Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
5250 participants
INTERVENTIONAL
2019-11-12
2025-06-30
Brief Summary
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Detailed Description
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In both intervention and control schools all 4th-5th grade students (boys and girls) will participate in a screening measure to identify the relational aggressors and pre- and post-program questionnaires. Counselors and 4th-5th grade teachers in both conditions will participate in pre/post questionnaires and will also participate in training, coaching, the small group intervention and classroom sessions in intervention schools.
These procedures will be repeated with new students in 5 of the F2F with Coaching schools the following school year, except that the research team will provide minimal coaching to staff running the intervention in year 2.
Conditions
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Keywords
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
NONE
Study Groups
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Friend to Friend with Coaching
Program for relationally aggressive girls and their classmates delivered by school personnel who have been coached by study team.
Friend to Friend (F2F) with Coaching
Friend to Friend (F2F) with Coaching has 14 small group sessions and 8 classroom sessions as led by school staff with coaching from the Children's Hospital of Philadelphia (CHOP) research team. The program aims to improve problem solving and prosocial behaviors, and decrease aggressive behaviors.
Control
Referral to school counselor as needed as per standard practice.
No interventions assigned to this group
Interventions
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Friend to Friend (F2F) with Coaching
Friend to Friend (F2F) with Coaching has 14 small group sessions and 8 classroom sessions as led by school staff with coaching from the Children's Hospital of Philadelphia (CHOP) research team. The program aims to improve problem solving and prosocial behaviors, and decrease aggressive behaviors.
Eligibility Criteria
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Inclusion Criteria
2. Predominately minority student body (\> 80%)
3. Relatively large school with at least 2 classrooms per grade
4. School is not currently involved in a systematic anti-aggression or bullying prevention program
5. School must have at least 1 school counselor who is interested in participating
1. All boys and girls in regular education 4th-5th grade classrooms will be eligible to participate in screening and outcome assessment activities.
2. Screening will include a peer-rating procedure that will be utilized to identify girls with relational aggression (GRAs).
3. GRAs will be based on if they score \> .50 of a Standard Deviation above mean on relational aggression on the peer-rating measure. These identified girls will be recruited (with written parent consent and student assent) to participate in the F2F with Coaching or control condition.
1\) All parents of students in regular education 4th-5th grade classrooms will be eligible to participate in outcome assessment activities. Starting in year 4, parent recruitment will focus on parents of indicated girls.
1. Teachers/counselors employed by the participating school sites who provide their verbal consent for participation.
2. Teachers/counselors who currently teach and/or provide services to students in 4th-5th grade.
1. 4th grade boys and girls who meet the same criteria as described in Aim 1.
2. Similar to Aim 1, a peer rating procedure will be used to identify girls with relational aggression (GRAs) and prosocial role models.
Exclusion Criteria
3\) Special education students who are not integrated within the regular education classroom.
4\) In intervention schools, boys are excluded from the F2F small group intervention, however, as noted above, all boys will participate in the class portion of the program. Boys in both conditions will complete screening and outcome assessment activities.
1\) Parents who do not speak English or one of the foreign languages into which the Parent Information Sheet for Parent Participation and parent questionnaires have been translated.
2\) Parents of students in special education who are not integrated within the regular education classroom.
1. Teachers/counselors who do not speak English.
2. Teachers/counselors who are not working with 4th-5th grade students at the participating school sites.
1\) Same as Aim 1.
7 Years
ALL
Yes
Sponsors
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Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
NIH
Children's Hospital of Philadelphia
OTHER
Responsible Party
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Locations
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Children's Hospital of Philadelphia
Philadelphia, Pennsylvania, United States
Countries
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References
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Leff SS, Paskewich BS, Waasdorp TE, Waanders C, Bevans KB, Jawad AF. Friend to Friend: A Randomized Trial for Urban African American Relationally Aggressive Girls. Psychol Violence. 2015 Oct;5(4):433-443. doi: 10.1037/a0039724.
Leff SS, Waasdorp TE, Paskewich BS. The Broader Impact of Friend to Friend (F2F): Effects on Teacher-Student Relationships, Prosocial Behaviors, and Relationally and Physically Aggressive Behaviors. Behav Modif. 2016 Jul;40(4):589-610. doi: 10.1177/0145445516650879. Epub 2016 May 23.
Leff SS, Gullan RL, Paskewich BS, Abdul-Kabir S, Jawad AF, Grossman M, Munro MA, Power TJ. An initial evaluation of a culturally adapted social problem-solving and relational aggression prevention program for urban African-American relationally aggressive girls. J Prev Interv Community. 2009;37(4):260-74. doi: 10.1080/10852350903196274.
Crick NR, Dodge KA. Social information-processing mechanisms in reactive and proactive aggression. Child Dev. 1996 Jun;67(3):993-1002.
Crick NR, Grotpeter JK. Relational aggression, gender, and social-psychological adjustment. Child Dev. 1995 Jun;66(3):710-22. doi: 10.1111/j.1467-8624.1995.tb00900.x.
Mehari KR, Waasdorp TE, Leff SS. Measuring Relational and Overt Aggression by Peer Report: A Comparison of Peer Nominations and Peer Ratings. J Sch Violence. 2019;18(3):362-374. doi: 10.1080/15388220.2018.1504684. Epub 2018 Aug 23.
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children. Circle Pines, MN: American Guidance Service.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.
Leadbeater BJ, Thompson K, Sukhawathanakul P. Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression, Peer Victimization, and Emotional Problems in Elementary School Children. Am J Community Psychol. 2016 Dec;58(3-4):365-376. doi: 10.1002/ajcp.12092. Epub 2016 Sep 30.
Crick NR. The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Dev. 1996 Oct;67(5):2317-27.
Domitrovich CE, Bradshaw CP, Poduska JM, Hoagwood K, Buckley JA, Olin S, Romanelli LH, Leaf PJ, Greenberg MT, Ialongo NS. Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework. Adv Sch Ment Health Promot. 2008 Jul;1(3):6-28. doi: 10.1080/1754730x.2008.9715730.
Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington, IN: Center for Adolescent Studies, Indiana University.
Multisite Violence Prevention Project. (2004). Description of measures: Cohort-wide student survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA. (Unpublished).
Leff SS, Crick NR, Angelucci J, Haye K, Jawad AF, Grossman M, Power TJ. Social cognition in context: validating a cartoon-based attributional measure for urban girls. Child Dev. 2006 Sep-Oct;77(5):1351-8. doi: 10.1111/j.1467-8624.2006.00939.x.
Leff SS, Cassano M, MacEvoy JP, Costigan T. Initial validation of a knowledge-based measure of social information processing and anger management. J Abnorm Child Psychol. 2010 Oct;38(7):1007-20. doi: 10.1007/s10802-010-9419-9.
Other Identifiers
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18-015582
Identifier Type: -
Identifier Source: org_study_id