HappinessNCT05535881
Strengths to Grow: An Online Parenting Resource
A study testing Strengths to Grow Program in people with Happiness and Self Efficacy, run by University of Guelph at 1 site in Canada.
Trial 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. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Happiness, Self Efficacy, Positive Affect
- What is being tested?
- Strengths to Grow Program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 400 participants
- Where
- 1 siteCanada
- Study dates
- 1 Oct 2022to 28 Jun 2024
- 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 Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Parent of a child(ren) who is enrolled in Kindergarten to Grade 3 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
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
About this study
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 develop a strength-based parenting program that is delivered in an accessible and engaging format. A community sample of parents will interact with the online program and complete a brief interview to provide suggestions to increase accessibility and engagement. The second aim of the study is to assess the effectiveness of a strength-based parenting program delivered in an online, interactive format. Toward this end, parents of children in kindergarten to Grade 3 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.
Read the 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 been shown to be associated 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 had 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. The present study aims to increase the accessibility of strength-based parenting programs by offering the resources online, and to increase engagement by providing interactive rather than static online materials.
An Online, Interactive, Strength-based Parenting Program
O'Byrne et al. examined pilot project data from an online, interactive strength-based parenting program. The thirty-minute program was delivered to parents of kindergarten children. Through focus groups and analyzing parents' interactions with the online program, the pilot project 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. Although the pilot project generated promising results, it relied on a small sample and effectiveness was not examined. The present project aims to build upon this initial work by using the pilot project results to revise the program and evaluating the revised program using a larger sample of caregivers.
- Conditions
- Happiness, Self Efficacy, Positive Affect
- Being tested
- Strengths to Grow Program
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Strengths to Grow ProgramBehavioural
In an online, self-directed format, the Strengths to Grow program will present the principles of strength-based parenting using videos, pictures, reflection questions, and written text. The intervention will communicate that a) every child has a unique set of strengths and that b) noticing and developing these strengths can enhance child and family well-being. It will also provide concrete steps that parents can follow to talk with their child about strengths, and it will provide ideas for family activities that would allow family members to express strengths. Participants will be invited to respond to reflection questions at various points throughout the program.
| Study group | Role | What they receive |
|---|---|---|
| Experimental Group | Experimental | Not described Receives: Behavioral: Strengths to Grow Program |
| Waitlist Control Group | No intervention | Not described |
What is being measured
The primary outcome is the main question the study is designed to answer.
Parenting Sense of Competence Scale: Efficacy Subscale
The efficacy subscale of the Parenting Sense of Competence Scale (PSOC) is a 7-item measure of caregivers' perceived competence and capability in handling child problems (e.g., "I honestly believe I have all the skills necessary to be a good parent to my child"). Participants respond to each item using a 6-point scale ranging from strongly disagree to strongly agree. Total scores range from 7 to 42 with higher scores indicate higher caregiving self-efficacy.
Measured: 1 week
Modified Differential Emotions Scale
The Modified Differential Emotions Scale (mDES) is a ten-item measure of the frequency of positive emotions. Participants rate how often they have felt a particular positive emotion (e.g., grateful) in the past two weeks using a 5-point scale ranging from "never" to "most of the time". Consistent with Waters and Sun (2016), the scale instructions will be modified to assess the frequency of positive emotions felt in relation to the parents' child (i.e., "Thinking about your child(ren), how often do you feel each of the following?") Total scores range from 10 to 50 with higher scores indicate more positive emotions toward the child(ren).
Measured: 1 week
Subjective Happiness Scale
The four-item Subjective Happiness Scale (SHS) assesses participant's sense of their overall well-being. Participants respond to items (e.g., Some people are generally very happy. They enjoy life regardless of what is going on, getting the most out of everything. To what extent does this characterization describe you?) on a 7-point scale that differs across items. Total scores range from 4 to 28 with higher scores indicate higher happiness.
Measured: 1 week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Sep 2022
- Study start1 Oct 2022
- Primary completion28 Jun 2024
- Study completion28 Jun 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (20)Papers the sponsor has linked to this study.
- Other trials for HappinessStudies 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- 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.
