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| ID | Type | Description | Link |
|---|---|---|---|
| R21MD018693 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| National Institute on Minority Health and Health Disparities (NIMHD) | NIH |
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The aim of this study is to evaluate a novel cultural strengths parenting program - the Video-feedback Intervention to Promote Racial-Ethnic Socialization CompEtency (VIP-RACE) - which seeks to support Latine parents' motivation to engage in racial-ethnic socialization (RES) and strengthen their RES competency (improved skills and confidence, decreased stress). In the preliminary phases of this project, we iteratively refined the VIP-RACE program in partnership with advisory boards of youth, parents, and providers. The refined intervention will now be tested with five parents of 10-14-year-old Latine youth to identify gaps in the curriculum and obstacles to implementation that can be addressed prior to a larger pilot. The investigators will then conduct a proof-of-concept single-arm trial with Latine families to assess the feasibility, acceptability, and preliminary efficacy of VIP-RACE. The investigators hypothesize that VIP-RACE will be shown to be feasible and acceptable to families. The investigators also predict that bolstering parents' RES motivation and competency will result in increased frequency and quality of these conversations between parents and youth which, in turn, are expected to strengthen youth racial-ethnic identity and coping and have cascading effects on mental and behavioral health.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Video-feedback Intervention to Promote Racial-Ethnic Socialization CompEtency (VIP-RACE) | Experimental | All parent-child dyads will be assigned to the VIP-RACE parenting program. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Video-feedback Intervention to Promote Racial-Ethnic Socialization CompEtency (VIP-RACE) | Behavioral | VIP-RACE is a brief, strengths-based, video-feedback intervention that targets parental racial-ethnic socialization (RES) motivation and competency in parents of 10-to-14-year-old Latino/a/x/e youth. Intervention sessions include: (1) Youth and parent assessment including videotaped parent-adolescent RES conversations; (2) Parent interview; and (3) Video feedback session during which parents and RES coaches review clips from the RES interaction tasks. Video feedback highlights parents' RES strengths and when sensitively applied, encourages parents to examine missed opportunities for engaging in RES. RES coaches emphasize that through the provision of cultural socialization and preparation for bias messages, parents can help protect their children from the damaging effects of discrimination and support positive racial-ethnic identity development. Parents develop a personalized action plan with goals and have the opportunity to receive up to 3-5 follow-up sessions to strengthen RES skill |
| Measure | Description | Time Frame |
|---|---|---|
| Feasibility (Quantitative) | An adapted version of the Feasibility of Intervention Measure will obtain parents' feedback on the perceived feasibility of VIP-RACE. The Feasibility of Intervention Measure consists of five items scored on a 5-point Likert scale (e.g., "This program is easy to use") and demonstrates acceptable reliability. The measure will also include space for participants to provide open-ended feedback. The minimum value for this measure is 1 and the maximum value for this measure is 5, with higher scores indicating better outcomes. | Immediately after the intervention |
| Acceptability (Quantitative) | An adapted version of the Acceptability of Intervention Measure will obtain parents' feedback on the perceived acceptability of VIP-RACE. The Acceptability of Intervention Measure consists of five items scored on a 5-point Likert scale (e.g., "I like this program") and demonstrates acceptable reliability. The measure will also include space for participants to provide open-ended feedback on which aspects of VIP-RACE were the most and least useful. The minimum value for this measure is 1 and the maximum value for this measure is 5, with higher scores indicating better outcomes. | Immediately after the intervention |
| Feasibility and Acceptability (Qualitative) | A subgroup of parent participants (n=10-15) will complete semi-structured qualitative exit interviews to provide more in-depth feedback on their experience participating in the intervention. The interview will probe parents' views of the program, including what they found most and least useful, how the program helped them navigate RES conversations, barriers to participation, and suggestions for improving implementation in the future. The investigators will also include questions to explore variation in parents' RES practices, perceptions of program, and intervention impact based on youth and parent sex, and will also conduct semi-structured interviews with RES coaches to further assess feasibility and acceptability and guide refinements for a larger efficacy trial. The investigators will collect critical information that can be used in future trials, including barriers and facilitators to implementing the intervention and modifications that can be made to the program. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Parental RES Frequency | The Ethnic-Racial Socialization Scale (minimum value 1, maximum value 5) and the Familial Ethnic Socialization Measure (minimum value 1, maximum value 5) will assess the frequency of parent- and youth-reported parental RES, specifically cultural socialization and preparation for bias messages. These measures have been adapted, validated, and utilized with diverse racial-ethnic groups since 1997 and 2001, respectively. Higher scores on both of these measures indicate better outcomes. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Principal Investigator | Contact | 626-205-5563 | cag6443@psu.edu | |
| Project Coordinator | Contact | 240-374-8559 | bvg5454@psu.edu |
| Name | Affiliation | Role |
|---|---|---|
| Principal Investigator | The Pennsylvania State University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Parents and Children Together (PACT) Lab Space | Recruiting | Harrisburg | Pennsylvania | 17102 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 37340271 | Background | Kalofonos I, McCoy M, Altman L, Gelberg L, Hamilton AB, Gabrielian S. A Sanctioned Encampment as a Strategy for Increasing Homeless Veterans' Access to Housing and Healthcare During the COVID-19 Pandemic. J Gen Intern Med. 2023 Jul;38(Suppl 3):857-864. doi: 10.1007/s11606-023-08124-4. Epub 2023 Jun 20. | |
| 32667277 | Background | Vindrola-Padros C, Johnson GA. Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qual Health Res. 2020 Aug;30(10):1596-1604. doi: 10.1177/1049732320921835. |
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De-identified individual and aggregate survey data (including raw and recoded data) will be shared. The de-identification process will remove direct and indirect respondent identifiers. Once data are confirmed final, respondent identifiers will be deleted. Transcripts from interviews will be de-identified and sensitive content redacted where identification is plausible. These de-identified and redacted transcripts and coding summaries will be shared. Attendace data will also be shared.
