Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
This study will evaluate the usability, feasibility, and acceptability of a novel multi-level Just-In-Time Training (JITT) implementation strategy (JITT-EBP) that aims to equip mentors and mentor supervisors to implement evidence-based practices (EBPs) with fidelity using methods that are sustainable in rural communities. JITT-EBP integrates (a) self-directed, on-demand, online training modules for mentors and mentor supervisors, (b) synchronous evidence-based supervision strategies, and (c) an apprenticeship delivery model in which EBPs are co-led by an experienced mentor and a novice mentor, providing opportunity for in-the-moment training and support. The study will conduct a pilot hybrid type 2 effectiveness-implementation trial to evaluate the use of JITT-EBP compared to usual training for implementing mentor-delivered Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), an evidence-based depression prevention program. 96 adolescents (age 12-17) and their parents, 8-18 mentors (depending on amount of turnover), and 4 mentor supervisors will be enrolled in the trial.
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| IPT-AST implemented via Just-In-Time Training (JITT-EBP) | Active Comparator | IPT-AST = Interpersonal Psychotherapy-Adolescent Skills Training |
|
| IPT-AST implemented via usual training | Active Comparator | IPT-AST = Interpersonal Psychotherapy-Adolescent Skills Training |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Interpersonal Psychotherapy-Adolescent Skills Training via Just-In-Time Training (JITT) implementation strategy | Behavioral | IPT-AST is a group-based EBP that aims to prevent depression and support emotional well-being by helping youth develop skills to foster healthy relationships. Youth learn about the links between feelings and interpersonal interactions, and they learn communication strategies and interpersonal problem-solving skills that they can apply to their relationships. JITT-EBP integrates (a) self-directed, on-demand, online training modules for mentors and mentor supervisors, (b) synchronous evidence-based supervision strategies, and (c) an apprenticeship delivery model in which EBPs are co-led by an experienced mentor and a novice mentor, providing opportunity for in-the-moment training and support. |
| Measure | Description | Time Frame |
|---|---|---|
| Feasibility of Intervention Measure (FIM) - Week 12 | Mentor and mentor supervisor report of JITT-EBP feasibility, with higher value indicating higher feasibility | Week 12 |
| Acceptability of Intervention Measure (AIM) - Week 12 | youth, parent, mentor, and mentor supervisor report of IPT-AST acceptability, with higher value indicating higher acceptability. | Week 12 |
| Intervention Appropriateness Measure (IAM) - Week 12 | Mentor and mentor supervisor report of JITT-EBP appropriateness, with higher value indicating higher appropriateness. | Week 12 |
| Client Satisfaction Questionnaire (CSQ-8) - Week 12 | Youth and parent report of satisfaction with IPT-AST program, with , with higher value indicating more satisfaction. | Week 12 |
| Measure | Description | Time Frame |
|---|---|---|
| Fidelity | IPT-AST fidelity checklist | Week 12 |
| Cost of implementation | Mentor Supervisor hours and hourly wages for recruitment, training, supervision, and IPT-AST delivery. IPT-AST expert hours and hourly wages for training and supervision. |
Not provided
Youth and Parent Inclusion Criteria:
Youth and Parent Exclusion Criteria:
Mentor and Mentor Supervisor Inclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Gracie Meyer | Contact | 612-625-7240 | meye3329@umn.edu |
| Name | Affiliation | Role |
|---|---|---|
| Meredith Gunlicks-Stoessel, PhD, LP | University of Minnesota | Principal Investigator |
| Lindsey Weiler, PhD | University of Minnesota | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Minnesota | Recruiting | Minneapolis | Minnesota | 55455 | United States |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Youth, mentor supervisors, and mentors will be randomized to IPT-AST delivered via JITT-EBP or usual training. Youth will be block randomized using randomly permuted blocks of 2 and 4. Randomization for youth will be stratified by sex and level of depression symptoms (PHQ-9 < 5 and > 5).
Not provided
Not provided
Not provided
Not provided
|
| Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) implemented via usual training | Behavioral | IPT-AST is a group-based EBP that aims to prevent depression and support emotional well-being by helping youth develop skills to foster healthy relationships. Youth learn about the links between feelings and interpersonal interactions, and they learn communication strategies and interpersonal problem-solving skills that they can apply to their relationships. Usual training involves (a) a one-day virtual training conducted by an IPT-AST expert prior to the beginning of the intervention, and (b) synchronous evidence-based supervision strategies. |
|
| Year 2 |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 6 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. | Week 6 |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 12 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. | Week 12 |
| Revised Child Anxiety and Depression Scale-25 (RCADS-25) - Week 24 | 25-item scale that measures levels of anxiety and depressed mood. Higher scores indicate higher severity. | Week 24 |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 6 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships | Week 6 |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 12 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships | Week 12 |
| Conflict Behavior Questionnaire-20 (CBQ-20) - Week 24 | A higher score on the CBQ-20 indicates a greater level of conflict in parent-adolescent relationships | Week 24 |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 6 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. | Week 6 |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 12 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. | Week 12 |
| National Survey of Children's Health Social Competence Scale (NSCH-SCS) - Week 24 | A higher score on the NSCH-SCS indicates a higher level of youth social skills, as reported by a parent. | Week 24 |
| NIH Toolbox -Loneliness Ages 8-17 - Week 6 | A higher score indicates greater severity of loneliness | Week 6 |
| NIH Toolbox -Loneliness Ages 8-17 - Week 12 | A higher score indicates greater severity of loneliness | Week 12 |
| NIH Toolbox -Loneliness Ages 8-17 - Week 24 | A higher score indicates greater severity of loneliness | Week 24 |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 6 | A higher score indicates a more positive experience in relationships with peers | Week 6 |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 12 | A higher score indicates a more positive experience in relationships with peers | Week 12 |
| PROMIS Pediatric Item Bank - Peer Relationships - Week 24 | A higher score indicates a more positive experience in relationships with peers | Week 24 |
| NIH Toolbox - General Life Satisfaction - Week 6 | A higher score indicates more life satisfaction | Week 6 |
| NIH Toolbox - General Life Satisfaction - Week 12 | A higher score indicates more life satisfaction | Week 12 |
| NIH Toolbox - General Life Satisfaction - Week 24 | A higher score indicates more life satisfaction | Week 24 |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 6 | A higher score indicates more positive affect | Week 6 |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 12 | A higher score indicates more positive affect | Week 12 |
| PROMIS Pediatric Short Form v1.0 - Positive Affect - Week 24 | A higher score indicates more positive affect | Week 24 |
| Rosenberg Self-Esteem Scale (RSES) - Week 6 | A higher score indicates higher self-esteem | Week 6 |
| Rosenberg Self-Esteem Scale (RSES) - Week 12 | A higher score indicates higher self-esteem | Week 12 |
| Rosenberg Self-Esteem Scale (RSES) - Week 24 | A higher score indicates higher self-esteem | Week 24 |
| ID | Term |
|---|---|
| D003863 | Depression |
| D001008 | Anxiety Disorders |
| ID | Term |
|---|---|
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |
| D001523 | Mental Disorders |
Not provided
Not provided