Testing Multi-level Scale-Up Strategies: Ugandan School System
ConditionMental Health
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18-65
SponsorNYU Langone Health
About this trial
The overall objective of the project is to address the school mental health evidence-based interventions (EBIs) scale-up and sustainability challenges in low-and-middle-income countries (LMICs) by studying "system level intervention" strategies. The project tests a scale-up model utilizing a two-level train-the-trainer model to support the expansion of an evidence-based intervention (mWEL -Teacher Professional Development; PD) in one LMIC (Uganda). mWEL-PD is the abbreviation of "Promoting Mental Wellbeing \& Empowering Lives of the School Community". mWEL -PD is a teacher intervention that trains teachers to apply evidence-based strategies to engage parents and to promote student's mental health in classroom, as well as to promote teachers' own mental wellbeing. PD has been adapted and tested in Uganda and has demonstrated effectiveness in promoting Ugandan teachers' practices, teacher wellbeing, and students' mental health. Previous studies only applied one-level of the train-the-trainer model. This new study will test a new two-level of the train-the-trainer model that include a digital-learning system to scale PD, so that more teachers can be trained on PD, and more students can benefit from teachers' training and practice changes. Investigators will also test the new EBI/PD scale-up model with and without including additional sustainability strategies (including technical assistance and continuing education strategies). Investigators will carry out an evaluation study (using a cluster-randomized trial design) to understand the impacts of the new two-level training model. The participants of the study will be the trainers and trainees, and the outcomes will be their implementation and practice outcomes.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
12 TTCs (out of a total 26 TTCs) will be selected.
All tutors will be aged 18-65, and currently employed under the educational system.
Tutors from each TTC will be recruited and trained in EBI implementation and management
10 public schools (5 match pairs, match in size) under each TTC will be selected, and Principals of public schools will be invited to attend information sessions.
Disqualifiers
Inability to provide informed consent
Teachers who are not teaching students in the selected schools or not within the TTC service region.
Trial design
Design model
Parallel
Treatments tested in this trial
Mental Health Evidence-Based Interventions (EBIs).
BehavioralEBIs addressing mental health.
EBI Support
BehavioralTechnical assistance and continuous learning strategies to support sustainable EBI implementation.
Treatment groups
1,556 Participants
are divided into 2 treatment groupsGroup A: EBI ImplementationExperimental treatment 1 intervention
Group B: EBI Implementation + Technical Assistance + Continuous LearningExperimental treatment 2 interventions
Trial outcomes
Primary outcomes
1
Teacher Knowledge of Evidence-Based Practice: Teacher Self-Report.
A % correct score from 0-100 will be created.
Time frame
Baseline (T1); After Training (T2, 4-5 month after T1)2
Teacher Practice Using EBI Strategies
A composite score will be created from four measures, including (i) Practice of EBI strategies (applied a range of evidence-based behavioral management strategies); (ii) Mindfulness (awareness of own action and consideration of student's situation when interacting or disciplining students); (iv) Emotion socialization-Supporting Negative Emotion; (v) Family engagement ; The composite score will be range from 1-100; higher scores indicate a more positive practice.
Time frame
Baseline (T1); After Training (T2, 4-5 month after T1), Follow-up (T3, 12 months after T1)3
Teacher Stress Management
A composite score will be created from (i) cognitive regulation (ability to redirect negative to positive thinking; (ii) emotion regulation; (iii) support from work. The composite score will be range from 1-100. Higher scores indicate better stress management.
Time frame
aseline (T1); After Training (T2, 4-5 month after T1), Follow-up (T3, 12 months after T1)Secondary outcomes
1
Teacher Engagement in EBI
A composite score will be created from (i) completion of e-Learning modules, (ii) attendance of PD group sessions; (iii) attendance of post-PD activities. The composite score will range from 1-100.
Time frame
After training (T2, 5-6 months after T1)2
Teacher-Rated Program Acceptability and Usefulness
Measured using a questionnaire. Teacher will rate content relevance, usefulness of E-Learning and coaching when mWEL-PD is implemented by educators. . Each item is rated on a scale from 1-5; the total score is the mean of responses and ranges from 1-5; higher scores indicate greater acceptability.
Time frame
After training (T2, 5-6 months after T1); Follow-up (T3, 12 months after T1)3
Teacher-Rated Facilitator Competency
Facilitator competency is measured using a feedback questionnaire. Teachers will rate PD facilitators' (non-mental health professionals) competence in providing mWEL-PD. . Each item is rated on a scale from 1-5; the total score is the mean of responses and ranges from 1-5; higher scores indicate greater appropriateness.
Time frame
After training (T2, 5-6 months after T1); Follow-up (T3, 12 months after T1)Sponsors and contacts
Click on the lead sponsor to view all of their trials.
NYU Langone Health
Lead sponsor
National Institute of Mental Health (NIMH)
Collaborator
Source ClinicalTrials.gov