The Effect of an Intervention Based on Implicit Theories of Personality on the Prevention of Adolescent Dating Violence
Prevention of Aggressive Behavior in Adolescents by Means of an Intervention Based on Implicit Theories of Personality
1 other identifier
interventional
402
0 countries
N/A
Brief Summary
This study evaluates the efficacy of an intervention based on the Implicit Theories of Personality (ITP) to prevent dating violence in Spanish adolescents. Half of participants received the ITP intervention, while the other half received an educational intervention.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
Started Oct 2016
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
Study Start
First participant enrolled
October 3, 2016
CompletedPrimary Completion
Last participant's last visit for primary outcome
March 1, 2018
CompletedStudy Completion
Last participant's last visit for all outcomes
March 1, 2018
CompletedFirst Submitted
Initial submission to the registry
June 28, 2018
CompletedFirst Posted
Study publicly available on registry
July 11, 2018
CompletedNovember 9, 2018
November 1, 2018
1.4 years
June 28, 2018
November 7, 2018
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Change from baseline scores of the Dating Violence Questionaire (developed by the research team) at 2 weeks, 6 months, and 12 months.
Self reported dating aggressive behaviors during the last 6 months (last week in the 1 week follow-up) measured by 25 items scored 0-3 (0 = never; 3 = often), yielding a total between 0 and 75.
Baseline, 2 weeks, 6 months, and 12 months.
Other Outcomes (1)
Affection and Communication subscale of the Parenting Style Scale (Oliva, Parra, Sanchez-Queija, & López, 2007) for parents.
Baseline and 6 months.
Study Arms (2)
Incremental theory of personality
EXPERIMENTAL1 hour behavioral intervention (based on ITP) consisting on several tasks to be completed on paper individually.
Educational intervention
OTHER1 hour educational intervention (about the human brain) consisting on several tasks to be completed on paper individually.
Interventions
The experimental intervention (originally developed by David S. Yeager and colleagues) teaches that individuals have the potential to change. It has three main parts. First, participants are asked to read scientific studies that provide evidence that behaviors are controlled by "thoughts and feelings in brains," and that pathways in the brain have the potential to be changed under the right circumstances. Second, participants read several testimonials purportedly written by upperclassmen to bring credibility to the ITP. Finally, participants are asked to write their own version of such a narrative. This self-persuasive writing exercise has been shown to facilitate the internalization of the intervention message, building on a long line of research on cognitive dissonance.
The educational intervention involved scientific information about the human brain. It was designed to be parallel to the experimental intervention and, hence, it has also three main parts. First, participants are asked to read scientific information about the different areas of the brain and their specialties. Second, participants read several testimonials written by upperclassmen about their transition to high school and how their brains help them to adapt to the new space and all the physical differences of the building and the classes. Finally, participants are asked to write a letter to another student explaining the main things he or she has learned about the brain and thinks are important for adapting to the new physical environment in high school.
Eligibility Criteria
You may qualify if:
- Informed consent by the adolescents and their parents.
- To be fluent in Spanish.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
- University of Deustolead
- Medikosta IMQ Análisis Clínicoscollaborator
MeSH Terms
Conditions
Interventions
Condition Hierarchy (Ancestors)
Intervention Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
Esther Calvete, PhD
University of Deusto
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- DOUBLE
- Who Masked
- PARTICIPANT, OUTCOMES ASSESSOR
- Masking Details
- Allocation was concealed to the participants, researchers -who were in class the assessment days- and teachers.
- Purpose
- PREVENTION
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Principal Investigator, Deusto Stress Research Team, University of Deusto
Study Record Dates
First Submitted
June 28, 2018
First Posted
July 11, 2018
Study Start
October 3, 2016
Primary Completion
March 1, 2018
Study Completion
March 1, 2018
Last Updated
November 9, 2018
Record last verified: 2018-11