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This study involves efforts to advance the science of prevention in early childhood mental health in low-resource communities. Investigators will assess the effectiveness, practical implementation strategies, and underlying mechanisms of the evidence-based intervention, ParentCorps-Professional Development, in urban and rural Uganda. Two implementation approaches, with and without the teacher stress management package, T-Wellness, will be compared for efficacy.
Promoting child mental health in low-resource or low-income country settings faces numerous challenges in global health research. Although efforts have been made to improve mental health interventions and services for young children, evidence-based interventions (EBIs) for children in low-and middle-income countries (LMICs) are limited. Most mental health EBIs in LMICs have not been scaled widely, and do not focus on early childhood. Mechanisms of action and effectiveness are not well understood. Additionally, most EBIs in LMICs rely on community health workers (CHWs) or a task-shifting approach of implementation because of resource barriers and shortage of mental health professionals (MHPs). However, challenges related to task-shifting (e.g., CHW stress and job burnout) have rarely been studied. For task-shifting to be successful, strategies to overcome challenges faced by CHWs and understanding mechanisms to conduct effective task-shifting are paramount. The overall goal of this study is to address these EBI effectiveness and implementation knowledge gaps by providing a preventive EBI (ParentCorps-Professional Development; PD) that utilizes a task-shifting and a scalable implementation model to promote early childhood students' mental health in a LMIC-Uganda. PD is a school-based EBI and preventive mental health service provision model that supports teachers and school personnel to apply EBI strategies to promote young children's mental health. The PD approach represents a task-shifting model of mental healthcare by shifting mental health preventive duties from professionals to teachers to optimize school children's mental health. Therefore, teachers are considered as CHWs. This study examines impacts and cost-effectiveness of the EBI/PD on teachers and students, as well as examines underlying mechanisms (or theories of change) that contribute to intervention effect. In addition, considering most Ugandan teachers (or CHWs) experience occupational stress that threatens PD uptake, effectiveness, and sustainment, this study will also test a teacher stress management package (T-Wellness, adapted from EBIs) as an enhancement to PD. This study will investigate whether PD + T-Wellness (PDT) is more effective for CHWs/teachers than PD alone.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| ParentCorps-Professional Development (PD) | Experimental | n = 6 Schools in Kampala, Uganda (Urban) - 89 Teachers, 325 Parent-Child Pairs + n = 10 Schools in Hoima, Uganda (Rural) - 98 Teachers, 344 Parent-Child Pairs |
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| ParentCorps-Professional Development (PD) + T-Wellness | Experimental | n = 6 Schools in Kampala, Uganda (Urban) - 77 Teachers, 300 Parent-Child Pairs + n = 10 Schools in Hoima, Uganda (Rural) - 80 Teachers, 329 Parent-Child Pairs |
|
| Control | No Intervention | n = 6 Schools in Kampala, Uganda (Urban) - 73 Teachers, 316 Parent-Child Pairs + n = 9 Schools in Hoima, Uganda (Rural) - 92 Teachers, 321 Parent-Child Pairs |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| ParentCorps-Professional Development (PD) | Behavioral | Multi-component school-based intervention that promotes early childhood mental health and development. Teachers (pre-primary to 4th grade) will participate in a 3-day ParentCorps-PD training during the school term. They will also receive 8 sessions (8 hours) of face-to-face group-based coaching during after the training. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies. |
| Measure | Description | Time Frame |
|---|---|---|
| Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge. | Baseline |
| Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge. | Month 6 |
| Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | Baseline |
| Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | Month 6 |
| Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | Month 18 |
| Measure | Description | Time Frame |
|---|---|---|
| Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | Baseline |
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Inclusion Criteria:
In order to be eligible to participate in this study, an individual must meet all of the following criteria:
Exclusion Criteria
An individual who meets any of the following criteria will be excluded from participation in this study:
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| Name | Affiliation | Role |
|---|---|---|
| Keng-Yen Huang, MD, MPH | NYU Langone Health | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Hoima School | Hoima | Uganda | ||||
| Kampala School |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 35718782 | Derived | Huang KY, Nakigudde J, Kisakye EN, Sentongo H, Dennis-Tiwary TA, Tozan Y, Park H, Brotman LM. Advancing scalability and impacts of a teacher training program for promoting child mental health in Ugandan primary schools: protocol for a hybrid-type II effectiveness-implementation cluster randomized trial. Int J Ment Health Syst. 2022 Jun 20;16(1):28. doi: 10.1186/s13033-022-00538-7. |
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The de-identified participant data from the final research datasets (defined below) will be shared via the National Databased of Clinical Trials (NDCT) related to Mental Illness. The proposed cluster RCT study will be carried out in Uganda. It will collect data on 540 school staff (i.e., teachers), and 1,980 parent-child pairs from 36 schools. Child and teacher/school effectiveness outcome data and demographic data collected from teachers, schools, and families across all three assessment time points will be released for sharing. In addition, implementation context data will also be released. These data will be share via the NDCT related to Mental Illness. Implementation fidelity data will not be shared through NDCT, but can be requested from the PI Keng-Yen Huang directly beginning 9 months following article publication or at the end of the study.
