[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100563408":3},{"organization":4,"armGroups":7,"interventions":24,"overallOfficials":12,"centralContacts":33,"locations":39,"responsibleParty":56,"collaborators":60,"id":63,"slug":64,"hasResults":65,"nctId":66,"briefTitle":67,"officialTitle":68,"acronym":12,"eligibilityCriteria":69,"healthyVolunteers":70,"sex":71,"minAge":72,"maxAge":73,"enrollmentInfo":74,"targetDuration":12,"studyType":77,"phases":78,"briefSummary":80,"conditions":81,"keywords":83,"overallStatus":42,"whyStopped":12,"lastUpdateSubmitDate":85,"lastUpdatePostDateStruct":86,"startDateStruct":89,"completionDateStruct":91,"leadSponsor":93,"locationsCount":94},{"fullName":5,"class":6},"The University of Hong Kong","OTHER",[8,13,19],{"label":9,"type":10,"description":11,"interventionNames":12},"Waitlist Control Group","NO_INTERVENTION","The waitlist control arm consists of participants who are randomly assigned to not receive any treatment. This group will continue with their regular school curriculum and activities, without any additional programming or modifications. The purpose of the control group is to provide a point of comparison for the outcomes measured in the two experimental groups that receive different intervention. If the study shows that the intervention is effective, they will receive all the intervention components of MSEL the in following school year.",null,{"label":14,"type":15,"description":16,"interventionNames":17},"Curriculum-based Social-Emotional Learning (CSEL)","EXPERIMENTAL","6-session SEL training will be delivered as the experimental component in this arm. The primary goal of the SEL training is to reduce bullying and cyberbullying perpetration and victimization by enhancing students' social-emotional competence, which has been examined to be the protective factor for bullying-related behaviors (Espejo-Siles et al., 2020; Zych et al., 2018). Additionally, due to the interactive and cooperative nature of the SEL curriculum, it is also beneficial for improving interpersonal relatedness (i.e., peer relationships, teacher-student relationships) within the class, which according to past research, is also associated with reduced bullying behaviors (Durlak, Mahoney, \\& Boyle, 2022). Each session lasts 40 minutes and will be delivered by the headteacher who will received systematic training on SEL instructions in each class.",[18],"Behavioral: Curriculum-based Social Emotional Learning",{"label":20,"type":15,"description":21,"interventionNames":22},"Motivated Social Emotional Learning","MSEL arm consists of three intervention components: 1) CSEL, 2) the Class Ambassador (meaningful role-taking), and 3) Secret Angel . Participants in this arm will receive the same 6-session SEL training as participants in the CSEL arm. Other than CSEL, the second component is the Class Ambassador, adapted from the pupil responsibilities intervention developed by Ellies et al. (2016). The main goal of Class Ambassador is to offer autonomous, prosocial ways of acquiring recognition and social status through a variety of daily classroom jobs. The objective of Class Ambassador is to provide opportunities for students to 1) practice their social-emotional skills, 2) establish healthy peer relationships, 3) autonomously performing prosocial roles and fulfilling social responsibilities. The third component is the Secret Angel. Students will be observe, record, recognize each other's performance anonymously through appraisal notes.",[23],"Behavioral: Motivated Social Emotional Learning",[25,29],{"type":26,"name":20,"description":27,"armGroupLabels":28,"otherNames":12},"BEHAVIORAL","MSEL arm consists of three intervention components: 1) CSEL, 2) the meaningful role tasks, and 3) the Secret Angel activity. First, participants in the MSEL arm will receive the same 6-session SEL as participants in the Curriculum-based Social-Emotional Learning arm.\n\nSecond, other than the CSEL, the second component is the Class Diploma tasks adopted from the pupil responsibilities intervention developed by Ellies et al. (2016). Participants will be provided with a list of meaningful roles and select the role they are willing to take based on their talents and interests. Each participant will take the role for two weeks, fulfilling the related duties and responsibilities. The third component is the Secret Angel, in which participants will anonymously recognize each other via the appraisal notes on Shout Out for Your Board.",[20],{"type":26,"name":30,"description":31,"armGroupLabels":32,"otherNames":12},"Curriculum-based Social Emotional Learning","In the CSEL arm, 6-session SEL training will be delivered as the experimental component. The primary goal of the SEL training is to reduce traditional bullying and cyberbullying perpetration and victimization by enhancing students' social-emotional competence, which has been examined to be the protective factor for bullying-related behaviors.