[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"behavior-problems\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:behavior-problems":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,50,94,124,150],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":31,"overallStatus":37,"whyStopped":4,"lastUpdateSubmitDate":38,"lastUpdatePostDateStruct":39,"startDateStruct":42,"completionDateStruct":44,"leadSponsor":46,"locationsCount":49},"100583432","sbir-sttr-family-check-up-online-100583432",false,"NCT06876246","SBIR\u002F STTR Family Check-up Online","A Digital Health Technology to Prevent Family Violence and Improve Child Mental Health","Inclusion Criteria:\n\n* A caregiver must have a child between the ages of 11 and 14 enrolled at a participating school;\n* the caregiver must be the parent or legal guardian of the youth;\n* the caregiver must have a smartphone with text messaging capability and access to email; and\n* the youth must be identified by school providers as needing or being eligible for Tier 2 or Tier 3 supports or services.\n\nExclusion Criteria:\n\n* the caregiver is unable to read in either English or Spanish; or\n* the family is already participating in another study of the University of Oregon's Prevention Science Institute.",true,"ALL",{"count":19,"type":20},1270,"ESTIMATED","INTERVENTIONAL",[23],"NA","The Family Check-Up Online, a digital health intervention, was designed to improve child mental health through family-centered intervention. The Family Check-Up is grounded in over 25 years of evidence-based research and has been shown to improve child mental health and behavior including depression and conduct problems. The investigators were supported by an SBIR Phase I award (R43MH132191) to evaluate the feasibility and acceptability of the digital health product in schools and to adapt the product based on findings of that work. Findings from that project suggested the model is a good fit for schools, with school providers stating a need for family-centered interventions that target child behavior and mental health, but with few resources or evidence-based programs available. The research team received feedback that suggests the model should be evaluated as both an uncoached version and coached version, delivered with provider support. In the current project, the investigators plan to continue work in schools to develop the model for commercialization, including understanding the process for embedding the FCU Online into current student support systems and implementation factors that lead to maintenance of the model in schools. The investigators plan to conduct a hybrid type 2 effectiveness-implementation trial to evaluate the effectiveness of the FCU Online when delivered by real world providers. Thirty providers (N=600 students\u002Ffamilies) will be randomly assigned to receive training in the FCU Online coached vs. uncoached models. The research team will then evaluate outcomes including family relationships, parenting skills, and child mental health and behavior. The investigators predict that the FCU Online will improve child mental health and behavior, and will test for moderators such as provider training and child baseline risk. Findings will have implications for commercialization of the product in schools and implementation of the model in a range of different school settings.",[26,27,28,29,30],"Mental Health","Parenting Stress","Academic Achievement","Parenting Skills","Behavior Problems",[32,33,34,35,36],"digital health","implementation science","mental health","family intervention","school-based intervention","RECRUITING","2026-04-27",{"date":40,"type":41},"2026-04-29","ACTUAL",{"date":43,"type":41},"2025-01-20",{"date":45,"type":20},"2027-12-31",{"name":47,"class":48},"University of Oregon","OTHER",1,{"id":51,"slug":52,"hasResults":11,"nctId":53,"briefTitle":54,"officialTitle":55,"acronym":56,"eligibilityCriteria":57,"healthyVolunteers":11,"sex":17,"minAge":58,"maxAge":59,"enrollmentInfo":60,"targetDuration":4,"studyType":21,"phases":62,"briefSummary":63,"conditions":64,"keywords":73,"overallStatus":37,"whyStopped":4,"lastUpdateSubmitDate":84,"lastUpdatePostDateStruct":85,"startDateStruct":87,"completionDateStruct":89,"leadSponsor":91,"locationsCount":93},"100581602","troubled-desire--therapeutic-chat-for-reduction-of-csam-use-td-chat-100581602","NCT06852443","Troubled-Desire & Therapeutic Chat for Reduction of CSAM Use (TD-CHAT)","Troubled Desire & Therapeutic Chat for Reduction of CSAM Use","TD-CHAT","Inclusion Criteria:\n\n* Adult participant (≥18 years);\n* recent (last 2 weeks) CSAM use or past CSAM use and self-reported risk;\n* proficiency in English, German or Spanish;\n* voluntary participation and agreement to the terms of the study.