Behavior, AdaptiveNCT04458077
Discover Learning - Social, Emotional and Identity Learning for Very Young Adolescents
A study testing Discover Learning (SEIL) in people with Behavior, Adaptive and Behavior, Child, run by University of California, Berkeley at 4 sites in Tanzania.
Trial summary
The primary aim of the Discover Learning Project (Discover) is to test an intervention for Very Young Adolescents (VYAs) to promote positive, gender norm transformative, social emotional and identity learning (SEIL). Read more about this study
- Who is it for?
- Ages 9 to 14 yearsHealthy volunteers can take part
- Conditions the study is for
- Behavior, Adaptive, Behavior, Child, Behavior, Social
- What is being tested?
- Discover Learning (SEIL)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 333 participants
- Where
- 4 sitesTanzania
- Study dates
- 30 Aug 2020to 30 Apr 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 9 to 14 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Boys and girls currently enrolled in school/intervention site
- Ages 9-14
Who cannot join
- n/a
Trial locations and contacts
4 sites in 1 country.
Tanzania4 sites
Miburani Primary School
Dar es Salaam, Temeke, 46343
Sokoine Primary School
Dar es Salaam, Temeke, 46343
Twiga Primary School
Dar es Salaam, Temeke, 46343
Umoja Primary School
Dar es Salaam, Temeke, 46343
About this study
The primary aim of the Discover Learning Project (Discover) is to test an intervention for Very Young Adolescents (VYAs) to promote positive, gender norm transformative, social emotional and identity learning (SEIL). A secondary aim is to better identify effective components of Discover that are scalable requiring the lowest resources to implement
Read the detailed description
This project builds on research from transdisciplinary developmental science that indicates that this period, which the investigators will call early adolescence (ages 10-14), is a period of dynamic maturational changes. These include the onset of pubertal development, which begins a period of rapid physical growth (including extensive brain development) and sexual maturation, as well as changes in cognitive, social, emotional, psychological, and behavioral processes. An emerging body of evidence supports the idea that this dynamic period of maturation is a sensitive period for social, emotional and motivational learning-in ways that can have enduring effects on a broad range of developmental trajectories including sexual and reproductive health, mental health, gender-based violence, education retention and attainment, and social development.
A foundational element of this research focuses on the social-emotional re-orientation of the developing brain at the onset of puberty, which appears to create natural affinities for discovery learning particularly in the social domain. In contrast to didactic learning models, discovery learning is a process through which learners engage in self-motivated inquiry, supported by teachers/facilitators, information and materials, in order to "discover" the intended content (Hammer, 1997). Key elements to creating sustainable discovery learning include: a) engaging motivation and natural curiosity and b) providing social scaffolding that includes a balance of monitoring/support while also promoting youth-driven discoveries (individually and in small groups). From a developmental science perspective, the beginning of puberty is associated with two important maturational changes that impact learning opportunities: 1) a general increase in the tendency to explore, discover, and to seek novelty/excitement; and 2) a particularly strong increase in natural curiosity to explore and understand one's larger social world, including social roles, social hierarchies, and an increased sensitivity to issues of social acceptance, admiration, and learning to establish key aspects of individual identity (Crone \& Dahl, 2012). A core element to this early identity development is understanding oneself as a sexual and gendered individual in relation to those around her or him; accordingly, early learning experiences during this developmental window are fundamentally shaping the development of these identities in ways that have profound implications for all areas of health-especially sexual and reproductive health and vulnerability to gender-based exploitation and disadvantage.
