Trial Outcomes & Findings for Violence Prevention for Middle School Boys (NCT NCT03109184)
NCT ID: NCT03109184
Last Updated: 2019-11-20
Results Overview
The Conflict in Adolescent Dating Relationships Inventory (CADRI) is a behavioral measure of abuse perpetration and victimization. It was completed by teens in reference to conflict or disagreement with a current or recent dating partner. Each question is asked twice, first regarding perpetration and, again in relation to victimization producing a perpetration and a victimization sub scale. Percentages include teens endorsing any perpetration or victimization.
Recruitment status
COMPLETED
Study phase
NA
Target enrollment
119 participants
Primary outcome timeframe
Baseline, 3 months, and 9 months
Results posted on
2019-11-20
Participant Flow
Families were individually randomized at the level of the dyad, thus our study randomized 119 dyads. Parents and teens were not randomized separately. There were only two study arms, CONTROL families and STRONG families.
Participant milestones
| Measure |
Waitlist Control
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Overall Study
STARTED
|
60
|
59
|
|
Overall Study
COMPLETED
|
53
|
52
|
|
Overall Study
NOT COMPLETED
|
7
|
7
|
Reasons for withdrawal
| Measure |
Waitlist Control
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Overall Study
Lost to Follow-up
|
6
|
6
|
|
Overall Study
Withdrawal by Subject
|
1
|
1
|
Baseline Characteristics
Violence Prevention for Middle School Boys
Baseline characteristics by cohort
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
Total
n=114 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Continuous
|
42.52 years
STANDARD_DEVIATION 7.18 • n=5 Participants
|
42.54 years
STANDARD_DEVIATION 6.31 • n=7 Participants
|
42.53 years
STANDARD_DEVIATION 6.75 • n=5 Participants
|
|
Sex: Female, Male
Female
|
54 Participants
n=5 Participants
|
48 Participants
n=7 Participants
|
102 Participants
n=5 Participants
|
|
Sex: Female, Male
Male
|
6 Participants
n=5 Participants
|
6 Participants
n=7 Participants
|
12 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Hispanic or Latino
|
10 Participants
n=5 Participants
|
11 Participants
n=7 Participants
|
21 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Not Hispanic or Latino
|
46 Participants
n=5 Participants
|
41 Participants
n=7 Participants
|
87 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Unknown or Not Reported
|
4 Participants
n=5 Participants
|
2 Participants
n=7 Participants
|
6 Participants
n=5 Participants
|
|
Race/Ethnicity, Customized
White
|
43 Participants
n=5 Participants
|
38 Participants
n=7 Participants
|
81 Participants
n=5 Participants
|
|
Race/Ethnicity, Customized
Non-white
|
17 Participants
n=5 Participants
|
15 Participants
n=7 Participants
|
32 Participants
n=5 Participants
|
|
Race/Ethnicity, Customized
Unknown/Not-reported
|
0 Participants
n=5 Participants
|
1 Participants
n=7 Participants
|
1 Participants
n=5 Participants
|
|
Region of Enrollment
United States
|
60 participants
n=5 Participants
|
54 participants
n=7 Participants
|
114 participants
n=5 Participants
|
PRIMARY outcome
Timeframe: Baseline, 3 months, and 9 monthsPopulation: COMPLETER ANALYSIS
The Conflict in Adolescent Dating Relationships Inventory (CADRI) is a behavioral measure of abuse perpetration and victimization. It was completed by teens in reference to conflict or disagreement with a current or recent dating partner. Each question is asked twice, first regarding perpetration and, again in relation to victimization producing a perpetration and a victimization sub scale. Percentages include teens endorsing any perpetration or victimization.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
Baseline DV Perpetration · DV Absent
|
46 Participants
|
40 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
Baseline DV Perpetration · DV Present
|
14 Participants
|
14 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
3-month DV Perpetration · DV Absent
|
50 Participants
|
43 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
3-month DV Perpetration · DV Present