\n\nExclusion Criteria:\n\n* Severe neuropsychiatric comorbidities (unstable psychotic disorder, organic brain damage, diminished intellectual functioning, untreated drug or alcohol addiction);\n* history of contact CSA perpetration (past or present);\n* ongoing criminal investigation, trial, punishment, or probation status for online or offline CSA or CSAM use;\n* current inpatient psychiatric treatment or other concurrent treatment targeting CSAM behaviours","18 Years","99 Years",{"count":61,"type":20},180,[23],"The goal of this prospective multicentred, stratified, parallel-group superiority study is to prevent and reduce the usage of Child Sexual Abuse Material (CSAM) by a Therapist Chat Service (TCS) and Selfhelp Platform for Self-Referred Patients, mostly men with a sexual interest in children. The interventions are based on Cognitive Behavioral Therapy (CBT) principles and designed to treat the sexual behavioral disorder related with CSAM consumption.\n\n1. Participants in the Selfhelp modules group will show a statistically significantly higher proportion of reduction in CSAM behaviours four weeks after baseline, as compared to participants in the waitlist control group.\n2. Participants in the Selfhelp modules followed by TCS group will show a statistically significantly higher reduction of CSAM behaviours compared to participants in the Selfhelp-only and TCS-only groups, post-intervention.\n\nResearchers will compare TCS-only-, Selfhelp-only-, Selfhelp + TCS- and Waiting group to see if if the interventions decrease CSAM use and improve mental well-being.\n\nParticipants will get web based selfhelp-modules and\u002For text-based chat intervention operated by trained therapists.",[65,66,67,68,30,69,70,71,72],"Prevention","Well Being","Sexual Behavior","Behavior Change","Behavior Change Interventions","Child Sexual Abuse Material (CSAM) Consumption","Behavioral Disorder","Online Behaviour",[74,75,76,77,78,79,80,81,82,83],"Child Sexual Abuse Material (CSAM) consumption","CSAM","Child Sexual Abuse","Digital online intervention","CSA","CBT","iCBT","Cognitive Behavioural Therapy","Pedophilia","chat Intervention","2025-05-06",{"date":86,"type":41},"2025-05-07",{"date":88,"type":41},"2025-04-01",{"date":90,"type":20},"2026-07-31",{"name":92,"class":48},"Charite University, Berlin, Germany",2,{"id":95,"slug":96,"hasResults":11,"nctId":97,"briefTitle":98,"officialTitle":99,"acronym":100,"eligibilityCriteria":101,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":102,"targetDuration":4,"studyType":21,"phases":104,"briefSummary":105,"conditions":106,"keywords":110,"overallStatus":37,"whyStopped":4,"lastUpdateSubmitDate":115,"lastUpdatePostDateStruct":116,"startDateStruct":118,"completionDateStruct":120,"leadSponsor":122,"locationsCount":93},"100581907","power-of-growth---digitally-assisted-intervention-for-the-early-childhood-educators-self-efficacy-teamwork-and-childrens-behavioral-challenges-100581907","NCT06856408","Power of Growth - Digitally Assisted Intervention for the Early Childhood Educators' Self-efficacy Teamwork and Children's Behavioral Challenges.","Power of Growth RCT Study","FinnPoG","Inclusion Criteria:\n\nParticipant is working in a daycare centre team that is participating to the study. Sufficient knowledge in Finnish language.\n\nExclusion Criteria:\n\n\\-",{"count":103,"type":20},64,[23],"This is an RCT study investigating the efficacy of digital intervention focusing on enhancing positive directing skills for teams of early childhood education (ECE) professionals. The aims are to study 1) changes in the ECEs' self-assessed self-efficacy experience in the intervention group compared to the control group; 2) changes in the behavioral challenges of the children in the ECEs' groups assessed by the parents in the intervention group compared to the control group; and 3) changes in the ECEs' guidance methods in the intervention group compared to the control group. We will also study changes in the wellbeing of ECEs and teamwork in both treatment groups. The sample size will consist of approximately 64 teams of ECEs. Hence, altogether there will be approximately 200 study subjects.