Evaluation of First Year Implementation of Komtü Programme to Improve Emotional Well-being in School.

NCT06488833 | Active Not Recruiting

• 1 other identifier: 2023 DI 00057
• Study Type: interventional
• Target: 270
• Locations: 1 country
• Sites: 1

Brief Summary

Objectives: (1) To analyse the benefits of Komtü Programme implementation in children's and teachers' well-being (primary outcomes); (2) to analyse the benefits of Komtü Programme implementation in teacher's assertiveness, mentalization and self-efficacy (secondary outcomes). (3) and to analyse the benefits of Komtü Programme implementation according to children's prosocial behaviour, self-esteem and mentalization (secondary outcomes). Participants: Teachers will be placed in one of the 3 groups, according to the school's support needs they work at. In this case, randomization would not be possible in the allocation process. In one of the interventions, the participants will receive the planned actions for the first school year of the Komtü Programme. In the other intervention, the participants will only receive the training and the reflective practice planned for the Komtü. The last group will complete the school year as usual (TAU, control group). Comparisons: Researchers will compare all 3 groups among them to see to what extent:

• Komtü Programme shows efficacy in fostering children's well-being compared with the training and TAU (control group).
• Komtü Programme shows efficacy in fostering teachers' well-being compared with the training and TAU (control group).
• Training and reflective practice shows efficacy in fostering children's well-being compared with TAU (control group).
• Training and reflective practice shows efficacy in fostering teachers' well-being compared with TAU (control group). And as for the secondary outcomes, researchers will also compare all 3 group to observe possible inter-group differences.

Conditions

Psychological Well-Being; Mental Health Wellness

Keywords

Psychological Well-being; Emotional Well-being; Emotional Health; School Intervention

Outcome Measures

Primary Outcomes (5)

• Stirling Children's Well-Being Scale (SCWB)

  This is a 15-item scale commonly used to measure children's happiness in the last 2 weeks. Items are scored from '1 = Never' to '5 = All the time'. The score ranges from 15 to 75. A higher score means more happiness (better outcome).

  Through study completion, an average of 8 months

• Child Well-being Level (CWBL)

  This is Likert's 7-point scale to assess the child's level of happiness compared with other children of the same age. It is responded by children. It ranges from '1 = Very less happy' to '7 = Very happier'. A higher score means more happiness (better outcome).

  Through study completion, an average of 8 months

• Child Well-being Level - Teacher's version (CWBL-T)

  This is Likert's 7-point scale to assess the child's level of happiness compared with other children of the same age. It is responded by teachers. It ranges from '1 = Very less happy' to '7 = Very happier'. A higher score means more happiness (better outcome).

  Through study completion, an average of 8 months

• Warwick-Edinburgh Mental Well-being Scale (WEMWBS)

  This is a 14-item scale commonly used to measure mental well-being in general population in the last 2 weeks. Items are scored from '1 = None of the time' to '5 = All of the time'. The score ranges from 14 to 70. A higher score means more well-being (better outcome).

  Through study completion, an average of 8 months

• Teacher's Subjective Well-being Scale (TSWBS)

  This is a 8-item scale used to measure teacher's subjective well-being according to 2 sub-scales: teaching efficacy (4 items) and school connectedness (4 items). Items are scored in 4-points Likert scale ranging from '1 = Almost never' to '4 = Almost always'. The score ranges from 8 to 32. A higher score means more well-being (better outcome).

  Through study completion, an average of 8 months

Secondary Outcomes (7)

• Bar-On Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV)

  Through study completion, an average of 8 months

• Self-Other Mentalization Scale (SOMS)

  Through study completion, an average of 8 months

• Rosenberg's Self-Esteem Scale - Child version (RSES-C)

  Through study completion, an average of 8 months

• Strengths and Difficulties Questionnaire (SDQ)

  Through study completion, an average of 8 months

• Mentalization Scale (MentS)

  Through study completion, an average of 8 months

Other Outcomes (2)

• Maslach Burnout Inventory - Educators Survey (MBI-ES)

  Through study completion, an average of 8 months

• Omnibus Trust Scale

  Through study completion, an average of 8 months

Study Arms (3)

Komtü Programme (Komtü)

EXPERIMENTAL

The Komtü is a programme that aims to enhance the well-being and the emotional support of children by providing training and support to the entire school community, with a particular focus on teachers. The Komtü programme comprises two distinct phases: the first, the Implementation Phase, is conducted over a period of three school years. During this phase, a specialist visits the school twice a week during the 1st and 2nd school years, and once a week during the 3rd school year. Some actions take place during this phase. For example, the specialist will provide training with reflective practice exercises, healing spaces and support for teachers and will also provide coaching for the school management team. The second phase, the Sustainability Phase, is also conducted over three school years. This phase is designed as a follow-up phase, which is meant to ensure the continuity of the programme at the school even in the absence of the specialist's weekly visits from the centre.