|
10 Participants
|
11 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
9-month DV Perpetration · DV Absent
|
49 Participants
|
45 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
9-month DV Perpetration · DV Present
|
11 Participants
|
9 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
Baseline DV Victimization · DV Absent
|
46 Participants
|
41 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
Baseline DV Victimization · DV Present
|
14 Participants
|
13 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
3-month DV Victimization · DV Absent
|
50 Participants
|
40 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
3-month DV Victimization · DV Present
|
10 Participants
|
14 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
9-month DV Victimization · DV Absent
|
50 Participants
|
43 Participants
|
|
Change in Dating Violence (DV) Perpetration From Baseline to 9 Months
9-month DV Victimization · DV Present
|
10 Participants
|
11 Participants
|
PRIMARY outcome
Timeframe: Baseline, 3 months, 9 monthsThe Aggression Questionnaire (AQ) is a 34-item questionnaire that rates five types of aggression (physical aggression, verbal aggression, anger, hostility, and indirect aggression). Item responses ranged from 1-5, with 1=Not at all like me, 2=A little like me, 3=Somewhat like me, 4=Very much like me, 5=Completely like me. Higher scores indicate more aggression.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in General Aggressive Behavior From Baseline to 9 Months
Baseline AQ Total
|
2.02 score on a scale
Standard Deviation 0.52
|
2.01 score on a scale
Standard Deviation 0.52
|
|
Change in General Aggressive Behavior From Baseline to 9 Months
3-month AQ Total
|
2.09 score on a scale
Standard Deviation 0.61
|
2.02 score on a scale
Standard Deviation 0.61
|
|
Change in General Aggressive Behavior From Baseline to 9 Months
9-month AQ Total
|
2.03 score on a scale
Standard Deviation 0.55
|
1.99 score on a scale
Standard Deviation 0.6
|
PRIMARY outcome
Timeframe: Baseline, 3 months, and 9 monthsPopulation: COMPLETER ANALYSIS
Adolescent Relationship Violence Questionnaire (ARVQ) is a 22-item questionnaire is a composite measure developed to assess changes in knowledge, attitudes, and methods of dealing with relationship violence. Item responses ranged from 1-4 with 1=strongly agree, 2=agree, 3=disagree 4=strongly disagree. Higher scores indicate more favorable attitudes.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Adolescent Baseline ARVQ
|
3.01 score on a scale
Standard Deviation 0.28
|
2.98 score on a scale
Standard Deviation 0.30
|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Adolescent 3-month ARVQ
|
3.03 score on a scale
Standard Deviation 0.33
|
3.00 score on a scale
Standard Deviation 0.34
|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Adolescent 9-months ARVQ
|
3.10 score on a scale
Standard Deviation 0.34
|
3.02 score on a scale
Standard Deviation 0.34
|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Parent Baseline ARVQ
|
3.43 score on a scale
Standard Deviation 0.33
|
3.47 score on a scale
Standard Deviation 0.29
|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Parent 3-month ARVQ
|
3.45 score on a scale
Standard Deviation 0.31
|
3.53 score on a scale
Standard Deviation 0.30
|
|
Change in Attitudes About Relationship Violence From Baseline to 9 Months
Parent 9-month ARVQ
|
3.44 score on a scale
Standard Deviation 0.32
|
3.51 score on a scale
Standard Deviation 0.31
|
SECONDARY outcome
Timeframe: Baseline, 3 months, and 9 monthsPopulation: COMPLETER ANALYSIS
The Adolescent Self-Regulatory Inventory (ASRI) is a 33 item survey that measures adolescents' use of both functional and dysfunctional emotion regulation strategies. It produces two sub scales measuring short-term and long-term self-regulation. Item responses range from 1-5 with 1= Not at all true for me, 2= Rarely true for me, 3= True some of the time, 4= True most of the time, 5= Really true for me. Items were reverse coded so that higher scores indicate more use of emotion regulation behaviors.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