- Masking
- None (open label)
- Enrolment
- 400 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Guelph
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Margaret Lumley, University of Guelph
- Investigators
- Margaret Lumley, PhD, CPsych, Principal investigator, University of Guelph
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05535881
- Sponsor's protocol ID
- 21-08-001
- Status last verified
- Jul 2024
- First submitted
- 6 Sep 2022
- Last updated
- 26 Sep 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: There is no plan to share individual participant data as this has not been approved by our Research Ethics Board.
Publications
Danaher BG, Boles SM, Akers L, Gordon JS, Severson HH. Defining participant exposure measures in Web-based health behavior change programs. J Med Internet Res. 2006 Aug 30;8(3):e15. doi: 10.2196/jmir.8.3.e15.
PubMed 16954125Eisner M, Meidert U. Stages of parental engagement in a universal parent training program. J Prim Prev. 2011 Apr;32(2):83-93. doi: 10.1007/s10935-011-0238-8.
PubMed 21424399Fernandez MA, Eyberg SM. Predicting treatment and follow-up attrition in parent-child interaction therapy. J Abnorm Child Psychol. 2009 Apr;37(3):431-41. doi: 10.1007/s10802-008-9281-1.
PubMed 19096926Fredrickson, B. L. (2013). Chapter One-Positive Emotions Broaden and Build. In P. Devine & A. Plant (Eds.), Advances in Experimental Social Psychology (Vol. 47, pp. 1-53). Academic Press. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
Ivtzan, I., Niemiec, R. M., & Briscoe, C. (2016). A study investigating the effects of Mindfulness-Based Strengths Practice (MBSP) on wellbeing. International Journal of Wellbeing, 6(2), 1-13. https://doi.org/10/gfscgj
Jach, H. K., Sun, J., Loton, D., Chin, T.-C., & Waters, L. (2018). Strengths and subjective wellbeing in adolescence: Strength-based parenting and the moderating effect of mindset. Journal of Happiness Studies, 19(2), 567-586. https://doi.org/10/gfscg9
Johnston, C., & Mash, E. J. (1989). A Measure of Parenting Satisfaction and Efficacy. Journal of Clinical Child Psychology, 18(2), 167-175. https://doi.org/10.1207/s15374424jccp1802_8
Kazdin, A. E., & Rabbitt, S. M. (2013). Novel models for delivering mental health services and reducing the burdens of mental illness. Clinical Psychological Science, 1(2), 170-191. https://doi.org/10/gc4pnm
Lavigne JV, Lebailly SA, Gouze KR, Binns HJ, Keller J, Pate L. Predictors and correlates of completing behavioral parent training for the treatment of oppositional defiant disorder in pediatric primary care. Behav Ther. 2010 Jun;41(2):198-211. doi: 10.1016/j.beth.2009.02.006. Epub 2009 Dec 5.
PubMed 20412885Lyubomirsky, S., & Lepper, H. S. (1999). A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation. Social Indicators Research, 46(2), 137-155. https://doi.org/10.1023/A:1006824100041
McGoron L, Hvizdos E, Bocknek EL, Montgomery E, Ondersma SJ. Feasibility of Internet-based Parent Training for Low-income Parents of Young Children. Child Youth Serv Rev. 2018 Jan;84:198-205. doi: 10.1016/j.childyouth.2017.12.004. Epub 2017 Dec 5.
PubMed 29731531O'Byrne R, Thompson R, Friedmann JS, Lumley MN. Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. Int J Appl Posit Psychol. 2022;7(3):355-377. doi: 10.1007/s41042-022-00072-4. Epub 2022 Aug 11.
PubMed 35971433Peterson, C., & Seligman, M. E. P. (2004). Introduction to a "manual of the sanities." In Character strengths and virtues (pp. 18-104). American Psychological Association; Oxford University Press. https://books.scholarsportal.info/uri/ebooks/ebooks0/oxford/2009-11-30/3/0195167015
Ritterband, L. M., Cox, D. J., Gordon, T. L., Borowitz, S. M., Kovatchev, B. P., Walker, L. S., & Sutphen, J. L. (2006). Examining the Added Value of Audio, Graphics, and Interactivity in an Internet Intervention for Pediatric Encopresis. Children's Health Care, 35(1), 47-59. https://doi.org/10.1207/s15326888chc3501_5
Shoshani A, Shwartz L. From Character Strengths to Children's Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children. Front Psychol. 2018 Nov 2;9:2123. doi: 10.3389/fpsyg.2018.02123. eCollection 2018.
