Evaluation of First Year Implementation of Komtü Programme to Improve Emotional Well-being in School.
NCT Number: NCT06488833
Status: ENROLLING_BY_INVITATION
Study Type: INTERVENTIONAL
Phases: NA
Conditions: Psychological Well-Being|Mental Health Wellness
Interventions: BEHAVIORAL: Komtü Programme (Komtü)|BEHAVIORAL: Komtü Training and Reflective Practice
Sponsor: Universitat Autonoma de Barcelona
Collaborators: Nous Cims Private Foundation
Sex: ALL
Age: CHILD, ADULT, OLDER_ADULT
Enrollment: 270
Study Design: Allocation: NON_RANDOMIZED|Intervention Model: FACTORIAL|Masking: NONE|Primary Purpose: TREATMENT
Start Date: 2024-10
Completion Date: 2025-05
Locations: Nous Cims Private Foundation, Barcelona, 08029, Spain

Summary:
Objectives: (1) To analyse the benefits of Komtü Programme implementation in children's and teachers' well-being (primary outcomes); (2) to analyse the benefits of Komtü Programme implementation in teacher's assertiveness, mentalization and self-efficacy (secondary outcomes). (3) and to analyse the benefits of Komtü Programme implementation according to children's prosocial behaviour, self-esteem and mentalization (secondary outcomes).

Participants: Teachers will be placed in one of the 3 groups, according to the school's support needs they work at. In this case, randomization would not be possible in the allocation process. In one of the interventions, the participants will receive the planned actions for the first school year of the Komtü Programme. In the other intervention, the participants will only receive the training and the reflective practice planned for the Komtü. The last group will complete the school year as usual (TAU, control group).

Comparisons: Researchers will compare all 3 groups among them to see to what extent:

* Komtü Programme shows efficacy in fostering children's well-being compared with the training and TAU (control group).
* Komtü Programme shows efficacy in fostering teachers' well-being compared with the training and TAU (control group).
* Training and reflective practice shows efficacy in fostering children's well-being compared with TAU (control group).
* Training and reflective practice shows efficacy in fostering teachers' well-being compared with TAU (control group).

And as for the secondary outcomes, researchers will also compare all 3 group to observe possible inter-group differences.

Primary Outcome Measures: Stirling Children's Well-Being Scale (SCWB), This is a 15-item scale commonly used to measure children's happiness in the last 2 weeks. Items are scored from '1 = Never' to '5 = All the time'. The score ranges from 15 to 75. A higher score means more happiness (better outcome)., Through study completion, an average of 8 months|Child Well-being Level (CWBL), This is Likert's 7-point scale to assess the child's level of happiness compared with other children of the same age. It is responded by children. It ranges from '1 = Very less happy' to '7 = Very happier'. A higher score means more happiness (better outcome)., Through study completion, an average of 8 months|Child Well-being Level - Teacher's version (CWBL-T), This is Likert's 7-point scale to assess the child's level of happiness compared with other children of the same age. It is responded by teachers. It ranges from '1 = Very less happy' to '7 = Very happier'. A higher score means more happiness (better outcome)., Through study completion, an average of 8 months|Warwick-Edinburgh Mental Well-being Scale (WEMWBS), This is a 14-item scale commonly used to measure mental well-being in general population in the last 2 weeks. Items are scored from '1 = None of the time' to '5 = All of the time'. The score ranges from 14 to 70. A higher score means more well-being (better outcome)., Through study completion, an average of 8 months|Teacher's Subjective Well-being Scale (TSWBS), This is a 8-item scale used to measure teacher's subjective well-being according to 2 sub-scales: teaching efficacy (4 items) and school connectedness (4 items). Items are scored in 4-points Likert scale ranging from '1 = Almost never' to '4 = Almost always'. The score ranges from 8 to 32. A higher score means more well-being (better outcome)., Through study completion, an average of 8 months
Secondary Outcome Measures: Bar-On Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV), BarOn's scales of intra-personal (6 items) and inter-personal (12 items) scales, which are scored in 4-points Likert scales ranging from '1 = Never' to '4 = Always'. The indicated subscales ranges are 4-24 and 12-48, respectively. A higher score indicates higher emotional intelligence (better outcome)., Through study completion, an average of 8 months|Self-Other Mentalization Scale (SOMS), These are two Likert's 5-point scales to assess the child's mentalization compared with other children of the same age. It is responded by their teachers. It ranges from '1 = Far less than others' to '5 = Far more than others'. A higher score means more mentalization (better outcome)., Through study completion, an average of 8 months|Rosenberg's Self-Esteem Scale - Child version (RSES-C), This is a gold standard measure of self-esteem using 10 items which are scored from '1 = Totally agree' to '4 = Totally disagree'. After inverting the total score, which ranges from 10 to 40, a higher score means higher self-esteem (better outcome)., Through study completion, an average of 8 months|Strengths and Difficulties Questionnaire (SDQ), Prosocial SDQ scale (5 items), which are scored in 3-point Likert scales ranging from '0 = Not true' to '2 = Certainly true'. The indicated subscale range is 0 from 10. A higher score indicates more prosocial behaviour (better outcome)., Through study completion, an average of 8 months|Mentalization Scale (MentS), This is a 28-item scale to assess 3 dimensions of mentalization: self-related mentalization, other-related mentalization and motivation to mentalize. Items are scored from '1 = Completely incorrect' to '5 = Completely correct'. The indicated subscales scores can range from 8 to 64, from 10 to 50 and from 10 to 50, respectively. A higher score means more mentalization (better outcome)., Through study completion, an average of 8 months|Teacher Self-Efficacy Scale - Short Form (TSES-S), This is a 12-item scale to assess teacher's self-efficacy according to 3 subscales: efficacy in student engagement (4 items), efficacy in instructional strategies (4 items) and efficacy in classroom management (4 items). Items are scored from '1 = Nothing' to '9 = A Great Deal'. The indicated subscales range is 4-36. A higher score means more teachers' sense of efficacy (better outcome)., Through study completion, an average of 8 months|Self-reports of Assertive Behaviour: Attitudes and Values in Social Interactions (ADCAs), This is a 35-item scale to assess auto-assertiveness (20 items) and hetero-assertiveness (15 items) in general population. It also contains a specific form to assess teacher's assertiveness in classroom interactions. Items are scored from '1 = Never or Hardly ever' to '4 = Always or Most of the time'. The indicated subscales ranges are 20-80 and 15-60, respectively. A higher score means more assertiveness (better outcome)., Through study completion, an average of 8 months
Other Outcome Measures: Maslach Burnout Inventory - Educators Survey (MBI-ES), This is a 22-item inventory that assesses burnout for people working in an educational setting according to 3 dimensions: emotional exhaustion (9 items), depersonalization (5 items) and personal accomplishment (8 items). Items are scored from '0 = Never' to '6 = Every day'. The indicated subscales ranges are 0-54, 0-30 and 0-48, respectively. In emotional exhaustion and depersonalization subscales, a higher score means more emotional exhaustion and depersonalization, respectively (worse outcome). In personal accomplishment, a higher score means more personal accomplishment (better outcome)., Through study completion, an average of 8 months|Omnibus Trust Scale, This is a 26-item scale that assesses teachers' trust in principals, parents, students and colleagues. It is divided into three subscales: faculty trust in the principal (8 items), faculty trust in colleagues (8 items) and faculty trust in clients, which includes parents and students (10 items). Items are scored from '1 = Strongly disagree' to '6 = Strongly agree'. The indicated subscales ranges are 8-48, 8-48 and 10-60, respectively. A higher score means more faculty trust (better outcome)., Through study completion, an average of 8 months