\n\nEach session lasts 40 minutes and is delivered by the headteacher in each class weekly as an after-school workshop. The SEL curriculum is tailored to the social-emotional needs of primary school students, as suggested by CASEL (2013). Also, building on past literature highlighting the lack of SEC as a risk factor linked to bullying behaviors both in the physical and cyber world, specific topics such as self-appreciation (self-awareness), stress management (self-management), respect and acceptance (social awareness), and conflict resolution (relationship skills) incorporated into the curriculum design.",[14],[34],{"name":35,"role":36,"phone":37,"phoneExt":12,"email":38},"Jingqi Guan","CONTACT","852+5536-2162","jingqig@connect.hku.hk",[40],{"facility":41,"status":42,"city":43,"state":43,"zip":12,"country":43,"countryCode":44,"cosmosGeoPoint":45,"geoPoint":50,"contacts":51},"The Boys and Girls Clubs Association of Hong Kong","RECRUITING","Hong Kong","HK",{"type":46,"coordinates":47},"Point",[48,49],114.17469,22.27832,{"lat":49,"lon":48},[52],{"name":53,"role":36,"phone":54,"phoneExt":12,"email":55},"Yuk Tung Leung","852+2527-3226","chloe.yt.leung@bgca.org.hk",{"type":57,"investigatorFullName":58,"investigatorTitle":59,"investigatorAffiliation":5,"oldNameTitle":12,"oldOrganization":12},"PRINCIPAL_INVESTIGATOR","Dr.Yik-Wa Law","Associate Professor",[61],{"name":62,"class":6},"The Hong Kong Jockey Club Charities Trust","100563408","effectiveness-of-motivated-social-motional-learning-msel-program-on-bullying-among-hong-kong-primary-school-students-100563408",false,"NCT06615778","Effectiveness of Motivated Social Motional Learning (MSEL) Program on Bullying Among Hong Kong Primary School Students","Effectiveness of Motivated Social Motional Learning (MSEL) on Bullying Among Hong Kong Primary School Students: a Three-Arm Cluster Randomized Control Trial","* The inclusion criteria for schools, classes, and students are as follows.\n\n  1. Primary School: To reduce the confounding effect of academic achievements on student behavior, only public schools in the middle band (i.e., the middle 33% of academic ratings) in Hong Kong will be included in the sampling. Single-sex schools will be excluded in consideration of the sampling diversity. Furthermore, schools implementing other manualized anti-bullying programs will not be included.\n  2. Classes: The inclusion criteria are classes from Grade 4 and 6 (ages 9-13 years old). This research specifically targets classes in Grades 4 and 6 for several reasons. First, studying the integration of adaptive and maladaptive functions of problematic behaviors during this sensitive period may have a greater impact on young adolescents (Ellis et al., 2011). Secondly, a meta-analysis conducted by Yeager et al. (2015) reveals that the effectiveness of anti-bullying interventions declines significantly after Grade 7. Hence, the trial focuses on classes in Grades 4-6.\n  3. Students: Inclusion criteria for students specify that they must be enrolled in the class and regularly attend its lessons.\n* The exclusion criteria schools executing other manualized anti-bullying programs are excluded in this intervention.",true,"ALL","9 Years","13 Years",{"count":75,"type":76},250,"ESTIMATED","INTERVENTIONAL",[79],"NA","The present study aimed to test the effectiveness of motivated social-emotional Learning (MSEL) and traditional curriculum-based social-emotional learning (CSEL) in reducing bullying perpetration and victimization among Hong Kong primary school students. The main research questions the cRCT aims to answer are:\n\n1. Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students?\n2. Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students?\n\nIn according with the research questions, the following hypotheses will be tested:\n\nH1: MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up.\n\nH2: CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up.\n\nH3: Compared with the intervention group of CSEL, the MSEL group will experience greater changes in primary and secondary outcomes.\n\nClassroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group (WCL, no intervention delivered during the implementation period), the CSEL group (only receiving curriculum-based SEL training), and the MSEL group (participating in CSEL and Class Ambassador). The multi-method (i.e., questionnaires and face-to-face interviews) approach will be used to assess primary outcomes (i.e., school bullying victimization and perpetration, cyberbullying perpetration, defending behaviors) and secondary outcomes (i.e., social-emotional competence, prosocial behaviors, school safety and liking, psychological well-being). Also, the data collection will be conducted in the 2024-2025 academic term at three different time points: the baseline (T0, prior to the beginning of intervention, Sept. 2024), the posttest (T1, the completion of intervention, Dec. 2024) and the follow-up (T2, three months after the completion of intervention, April 2025). The analysis and report of the data start in the fall of 2025.",[82],"Bullying of Child",[84],"Bullying perpetration and victimization","2024-09-24",{"date":87,"type":88},"2024-09-27","ACTUAL",{"date":90,"type":88},"2024-09-01",{"date":92,"type":76},"2025-09-30",{"name":5,"class":6},1]