Analyzed data file and final trial data will be share at the end of the study via the National Databased of Clinical Trials (NDCT) related to Mental Illness (the NIMH recommended format). There will be no end date for data sharing.
Requests should be directed to PI Keng-Yen Huang at huangk01@nyulangone.org. To gain access, data requestors will need to sign a data access agreement.
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While parents + children were enrolled as dyads, only the parent participants provided consent. The participant flow information provides the total number of parents AND children. The baseline characteristic information provides data on parents only, as only parents had baseline characteristic data collected. Further, all child-related assessments were completed by the parent participants.
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| ID | Title | Description |
|---|---|---|
| FG000 | ParentCorps-Professional Development (PD) - Parent + Child: Urban | Parents + Children assigned to the PD-only group in an urban setting. |
| FG001 | ParentCorps-Professional Development (PD) - Teachers: Urban | Teachers assigned to the PD-only group in an urban setting. |
| FG002 | ParentCorps-Professional Development (PD) + T-Wellness - Parent + Child: Urban | Parents + Children assigned to the PD+T wellness group in an urban setting. |
| FG003 | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban | Teachers assigned to the PD+T wellness group in an urban setting. |
| FG004 | Control - Parent + Child: Urban | Parents + Children assigned to the control group in an urban setting. |
| FG005 | Control - Teacher: Urban | Teachers assigned to the control group in an urban setting. |
| FG006 | ParentCorps-Professional Development (PD) - Parent + Child: Rural | Parents + Children assigned to the PD-only group in a rural setting. |
| FG007 | ParentCorps-Professional Development (PD) - Teachers: Rural | Teachers assigned to the PD-only group in a rural setting. |
| FG008 | ParentCorps-Professional Development (PD) + T-Wellness - Parent + Child: Rural | Parents + Children assigned to the PD+T wellness group in a rural setting. |
| FG009 | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Rural | Teachers assigned to the PD+T wellness group in a rural setting. |
| FG010 | Control - Parent + Child: Rural | Parents + Children assigned to the control group in a rural setting. |
| FG011 | Control - Teacher: Rural | Teachers assigned to the control group in a rural setting. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
|
Note that only parent participants in the parent + child dyads were consented and had baseline characteristic data collected.
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| ID | Title | Description |
|---|---|---|
| BG000 | ParentCorps-Professional Development (PD) - Parents Urban | Parents of school children assigned to the PD-only group in an urban setting. |
| BG001 | ParentCorps-Professional Development (PD) - Teachers: Urban |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| 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 | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge. | All teacher participants were analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
Two years.
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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 | ParentCorps-Professional Development (PD) | n = 6 Schools in Kampala, Uganda (Urban) - 89 Teachers, 325 Parent-Child Pairs + n = 10 Schools in Hoima, Uganda (Rural) - 98 Teachers, 344 Parent-Child Pairs ParentCorps-Professional Development (PD): Multi-component school-based intervention that promotes early childhood mental health and development. Teachers (pre-primary to 4th grade) will participate in a 3-day ParentCorps-PD training during the school term. They will also receive 8 sessions (8 hours) of face-to-face group-based coaching during after the training. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Keng-Yen Huang, PhD, MPH | NYU Langone Health | 646-501-2879 | Keng-Yen.Huang@nyulangone.org |
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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 | Aug 10, 2020 | Jun 30, 2025 | Prot_SAP_000.pdf |
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A cluster randomized controlled trial (cRCT), single blind and mixed-methods design will be applied
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Research staff performing outcome assessment will be blind to the study conditions.
|
| T-Wellness | Behavioral | A brief teacher stress management psychoeducation package, adapted from EBIs including one-day workshop for common stress management and stress management, and three follow-up group support sessions (3 additional monthly 1-hr wellness sessions for teachers as a group that were integrated into the 3 of the 8 PD coaching sessions. A total 3 hours of coaching were included. |
|
| Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | Baseline |
| Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | Month 6 |
| Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | Month 18 |
| Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | Baseline |
| Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | Month 6 |
| Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | Month 18 |
| Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | Month 6 |
| Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | Month 18 |
| Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | Baseline |
| Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | Month 6 |
| Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | Month 18 |
| Kampala |
| Uganda |
Teachers assigned to the PD-only group in an urban setting.
