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ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff

Primary Purpose

Mental Health Wellness 1, Burnout, Professional, Self Efficacy

Status
Recruiting
Phase
Not Applicable
Locations
United States
Study Type
Interventional
Intervention
Cultivating Awareness and Resilience in Education (CARE)
Sponsored by
Duke University
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional other trial for Mental Health Wellness 1

Eligibility Criteria

18 Years - undefined (Adult, Older Adult)All SexesAccepts Healthy Volunteers

Inclusion Criteria:

  • Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade.
  • Fluent in the English language

Exclusion Criteria:

  • N/A

Sites / Locations

  • Caldwell County SchoolsRecruiting

Arms of the Study

Arm 1

Arm 2

Arm 3

Arm Type

Active Comparator

Active Comparator

Active Comparator

Arm Label

Teachers

Staff, Non-Administrative

Staff, Administrative

Arm Description

This cohort includes K-12 teachers. Schools will offer all teachers the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.

This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.

This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.

Outcomes

Primary Outcome Measures

Evaluate the change in the self-effectiveness of teachers after completion of the CARE workshop using the Teachers' Sense of Efficacy Scale.
The Teachers' Sense of Efficacy Scale is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 12 to 108, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.
Evaluate the change of burnout syndrome in teachers after completion of the CARE workshop using the Maslach Burnout Inventory.
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Evaluate the change of burnout syndrome in non-administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory.
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Evaluate the change of burnout syndrome in administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory.
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Evaluate the change of anxiety in teachers after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Evaluate the change of anxiety in non-administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Evaluate the change of anxiety in administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Evaluate the change of depression in teachers after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Evaluate the change of depression in non-administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Evaluate the change of depression in administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Evaluate the change of stress in teachers after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Evaluate the change of stress in non-administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Evaluate the change of stress in administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.

Secondary Outcome Measures

Full Information

First Posted
October 7, 2022
Last Updated
November 23, 2022
Sponsor
Duke University
Collaborators
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
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1. Study Identification

Unique Protocol Identification Number
NCT05574764
Brief Title
ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff
Official Title
ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff
Study Type
Interventional

2. Study Status

Record Verification Date
October 2022
Overall Recruitment Status
Recruiting
Study Start Date
October 31, 2022 (Actual)
Primary Completion Date
October 2024 (Anticipated)
Study Completion Date
October 2024 (Anticipated)

3. Sponsor/Collaborators

Responsible Party, by Official Title
Sponsor
Name of the Sponsor
Duke University
Collaborators
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

4. Oversight

Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
Data Monitoring Committee
No

5. Study Description

Brief Summary
This study looks at school employees' mental health, well-being, and effectiveness before and after completing a professional development workshop. The participants' schools are offering the Cultivating Awareness and Resilience in Education (CARE) professional development workshop to all teachers, staff, and administrators. CARE will be presented in three in-person training sessions over two to three months during the school year. People who participate in CARE are asked to answer questions about their demographic information, mental health, well-being, and effectiveness before the workshop and two times after completing the workshop. This consent form provides the necessary information for people interested in answering these questions to make an informed decision. This consent form is not for the professional development workshop. Taking part in the workshop and questionnaires is optional. This study is being conducted because teachers, school staff, and children's mental health has declined since the beginning of the COVID-19 pandemic. The investigators hope to use information collected in this study to tell schools, local public health officials, and state leaders how best to support teachers' mental health and well-being. There are minimal risks associated with this study. The greatest risk of this study is loss of confidentiality.

6. Conditions and Keywords

Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Mental Health Wellness 1, Burnout, Professional, Self Efficacy

7. Study Design

Primary Purpose
Other
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
None (Open Label)
Allocation
Non-Randomized
Enrollment
1000 (Anticipated)

8. Arms, Groups, and Interventions

Arm Title
Teachers
Arm Type
Active Comparator
Arm Description
This cohort includes K-12 teachers. Schools will offer all teachers the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.
Arm Title
Staff, Non-Administrative
Arm Type
Active Comparator
Arm Description
This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.
Arm Title
Staff, Administrative
Arm Type
Active Comparator
Arm Description
This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus.
Intervention Type
Behavioral
Intervention Name(s)
Cultivating Awareness and Resilience in Education (CARE)
Intervention Description
CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.
Primary Outcome Measure Information:
Title
Evaluate the change in the self-effectiveness of teachers after completion of the CARE workshop using the Teachers' Sense of Efficacy Scale.
Description
The Teachers' Sense of Efficacy Scale is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 12 to 108, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of burnout syndrome in teachers after completion of the CARE workshop using the Maslach Burnout Inventory.
Description
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of burnout syndrome in non-administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory.
Description
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of burnout syndrome in administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory.
Description
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of anxiety in teachers after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
Description
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of anxiety in non-administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
Description
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of anxiety in administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale.
Description
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of depression in teachers after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
Description
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of depression in non-administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
Description
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of depression in administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale.
Description
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of stress in teachers after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
Description
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of stress in non-administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
Description
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Title
Evaluate the change of stress in administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale.
Description
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Time Frame
Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention
Other Pre-specified Outcome Measures:
Title
Evaluate the change in teachers' perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale.
Description
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
Time Frame
1 week post intervention, 2 months post intervention
Title
Evaluate the change in non-administrative staff's perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale.
Description
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
Time Frame
1 week post intervention, 2 months post intervention
Title
Evaluate the change in administrative staff's perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale.
Description
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
Time Frame
1 week post intervention, 2 months post intervention

10. Eligibility

Sex
All
Minimum Age & Unit of Time
18 Years
Accepts Healthy Volunteers
Accepts Healthy Volunteers
Eligibility Criteria
Inclusion Criteria: Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade. Fluent in the English language Exclusion Criteria: N/A
Central Contact Person:
First Name & Middle Initial & Last Name or Official Title & Degree
Associate Project Leader
Phone
9196608719
Email
SchoolSETStudy@duke.edu
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Emily D'Agostino, DPH, MS, MEd
Organizational Affiliation
Duke University
Official's Role
Principal Investigator
Facility Information:
Facility Name
Caldwell County Schools
City
Lenoir
State/Province
North Carolina
ZIP/Postal Code
28645
Country
United States
Individual Site Status
Recruiting
Facility Contact:
First Name & Middle Initial & Last Name & Degree
Kylee Diaz

12. IPD Sharing Statement

Plan to Share IPD
No

Learn more about this trial

ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff

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