A Mind-Body Medicine Curriculum for Peer Counselors

Study Overview
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Brief Summary
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This study will evaluate a Mind-Body Medicine curriculum for high school peer counselors in order to answer the following research questions: Will peer counselor participation in the Mind-Body Medicine curriculum increase their sense of self-regulation, responsibility, social competence, and empathy; decrease anxiety; and increase hope? What are the experiences of peer support counselors participating in the Mind-Body Medicine curriculum?

Detailed Description
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The study will be done at the Marjory Stoneman Douglas High School. The research will use a mixed-methods design by collecting both quantitative and qualitative data. The quantitative data will be in the form of standardized research instruments and the qualitative data will be gathered through focus group interviews with the peer-counselors.

Official Title
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Evaluation of a Mind-Body Medicine Curriculum for High School Peer Counselors

Conditions
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Anxiety

Intervention / Treatment
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* Behavioral: Mind-Body Medicine Curriculum


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: • All high school students who are participating in the Peer Counseling Program at Marjory Stoneman Douglas High School Exclusion Criteria: • None (as long as the students meet the inclusion criteria)

Ages Eligible for Study
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Minimum Age: 15 Years
Maximum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Peer Counselors<br>Mind-Body Medicine Curriculum | Behavioral: Mind-Body Medicine Curriculum<br>* The Mind-Body Medicine curriculum consists of presentations on different mind-body techniques as well as the research supporting the use of these techniques.The mind-body technique is then practiced in a supportive small group setting. Mind-body techniques will include guided imagery, relaxation techniques, several forms of meditation, autogenic training and biofeedback.<br>* Other names: Mind-Body Skills Groups;|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in State-Trait Anxiety Inventory (STAI) scores | The State-Trait Anxiety Inventory has two subscales: State Anxiety and Trait Anxiety. Each has a minimum score of 20 and a maximum score of 80. Higher scores indicate more anxiety which is a worse outcome. | baseline, approximately 2 months, approximately 8 months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in the Social Emotional Assets and Resilience Scales for Adolescents (SEARS-A) | The Social Emotional Assets and Resilience Scales for Adolescents (SEARS-A) has a total score and four subscales. The score ranges are as follows: Total Score 0-105; Self-Regulation 0-24; Social Competence 0-30; Empathy 0-33; Responsibility 0-18. Lower scores indicate a worse outcome. Subscales are summed to obtain the total score. | baseline, approximately 2 months, approximately 8 months | 
| Change in the Adult Hope Scale | The Adult Hope Scale has a total score and 2 subscales. The score ranges are as follows: Total Score 8-24; Agency subscale 4-32; Pathways subscale 4-32. Lower scores indicate a worse outcome. Subscales are summed to obtain the total score. | baseline, approximately 2 months, approximately 8 months | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Empathy, Hope