Not provided
| ID | Type | Description | Link |
|---|---|---|---|
| RFA-CE-24-001 | Other Grant/Funding Number | Centers for Disease Control and Prevention | |
| 5R49CE003712 | U.S. NIH Grant/Contract | View source |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Class |
|---|---|
| Centers for Disease Control and Prevention | FED |
| Injury Control Research Centers (ICRC) | UNKNOWN |
Not provided
Not provided
Not provided
Not provided
The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| iCHAMPS-YVP | Experimental |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| iCHAMPS-YVP | Behavioral | iCHAMPSS (CHoosing And Maintaining Effective Programs for Sex Education in Schools), a theory-based, online implementation strategy developed to increase the uptake of evidence-based sexual health programs (EBPs) in Texas schools. The intervention provides interactive tools, step-by-step guidance, and resources to assist school districts. |
| Measure | Description | Time Frame |
|---|---|---|
| Usability as assessed by the ease of use | This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use | Three weeks post iCHAMPS-YVP access |
| Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks | This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident | Baseline and 6 months post iCHAMPS-YVP access |
| Measure | Description | Time Frame |
|---|---|---|
| Current practices: dating violence prevention education | This will be reported categorically in the following categories;
| Baseline |
Not provided
Inclusion Criteria:
Hold one of the following positions:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Belinda Hernandez, PhD, MPH | Contact | (210) 276-9009 | Belinda.Hernandez@uth.tmc.edu | |
| Rhoda A Leos | Contact | (713) 500-9000 | Rhoda.Leos@uth.tmc.edu |
| Name | Affiliation | Role |
|---|---|---|
| Belinda Hernandez, PhD, MPH | The University of Texas Health Science Center, Houston | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| The University of Texas Health Science Center at Houston | Houston | Texas | 77030 | United States |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
|
| Current practices: bullying prevention education |
This will be reported categorically in the following categories;
|
| Baseline |
| Challenges that have prevented the district/school from implementing dating violence prevention education | This will be reported categorically in the following categories;
| Baseline |
| Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction | This will be reported categorically in the following categories;
| Baseline |
| Challenges to implementation that have prevented your district/school from adopting bullying prevention education | This will be reported categorically in the following categories;
| Baseline |
| Intentions to replace current curriculum:dating violence prevention instruction | This will be reported categorically in the following categories;
| Baseline |
| Intentions to replace current curriculum: bullying prevention instruction | This will be reported categorically in the following categories;
| Baseline |
| Intentions to adopt an evidence-based program:dating violence prevention instruction | This will be reported categorically in the following categories;
| Baseline |
| Intentions to adopt an evidence-based program:bullying prevention instruction | This will be reported categorically in the following categories;
| Baseline |
| Acceptability | This will be reported categorically on a Five-point Likert scale in the following categories "Like a Lot", "Like a Little", "Dislike a Little", "Dislike a Lot", and "Did Not Use" | Three weeks post iCHAMPS-YVP access |
| Helpfulness | This will be reported categorically on a three-point Likert scale in the following categories: "Less helpful", "As helpful", and "More helpful" | Three weeks post iCHAMPS-YVP access |
| Perceived impact | This will be categorically reported in the following categories:
| Three weeks post iCHAMPS-YVP access |
| Credibility | This will be categorically reported in the following categories:
| Three weeks post iCHAMPS-YVP access |
| Motivational Appeal | This will be categorically reported in the following categories:
| Three weeks post iCHAMPS-YVP access |
| Change in Compatibility | this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree | Baseline and 6 months post iCHAMPS-YVP access |
| Change in Complexity | this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree | Baseline and 6 months post iCHAMPS-YVP access |
| Change in Perceived social systems support (for evidence-based programs) | this will be reported categorically on a Four-point Likert scale in the following categories: Not at all supportive supportive very supportive don't know | Baseline and 6 months post iCHAMPS-YVP access |
| Change in Presence of organizational policy | This will be reported categorically in the following categories:
| Baseline and 6 months post iCHAMPS-YVP access |
| Challenges that have prevented your district/school from adopting dating violence prevention education | This will be reported categorically in the following categories:
| Baseline |
| Change in Intentions to use an evidence-based program | This will be reported categorically on a Six-point Likert in the following categories: Definitely will Probably will Probably will not Definitely will not Dont know not applicable | Baseline and 6 months post iCHAMPS-YVP access |
| Change in Awareness/knowledge (of evidence-based programs) | This will be reported on a four point likert scale in the following categories: Strongly disagree disagree agree strongly agree | Baseline and 6 months post iCHAMPS-YVP access |
| Change in Level of implementation | This will be reported categorically as follows: Prioritize: Refers to making violence prevention a priority for your district Assess: Refers to understanding your district's population, needs, and resources Select: Refers to identifying an evidence-based program that fits your district's population, needs, and resources Approve: Refers to getting your school board to approve an evidence-based program for use. Prepare: Refers to planning for complete and successful implementation of an approved evidence-based program Implement: Refers to implementing your evidence-based program with fidelity Maintain: Refers to improving and sustaining implementation of an evidence-based program over time. | Baseline and 6 months post iCHAMPS-YVP access |
| Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction | This will be reported categorically in the following categories;
| Baseline |
| ID | Term |
|---|---|
| D058445 | Bullying |
| ID | Term |
|---|---|
| D000374 | Aggression |
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |
| D000071277 | Harassment, Non-Sexual |
| D012919 | Social Behavior |
Not provided
Not provided