Promoting Social-emotional Development and Self-esteem in Primary School Students

NCT06019429 | Unknown DMC

• 1 other identifier: 158765324
• Study Type: interventional
• Target: 400
• Locations: 1 country
• Sites: 1

Brief Summary

This is an effectiveness study into a program ("HiRO") for improving social-emotional development, self esteem and the perceived classroom peer context in primary school students (aged 4-13 years). To this end, schools are divided into three conditions based on the choice of the schools (non-randomized): 1) School As Usual, 2) HiRo without judo classes, and 3) HiRO with judo classes. In all participating schools, social-emotional skills, self-image, emotional problems, and classroom peer context are measured three times by means of questionnaires (both self-report and parent-report). In The Netherlands primary schools are obliged to offer students training in social-emotional development. Schools can decide to develop their own program or make use of existing programs delivered by third parties, such as HiRO. In this study HiRO is compared to school as usual, that is, any other program offered to promote social -emotional development than HiRO. The main questions to answer are:

• What is the effect of HiRO on the development of prosocial behavior?
• What is the effect of HiRO on the development of emotional problems (depression, anxiety)?
• What is the effect of HiRO on self-esteem?
• What is the effect of HiRO on perceived peer context? Researchers will compare HiRO with and without judo to "school as usual" testing the following hypotheses: HiRO will result in increased prosocial skills as compared to school as usual. HiRO will result in decreased emotional problems as compared to school as usual. HiRO will result in increased self-esteem as compared to school as usual. HiRO will result in improved perceived peer context as compared to school as usual.

Conditions

Prosocial Behavior; Anxiety Disorders and Symptoms; Attention Deficit Hyperactivity Disorder; Healthy; Emotional Problem; Self Esteem; Peer Group

Keywords

prosocial behavior; anxiety; self esteem; classroom peer context; attention deficit hyperactivity disorder

Outcome Measures

Primary Outcomes (1)

• Prosocial behavior

  The Strengths and Difficulties Questionnaire (SDQ) is a self-report and third-party informant (parent and teacher) screening instrument for psychosocial functioning of children and adolescents (Goodman, 1997); Dutch version (Widenfelt, Goedhart, Treffers, \& Goodman, 2003). For 8 to 13 year old participants, both the self-report and parent version is used. For 4-7 year old participants only the parent version is used. The SDQ is comprised of five subscales: (a) emotional symptoms, (b) conduct problems, (c) hyperactivity/ inattention, (d) peer relationship problems, and (e) prosocial behavior. All subscales consist of five items using a 3-point Likert scale (ranging from 0 = ''not true'' to 2 = ''very true'' The SDQ is a reliable and valid screener of psychological difficulties across social-emotional domains (Muris, Meesters, \& Van den Berg, 2003; Van Rooy, Veenstra, Clench-Aas, 2008).

  Up to 11 months

Secondary Outcomes (1)

• Self-esteem

  Up to 11 months

Other Outcomes (2)

• Anxiety and emotional problems

  Up to 11 months

• Classroom Peer Context Questionnaire (CPCQ)

  Up to 11 months

Study Arms (3)

HiRO plus judo

EXPERIMENTAL

In this condition, students receive weekly classes aimed to promote social-emotional development. In addition, they will receive 6 judo classes.

Behavioral: HiRO +judo

HiRO

EXPERIMENTAL

In this condition, students receive weekly classes aimed to promote social-emotional development.

Behavioral: HiRO

School as usual

ACTIVE COMPARATOR

In this condition, students receive any amount of classes organized by their school to promote social-emotional development.

Behavioral: School as usual

Interventions

HiRO BEHAVIORAL

HiRO consists of weekly lessons. The lessons are aimed to promote social-emotional development. More specifically, lessons are designed to develop and enhance 1) trust, 2) collaboration, 3) respect, 4) self control, 5) resilience, 6) discipline, 7) joy. The annual program consists of four phases: Phase 1 \& 3: Fundamental phase (6 weeks) Engaging with the values through movement. In these phases, group formation and establishing behavioral expectations are central. In the Fundamental phase, one value is addressed school-wide each week. The entire school starts with trust and ends with discipline. Phase 2 \& 4: Theme weeks (12 lessons) A customized series of Experiential lessons for each class. Experiential learning is the guiding principle of the program, with a strong foundation based on the values upheld in judo. The learning cycle forms the basis for each experiential lesson within HiRO, and focusses on concrete experience, reflective observation, conceptualization, and practice.

HiRO

HiRO +judo BEHAVIORAL

In the condition HiRO with judo, students receive the same treatment as offered in the HiRO condition. In addition, they receive physical judo classes that are designed to translate the above-mentioned values to the behavioral level.

HiRO plus judo

School as usual BEHAVIORAL

Any amount of classes offered to promote social-emotional development

School as usual

Eligibility Criteria

• Age: 4 Years - 13 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• All primary school children

You may not qualify if:

• None

Sponsors & Collaborators

• Universiteit Leiden: lead

Study Sites (1)

Leiden University

Leiden, South Holland, 1500, Netherlands

RECRUITING

MeSH Terms

Conditions

Altruism; Anxiety Disorders; Attention Deficit Disorder with Hyperactivity

Interventions

Schools

Condition Hierarchy (Ancestors)

Social Behavior; Behavior; Mental Disorders; Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders

Intervention Hierarchy (Ancestors)

Non-Medical Public and Private Facilities

Study Officials

• Bianca Boyer, PhD

  Leiden University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Anne Rongen, MSc

CONTACT

0031611740033; anne@hiro.school

Marije Kuijper, MSc

CONTACT

0031611105556; marije@hiro.school

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant professor

Model Details: Schools who partake in this study decide the type of program they will receive: HiRO without judo, HiRO with judo, school-as-usual

Study Record Dates

• First Submitted: August 1, 2023
• First Posted: August 31, 2023
• Study Start: September 1, 2023
• Primary Completion: September 1, 2024
• Study Completion: September 1, 2024
• Last Updated: October 6, 2023

Record last verified: 2023-10

Data Sharing

• IPD Sharing: Will not share

Locations

NL (1)