\n\nThe intervention is aimed at ECE teams and its goal is to strengthen and unify the team positive guidance practices in children's groups. The intervention includes self-learning material and teams online coaching in which the entire team participates simultaneously. The self-material includes 360 videos of everyday situations in the daycare and videos can be watched with VR glasses. The participants practice the skills systematically with their group of children. The duration of the intervention is approximately 12 weeks and team coaching are carried out approximately every two weeks.",[107,108,109,30],"ECE Teachers Self Efficacy","Team Work","Positive Pedagogy",[111,112,113,114],"ECE self efficacy","team work","positive pedagogy","behavior problems","2025-02-27",{"date":117,"type":41},"2025-03-04",{"date":119,"type":41},"2025-02-17",{"date":121,"type":20},"2026-05-30",{"name":123,"class":48},"University of Turku",{"id":125,"slug":126,"hasResults":11,"nctId":127,"briefTitle":128,"officialTitle":129,"acronym":4,"eligibilityCriteria":130,"healthyVolunteers":16,"sex":17,"minAge":131,"maxAge":132,"enrollmentInfo":133,"targetDuration":4,"studyType":135,"phases":4,"briefSummary":136,"conditions":137,"keywords":4,"overallStatus":140,"whyStopped":4,"lastUpdateSubmitDate":141,"lastUpdatePostDateStruct":142,"startDateStruct":144,"completionDateStruct":146,"leadSponsor":148,"locationsCount":49},"100574634","postoperative-behavioral-changes-in-children-100574634","NCT06761833","Postoperative Behavioral Changes in Children.","The Effect of Preoperative Anxiety on Postoperative Behavioral Changes in Children Receiving Dental Treatment Under General Anesthesia","Inclusion Criteria:\n\n1. Patients categorized as American Society of Anesthesiologists (ASA) groups 1 and 2.\n2. Children aged 3 to 12 years who are scheduled to receive dental treatment under general anesthesia.\n\nExclusion Criteria:\n\n1. The child patient or parent has a diagnosed psychiatric disorder.\n2. There is a history of substance use that may affect cognitive function.\n3. The parent has declined to participate in the study.\n4. The child patient or parent does not speak Turkish.\n5. Patients categorized as American Society of Anesthesiologists (ASA) group 3 and 4.","3 Years","12 Years",{"count":134,"type":20},260,"OBSERVATIONAL","In children scheduled for dental treatment, negative thoughts can lead to anxiety and make them resistant to treatment techniques. In our prospective, single-center observational study, we aim to investigate preoperative anxiety and postoperative negative behaviors in children aged 3 to 12 years who are set to undergo general anesthesia for dental conditions and treatments.",[30,138,139],"Pediatrics","Pediatric Pain and Anxiety","NOT_YET_RECRUITING","2025-01-06",{"date":143,"type":41},"2025-01-07",{"date":145,"type":20},"2025-01",{"date":147,"type":20},"2026-02",{"name":149,"class":48},"Baskent University",{"id":151,"slug":152,"hasResults":11,"nctId":153,"briefTitle":154,"officialTitle":155,"acronym":156,"eligibilityCriteria":157,"healthyVolunteers":11,"sex":17,"minAge":158,"maxAge":159,"enrollmentInfo":160,"targetDuration":4,"studyType":21,"phases":162,"briefSummary":163,"conditions":164,"keywords":170,"overallStatus":37,"whyStopped":4,"lastUpdateSubmitDate":180,"lastUpdatePostDateStruct":181,"startDateStruct":183,"completionDateStruct":185,"leadSponsor":187,"locationsCount":49},"100484727","a-randomized-controlled-trial-on-brief-behavioral-parent-training-100484727","NCT05591820","A Randomized Controlled Trial on Brief Behavioral Parent Training","A Randomized Controlled Trial on Brief Behavioral Parent Training Versus Care as Usual in Children With Behavioral Difficulties","PAINT-GGZ","Inclusion Criteria:\n\n* The child is aged between 2 and 12 years;\n* Parents have to identify at least four behavioral difficulties of the child that occur in the home setting and that they want to target in the training, using an adapted version of a list of target behaviors (Van den Hoofdakker et al., 2007; Hornstra et al., 2021). This list contains 29 behaviors that can be targeted in the training, such as hyperactive, impulsive, inattentive, oppositional and defiant behavior. The items are derived from target problems that parents mentioned in previous behavioral parent training groups and concern child behaviors that are commonly targeted in behavioral parent training in clinical practice, confirming ecological validity (Van den Hoofdakker et al., 2007).