Clinical trial NCT05582057: Strengths to Grow - Preteen: An Online Parenting Resource
Official title: Strengths to Grow Preteen: An Online Parenting Resource
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Mental Health Wellness 1
Lead sponsor: University of Guelph
Sponsor class: OTHER
First posted: 2022-10-17
Enrollment: 400
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: The current study is a two-wave randomized controlled trial that employs a 2 (group - between participants) by 2 (time - within participants) mixed measures design to assess a brief online strength-based parenting program.
Primary purpose: SUPPORTIVE_CARE

Brief summary: Research suggests that strength-based parenting programs can enhance family well-being, but the current formats of these programs (e.g., in-person workshops) are not accessible to many families. The first aim of the study is to adapt Strengths to Grow, an accessible and engaging strength-based parenting program, for pre-teens. The second aim of the study is to assess the effectiveness this adapted program (Strengths to Grow: Preteen). Toward this end, parents of children in Grades 4 through 8 will be invited to complete a brief, online survey of well-being before and a few weeks after completing the online program to assess its impact on well-being.

Detailed description: Strength-based Parenting Strength-based parenting is a style of caregiving which identifies and cultivates strengths in the child and caregiver. When parents employ a strength-based parenting style, youth tend to demonstrate greater academic achievement, resilience, and overall well-being, and parents tend to experience more well-being within the caregiving role. Additionally, it is believed that caregivers can develop a strength-based parenting style through training and practice. For these reasons, several strength-based parenting programs have been developed.

Character Strengths Strength-based parenting programs typically focus on helping parents to identify and develop a particular type of strength known as character strengths. Character strengths are personal qualities that are widely regarded as morally good (e.g., bravery, curiosity, kindness). In 2004, Peterson and Seligman completed a comprehensive review that identified 24 character strengths. The development and use of these 24 character strengths has consistently demonstrated associations with well-being across the lifespan.

Strength-based Parenting Programs The content of strength-based parenting programs typically revolves around introducing parents to character strengths, helping parents to identify character strengths within themselves and their child, teaching parents to notice and encourage their child's use of strengths, and helping parents to employ their strengths within the caregiving role. Within the published literature, strength-based parenting programs have been delivered in two formats: in-person workshops and online handouts. These programs have demonstrated positive effects, including improving caregiving self-efficacy, positive emotions toward the child, and family well-being relative to waitlist control groups. However, the format of these programs may have limited the number of parents who could access and engage with the resources.

Access and Engagement It is important to consider the extent to which caregivers can access and engage with programs because access and engagement are necessary pre-requisites to program effectiveness. Research on parenting programs suggests that in-person workshops are not accessible to many families, particularly families of lower socio-economic status. Online handouts may be more accessible, but may struggle to engage families, as interactive, media-rich online materials tend to be more engaging. To address these concerns, O'Byrne et al (in press) developed an online strength-based parenting intervention for kindergarten-aged children, Strengths to Grow, designed to maximize accessibility and engagement by providing the program online using interactive rather than static materials.

An Online, Interactive, Strength-based Parenting Program for Preteens In a preliminary evaluation of the Strengths to Grow program, O'Byrne et al. (in press) found that parents reacted positively to the online, interactive format and the strength-based content. Additionally, within the sample, the program was accessible to families of lower socio-economic status who are difficult to access with in-person resources. While a more formal assessment of the effectiveness of Strengths to Grow is underway, preliminary findings suggest that the Strengths to Grow model may be effective at engaging hard-to-reach parents. However, the current Strengths to Grow program is designed specifically for parents of kindergarten to Grade 3 children. Because the strengths profiles and displays of kindergarten children may be different from other age groups, the current iteration of Strengths to Grow may not be generalizable to older children. Thus, the present research seeks to broaden the reach of Strengths to Grow by adapting it for parents of pre-adolescents (Grades 4 to 8; Strengths to Grow: Preteen). In addition, the present study will investigate 1. who is accessing Strengths to Grow: Preteen; 2. how Strengths to Grow: Preteen is being accessed; 3. whether participants report being satisfied with Strengths to Grow: Preteen; and 4. whether specific participant characteristics predict satisfaction with Strengths to Grow: Preteen.

Eligibility criteria: Inclusion Criteria:

* Parent of a child(ren) who is enrolled in Grade 4 to 8 at the Upper Grand District School Board in Guelph, Ontario
* Able to read and write in English (linguistic proficiency equivalent to a Grade 8 reading level or greater)
* Consent to participate in the research study

Primary outcomes:
measure: Parenting Sense of Competence Scale: Efficacy Subscale (Johnston & Mash, 1989)
timeFrame: 1 week
measure: Modified Differential Emotions Scale (Fredrickson, 2013) [Instructions modified to capture child-oriented emotions consistent with Waters and Sun (2016)]
timeFrame: 1 week
measure: Subjective Happiness Scale (Lyubomirsky & Lepper, 1999)
timeFrame: 1 week
measure: Patient Health Questionnaire 4 (Kroenke et al., 2009) [Instructions modified to capture parent's perceptions of child mental health]
timeFrame: 1 week
measure: Perceived Stress Scale (Cohen, 1994)
timeFrame: 1 week
Secondary outcomes:
Other outcomes:
Locations:
city: Guelph
country: Canada
facility: Upper Grand District School Board
state: Ontario
Study officials:
affiliation: University of Guelph
name: Margaret Lumley, PhD, CPsych
role: PRINCIPAL_INVESTIGATOR
References:
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