PRAISE With Coaching Program for Aggression and Bullying Prevention
This study is looking at how well the PReventing Aggression In Schools Everyday (PRAISE) program works to reduce aggression and bullying in children. The PRAISE program is taught in classrooms and helps 3rd to 5th graders learn skills like understanding feelings, calming down, and responding to conflicts in positive ways. It also teaches empathy and how to be a helpful bystander. We are testing a version of PRAISE where school staff are trained and coached to lead the program. We want to see if this adapted program can reduce aggression and bullying and improve social problem-solving skills. Children aged 8 and older who are in 3rd-5th grade at participating schools can join. The study aims to enroll 1008 participants.
- Study design
- This is an interventional study involving 1008 participants in 3rd-5th grade classrooms. It uses a randomized control trial design across at least 8 elementary schools.
- What's involved
- Not specified in the trial record.
- Compensation
- Not stated in the trial record.
- Follow-up
- Participants will be assessed at the beginning of the study and again approximately 8 months after the intervention.
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Examining the Efficacy of the PRAISE With Coaching Program
At a glance
Conditions
NCT07191782
Where you'd take part
This study runs at 1 site. They're the same protocol — you choose where, and that choice sets who your contact draft is addressed to.
Children's Hospital of Philadelphia
Philadelphia, Pennsylvaniastudy coordinator listed
Recruiting
Sites open and close at different times, so the status above is per site — it can differ from the study's overall status.
Study leadership
- Tracy E Waasdorp, PhD MSEd · PRINCIPAL_INVESTIGATOR · Children's Hospital of Philadelphia
- Brooke S Paskewich, Psy.D · PRINCIPAL_INVESTIGATOR · Children's Hospital of Philadelphia
Who to contact
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Inclusion
Exclusion
What this trial measures
- Knowledge of Social Information ProcessingAt baseline and post intervention, approximately 8 months.
Student self-report of social information processing knowledge will be gathered using the Knowledge of Anger Problem Solving measure (9 items) where items are scored a 1 if correct and 0 if incorrect and summed (Range: 0-9), higher scores reflect better social information processing
- Hostile AttributionsAt baseline and post intervention, approximately 8 months.
Student self-report of hostile attributions will be assessed using the Cartoon-Based Hostile Attributional Bias measure, with 2 relational vignettes and 2 physical vignettes, with one question asking whether a behavior was intentional or unintentional. Each vignette has a range of 0 (no bias) to 4 (strong bias). Scores on the 2 items per vignette type (relational, physical) are summed where higher scores reflect a worse outcome.
- Reactive/proactive AggressionAt baseline and post intervention, approximately 8 months.
Measured via student self-report using items drawn from the Peer Conflict Scale -Youth Version measure, the proactive relational (6 items) and reactive relational (6 items) and overt (5 items). Items, with a range of 1-Not at all true to 4-Definitely true, will be averaged per scale. Higher scores indicate more proactive relational, reactive relational and reactive overt aggression.
- CyberbullyingAt baseline and post intervention, approximately 8 months.
Student Self-report on items drawn from the European Cyberbullying Intervention Project Questionnaire will assess two scales: cyberbullying perpetration (7 items) and victimization (7 items) with answers ranging from 1-Never to 5-A few times a week. Items will be averaged such that higher score is more perpetration or victimization experiences.
- Bystander BehaviorsAt baseline and post intervention, approximately 8 months.
Self-report of positive bystander behaviors will be assessed using 5 items drawn from the Maryland Safe and Supportive Schools (MDS3) Climate Survey with answers ranging from 1-Never to 5-All the time. Items are averaged with higher scores indicating more use of positive bystander behaviors.
- Relational and Overt AggressionAt baseline and post intervention, approximately 8 months.
Using teacher report on each child in their classroom, the Children's Social Behavior Questionnaire will assess a child's relational (7 items) and overt (4 items) aggression with a range of 1-Never true to 5-Almost always true. Items are averaged per scale with higher scores indicating more relational or overt aggression.