Behavioral: Komtü Programme (Komtü)

Komtü Training and Reflective Practice

EXPERIMENTAL

This is a different version of the Komtü Programme that aims to enhance the well-being and the emotional support of children. In Komtü Training and Reflective Practice, the Implementation Phase is modified. The 1st school year, the specialist will only provide training with reflective practice exercises. This means, the other actions that are usually carried out by the programme will not be offered. In contrast to the original version, this would reduce the cost of the intervention and allow a greater number of schools to participate in the programme, as the specialist would have the time to intervene in more centres. It has been decided to prioritise training with reflective practice exercises as it is the core component that gives meaning to the functioning of the other activities that are developed throughout the programme.

Behavioral: Komtü Training and Reflective Practice

Control group or Treatment as usual (TAU)

NO INTERVENTION

The school year will be developed as normal.

Interventions

Komtü Programme (Komtü) BEHAVIORAL

Mainly, 4 actions will take place: * Training with reflective practice exercises. This is a 32-hours group training involving 21 sessions that last 60 minutes and 11 hours of inter-sessions work. The contents of the training will be 5 of the 10 total blocks of Komtü training: Block 1: Meeting, observing and listening; Block 2: Neuroscience applied in the educational context; Block 3: High- quality relationships; Block 4: Conflict management; Block 5: Boundary management * Healing spaces to generate a collective restorative experience, offering tools that facilitate emotional management * Individual support for teachers to offer them resources, tools, and intervention strategies to help improve educational practice and the emotional and relational well-being of the school community * Coaching for the school management team to help them establish some objectives together and offer them the necessary resources and tools so that they can achieve them successfully.

Also known as: Komtü

Komtü Programme (Komtü)

Komtü Training and Reflective Practice BEHAVIORAL

This is a 32-hours group training involving 21 sessions that last 60 minutes and 11 hours of inter-sessions work. The contents of the training will be 5 of the 10 total blocks of Komtü training: Block 1: Meeting, observing and listening; Block 2: Neuroscience applied in the educational context; Block 3: High- quality relationships; Block 4: Conflict management; Block 5: Boundary management No other actions will take place in this group.

Komtü Training and Reflective Practice

Eligibility Criteria

• Age: 9 Years - 67 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Teachers at public school (6 y.o. - 12 y.o.) or preschool (3 y.o. - 6 y.o.) in active
• Students from 4th, 5th and 6th grade of Primary School (9 - 12 y.o.)
• Understanding Catalan
• Written Informed Consent

You may not qualify if:

• Teachers at private or charter schools.
• Teachers at rural schools.
• Preschool students (3-y.o. - 6 y.o.) and students from 1st, 2nd and 3rd grade of Primary School (6 y.o. - 8 y.o.).
• Schools that already have any training/knowledge related to emotional support or emotional intelligence.

Sponsors & Collaborators

• Universitat Autonoma de Barcelona: lead
• Nous Cims Private Foundation: collaborator

Study Sites (1)

Nous Cims Private Foundation

Barcelona, 08029, Spain

Location

Related Links

• Komtü Programme website (English not available)
• Nous Cims Private Foundation website (English version)

MeSH Terms

Conditions

Psychological Well-Being

Condition Hierarchy (Ancestors)

Personal Satisfaction; Behavior

Study Officials

• Sergi Ballespí, PhD

  Universitat Autònoma de Barcelona (UAB)

  STUDY DIRECTOR

• Elena Gervilla, PhD

  Universitat de les Illes Balears (UIB)

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Quasi-experimental pre-post design with control group

Study Record Dates

• First Submitted: June 21, 2024
• First Posted: July 5, 2024
• Study Start: October 8, 2024
• Primary Completion: May 1, 2025
• Study Completion: May 1, 2025
• Last Updated: October 16, 2024

Record last verified: 2024-10

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)