\n\nExclusion Criteria:\n\n* The child uses psychotropic medication (currently or in the month before the screening);\n* The child has at any time received a diagnosis of autism spectrum disorder (ASD) in clinical practice, as (parents of) children with ASD may have different needs and therefore may require different treatments than children with behavioral difficulties without ASD;\n* The child has a known IQ-score below 70, as (parents of) children with intellectual disabilities may have different needs and therefore may require different treatments than children with behavioral difficulties and typical intellectual abilities;\n* Parents received behavioral parent training aimed at reducing the behavioral difficulties of the concerned child in the year prior to the start of the study;\n* It is not a suitable period for the parents and\u002For the child to participate in the study (e.g., moving, divorce);\n* The child is not living in the same household as the parent(s) who participate(s) in the trial during at least four weekdays (to ensure that our primary outcome can be reported by the same informant(s) and that parents can apply the intervention plans at home).","2 Years","11 Years",{"count":161,"type":20},93,[23],"RATIONALE: The access to and uptake of evidence-based behavioral parent training for children with behavioral difficulties (i.e., oppositional, defiant, aggressive, hyperactive, impulsive, and inattentive behavior) are currently limited because of a scarcity of certified therapists and long waiting lists. These problems are in part due to the long and sometimes perceived as rigid nature of most evidence-based programs and result in few families starting behavioral parent training and high dropout rates. Brief and individually tailored parenting interventions may reduce these problems and make behavioral parent training more accessible.\n\nOBJECTIVES: This project aims to increase the effective use of parent training for children with behavioral difficulties by (1) examining short and longer-term effectiveness of a new, brief, individual, and individually-tailored parent training program with optional booster sessions to prevent relapse, compared to care as usual (CAU); (2) assessing the cost-effectiveness of the brief parent training program compared to CAU.\n\nSTUDY DESIGN: In this two-arm, multi-center randomized controlled trial (RCT), parents are randomly assigned (1:1 ratio) to either (a) three sessions of brief behavioral parent training with optional booster sessions, or (b) CAU, as regularly provided by the involved mental healthcare centers. The study outcomes are measured at baseline before randomization (T0), one week after the third session for parents in the brief behavioral parent training arm and eight weeks after T0 for parents in the CAU arm (first posttreatment measurement, T1), six months after T1 (second posttreatment measurement, T2) and twelve months after T1 (third posttreatment measurement, T3).\n\nSTUDY POPULATION: Parents of children who experience behavioral difficulties in the home setting and were referred to a child mental healthcare center.\n\nINTERVENTION: Parents in the intervention arm receive a short, individualized, three-session training primarily aimed at reducing children's behavioral problems. It exists of two (bi)weekly individually tailored training sessions of two hours and a third session of one hour in which the training will be evaluated, and maintenance training will be provided. After that, parents wishing to receive additional support can receive single booster sessions maximum once every four weeks and\u002For receive care as usual. Parents in the control arm receive care as usual for children's behavioral problems. The treatments in both arms are fully embedded in Dutch routine mental health care.\n\nMAIN STUDY PARAMETERS: The primary outcome is the severity of four individual target behavioral difficulties that parents want to address in the training. Secondary outcomes are parent-reported behavioral difficulties, parent-reported child well-being, parent-reported parenting behaviors, masked audio records of mealtime routines to measure parent and child behavior, parent-reported parenting stress, parent-reported parenting self-efficacy, parent-reported parental attitude towards their child, consumption and cost of mental health care, and health state utility values. We furthermore measure evaluations of the program by parents and therapists and explore whether parental attachment, parental psychopathology, parental reward responsivity, parent-reported child reward responsivity and punishment sensitivity moderate the intervention effects.",[165,30,166,167,168,169],"Disruptive Behavior","Behavioral Problems","Problem Behaviors","Behavioral Symptoms","Behavioral Difficulties",[171,172,173,174,175,165,176,177,178,179],"Parent Training","Behavioral Parent Training","Brief Parent Training","Individually-Tailored Parent Training","Booster Sessions","Children","Randomized Controlled Trial","Clinical Trial","Brief Treatment","2024-07-30",{"date":182,"type":41},"2024-07-31",{"date":184,"type":41},"2022-10-17",{"date":186,"type":20},"2026-12",{"name":188,"class":48},"Accare"]