The primary aim of this project is to develop and test the Discover Learning intervention with a goal of promoting positive, gender norm transformative, social-emotional learning during this crucial early window of opportunity. This work builds on developmentally informed principles that emphasize the importance of orchestrating a sensitive balance between promoting autonomy and providing adult engagement in ways that scaffold the discovery learning experience (Alifieri et al., 2011). The primary content (learning about interpersonal relationships and concepts of Social-Emotional Identity Learning) and method (introducing positive socially scaffolded exploration of the use of digital technology for youth-driven learning) have been chosen to strategically leverage this window of opportunity occurring during this sensitive period of learning. The approach is designed to help youth develop agency, become empowered, and to explore healthy pathways to finding meaning and purpose in their lives. To our knowledge, this is the first use of an integrative developmental science approach to leverage unique learning opportunities in early adolescence to impact broad improvements in health and education.
- Conditions
- Behavior, Adaptive, Behavior, Child, Behavior, Social
- Being tested
- Discover Learning (SEIL)
- Medical subject headings
- Behavior, Child Behavior, Social Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Discover Learning (SEIL)Behavioural
This mobile-phone-based intervention will assess the effectiveness of 10 SEIL sessions conducted at the household level with VYAs. Activities were designed to be done individually, with siblings/peers, and with parents/caregivers. This intervention will look at how household composition and types of practice that can enhance SEIL learning.
| Study group | Role | What they receive |
|---|---|---|
| Mobile-phone-based SEIL Intervention | Experimental | This group will receive the Discover Learning 10-session intervention through a mobile-phone based platform over the course of 10 weeks (1 session per week). Receives: Behavioral: Discover Learning (SEIL) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Purpose from baseline to end of intervention
Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Emotional Self-Efficacy from baseline to end of intervention
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Goal Orientation from baseline to end of intervention
Standardized survey from Goal Orientation Scale (Dowson and McInerney, 2004), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Persistence from baseline to end of intervention
Standardized survey from Persistence in Children (Lufi \& Cohen, 1987), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Empathy from baseline to end of intervention
Standardized survey from Empathy (Overgaaw, et al, 2017), validated self-reported instrument. Possible scores range from 0 (not true) to 2 (often true) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Internalizing Symptoms from baseline to end of intervention
Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Externalizing Symptoms from baseline to end of intervention
Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Academic Self-Efficacy from baseline to end of intervention
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Curiosity from baseline to end of intervention
Standardized survey from Gender-free curiosity inventory (Reijo Byman, 2016), validated self-reported instrument in curiosity. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Teamwork from baseline to end of intervention
Standardized survey from Team Skills Index (Zhuang et al, 2008), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Growth Mindset from baseline to end of intervention
Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Outlook in Learning from baseline to end of intervention
Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Technology Perceptions from baseline to end of intervention
Standardized survey from Media and Technology Usage and Attitudes Scale (Rosen et al, 2013), validated self-reported instrument. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Social Self-Efficacy from baseline to end of intervention
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Prosocial Behavior from baseline to end of intervention
Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 1 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Gender Norms and Attitudes from baseline to end of intervention
Standardized survey from Discover Gender Norms and Attitudes Scale (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Generosity from baseline to end of intervention
Standardized survey from Interpersonal Generosity Scale (IGS) (Smith \& Hill, 2009), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Utu from baseline to end of intervention
Standardized survey from Utu (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Change in Bullying from baseline to end of intervention
Standardized survey from The Global School-Based Students Health Survey (GSHS), validated self-reported instrument. Possible scores range from 0 (No) to 1 (Yes) Change = Endline - Baseline score
Measured: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted7 Jul 2020
- Study start30 Aug 2020
- Primary completion12 Dec 2020
- Study completion30 Apr 2021
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Behavior, AdaptiveStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 333 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of California, Berkeley
- Sponsor type
- University, hospital or other
- Collaborators
- Health for a Prosperous Nation, Camara Education, Tanzania, Ubongo Learning Limited, Dalberg Global Development Advisors, Tanzania, Save the Children
- Responsible party
- Principal investigator, Ronald Dahl, University of California, Berkeley
- Investigators
- Ron Dahl, MD, Principal investigator, Institute of Human Development
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04458077
- Sponsor's protocol ID
- 2017-01-9464
- Other IDs
- OPP1158584
- Status last verified
- Nov 2021
- First submitted
- 30 Jun 2020
- Last updated
- 4 Nov 2021
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Cherewick M, Lebu S, Su C, Richards L, Njau PF, Dahl RE. Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology. Front Public Health. 2021 Jan 28;9:623283. doi: 10.3389/fpubh.2021.623283. eCollection 2021.
