Empowering Youth With School Discipline Referrals as Peer Coaches
ConditionDisruptive Behavior
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age10-15
SponsorUniversity of Southern California
About this trial
The study will examine the effects of Peer Coach Training (PCT), a strengths-based behavioral intervention for discipline-referred middle-school youth who might benefit when trained to act as change agents for their peers. Successful completion of this study will provide support for implementing PCT in school communities to empower youth in prosocial peer engagement.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
Youth who have received at least one disciplinary referral between the first day of school and recruitment
Disqualifiers
Youth who have not received any disciplinary referrals between the first day of school and recruitment
Trial design
Design model
Parallel
Treatments tested in this trial
Peer Coach Training (PCT)
BehavioralSix to seven session strengths-based behavioral intervention focusing on skills development and help-giving practices
Delayed control
BehavioralServices offered by middle schools for students according to their standard practice of care. These youth will then receive PCT after completion of follow-up assessments.
Treatment groups
150 Participants
are divided into 2 treatment groupsGroup A: Peer Coach Training (PCT)Experimental treatment 1 intervention
Group B: Delayed controlActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Behavioral Problem Checklist
12-item self-report questionnaire that assesses youth behavioral problems
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment2
Strengths and Difficulties Questionnaire
25-item self-report questionnaire that assesses youth emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior, along with additional questions related to functioning
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment3
Teacher Disruptive Behavior Disorders Rating Scale
45-item self-report questionnaire that assesses symptoms of attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment4
School archival data of youth behavior and discipline
School archival records of behavioral and disciplinary outcomes such as the number of disciplinary referrals and citations, as well as suspensions and exclusions
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessmentSecondary outcomes
1
Engagement versus disaffection with learning - student report
20-item self-report questionnaire that assesses youth behavioral and emotional engagement in learning
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment2
MacArthur Scale of Subjective Social Status - Youth Version
2-item self-report measure that assesses youths' perceived social status relative to society and peers in school
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessmentMacArthur Scale of Subjective Social Status - Youth Version3
Moral Identity Internalization Scale
5-item self-report measure that assesses the degree to which a list of personal characteristics are important to an individual
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment4
Personal Efficacy Scale
10-item self-report measure that assesses an individual's perceived ability to deal with challenges and influence outcomes
Time frame
Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessmentSponsors and contacts
Click on the lead sponsor to view all of their trials.
University of Southern California
Lead sponsor
Medical University of South Carolina
Collaborator
Source ClinicalTrials.gov