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The goal of this study is to use and adapt existing digital mental health technologies to advance the engagement, assessment, detection, treatment, and delivery of services for pediatric mental health in families from underserved communities.
The goal of this study is to use and adapt existing digital mental health technologies to advance the engagement, assessment, detection, treatment, and delivery of services for pediatric mental health. Specifically, user-centered design methodologies and an implementation science framework will be used to guide the development and implementation of the Teen Assess, Check, and Heal (TeACH) System into a pediatric primary care clinic serving teens and families from underserved communities.
Study objectives include:
The team will measure engagement outcomes and satisfaction with the TeACH System
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| TeACH System Resources | Experimental | Patients who screen positive for anxiety will receive stakeholder-informed feedback and resources (i.e., psychoeducation and mental health recommendations). |
|
| Evidence-based Resources | No Intervention | Patients who screen positive for anxiety will receive a link to a webpage providing psychoeducation about anxiety and possible treatment options. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| TeACH System Resources | Behavioral | Patients who screen positive for anxiety will receive psychoeducation and mental health recommendations (e.g., evidence-based apps) selected for use with the TeACH System through a collaborative, stakeholder-engaged approach completed in phases 1 and 2 of this project. |
| Measure | Description | Time Frame |
|---|---|---|
| Anxiety Understanding: Baseline | 1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is." | Administered following assent (in case of participant attrition through the interaction) |
| Anxiety Understanding: Post Interaction | 1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is." | Administered immediately after receiving randomized feedback/resources |
| Anxiety Understanding: Maintenance | 1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is." | Administered one week after interaction with TeACH System |
| Confidence to Act: Baseline | 1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety." | Administered following assent (in case of participant attrition through the interaction) |
| Confidence to Act: Post Interaction | 1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety." | Administered immediately after receiving randomized feedback/resources |
| Measure | Description | Time Frame |
|---|---|---|
| Kiddie-Computerized Adaptive Tests (K-CAT) Anxiety Module | <1 minute to complete; Uses item response theory to pull from a large question item bank to accurately diagnose anxiety symptom severity. | Administered immediately after initiating use of the TeACH System; teen participants complete only once. |
| After-Scenario Questionnaire (ASQ): Post Interaction |
| Measure | Description | Time Frame |
|---|---|---|
| Demographics | Name, date of birth, ethnicity, race, pronouns, gender, preferred language, reason for visiting primary care today, preferred channel of contact (i.e., text or email for follow-up) | Administered immediately after initiating use of the TeACH System; teen participants complete only once. |
Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Illinois at Chicago | Chicago | Illinois | 60601 | United States | ||
| Rush University Medical Center |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 39965196 | Derived | Stiles-Shields C, Bobadilla G, Reyes K, Gustafson EL, Lowther M, Smith DL, Frisbie C, Antognini C, Dyer G, MacCarthy R, Martinengo N, Morris G, Touranachun A, Wilkens KM, Julion WA, Karnik NS. Digital Mental Health Screening, Feedback, and Referral System for Teens With Socially Complex Needs: Protocol for a Randomized Controlled Trial Integrating the Teen Assess, Check, and Heal System into Pediatric Primary Care. JMIR Res Protoc. 2025 Feb 18;14:e65245. doi: 10.2196/65245. |
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| ID | Term |
|---|---|
| D000092862 | Psychological Well-Being |
| ID | Term |
|---|---|
| D010549 | Personal Satisfaction |
| D001519 | Behavior |
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Intervention group (TeACH System psychoeducation and recommendations) and control group (evidence-based online educational materials)
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| Confidence to Act: Maintenance | 1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety." | Administered one week after interaction with TeACH System |
| Likelihood of using DMH for Anxiety: Baseline | 1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)." | Administered following assent (in case of participant attrition through the interaction) |
| Likelihood of using DMH for Anxiety: Post Interaction | 1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)." | Administered immediately after receiving randomized feedback/resources |
| Likelihood of using DMH for Anxiety: Maintenance | 1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)." | Administered one week after interaction with TeACH System |
| DMH use for Anxiety: Baseline | 1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)." | Administered following assent (in case of participant attrition through the interaction) |
| DMH use for Anxiety: Post Interaction | 1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)." | Administered immediately after receiving randomized feedback/resources |
| DMH use for Anxiety: Maintenance, Change in DMH Use Following TeACH System Interaction | 1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)." | Administered one week after interaction with TeACH System |
| Enrollment | We will track the number of teens who use the TeACH System during implementation phases and will compare this to the number of teens who were eligible but did not use the system. | Through study completion, an average of once per year. |
3-item tool with seven response options (1-Strongly Disagree to 7-Strongly Agree) to assess satisfaction |
| Administered immediately after receiving randomized feedback/resources from TeACH System |
| After-Scenario Questionnaire (ASQ): Maintenance | 3-item tool with seven response options (1-Strongly Disagree to 7-Strongly Agree) to assess satisfaction | Administered one week after interaction with TeACH System |
| Chicago |
| Illinois |
| 60612 |
| United States |