Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
1 other identifier
interventional
464
1 country
5
Brief Summary
The purpose of this study is to determine whether a drama workshop program for immigrant and refugee youth is effective in reducing impairment in high school students presenting learning difficulties.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
5 active sites
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
August 25, 2011
CompletedFirst Posted
Study publicly available on registry
August 31, 2011
CompletedStudy Start
First participant enrolled
November 1, 2011
CompletedPrimary Completion
Last participant's last visit for primary outcome
December 1, 2012
CompletedMarch 27, 2014
March 1, 2014
1.1 years
August 25, 2011
March 26, 2014
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Change in impairment of emotional and behavioural symptoms reported by youth
Impairment of emotional and behavioural symptoms will be assessed by the Impact Supplement of the SDQ completed by the adolescents. The SDQ is a 25-item Likert scale assessing emotional and behavioural symptoms. This questionnaire includes an impairment measure that enquires about symptoms in terms of chronicity, distress, social impairment, and burden for others.
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Secondary Outcomes (4)
Change in emotional and behavioural symptoms
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Change in impairment
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Change in relations with peers
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Change in school performance
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Study Arms (3)
Theatre intervention
EXPERIMENTALThe theatre expression workshops will run for 12 weeks, with one 75-minute workshop per week. They will be incorporated into the regular class timetable and will be run by the two members of the intervention team who have training in theatre and psychology, and the homeroom teacher, whose level of direct involvement will increase gradually as he or she becomes familiar with the workshops.
Group tutoring intervention
EXPERIMENTALIn each classroom assigned to the tutorship intervention, two academic resource assistants will provide weekly in-class support to students for the same length of time than the drama workshop (75 minutes weekly). Individualized student objectives on reading fluency and math will be implemented (one in math and one in reading per student).
No intervention
NO INTERVENTIONClasses not participating neither in drama workshops nor in group tutoring activities will fill out a questionnaire as a basis for comparison.
Interventions
Academic in-class intervention that focuses on differentiated academic instruction and improved overall academic adjustment. In each classroom assigned to the tutorship intervention, two academic resource assistants will provide weekly in-class support to students for the same length of time than the drama workshop (75 minutes, once a week), with the teacher present in the classroom.
The theatre expression workshops will run for 12 weeks, with one 75-minute workshop per week. They will be incorporated into the regular class timetable and will be run by the two members of the intervention team who have training in theatre and psychology, and the homeroom teacher, whose level of direct involvement will increase gradually as he or she becomes familiar with the workshops.
Eligibility Criteria
You may qualify if:
- All students who are assigned to special classes based on behavioural or learning problems in grades 7-10 in the participating schools will participate in the program and be included in the study if they and their parents consent to in the research.
You may not qualify if:
- More severe cases
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (5)
École Antoine-de-St-Exupéry
Montreal, Quebec, Canada
École La Dauversière
Montreal, Quebec, Canada
École La Voie
Montreal, Quebec, Canada
École Lucien-Pagé
Montreal, Quebec, Canada
École Saint-Luc
Montreal, Quebec, Canada
Related Publications (1)
Rousseau C, Beauregard C, Daignault K, Petrakos H, Thombs BD, Steele R, Vasiliadis HM, Hechtman L. A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes. PLoS One. 2014 Aug 15;9(8):e104704. doi: 10.1371/journal.pone.0104704. eCollection 2014.
PMID: 25127251DERIVED
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
Cécile Rousseau, MD
McGill University Health Center, CSSS de la Montagne
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- NONE
- Purpose
- SUPPORTIVE CARE
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Associate Professor, Division of Social and Cultural Psychiatry, McGill University, Transcultural Research and Intervention Team (TRIT), Youth Mental Health, CSSS de la Montagne (Park Extension)
Study Record Dates
First Submitted
August 25, 2011
First Posted
August 31, 2011
Study Start
November 1, 2011
Primary Completion
December 1, 2012
Last Updated
March 27, 2014
Record last verified: 2014-03