[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100641150":3},{"organization":4,"armGroups":7,"interventions":79,"overallOfficials":106,"centralContacts":110,"locations":85,"responsibleParty":116,"collaborators":118,"id":125,"slug":126,"hasResults":127,"nctId":128,"briefTitle":129,"officialTitle":130,"acronym":85,"eligibilityCriteria":131,"healthyVolunteers":132,"sex":133,"minAge":134,"maxAge":135,"enrollmentInfo":136,"targetDuration":85,"studyType":139,"phases":140,"briefSummary":142,"conditions":143,"keywords":148,"overallStatus":164,"whyStopped":85,"lastUpdateSubmitDate":165,"lastUpdatePostDateStruct":166,"startDateStruct":169,"completionDateStruct":171,"leadSponsor":173,"locationsCount":85},{"fullName":5,"class":6},"Prevention Strategies, LLC","INDUSTRY",[8,15,20,25,29,34,38,42,46,51,55,59,63,67,71,75],{"label":9,"type":10,"description":11,"interventionNames":12},"Introduction + Norms re: Bystander Intervention","EXPERIMENTAL","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,14],"Behavioral: Introduction","Behavioral: Norms re: Bystander Intervention Strategies",{"label":16,"type":10,"description":17,"interventionNames":18},"Introduction + Norms re: Protective Behavior Strategies (PBS)","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.",[13,19],"Behavioral: Norms re: Protective Behavior Strategies (PBS)",{"label":21,"type":10,"description":22,"interventionNames":23},"Introduction + Life Skills","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.",[13,24],"Behavioral: Life Skills",{"label":26,"type":10,"description":27,"interventionNames":28},"Introduction + Life Skills + Norms re: PBS + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,19,24,14],{"label":30,"type":10,"description":31,"interventionNames":32},"Introduction + Making Friends","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU.",[13,33],"Behavioral: Making Friends",{"label":35,"type":10,"description":36,"interventionNames":37},"Introduction + Making Friends + Norms re: PBS + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans.(2) Teaches strategies to make friends without SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,19,14,33],{"label":39,"type":10,"description":40,"interventionNames":41},"Introduction + Making Friends + Life Skills + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,24,14,33],{"label":43,"type":10,"description":44,"interventionNames":45},"Introduction + Making Friends + Life Skills + Norms re: Protective Behavior Strategies","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.",[13,19,24,33],{"label":47,"type":10,"description":48,"interventionNames":49},"Introduction + Norms about Substance Use","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.",[13,50],"Behavioral: Norms about Substance Use",{"label":52,"type":10,"description":53,"interventionNames":54},"Introduction + Norms about Substance Use + Norms re: PBS + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,19,14,50],{"label":56,"type":10,"description":57,"interventionNames":58},"Introduction + Norms about Substance Use + Life Skills + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,24,14,50],{"label":60,"type":10,"description":61,"interventionNames":62},"Introduction + Norms about Substance Use + Life Skills + Norms re: Protective Behavior Strategies","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.",[13,19,24,50],{"label":64,"type":10,"description":65,"interventionNames":66},"Introduction + Norms about Substance Use + Making Friends + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,14,33,50],{"label":68,"type":10,"description":69,"interventionNames":70},"Introduction + Norms about Substance Use + Making Friends + Norms re: PBS","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.",[13,19,33,50],{"label":72,"type":10,"description":73,"interventionNames":74},"Introduction + Norms about Substance Use + Making Friends + Life Skills","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.",[13,24,33,50],{"label":76,"type":10,"description":77,"interventionNames":78},"Intro + Norms re SU + Making Friends + Life Skills + Norms re PBS + Norms re: Bystander Intervention","(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (5) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using PBS to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (6) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[13,19,24,14,33,50],[80,86,90,94,98,102],{"type":81,"name":82,"description":83,"armGroupLabels":84,"otherNames":85},"BEHAVIORAL","Introduction","Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans.",[76,21,26,30,39,43,35,47,56,60,72,64,68,52,9,16],null,{"type":81,"name":87,"description":88,"armGroupLabels":89,"otherNames":85},"Norms