Back to resultsAssessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
Primary Purpose
Learning Disabilities
Status
Completed
Phase
Not Applicable
Locations
Canada
Study Type
Interventional
Intervention
Group tutoring program
Theatre workshops
Sponsored by
About this trial
This is an interventional supportive care trial for Learning Disabilities focused on measuring Dramatherapy, Group tutoring activities, Impairment, Emotional and behavioural problems, Learning difficulties
Eligibility Criteria
Inclusion Criteria:
- All students who are assigned to special classes based on behavioural or learning problems in grades 7-10 in the participating schools will participate in the program and be included in the study if they and their parents consent to in the research.
Exclusion Criteria:
- More severe cases
Sites / Locations
- École Antoine-de-St-Exupéry
- École La Dauversière
- École La Voie
- École Lucien-Pagé
- École Saint-Luc
Arms of the Study
Arm 1
Arm 2
Arm 3
Arm Type
Experimental
Experimental
No Intervention
Arm Label
Theatre intervention
Group tutoring intervention
No intervention
Arm Description
The theatre expression workshops will run for 12 weeks, with one 75-minute workshop per week. They will be incorporated into the regular class timetable and will be run by the two members of the intervention team who have training in theatre and psychology, and the homeroom teacher, whose level of direct involvement will increase gradually as he or she becomes familiar with the workshops.
In each classroom assigned to the tutorship intervention, two academic resource assistants will provide weekly in-class support to students for the same length of time than the drama workshop (75 minutes weekly). Individualized student objectives on reading fluency and math will be implemented (one in math and one in reading per student).
Classes not participating neither in drama workshops nor in group tutoring activities will fill out a questionnaire as a basis for comparison.
Outcomes
Primary Outcome Measures
Change in impairment of emotional and behavioural symptoms reported by youth
Impairment of emotional and behavioural symptoms will be assessed by the Impact Supplement of the SDQ completed by the adolescents. The SDQ is a 25-item Likert scale assessing emotional and behavioural symptoms. This questionnaire includes an impairment measure that enquires about symptoms in terms of chronicity, distress, social impairment, and burden for others.
Secondary Outcome Measures
Change in emotional and behavioural symptoms
Will be assessed by the SDQ global scores (teachers and youths reports).
Change in impairment
Measured by the SDQ (teacher report).
Change in relations with peers
Will be assessed using the Adolescent Friendship Inventory (AFI) designed by Rubenstein et al. (1989). This 30-item instrument requires the adolescent to indicate to what degree, on a scale of 1 to 5, the feeling expressed by the statement corresponds to his or her personal feelings in relation to his or her network of peers.
Change in school performance
Will be assessed on the basis of the first and the last report cards of the school year (T0 and T1) and with the first report card of the subsequent year (T2). We will consider students' grades in mathematics and French.
Full Information
NCT ID
NCT01426451
First Posted
August 25, 2011
Last Updated
March 26, 2014
Sponsor
McGill University Health Centre/Research Institute of the McGill University Health Centre
1. Study Identification
Unique Protocol Identification Number
NCT01426451
Brief Title
Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
Official Title
Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
Study Type
Interventional
2. Study Status
Record Verification Date
March 2014
Overall Recruitment Status
Completed
Study Start Date
November 2011 (undefined)
Primary Completion Date
December 2012 (Actual)
Study Completion Date
undefined (undefined)
3. Sponsor/Collaborators
Responsible Party, by Official Title
Principal Investigator
Name of the Sponsor
McGill University Health Centre/Research Institute of the McGill University Health Centre
4. Oversight
5. Study Description
Brief Summary
The purpose of this study is to determine whether a drama workshop program for immigrant and refugee youth is effective in reducing impairment in high school students presenting learning difficulties.
6. Conditions and Keywords
Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Learning Disabilities
Keywords
Dramatherapy, Group tutoring activities, Impairment, Emotional and behavioural problems, Learning difficulties
7. Study Design
Primary Purpose
Supportive Care
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
None (Open Label)
Allocation
Randomized
Enrollment
464 (Actual)
8. Arms, Groups, and Interventions
Arm Title
Theatre intervention
Arm Type
Experimental
Arm Description
The theatre expression workshops will run for 12 weeks, with one 75-minute workshop per week. They will be incorporated into the regular class timetable and will be run by the two members of the intervention team who have training in theatre and psychology, and the homeroom teacher, whose level of direct involvement will increase gradually as he or she becomes familiar with the workshops.