PubMed 30450070
Study at a glance
From the registry record, last updated by the sponsor on 26 Sep 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Strengths to Grow: An Online Parenting Resource
- ClinicalTrials.gov ID
- NCT05535881
- Acronym / sponsor ID
- 21-08-001
- Conditions
- Happiness, Self Efficacy, Positive Affect
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 400 participants (actual)
- Lead sponsor
- University of GuelphUniversity, hospital or other
- Study start
- 1 Oct 2022 (actual)
- Primary completion
- 28 Jun 2024 (actual)
- Study completion
- 28 Jun 2024 (actual)
- First posted
- 10 Sep 2022 (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.
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 develop a strength-based parenting program that is delivered in an accessible and engaging format. A community sample of parents will interact with the online program and complete a brief interview to provide suggestions to increase accessibility and engagement. The second aim of the study is to assess the effectiveness of a strength-based parenting program delivered in an online, interactive format. Toward this end, parents of children in kindergarten to Grade 3 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 been shown to be associated 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 had 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. The present study aims to increase the accessibility of strength-based parenting programs by offering the resources online, and to increase engagement by providing interactive rather than static online materials.
An Online, Interactive, Strength-based Parenting Program
O'Byrne et al. examined pilot project data from an online, interactive strength-based parenting program. The thirty-minute program was delivered to parents of kindergarten children. Through focus groups and analyzing parents' interactions with the online program, the pilot project 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. Although the pilot project generated promising results, it relied on a small sample and effectiveness was not examined. The present project aims to build upon this initial work by using the pilot project results to revise the program and evaluating the revised program using a larger sample of caregivers.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- 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.
| Arm | Type | Receives |
|---|---|---|
| Experimental Group | Experimental | Behavioral: Strengths to Grow Program |
| Waitlist Control Group | No intervention | – |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Parent of a child(ren) who is enrolled in Kindergarten to Grade 3 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
Key exclusion criteria (0 listed)
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 |
|---|---|---|
| Strengths to Grow ProgramIn an online, self-directed format, the Strengths to Grow program will present the principles of strength-based parenting using videos, pictures, reflection questions, and written text. The intervention will communicate that a) every child has a unique set of strengths and that b) noticing and developing these strengths can enhance child and family well-being. It will also provide concrete steps that parents can follow to talk with their child about strengths, and it will provide ideas for family activities that would allow family members to express strengths. Participants will be invited to respond to reflection questions at various points throughout the program. | Behavioural | Experimental Group |
Primary outcome
Parenting Sense of Competence Scale: Efficacy Subscale
Time frame: 1 week
The efficacy subscale of the Parenting Sense of Competence Scale (PSOC) is a 7-item measure of caregivers' perceived competence and capability in handling child problems (e.g., "I honestly believe I have all the skills necessary to be a good parent to my child"). Participants respond to each item using a 6-point scale ranging from strongly disagree to strongly agree. Total scores range from 7 to 42 with higher scores indicate higher caregiving self-efficacy.
Modified Differential Emotions Scale
Time frame: 1 week
The Modified Differential Emotions Scale (mDES) is a ten-item measure of the frequency of positive emotions. Participants rate how often they have felt a particular positive emotion (e.g., grateful) in the past two weeks using a 5-point scale ranging from "never" to "most of the time". Consistent with Waters and Sun (2016), the scale instructions will be modified to assess the frequency of positive emotions felt in relation to the parents' child (i.e., "Thinking about your child(ren), how often do you feel each of the following?") Total scores range from 10 to 50 with higher scores indicate more positive emotions toward the child(ren).