PubMed 33585394Cherewick M, Lebu S, Su C, Dahl RE. An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial. JMIR Res Protoc. 2020 Dec 31;9(12):e23071. doi: 10.2196/23071.
PubMed 33206624
Study at a glance
From the registry record, last updated by the sponsor on 4 Nov 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Discover Learning - Social, Emotional and Identity Learning for Very Young Adolescents
- ClinicalTrials.gov ID
- NCT04458077
- Acronym / sponsor ID
- 2017-01-9464
- Conditions
- Behavior, Adaptive, Behavior, Child, Behavior, Social
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 333 participants (actual)
- Lead sponsor
- University of California, BerkeleyUniversity, hospital or other
- Collaborators
- Health for a Prosperous Nation, Camara Education, Tanzania, Ubongo Learning Limited, Dalberg Global Development Advisors, Tanzania, Save the Children
- Study start
- 30 Aug 2020 (actual)
- Primary completion
- 12 Dec 2020 (actual)
- Study completion
- 30 Apr 2021 (actual)
- First posted
- 7 Jul 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The primary aim of the Discover Learning Project (Discover) is to test an intervention for Very Young Adolescents (VYAs) to promote positive, gender norm transformative, social emotional and identity learning (SEIL). A secondary aim is to better identify effective components of Discover that are scalable requiring the lowest resources to implement
Detailed description
This project builds on research from transdisciplinary developmental science that indicates that this period, which the investigators will call early adolescence (ages 10-14), is a period of dynamic maturational changes. These include the onset of pubertal development, which begins a period of rapid physical growth (including extensive brain development) and sexual maturation, as well as changes in cognitive, social, emotional, psychological, and behavioral processes. An emerging body of evidence supports the idea that this dynamic period of maturation is a sensitive period for social, emotional and motivational learning-in ways that can have enduring effects on a broad range of developmental trajectories including sexual and reproductive health, mental health, gender-based violence, education retention and attainment, and social development.
A foundational element of this research focuses on the social-emotional re-orientation of the developing brain at the onset of puberty, which appears to create natural affinities for discovery learning particularly in the social domain. In contrast to didactic learning models, discovery learning is a process through which learners engage in self-motivated inquiry, supported by teachers/facilitators, information and materials, in order to "discover" the intended content (Hammer, 1997). Key elements to creating sustainable discovery learning include: a) engaging motivation and natural curiosity and b) providing social scaffolding that includes a balance of monitoring/support while also promoting youth-driven discoveries (individually and in small groups). From a developmental science perspective, the beginning of puberty is associated with two important maturational changes that impact learning opportunities: 1) a general increase in the tendency to explore, discover, and to seek novelty/excitement; and 2) a particularly strong increase in natural curiosity to explore and understand one's larger social world, including social roles, social hierarchies, and an increased sensitivity to issues of social acceptance, admiration, and learning to establish key aspects of individual identity (Crone \& Dahl, 2012). A core element to this early identity development is understanding oneself as a sexual and gendered individual in relation to those around her or him; accordingly, early learning experiences during this developmental window are fundamentally shaping the development of these identities in ways that have profound implications for all areas of health-especially sexual and reproductive health and vulnerability to gender-based exploitation and disadvantage.