Following generation and quality check of raw transcripts from interviews, digital voice recordings will be permanently deleted to protect participant privacy. Respondent identifiers will not be shared. Raw transcripts and parent-child interaction task videos will be maintained but not shared. Transcripts from interviews and tasks will be de-identified and sensitive content redacted where identification is plausible. These de-identified and redacted transcripts and coding summaries will be shared.
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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 | Mar 16, 2025 | Jun 5, 2025 | Prot_SAP_000.pdf |
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| ID | Term |
|---|---|
| D003863 | Depression |
| D001008 | Anxiety Disorders |
| ID | Term |
|---|---|
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |
| D001523 | Mental Disorders |
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| Immediately after the intervention |
| Feasibility (Attendance tracking) | Participant attendance of VIP-RACE sessions will be tracked. VIP-RACE will be judged feasible if at least 75% of participants complete all three sessions of the program. | Through study completion, an average of 9 weeks |
| Change in Parental Racial-Ethnic Socialization (RES) Motivation | An adapted version of the Motivation to Change Scale will assess parent-reported parental motivation to engage in RES with their children (e.g., "How important is it for you to talk to your child about discrimination they may experience"). The minimum value for this measure is 1 and the maximum value for this measure is 6, with higher scores indicating better outcomes. | Baseline, immediately after the intervention, and 1-month follow-up |
| Change in Parental RES Competency | The Racial Socialization Competency Scale will assess parent-reported parental RES competency. The measure comprises 28 items (e.g., "teach my child to resolve a negative racial encounter with their peers."), and for each item, parents are asked to rate their confidence ("I believe I can"), skills ("I am/would be prepared to"), and stress ("I am/would be stressed to"). Parents respond using a 5-point Likert scale, with the lowest endorsement corresponding to the least confident, prepared, and stressed. Subscales include RES confidence, RES skill, and RES stress. The measure has been validated with diverse racial-ethnic groups, including with Latino/a/x caregivers (validation paper under review). The minimum value for this measure is 1 and the maximum value for this measure is 5, with higher scores indicating better outcomes. | Baseline, immediately after the intervention, and 1-month follow-up |
| Baseline, 1-month follow-up |
| Change in Parental RES Quality | The Observational Paradigm for Ethnic-Racial Socialization will be used to assess the quality of parents' cultural socialization and preparation for bias messaging. Specifically, parents and youth will be videotaped engaging in conversations about topics such as discrimination. Interactions will be coded using the Observational Measure for Ethnic-Racial Socialization, the companion coding system to the Observational Paradigm for Ethnic-Racial Socialization observational paradigm. The Observational Measure for Ethnic-Racial Socialization uses macro rating, a method that requires observers to synthesize interactions and apply a global impression on a 9-point scale (minimum value 1, maximum value 9). It includes codes for cultural socialization and preparation for bias (discrimination awareness and racial-ethnic coping strategies). Higher scores on this measure indicate better outcomes. | Baseline, 1-month follow-up |
| Change in Positive and Harsh Parenting during RES Conversations | The investigators will assess global aspects of parenting (e.g., positive, harsh parenting) as observed during videotaped dyadic discussions of topics such as discrimination. | Baseline, 1-month follow-up |
| Change in Youth Racial-Ethnic Coping | The Discrimination Coping Strategies Scale will assess parent- and youth-reported youth strategies for coping with racial-ethnic discrimination. The 6-item scale (minimum value = 1, maximum value = 5) includes two subscales, proactive coping and secondary coping, and has been validated for use with Latino/a/x youth. Higher scores on this measure indicate better outcomes. | Baseline, 1-month follow-up |
| Change in Youth Racial-Ethnic Identity | The Ethnic Identity Scale will assess youth-reported youth racial-ethnic identity. The 17-item scale (minimum value = 1, maximum value = 4) includes three subscales, exploration, resolution, and affirmation, and has been validated for use with Latino/a/x youth. Higher scores on the exploration and resolution subscales indicate better outcomes, while lower scores on the affirmation susbscale indicates better outcomes. | Baseline, 1-month follow-up |
| Change in Youth Depressive and Anxiety Symptoms | The Revised Child Anxiety and Depression Scale will assess parent- and youth- reported youth depressive and anxiety symptoms. The measure has been validated for use with children between 8 and 18 years of age. This measure has a minimum value of 0 and a maximum value of 2, with lower scores indicating better outcomes. | Baseline, 1-month follow-up |
| Change in Youth Conduct Problems | The Strengths and Difficulties Questionnaire will assess parent- and youth- reported conduct problems. The Conduct Problems Scale will be used which includes items about rule-breaking and aggressive behaviors. The maximum value for this measure is 2 and the minimum value is 0, with lower scores indicating better outcomes. | Baseline, 1-month follow-up |
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