Subjective Happiness Scale
Time frame: 1 week
The four-item Subjective Happiness Scale (SHS) assesses participant's sense of their overall well-being. Participants respond to items (e.g., Some people are generally very happy. They enjoy life regardless of what is going on, getting the most out of everything. To what extent does this characterization describe you?) on a 7-point scale that differs across items. Total scores range from 4 to 28 with higher scores indicate higher happiness.
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 26 Sep 2025.
- Background: PubMed 16954125Danaher BG, Boles SM, Akers L, Gordon JS, Severson HH. Defining participant exposure measures in Web-based health behavior change programs. J Med Internet Res. 2006 Aug 30;8(3):e15. doi: 10.2196/jmir.8.3.e15.
- Background: PubMed 21424399Eisner M, Meidert U. Stages of parental engagement in a universal parent training program. J Prim Prev. 2011 Apr;32(2):83-93. doi: 10.1007/s10935-011-0238-8.
- Background: PubMed 19096926Fernandez MA, Eyberg SM. Predicting treatment and follow-up attrition in parent-child interaction therapy. J Abnorm Child Psychol. 2009 Apr;37(3):431-41. doi: 10.1007/s10802-008-9281-1.
- BackgroundFredrickson, B. L. (2013). Chapter One-Positive Emotions Broaden and Build. In P. Devine & A. Plant (Eds.), Advances in Experimental Social Psychology (Vol. 47, pp. 1-53). Academic Press. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
- BackgroundIvtzan, I., Niemiec, R. M., & Briscoe, C. (2016). A study investigating the effects of Mindfulness-Based Strengths Practice (MBSP) on wellbeing. International Journal of Wellbeing, 6(2), 1-13. https://doi.org/10/gfscgj
- BackgroundJach, H. K., Sun, J., Loton, D., Chin, T.-C., & Waters, L. (2018). Strengths and subjective wellbeing in adolescence: Strength-based parenting and the moderating effect of mindset. Journal of Happiness Studies, 19(2), 567-586. https://doi.org/10/gfscg9
- BackgroundJohnston, C., & Mash, E. J. (1989). A Measure of Parenting Satisfaction and Efficacy. Journal of Clinical Child Psychology, 18(2), 167-175. https://doi.org/10.1207/s15374424jccp1802_8
- BackgroundKazdin, A. E., & Rabbitt, S. M. (2013). Novel models for delivering mental health services and reducing the burdens of mental illness. Clinical Psychological Science, 1(2), 170-191. https://doi.org/10/gc4pnm
- Background: PubMed 20412885Lavigne JV, Lebailly SA, Gouze KR, Binns HJ, Keller J, Pate L. Predictors and correlates of completing behavioral parent training for the treatment of oppositional defiant disorder in pediatric primary care. Behav Ther. 2010 Jun;41(2):198-211. doi: 10.1016/j.beth.2009.02.006. Epub 2009 Dec 5.
- BackgroundLyubomirsky, S., & Lepper, H. S. (1999). A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation. Social Indicators Research, 46(2), 137-155. https://doi.org/10.1023/A:1006824100041
- Background: PubMed 29731531McGoron L, Hvizdos E, Bocknek EL, Montgomery E, Ondersma SJ. Feasibility of Internet-based Parent Training for Low-income Parents of Young Children. Child Youth Serv Rev. 2018 Jan;84:198-205. doi: 10.1016/j.childyouth.2017.12.004. Epub 2017 Dec 5.
- Background: PubMed 35971433O'Byrne R, Thompson R, Friedmann JS, Lumley MN. Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. Int J Appl Posit Psychol. 2022;7(3):355-377. doi: 10.1007/s41042-022-00072-4. Epub 2022 Aug 11.
- Individual participant dataSharing planned: No. There is no plan to share individual participant data as this has not been approved by our Research Ethics Board.
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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.
Margaret Lumley, PhD, CPsych principal investigator
University of Guelph
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Strengths to Grow Program in people with Happiness and Self Efficacy, run by University of Guelph at 1 site in Canada.
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 3 inclusion and 0 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 26 Sep 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Canada. 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?
Parenting Sense of Competence Scale: Efficacy Subscale (time frame: 1 week). The study lists 3 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 NCT05535881, which also lists 20 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 26 Sep 2025.