Active Games for Increasing Social and Emotional Competencies of Young Adults in Probation System: a One-Sample Trial Study in Izmir City in Turkiye

NCT06737744 | Completed

• 2 other identifiers: REC.20.16.1604730EPP120181UKEPPKA3IPISOC-
• Study Type: interventional
• Target: 50
• Locations: 1 country
• Sites: 1

Brief Summary

Objective: The goal of this one-sample clinical trial is to implement active games, including physical activities, that support the social and emotional competencies of individuals in probation sentence. Methods: The study was carried out with 50 young adult offenders. The Collaborative for Academic, Social, and Emotional Learning (CASEL) model, which defines five social and emotional skills (self-awareness, self-management, responsible decision making, relationship skills, social awareness), was used to support observation and game design. The present study involved the codesign of a total of 18 active games to develop these five competencies. The primary outcomes of the research were increased mental well-being and increased social emotional skills in participants receiving the AG4C program. The secondary outcome of the research was the regular participation of the participants in the program. In this study, two hypotheses were tested: "The ActiveGames4Change programme increases the psychological wellbeing of young adults on probation" and "The ActiveGames4Change programme increases the 5 basic skills of young adults on probation. This study was carried out with 50 young adult offender individuals (48 male and 2 female) who received probation measures in accordance with the court or prosecutor's decision for different crimes. The CASEL model, which defines social and emotional skills, was used to support observation and game design because it determines the characteristics of young people who are in the execution process. The skill set proposed by the CASEL model included skills such as "self-awareness", "self-management", "social awareness", "relationship skills" and "responsible decision-making". The Wilcoxon signed-rank test was employed to examine the impact of the intervention on participants' progression of competency levels before and after the intervention.

Conditions

Substance Use Disorder; Sports; Competency Based Education; Psychological Well Being; Addiction

Keywords

substance use disorder; physical activity; youth justice; probation service; education; mental health well being; addiction

Outcome Measures

Primary Outcomes (2)

• The total score of the mental well-being

  The total score for mental well-being was obtained from the Warwick Edinburgh Mental Well-being Scale (WEMWBS) in Turkish, completed by participants verbally with the assistance of educators, before and at the end of the "Active Games 4 Change" intervention. WEMWBS was developed and validated for multicultural use and is available in Turkish. The scale consists of 14 positive items and has a 5-point Likert-type answer key. The lowest score is 14 points and the highest score is 70 points. High scores obtained from the scale indicate high mental (psychological) well-being. The Turkish version of WEMWBS retains the single-factor structure of the original scale and demonstrates robust validity and reliability. The queries were cross-referenced with CASEL's core social-emotional competencies to ensure each was covered by at least one question.

  From enrollment to the end of intervention at 8 weeks

• Social Emotional Skills

  Collaborative for Academic, Social and Emotional Learning(CASEL) defines 5 social emotional skills:Self-Awareness(SA1), Social Awareness(SA2), Self-Management(SM) Relationship skills(R) and Responsible Decision-making(RD) which guided the design of 18 games to develop these skills.To observe the five CASEL social emotional skills of the participants,Warwick-Edinburgh Well-being Scale (WEMWBS) items were evaluated, and the team of this research determined which items best described each skill.The queries WEMWBS were cross-referenced with CASEL's skills to ensure each was covered by at least one item in WEMWBS.A matching process aligned CASEL skills with WEMWBS scoring,generating sub-scores to assess each skill's progress.Higher scores indicated greater progress.The matched items with points:SA1-items 2,3,8,10(min:4,max:20);SA2-item 4(min:1,max:5);SM-items 1,5,13(min:3,max:15);R-items 9,12(min:2,max:10);RD-items 6,7,11(min:3,max:15).Each response was scored on a scale of 1 to 5 points.

  From enrollment to the end of intervention at 8 weeks

Secondary Outcomes (1)

• Regular participation of the participants in the program

  From enrollment to the end of intervention at 8 weeks

Study Arms (1)

AG4C intervention group

EXPERIMENTAL

Other: Active Games for Change (AG4C); Behavioral: Active Games for Change Group Working

Interventions

Active Games for Change (AG4C) OTHER

This intervention was carried out in Turkiye within the Erasmus+ Key Action 3 project titled Active Games for Change (AG4C). The programme included a series of innovative, face-to-face active games with a non-formal approach that prioritised physical activity, specifically designed to support the development of social and emotional competencies identified for the first time in the field in a probation directorate serving young adult offenders.

AG4C intervention group

Active Games for Change Group Working BEHAVIORAL

The Active Games for Change intervention program was implemented in Izmir, Türkiye within the Erasmus+ Key Action 3 project titled Active Games for Change (AG4C). The AG4C intervention program included a series of innovative, face-to-face active games with a non-formal approach that prioritised support for developing social and emotional competencies of young adults with substance use problems, for the first time in the field.

Also known as: "Active Games for Change, AG4C

AG4C intervention group

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• being between 18 and 30 years old
• having any kind of criminal background under probation supervision
• having at least four months left on their probation sentence.

You may not qualify if:

• having physical health issues
• severe mental disorders such as schizophrenia, borderline personality disorder, and antisocial personality disorder.

Sponsors & Collaborators

• Ege University: lead
• European Commission: collaborator

Study Sites (1)

Ege University Institute on Drug Abuse, Toxicology and Pharmaceutical Science

Izmir, 35100, Turkey (Türkiye)

Location

Related Publications (5)

• Wigelsworth M. SPECTRUM': Social, psychological, emotional, concepts of self, and resilience: Understanding and measurement. 2017

  BACKGROUND

• Keldal G. Warwick-Edinburgh Turkish Version of the Warwick-Edinburgh Mental Well-Being Scale: A validity and reliability study. The Journal of Happiness & Well-Being. 2015; 3(1), 103-115.

  BACKGROUND

• WHO Guidelines on Physical Activity and Sedentary Behaviour. Geneva: World Health Organization; 2020. Available from http://www.ncbi.nlm.nih.gov/books/NBK566045/

  PMID: 33369898 BACKGROUND

• Moyles, J. EBOOK: The Excellence of Play. McGraw-Hill Education (UK). 2014

  BACKGROUND

• Yucel ID, Yararbas G. Active games for increasing social and emotional competencies of young adults in probation system: a one-sample trial study in Izmir city in Turkiye. BMC Psychol. 2024 Dec 31;12(1):797. doi: 10.1186/s40359-024-02309-0.

  PMID: 39741356 DERIVED

Related Links

• Leading Change Through Activity \& Sports - A Handbook for Leaders about the AG4C Methodology

MeSH Terms

Conditions

Substance-Related Disorders; Psychological Well-Being; Behavior, Addictive; Motor Activity

Condition Hierarchy (Ancestors)

Chemically-Induced Disorders; Mental Disorders; Personal Satisfaction; Behavior; Compulsive Behavior; Impulsive Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Model Details: The recruitment of this study was conducted in accordance with a pre-established plan, which entailed the selection of a total of 50 participants who met the established inclusion and exclusion criteria. These participants were divided into groups of 7-10 individuals. Each participant was required to attend a minimum of 2 and a maximum of 4 different sessions. In each session, the participants were exposed to games with varying levels of difficulty and content, which were designed to develop the specified competencies and skills outlined in the CASEL model at different levels. The majority of these games were group games that involved low or moderate physical activity.

Study Record Dates

• First Submitted: November 28, 2024
• First Posted: December 17, 2024
• Study Start: January 14, 2021
• Primary Completion: February 9, 2022
• Study Completion: February 9, 2022
• Last Updated: December 17, 2024

Record last verified: 2024-12

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)