | Standard Deviation | total number of sessions | Duration of study enrollment from intake to study exit (average 6 months) |
|
|
|
| Primary | Change in Client Satisfaction With Services | Client Satisfaction Questionnaire-8 (CSQ-8): 8-item measure for youth 11 and older and adults to assess individual's satisfaction with counseling services. Responses are given using a Likert scales ranging from 1 (indicating poor quality or dissatisfaction with service) to 4 (excellent or highly satisfied with service). Responses were summed for a possible score ranging from 8 to 32; with high scores indicating greater levels of satisfaction for respondents. Analysis included students who completed at least 80% of the items on the scale. | There was some variance in number of students completing measures across the different measures | Posted | Mean | Standard Deviation | score on a scale | At 3 months and 6 months post-intake |
|
|
|
| Primary | Change in Social Functioning of Students Receiving Services | Child and Adolescent Social and Adaptive Functioning Scale (CASAFS): 24-item measure on school performance, peer relations, family relations, and home duties/self-care. The items range from 0 "Never" to 3 "Always". For some items, "Does not apply to me" is an optional response. Scores were summed for a possible range of 0 to 72, and respondents with at least 80% of items answered were included in analysis. Several items on the instrument required reverse coding prior to analysis. For this scale, lower scores indicate worse outcomes. | There was some variance in number of students completing measures across the different measures. | Posted | Mean | Standard Deviation | score on a scale | Baseline (intake) and at 3 months and 6 months post-intake |
|
|
|
| Primary | Change in Therapeutic Alliance | Therapeutic Alliance Scale for Children-revised (TASC) is a twelve item scale measuring the therapeutic alliance across treatment. The scale is a 12-item, 4-point Likert scale, with responses ranging from 0 "not like me" to 3 "very much like me". Five items on the scale required reverse coding prior to analysis. The total score is the sum of all items, ranging from 0 to 48, where higher scores mean stronger therapeutic alliance (better outcomes). Survey data were collected at 3- and 6-months post intake. | There was some variance in number of students completing measures across the different measures. | Posted | Mean | Standard Deviation | score on a scale | Baseline (intake), and 3 months and 6 months post-intake |
|
|
|
| Primary | Change in Academic Attendance Rates | School-level variable representing average number of days absent for all students in grades 6-8. The average is calculated by dividing the number of days absent by the total number of days in the school year (180). Note: attendance data are drastically skewed due to the impact of COVID-19. Many schools around the country, including those in one participating district, offered remote-only instruction (no in-person learning) during the 2020-2021 school year; thus the concept of "absence" from school was distorted. Therefore data presented here during 2019-2020 and 2020-2021 may not be meaningfully interpreted. | Complete attendance records for all students enrolled in grades 6-8 at each of the 20 participating schools | Posted | Mean | Standard Deviation | Absent rate (days absent/days total) | Annual following each school year (2019-2020, 2020-2021, 2021-2022, and 2022-2023) |
|
|
|
| Secondary | Change in Mental Health Knowledge | The Guide Curriculum Assessment (GCA): Mental Health Knowledge scale includes 14 true-false questions related to mental health. These items were scored based on the number of correct answers (0 to 14), where higher scores means more correct answers. | There was some variance in number of students completing measures across the different measures. | Posted | Mean | Standard Deviation | score on a scale | Baseline (intake), and 3 months and 6 months post-intake |
|
|
|
| Secondary | Change in Perceived Stigma | The Guide Curriculum Assessment (GCA): Perceived Stigma scale includes 12 items with responses on a 7-point Likert scale from 1 "strongly agree" to 4 "not sure" to 7 "strongly disagree". Two items require reverse coding. Lower scores on this scale mean more stigma and higher scores are optimal, indicating less mental health stigma. Scores on this scale range from 12 (most stigma) to 84 (least stigma). | There was some variance in number of students completing measures across the different measures | Posted | Mean | Standard Deviation | score on a scale | Baseline (intake), 3 months post intake, and 6 months post intake |
|
|
|
| Secondary | Change in Family-school-community Partnerships | Parent Participation Engagement Measure is a 5-item measure of parent participation in therapy sessions, with responses on a 5-point Likert scale ranging from 1 "not at all" to 5 "very much"; and where 0 indicates "not applicable". Scores on this scale can range from 0 to 25 with higher scores indicating higher rates of parent engagement. | There was some variance in number of students completing measures across the different measures. | Posted | Mean | Standard Deviation | score on a scale | At 3 months and 6 months post-intake |
|
|
|
| 0 |
| 665 |
| 0 |
| 665 |
| 0 |
| 665 |
| EG001 | Partnership | Participants in this condition will receive school-based behavioral health services from clinicians who are trained in the evidence-based Wellness framework. The clinicians in this condition will receive additional training on patient-centered enhancements called the Partnership intervention. Partnership: The two patient-centered enhancements are: enhancing mental health literacy and stigma reduction, and improving family-school-mental health partnerships. Depending on their time of enrollment, participants can be involved in this condition for one to three years. They will be asked to complete assessments during their therapy sessions periodically throughout the trial. | 0 | 614 | 0 | 614 | 0 | 614 |
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| Between 18 and 65 years |
|
| >=65 years |
|
| Unknown or Not Reported |
|
| Not Hispanic or Latino |
|
| Unknown or Not Reported |
|
| Native Hawaiian or Other Pacific Islander |
|
| Black or African American |
|
| White |
|
| More than one race |
|
| Unknown or Not Reported |
|
| Asian |
|
| Native Hawaiian or Other Pacific Islander |
|
| Black or African American |
|
| White |
|
| More than one race |
|
| Unknown or Not Reported |
|
| 2021-2022 school year |
|
| 2022-2023 school year |
|
|
| Spring 2020- teacher |
|
|
| Spring 2020 - staff |
|
|
| Spring 2021 - student |
|
|
| Spring 2021 - teacher |
|
|
| Spring 2021 - staff |
|
|
| Spring 2022 - student |
|
|
| Spring 2022 - teacher |
|
|
| Spring 2022 - staff |
|
|
| Spring 2023 - student |
|
|
| Spring 2023 - teacher |
|
|
| Spring 2023 - staff |
|
|
| 6 months post intake |
|
|
| 3 months post intake |
|
|
| 6 months post intake |
|
|
| 6 months post intake |
|
|
| 2020-2021 |
|
| 2021-2022 |
|
| 2022-2023 |
|
| 3 months post intake |
|
|
| 6 months post intake |
|
|
| 3 months post intake |
|
|
| 6 months post intake |
|
|
| 6 months post intake |
|
|