Arm Title
Group tutoring intervention
Arm Type
Experimental
Arm Description
In each classroom assigned to the tutorship intervention, two academic resource assistants will provide weekly in-class support to students for the same length of time than the drama workshop (75 minutes weekly). Individualized student objectives on reading fluency and math will be implemented (one in math and one in reading per student).
Arm Title
No intervention
Arm Type
No Intervention
Arm Description
Classes not participating neither in drama workshops nor in group tutoring activities will fill out a questionnaire as a basis for comparison.
Intervention Type
Other
Intervention Name(s)
Group tutoring program
Intervention Description
Academic in-class intervention that focuses on differentiated academic instruction and improved overall academic adjustment. In each classroom assigned to the tutorship intervention, two academic resource assistants will provide weekly in-class support to students for the same length of time than the drama workshop (75 minutes, once a week), with the teacher present in the classroom.
Intervention Type
Other
Intervention Name(s)
Theatre workshops
Intervention Description
The theatre expression workshops will run for 12 weeks, with one 75-minute workshop per week. They will be incorporated into the regular class timetable and will be run by the two members of the intervention team who have training in theatre and psychology, and the homeroom teacher, whose level of direct involvement will increase gradually as he or she becomes familiar with the workshops.
Primary Outcome Measure Information:
Title
Change in impairment of emotional and behavioural symptoms reported by youth
Description
Impairment of emotional and behavioural symptoms will be assessed by the Impact Supplement of the SDQ completed by the adolescents. The SDQ is a 25-item Likert scale assessing emotional and behavioural symptoms. This questionnaire includes an impairment measure that enquires about symptoms in terms of chronicity, distress, social impairment, and burden for others.
Time Frame
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Secondary Outcome Measure Information:
Title
Change in emotional and behavioural symptoms
Description
Will be assessed by the SDQ global scores (teachers and youths reports).
Time Frame
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Title
Change in impairment
Description
Measured by the SDQ (teacher report).
Time Frame
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Title
Change in relations with peers
Description
Will be assessed using the Adolescent Friendship Inventory (AFI) designed by Rubenstein et al. (1989). This 30-item instrument requires the adolescent to indicate to what degree, on a scale of 1 to 5, the feeling expressed by the statement corresponds to his or her personal feelings in relation to his or her network of peers.
Time Frame
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
Title
Change in school performance
Description
Will be assessed on the basis of the first and the last report cards of the school year (T0 and T1) and with the first report card of the subsequent year (T2). We will consider students' grades in mathematics and French.
Time Frame
T0: up to 6 weeks before the intervention, T1: up to 2 weeks after the intervention, T2: between 7 and 8 months after the intervention
10. Eligibility
Sex
All
Minimum Age & Unit of Time
12 Years
Maximum Age & Unit of Time
17 Years
Accepts Healthy Volunteers
No
Eligibility Criteria
Inclusion Criteria:
All students who are assigned to special classes based on behavioural or learning problems in grades 7-10 in the participating schools will participate in the program and be included in the study if they and their parents consent to in the research.
Exclusion Criteria:
More severe cases
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Cécile Rousseau, MD
Organizational Affiliation
McGill University Health Center, CSSS de la Montagne
Official's Role
Principal Investigator
Facility Information:
Facility Name
École Antoine-de-St-Exupéry
City
Montréal
State/Province
Quebec
Country
Canada
Facility Name
École La Dauversière
City
Montréal
State/Province
Quebec
Country
Canada
Facility Name
École La Voie
City
Montréal
State/Province
Quebec
Country
Canada
Facility Name
École Lucien-Pagé
City
Montréal
State/Province
Quebec
Country
Canada
Facility Name
École Saint-Luc
City
Montréal
State/Province
Quebec
Country
Canada
12. IPD Sharing Statement
Citations:
PubMed Identifier
25127251
Citation
Rousseau C, Beauregard C, Daignault K, Petrakos H, Thombs BD, Steele R, Vasiliadis HM, Hechtman L. A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes. PLoS One. 2014 Aug 15;9(8):e104704. doi: 10.1371/journal.pone.0104704. eCollection 2014.
Results Reference
derived
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Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
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