Developing Resilience Skills and Social Competence in Youth in a School Setting

NCT06578026 | Completed

• 1 other identifier: 16-057
• Study Type: interventional
• Target: 169
• Locations: 1 country
• Sites: 1

Brief Summary

Our study aimed to answer the question: Can a resilience-based intervention improve the psychosocial and educational outcomes of students with psychosocial difficulties? We examined the effectiveness of a resilience-based group intervention, the Resilience Builder Program® (RBP), with students in low-SES school settings to determine if this treatment improves psychosocial and educational outcomes.

Conditions

Psychosocial Functioning

Keywords

resilience

Outcome Measures

Primary Outcomes (1)

• Resiliency scales for children and adolescent (RSCA)

  self-report of child's resilience; score 0-100; higher scores = stronger resilience

  1 month

Secondary Outcomes (1)

• Behavior assessment system for children, 2nd edition (BASC)

  1 month

Other Outcomes (1)

• Academic competence evaluation scales (ACES)

  1 month

Study Arms (2)

Treatment

EXPERIMENTAL

Received the Resilience Builder Program intervention

Behavioral: Resilience Builder Program

Control

NO INTERVENTION

Did not receive the Resilience Builder Program

Interventions

Resilience Builder Program BEHAVIORAL

The Resilience Builder Program® group therapy will meet for one class period once a week during the semester (12 sessions). The group aims to improve resilience skills: areas such as the ability to control emotions and behavior, social skills and interactions with peers, problem-solving skills, ability to be flexible in different situations, self-esteem, and optimistic thinking. The groups involve the group leader presenting a new topic and skill, the students discussing this topic and developing strategies associated with the skill, the students practicing the skill while getting feedback from the group leader, and a period focused on self-control strategies. A letter reviewing each session will be sent home to the parent/guardian each week. Also, each child will be asked to do an assignment between weekly sessions to help him/her practice new skills.

Treatment

Eligibility Criteria

• Age: 9 Years - 11 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• psychosocial deficits

You may not qualify if:

• psychosis
• extreme aggression
• autism

Sponsors & Collaborators

• The Catholic University of America: lead

Study Sites (1)

Montgomery County Public Schools

Rockville, Maryland, 20850, United States

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: randomized control trial

Study Record Dates

• First Submitted: August 24, 2024
• First Posted: August 29, 2024
• Study Start: June 16, 2016
• Primary Completion: March 13, 2020
• Study Completion: March 13, 2020
• Last Updated: August 29, 2024

Record last verified: 2024-08

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)