The primary aim of this project is to develop and test the Discover Learning intervention with a goal of promoting positive, gender norm transformative, social-emotional learning during this crucial early window of opportunity. This work builds on developmentally informed principles that emphasize the importance of orchestrating a sensitive balance between promoting autonomy and providing adult engagement in ways that scaffold the discovery learning experience (Alifieri et al., 2011). The primary content (learning about interpersonal relationships and concepts of Social-Emotional Identity Learning) and method (introducing positive socially scaffolded exploration of the use of digital technology for youth-driven learning) have been chosen to strategically leverage this window of opportunity occurring during this sensitive period of learning. The approach is designed to help youth develop agency, become empowered, and to explore healthy pathways to finding meaning and purpose in their lives. To our knowledge, this is the first use of an integrative developmental science approach to leverage unique learning opportunities in early adolescence to impact broad improvements in health and education.
Study design
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Mobile-phone-based SEIL Intervention | Experimental | Behavioral: Discover Learning (SEIL)This group will receive the Discover Learning 10-session intervention through a mobile-phone based platform over the course of 10 weeks (1 session per week). |
Who may qualify
- Ages
- 9 to 14 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (2 listed)
- Boys and girls currently enrolled in school/intervention site
- Ages 9-14
Key exclusion criteria (1 listed)
- n/a
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Discover Learning (SEIL)This mobile-phone-based intervention will assess the effectiveness of 10 SEIL sessions conducted at the household level with VYAs. Activities were designed to be done individually, with siblings/peers, and with parents/caregivers. This intervention will look at how household composition and types of practice that can enhance SEIL learning. | Behavioural | Mobile-phone-based SEIL Intervention |
Primary outcome
Change in Purpose from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Change in Emotional Self-Efficacy from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score
Change in Goal Orientation from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Goal Orientation Scale (Dowson and McInerney, 2004), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Change in Persistence from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Persistence in Children (Lufi \& Cohen, 1987), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Change in Empathy from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Empathy (Overgaaw, et al, 2017), validated self-reported instrument. Possible scores range from 0 (not true) to 2 (often true) Change = Endline - Baseline score
Change in Internalizing Symptoms from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score
Change in Externalizing Symptoms from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score
Change in Academic Self-Efficacy from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score
Change in Curiosity from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Gender-free curiosity inventory (Reijo Byman, 2016), validated self-reported instrument in curiosity. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Change in Teamwork from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Team Skills Index (Zhuang et al, 2008), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Change in Growth Mindset from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Change in Outlook in Learning from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Change in Technology Perceptions from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Media and Technology Usage and Attitudes Scale (Rosen et al, 2013), validated self-reported instrument. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score
Change in Social Self-Efficacy from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Change in Prosocial Behavior from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 1 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Change in Gender Norms and Attitudes from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Discover Gender Norms and Attitudes Scale (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Change in Generosity from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Interpersonal Generosity Scale (IGS) (Smith \& Hill, 2009), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score
Change in Utu from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from Utu (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score
Change in Bullying from baseline to end of intervention
Time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)
Standardized survey from The Global School-Based Students Health Survey (GSHS), validated self-reported instrument. Possible scores range from 0 (No) to 1 (Yes) Change = Endline - Baseline score
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 4 Nov 2021.
- Derived from this study: PubMed 33585394Cherewick M, Lebu S, Su C, Richards L, Njau PF, Dahl RE. Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology. Front Public Health. 2021 Jan 28;9:623283. doi: 10.3389/fpubh.2021.623283. eCollection 2021.
- Derived from this study: PubMed 33206624Cherewick M, Lebu S, Su C, Dahl RE. An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial. JMIR Res Protoc. 2020 Dec 31;9(12):e23071. doi: 10.2196/23071.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Ron Dahl, MD principal investigator
Institute of Human Development
4 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Discover Learning (SEIL) in people with Behavior, Adaptive and Behavior, Child, run by University of California, Berkeley at 4 sites in Tanzania.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 4 Nov 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 4 sites in Tanzania. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Purpose from baseline to end of intervention (time frame: Baseline and endline, measured before the intervention and after the intervention (6 weeks)). The study lists 19 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04458077, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 4 Nov 2021.