| BG002 | ParentCorps-Professional Development (PD) + T-Wellness - Parents: Urban | Parents of school children assigned to the PD+T wellness group in an urban setting. |
| BG003 | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Urban | Teachers assigned to the PD+T wellness group in an urban setting. |
| BG004 | Control - Parents: Urban | Parents of school children assigned to the control group in an urban setting. |
| BG005 | Control - Teacher: Urban | Teachers assigned to the control group in an urban setting. |
| BG006 | ParentCorps-Professional Development (PD) - Parents: Rural | Parents of school children assigned to the PD-only group in a rural setting. |
| BG007 | ParentCorps-Professional Development (PD) - Teachers: Rural | Teachers assigned to the PD-only group in a rural setting. |
| BG008 | ParentCorps-Professional Development (PD) + T-Wellness - Parents: Rural | Parents of school children assigned to the PD+T wellness group in a rural setting. |
| BG009 | ParentCorps-Professional Development (PD) + T-Wellness - Teachers: Rural | Teachers assigned to the PD+T wellness group in a rural setting. |
| BG010 | Control - Parents: Rural | Parents of school children assigned to the control group in a rural setting. |
| BG011 | Control - Teacher: Rural | Teachers assigned to the control group in a rural setting. |
| BG012 | Total | Total of all reporting groups |
| years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | Count of Participants | Participants |
|
| Race (NIH/OMB) | Count of Participants | Participants |
|
| Region of Enrollment | Number | participants |
|
| OG002 | Control - Teacher: Urban and Rural | Teachers assigned to the control group. |
|
|
| Primary | Teacher Knowledge of Evidence-Based Practice (Knowledge Score) | Teachers will complete a 10-item quiz assessing EBI knowledge. The total score is the number of correct responses and ranges from 0-100; higher scores indicate greater knowledge. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
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|
|
| Primary | Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | All teacher participants were analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
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| Primary | Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
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|
|
| Primary | Teacher EBI Practice Score-Emotion Support Strategies Use | The Emotion Socialization Scale assesses teachers' practice in supporting students' management of negative emotions. Each of the scale items (6 items) are rated on a scale from 1 to 5. The total score is the average of responses and ranges from 1-5; lower scores indicate lower adherence to EBI practice. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 18 |
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| Primary | Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | All teacher participants were analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
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| Primary | Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
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| Primary | Teacher Stress Score | Teachers complete a 5-item assessment of stress over the past month. Each item is rated on a scale from 1 to 4. The total score is the average of responses and ranges from 1-4. Higher scores indicate greater stress. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 18 |
|
|
|
| Primary | Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | All parent participants' data are analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
|
|
| Primary | Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
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|
|
| Primary | Child's Emotion Regulation Score | Parents answer 6 questions about their child's emotion regulation behavior over the past 7 days. Each item is rated on a Likert scale from 0 (not at all) to 4 (very well). The total score ranges from 0 to 4; higher scores indicate greater emotion regulation. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 18 |
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| Secondary | Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | All teacher participants were analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
|
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| Secondary | Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
|
|
|
| Secondary | Teacher Mental Health | Teachers complete Kessler Psychological Distress Scale (K10), which assesses anxiety and depressive symptoms that teacher experiencing over the past month. Each item is rated on a scale from 0 to 4. The total score is the sum of responses and ranges from 0 to 40, where higher scores indicate greater psychological distress. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 18 |
|
|
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| Secondary | Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | All parent participants are analyzed. | Posted | Mean | Standard Deviation | score on a scale | Baseline |
|
|
|
| Secondary | Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 6 |
|
|
|
| Secondary | Child Mental Health- Conduct Problem | Conduct problem items (5 items) from the Strengths and Difficulties Questionnaire (SDQ) are rated by parents, which assesses child's conduct and non-compliant behaviors over the last six months. Each item is rated on a Likert scale from 0 (not true) to 2 (certainly true). The total score is the sum of responses and ranges from 0-10; higher scores indicate greater difficulties. | Mean values are reported based on the raw data using cases with the follow up data. However, effectiveness outcome analysis were conducted based on the entire sample using imputated data. | Posted | Mean | Standard Deviation | score on a scale | Month 18 |
|
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|
| 0 |
| 1,525 |
| 0 |
| 1,525 |
| 0 |
| 1,525 |
| EG001 | ParentCorps-Professional Development (PD) + T-Wellness | n = 6 Schools in Kampala, Uganda (Urban) - 77 Teachers, 300 Parent-Child Pairs + n = 10 Schools in Hoima, Uganda (Rural) - 80 Teachers, 329 Parent-Child Pairs ParentCorps-Professional Development (PD): Multi-component school-based intervention that promotes early childhood mental health and development. Teachers (pre-primary to 4th grade) will participate in a 3-day ParentCorps-PD training during the school term. They will also receive 8 sessions (8 hours) of face-to-face group-based coaching during after the training. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies. T-Wellness: A brief teacher stress management psychoeducation package, adapted from EBIs including one-day workshop for common stress management and stress management, and three follow-up group support sessions (3 additional monthly 1-hr wellness sessions for teachers as a group that were integrated into the 3 of the 8 PD coaching sessions. A total 3 hours of coaching were included. | 0 | 1,415 | 0 | 1,415 | 0 | 1,415 |
| EG002 | Control | n = 6 Schools in Kampala, Uganda (Urban) - 73 Teachers, 316 Parent-Child Pairs + n = 9 Schools in Hoima, Uganda (Rural) - 92 Teachers, 321 Parent-Child Pairs | 0 | 1,439 | 0 | 1,439 | 0 | 1,439 |
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