re: Protective Behavior Strategies (PBS)","Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.",[76,26,43,35,60,68,52,16],{"type":81,"name":91,"description":92,"armGroupLabels":93,"otherNames":85},"Life Skills","Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.",[76,21,26,39,43,56,60,72],{"type":81,"name":95,"description":96,"armGroupLabels":97,"otherNames":85},"Norms re: Bystander Intervention Strategies","Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.",[76,26,39,35,56,64,52,9],{"type":81,"name":99,"description":100,"armGroupLabels":101,"otherNames":85},"Making Friends","Teaches strategies to make friends without SU.",[76,30,39,43,35,72,64,68],{"type":81,"name":103,"description":104,"armGroupLabels":105,"otherNames":85},"Norms about Substance Use","Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.",[76,47,56,60,72,64,68,52],[107],{"name":108,"affiliation":5,"role":109},"Kelly Rulison, PhD","PRINCIPAL_INVESTIGATOR",[111],{"name":112,"role":113,"phone":114,"phoneExt":85,"email":115},"Cheryl Wyrick, PhD","CONTACT","336-324-1397","cheryl@preventionstrategies.com",{"type":117,"investigatorFullName":85,"investigatorTitle":85,"investigatorAffiliation":85,"oldNameTitle":85,"oldOrganization":85},"SPONSOR",[119,122],{"name":120,"class":121},"National Institute on Drug Abuse (NIDA)","NIH",{"name":123,"class":124},"NORC at the University of Chicago","OTHER","100641150","launchpad-supporting-healthy-decisions-and-preventing-drug-use-after-high-school-100641150",false,"NCT07655609","LaunchPad: Supporting Healthy Decisions and Preventing Drug Use After High School","Preventing Drug Use Onset and Progression Toward Addiction During a Critical Transition Period: Optimizing an Online Intervention for High School Seniors","Schools:\n\n* Public or private school in the U.S. enrolling 12th grade students\n* Agree to (1) provide us contact information for students and parents (or to send study information to students and parents themselves), (2) identify a school contact person (typically a school counselor) who will work with us to carry out the study (recruitment, pretest survey, intervention deployment, posttest survey), and (3) either provide school time to complete the intervention or integrate the intervention into a class (e.g., as an out-of-class assignment)\n\nStudents:\n\n* Enrolled as a 12th grade student at one of the participating schools\n* Have not completed a previous version of the intervention before\n* Between the ages of 15 and 21 years of age",true,"ALL","15 Years","21 Years",{"count":137,"type":138},5000,"ESTIMATED","INTERVENTIONAL",[141],"NA","LaunchPad is an online substance use prevention program for high school seniors. The program is designed to help seniors develop skills and make informed decisions as they transition from high school to young adulthood.\n\nThe purpose of this clinical trial is to learn whether individual LaunchPad lessons improve the specific attitudes, intentions, and skills they are designed to address. For example, researchers will examine whether the stress management lesson increases students' intentions to use healthy ways of managing stress.\n\nThe main question this study aims to answer is: Does each individual LaunchPad lesson improve the specific outcomes it was designed to address?\n\nResearchers will compare students who receive a particular lesson with students who do not receive that lesson to determine whether the lesson changes the intended outcome.\n\nParticipants will:\n\n* Complete a brief baseline survey\n* Complete two introductory online lessons\n* Complete one or more randomly assigned LaunchPad lessons\n* Complete a brief follow-up survey\n\nAll surveys and lessons will be completed online.",[144,145,146,147],"Substance-related Disorders","Alcohol-Related Disorders","Tobacco Use Disorder","Marijuana Use",[149,150,151,152,153,154,155,156,157,158,159,160,161,162,163],"Adolescence","Adolescent and Young Adult","Alcohol","Behavior","Decision Making","Development","Expectancy","High School Student","Intervention","Marijuana","Schools","Substance Use Prevention","Transition out of high school","Multi-phase Optimization Strategy","Normative Education","NOT_YET_RECRUITING","2026-06-22",{"date":167,"type":168},"2026-06-25","ACTUAL",{"date":170,"type":138},"2026-09-01",{"date":172,"type":138},"2029-04-30",{"name":5,"class":6}]