Baseline Short-Term Self-Regulation
|
3.60 score on a scale
Standard Deviation 0.65
|
3.63 score on a scale
Standard Deviation 0.67
|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
3-month Short-Term Self-Regulation
|
3.55 score on a scale
Standard Deviation 0.76
|
3.63 score on a scale
Standard Deviation 0.71
|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
3-month Long-Term Self-Regulation
|
3.24 score on a scale
Standard Deviation 0.55
|
3.21 score on a scale
Standard Deviation 0.52
|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
9-month Short-Term Self-Regulation
|
3.44 score on a scale
Standard Deviation 0.80
|
3.71 score on a scale
Standard Deviation 0.75
|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
Baseline Long-Term Self-Regulation
|
3.22 score on a scale
Standard Deviation 0.57
|
3.23 score on a scale
Standard Deviation 0.50
|
|
Change in Emotion Regulation Skills From Baseline to 9 Months
9-month Long-Term Self-Regulation
|
3.23 score on a scale
Standard Deviation 0.51
|
3.33 score on a scale
Standard Deviation 0.58
|
SECONDARY outcome
Timeframe: Baseline, 3 months, and 9 monthsPopulation: COMPLETER ANALYSIS
Parent Adolescent Communication Survey (PACS) is 20 item survey measuring quality of communication between adolescents and their parents. Adolescents will complete the measure in reference to the parent participating in the intervention with them. This is completed by parents and youth. This scale also produces two sub scales: The Open Family Communication Scale (OFCS) and The Problems in Family Communication Scale (PFCS). Item responses range from 1-5 with 1=Strongly disagree, 2=Moderately disagree, 3=Neither agree neither disagree, 4=Moderately agree, 5=Strongly agree. On the OFCS subscale, higher scores indicate more open communication. One the PFCS subscale, higher scores indicate fewer problems in family communication, thus higher scores on both subscales are favorable.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent Baseline OFCS
|
38.65 score on a scale
Standard Deviation 8.08
|
37.65 score on a scale
Standard Deviation 10.05
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 3-months OFCS
|
36.65 score on a scale
Standard Deviation 9.82
|
36.87 score on a scale
Standard Deviation 10.18
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 9-month OFCS
|
35.13 score on a scale
Standard Deviation 9.96
|
35.16 score on a scale
Standard Deviation 11.23
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent Baseline PFCS
|
34.39 score on a scale
Standard Deviation 6.52
|
32.46 score on a scale
Standard Deviation 7.23
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 3-month PFCS
|
34.11 score on a scale
Standard Deviation 7.40
|
31.98 score on a scale
Standard Deviation 6.98
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 9-month PFCS
|
33.60 score on a scale
Standard Deviation 8.03
|
33.12 score on a scale
Standard Deviation 7.69
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent Baseline # of Relationship Topics
|
3.24 score on a scale
Standard Deviation 1.79
|
3.05 score on a scale
Standard Deviation 2.14
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 3-month # of Relationship Topics
|
1.88 score on a scale
Standard Deviation 2.18
|
2.96 score on a scale
Standard Deviation 2.43
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Adolescent 9-month # of Relationship Topics
|
1.80 score on a scale
Standard Deviation 2.00
|
1.96 score on a scale
Standard Deviation 2.05
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent Baseline OFCS
|
40.17 score on a scale
Standard Deviation 6.98
|
39.33 score on a scale
Standard Deviation 5.89
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 3-month OFCS
|
40.18 score on a scale
Standard Deviation 7.41
|
40.73 score on a scale
Standard Deviation 6.06
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 9-month OFCS
|
40.55 score on a scale
Standard Deviation 6.71
|
40.16 score on a scale
Standard Deviation 6.80
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent Baseline PFCS
|
