An Evaluation of Relationship and Coparenting Education Curricula for Adolescent Parents

NCT03849703 | Unknown

• 1 other identifier: 90FM0067-01-01
• Study Type: interventional
• Target: 640
• Locations: 0 countries
• Sites: N/A

Brief Summary

An intent-to-treat randomized design coupled with a time-series design will be used to assess differential adjustment between the treatment and control groups, and to assess differential changes in adjustment between adolescent parents across four time-points. A block randomization design will be used to randomly assign eight participating schools into one of four treatment conditions based on curriculum assignment. Schools can receive a co-parenting (COPAR), healthy romantic relationship (HRR), and/or a control (CONT) curriculum each semester. Treatment conditions reflect schools which receive a full treatment model (i.e., COPAR-HRR, HRR-COPARE) or a partial treatment model (i.e., COPAR-CONT, and HRR-CONT). The investigators hypothesize that youth participating in the full-treatment group will show statistically significant immediate and sustained improvements in well-being, as well as larger improvements in their co-parenting and relationship knowledge and behaviors post treatment and more sustained improvements in co-parenting and relationship behaviors six months post-treatment than youth in the partial-treatment group. Couples in the program will show better co-parenting and relationship outcomes than couples where only one adolescent participated.

Conditions

Romantic Relationship Skills; Coparenting Skills

Keywords

Adolescent parents; coparenting; romantic relationships

Outcome Measures

Primary Outcomes (3)

• Attitudes & Knowledge

  The HMRE nFORM pre- and post-test surveys will be used to assess changes in attitudes towards marriage (Section A1), healthy relationships (Section A3), romantic relationship conflict resolution (Section A4), and intimate partner violence (Section A5).

  1 year

• Romantic Relationship Adjustment - Conflict Resolution

  Abusive behaviors between dating adolescents will be assessed using the Conflict in Adolescent Dating Relationships Inventory (CADRI; Wolfe et al., 2001). Physical, sexual, emotional, verbal, and threatening behaviors are assessed in this 31-item measure. The CADRI has demonstrated acceptable test-retest reliability, good internal consistency, and agreement between dating partners (Wolfe, et al., 2001).

  1 year

• Coparenting Adjustment - Communication

  Two subscales from the Co-parental Communication Scale (Ahrons, 1981) will be used to assess frequency of communication (7-item) and degree of conflict (7-item) that is present when discussing parenting issues between co-parents. This scale has been modified and validated with Mexican adolescent mothers (Madden-Derdich, 2002; Herzog, Umaña-Taylor, Madden-Derdich, \& Leonard, 2007) with good reliability in both subscales (α \> .78).

  1 year

Secondary Outcomes (2)

• Parenting - Involvement

  1 year

• Psychosocial functioning - Self-esteem

  1 year

Study Arms (4)

Full Intervention #1

EXPERIMENTAL

Participants will receive both of our target curricula but in alternate order. This treatment group will receive the coparenting curriculum before the romantic relationships curriculum.

Behavioral: Full Intervention #1

Full Intervention #2

EXPERIMENTAL

Participants will receive both of our target curricula but in alternate order. This treatment group will receive the romantic relationships curriculum before the coparenting curriculum.

Behavioral: Full Intervention #2

Partial Intervention #1

OTHER

Participants will receive the romantic relationships curriculum along with the control curriculum.

Behavioral: Partial Intervention #1

Partial Intervention #2

OTHER

Participants will receive the coparenting curriculum along with the control curriculum.

Behavioral: Partial Intervention #2

Interventions

Full Intervention #1 BEHAVIORAL

Participants will receive 10 lessons on a weekly basis per semester for two semesters, for a total of 20 lessons. This Intervention group will receive the coparenting and then romantic relationship curricula. The lessons last between 45-60 minutes and are based on evidence based curricula.

Full Intervention #1

Full Intervention #2 BEHAVIORAL

Participants will receive 10 lessons on a weekly basis per semester for two semesters, for a total of 20 lessons. This Intervention group will receive the romantic relationship and then coparenting curricula. The lessons last between 45-60 minutes and are based on evidence based curricula.

Full Intervention #2

Partial Intervention #1 BEHAVIORAL

Participants will receive 10 lessons on a weekly basis per semester for two semesters, for a total of 20 lessons. This Partial Intervention group will receive the romantic relationship curriculum and a control curriculum. The lessons last between 45-60 minutes and are based on evidence based curricula.

Partial Intervention #1

Partial Intervention #2 BEHAVIORAL

Participants will receive 10 lessons on a weekly basis per semester for two semesters, for a total of 20 lessons. This Partial Intervention group will receive the coparenting curriculum and a control curriculum. The lessons last between 45-60 minutes and are based on evidence based curricula.

Partial Intervention #2

Eligibility Criteria

• Age: 14 Years - 20 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• pregnant or parenting (biological and nonbiological parents)
• adolescents

Sponsors & Collaborators

• Texas State University: lead
• Kansas State University: collaborator
• Penn State University: collaborator

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: PREVENTION
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: An intent-to-treat randomized design coupled with a time-series design will be used to assess differential adjustment between the treatment and control groups, and to assess differential changes in adjustment between adolescent parents across four time-points. A block randomization design will be used to randomly assign eight participating schools into one of four treatment conditions based on curriculum assignment. Schools can receive a co-parenting (COPAR), healthy romantic relationship (HRR), and/or a control (CONT) curriculum each semester. Treatment conditions reflect schools which receive a full treatment model (i.e., COPAR-HRR, HRR-COPAR) or a partial treatment model (i.e., COPAR-CONT, and HRR-CONT).

Study Record Dates

• First Submitted: March 6, 2018
• First Posted: February 21, 2019
• Study Start: August 1, 2016
• Primary Completion: May 31, 2020
• Study Completion: September 29, 2020
• Last Updated: April 11, 2019

Record last verified: 2019-04

Data Sharing

• IPD Sharing: Will not share