Scaling-Up of a Social Emotional Learning Curriculum in Uganda

NCT05147246 | Completed

• 1 other identifier: 20-00816
• Study Type: interventional
• Target: 296
• Locations: 1 country
• Sites: 1

Brief Summary

Teachers' social emotional learning/competence (SEL/SEC) can influence teachers' ability in developing healthy teacher-student relationship, managing classroom, implementing evidence-based SEL promotion strategies in classroom, and supporting students' parents. Also, most SEL/SEC interventions have not considered gender equity. Given high prevalence of gender-based violence and high exposure to adverse environment for teachers in low income countries (LIC), which may lead them to greater risk for lower SEC, transforming current education system and considering gender equity and SEL/SEC promotion curriculum to both teachers and children is needed. The goal of this project is to respond to this need by adapting a locally supported evidence-based-intervention (EBI) for children and further integrates SEL/SEC curriculum for teachers and gender equity component. The EBI to be adapted in this study is ParentCorps-Professional Development (PD), a school-based EBI that trains, empowers, and supports teachers to apply EBI strategies to promote child SEL/SEC and academic learning, and reduce behavioral problems. Two pilot implementation studies from prior work conducted in Uganda and Nepal have demonstrated feasibility, acceptability, usefulness, and efficacy of PD in diverse low resource contexts. PD has shown positive impacts on multiple-level, including positive changes on students' emotional regulation and social competency, teacher-student relationship, and classroom social emotion climate. The proposed research builds on prior positive evidence and further partner with policy and relevant stakeholders to integrate gender equity and teacher SEL/SEC curriculum into the PD (as the PD-Enhance) as well as to test scalable strategies to provide the enhanced PD curriculum at the system level.

Conditions

Social Emotional Learning; Social Emotional Competence

Outcome Measures

Primary Outcomes (3)

• Number of school staff who displayed a change in teacher EBI practice

  4-6 months post-intervention

• Change in Score on Social Competence Scale - Parent (SCP)

  SCP is a 12-item measure that assesses a child's prosocial behaviors, communication skills, and self control. Each item states a behavior that a child may display in a social setting. The parent assesses how well each statement describes the child. Responses are coded on a 5-pt Likert scale: 0=not at all, 1=a little, 2=moderately well, 3=well, and 4=very well. The total score range is 0-48; the higher the score, the better the child is able to regulate his/her emotions.

  Baseline, Month 4-6

• Change in Score on Difficulties in Emotion Regulation Scale (DERS) - Teacher

  DERS measures emotion dysregulation in an individual. The 18 items, 5 point scale (1=Almost Never, 2=Sometimes, 3=About Half the Time, 4=Most of the Time, 5=Almost Always) yield scores on (a) awareness and understanding of emotions; (b) acceptance of emotions; (c) the ability to control impulses and behave in accordance with goals in the presence of negative affect; and (d) access to emotion regulation strategies that are perceived to be effective for feeling better. The total score range is 18-90; higher scores suggest greater problems with emotion regulation.

  Baseline, Month 4-6

Secondary Outcomes (4)

• Change in Score on Perceived Stress Scale (PSS) - Teacher

  Baseline, Month 4-6

• Change in Score on Patient-Reported Outcomes Measurement Information System (PROMIS) - Anger - Short Form - Parent

  Baseline, Month 4-6

• Change in PROMIS - Anxiety - Short Form - Parents

  Baseline, Month 4-6

• Change in PROMIS - Depression - Short Form - Parents

  Baseline, Month 4-6

Study Arms (4)

Intervention Schools - School Staff

EXPERIMENTAL

Behavioral: ParentCorps-Professional Development (PD)

Intervention Schools - Parent-Child Pairs

EXPERIMENTAL

Behavioral: ParentCorps-Professional Development (PD)

Wait-List Control Schools - School Staff

NO INTERVENTION

Wait-List Control Schools - Parent-Child Pairs

NO INTERVENTION

Interventions

ParentCorps-Professional Development (PD) BEHAVIORAL

PD is a school-based evidence-based-intervention (EBI) and preventive service provision model that supports teachers and school personnel to apply EBI strategies to promot young children's medical health in impoverished areas. Teachers and PTAs will participate in a 4-day training before the 1st school term. Teachers in the intervention condition will also receive 8 sessions (8 hours) of face-to-face group-based coaching during the 1st and 2nd terms. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies.

Intervention Schools - Parent-Child Pairs; Intervention Schools - School Staff

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may not qualify if:

• Evidence of psychopathology or cognitive impairment severe enough to preclude giving consent, or completing the survey instruments or the focus group of the study.

Sponsors & Collaborators

• NYU Langone Health: lead

Study Sites (1)

NAKASEKE

Nakaseke, Uganda

Location

Study Officials

• Keng-Yen Huang, PhD, MPH

  NYU Langone Health

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: November 24, 2021
• First Posted: December 7, 2021
• Study Start: August 1, 2021
• Primary Completion: August 25, 2022
• Study Completion: August 25, 2022
• Last Updated: January 19, 2023

Record last verified: 2023-01

Data Sharing

• IPD Sharing: Will not share

Locations

UG (1)