37.35 score on a scale
Standard Deviation 5.63
|
38.65 score on a scale
Standard Deviation 5.68
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 3-month PFCS
|
37.52 score on a scale
Standard Deviation 5.58
|
39.25 score on a scale
Standard Deviation 5.29
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 9-month PFCS
|
38.06 score on a scale
Standard Deviation 6.13
|
40.20 score on a scale
Standard Deviation 5.05
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent Baseline # of Relationship Topics
|
4.32 score on a scale
Standard Deviation 1.83
|
4.20 score on a scale
Standard Deviation 1.79
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 3-month # of Relationship Topics
|
3.36 score on a scale
Standard Deviation 2.05
|
4.56 score on a scale
Standard Deviation 1.65
|
|
Change in Parent-Adolescent Communication From Baseline to 9 Months
Parent 9-month # of Relationship Topics
|
3.70 score on a scale
Standard Deviation 2.06
|
3.57 score on a scale
Standard Deviation 1.89
|
SECONDARY outcome
Timeframe: Baseline, 3 months, 9 monthsPopulation: COMPLETER ANALYSIS
The Emotion Regulation Behavioral Skills (ERBS) scale is comprised of 8 items rated on a scale of 1 "all the time" to 5 "never" and was specifically created for to detect the use of the specific affect management strategies taught in the Project STRONG intervention. Sample items include "How often did you…get away from whatever was causing your feeling? …talk to someone about whatever was causing your feeling?" Higher scores indicate greater use of emotion regulation skills.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Emotion Regulation Skills Baseline to 9 Months
Baseline ERBS
|
2.04 score on a scale
Standard Deviation 0.82
|
2.18 score on a scale
Standard Deviation 0.82
|
|
Change in Emotion Regulation Skills Baseline to 9 Months
3-month ERBS
|
2.01 score on a scale
Standard Deviation 0.83
|
2.18 score on a scale
Standard Deviation 0.92
|
|
Change in Emotion Regulation Skills Baseline to 9 Months
9-month ERBS
|
1.86 score on a scale
Standard Deviation 0.70
|
2.21 score on a scale
Standard Deviation 0.91
|
SECONDARY outcome
Timeframe: Baseline, 3 months, 9 monthsPopulation: COMPLETER ANALYSIS
The Behavioral Indicator of Resiliency to Distress (BIRD) is a 5-minute computerized distress tolerance task for adolescents. This measure generates a score of total time that adolescents persist on a frustrating task, which has been linked to distress tolerance. Scores are recorded in milliseconds (ms) with a maximum time participants can persist is 300 seconds (0-300 is the range). Higher score indicate longer persistence during the frustrating task.
Outcome measures
| Measure |
Waitlist Control
n=60 Participants
Parents and teens enrolled in the study and randomized to the control condition wait until they complete their 3-month and 9-month follow-up surveys before completing the web-based program.
|
Project STRONG
n=54 Participants
The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
Project STRONG: The web-based program consists of a number of games, activities, and didactic information that teens move through with their parent. Didactic information introduces teens and parents to specific emotion management, communication, and problem solving strategies as well as sexual health and healthy relationship information. Games and activities allow parents and teens to practice and apply strategies to developmentally appropriate situations.
|
|---|---|---|
|
Change in Distress Tolerance From Baseline to 9 Months
Baseline BIRD
|
256.68 seconds
Standard Deviation 78.70
|
251.19 seconds
Standard Deviation 78.05
|
|
Change in Distress Tolerance From Baseline to 9 Months
3-month BIRD
|
240.98 seconds
Standard Deviation 80.06
|
230.66 seconds
Standard Deviation 84.04
|
|
Change in Distress Tolerance From Baseline to 9 Months
9-month BIRD
|
227.17 seconds
Standard Deviation 84.39
|
243.14 seconds
Standard Deviation 78.35
|
Adverse Events
Waitlist Control
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Project STRONG
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place