Japi: Cognitive, Emotional and Social Stimulation for Preschool Children

NCT ID: NCT06420544

Last Updated: 2024-06-14

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 120 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-06-01
• Study Completion Date: 2024-12-31

Brief Summary

Mental health disorders are one of the leading causes of illness globally, and their relevance is expected to increase. Low and Middle Income Countries (LMIC), already facing psychological and behavioral issues due to chronic adversity, were further impacted during the COVID-19 pandemic. A study showed that symptoms of depression and anxiety in youth doubled during the first year of the pandemic compared to the pre-pandemic period.

A study in China found that the prevalence of the total difficulties was (8.2%), with conduct problems (7.0%), peer problems (6.6%), and hyperactivity-inattention (6.3%) among the most prevalent. In this study emotional problems reached 4.7%. Finally, recent evidence has revealed that students' psychosocial and behavioral problems have increased in the early stage of schools reopened. Several international agencies have calls on governments, and public and private sector partners, to commit, communicate and act to promote mental health for all children, protect those in need of help, and care for the most vulnerable.

The importance of psychosocial skills acquired in early childhood, such as emotional regulation and social problem-solving, for preventing mental disorders was highlighted. Studies indicate that the development of executive functions and non-cognitive skills in early childhood has a positive impact on long-term health and economic productivity.

However, the treatment gap for mental disorders in LMIC is significant, with only one in ten affected receiving treatment. Preventive interventions are needed, particularly in early childhood, to improve cognitive and socio-emotional skills.

Objective: The research proposal aims to develop a gaming platform aiming to improve cognitive and non-cognitive skills in early childhood at schools with high socio-economic vulnerability, supported by Early Years Educators and Parents using a dashboard integrated in a whole system housed in local server, and to evaluate the acceptability and feasibility of this gaming platform and dashboards, with the ultimate goal of reducing behavioral problems, and improving functional and performance outcomes later in life.

Outcomes: Acceptability; Feasibility; Cognitive and non-cognitive skills; Working Memory; Inhibitory control; Emotion recognition; Social competence; Behavioral problems and psychological assessment.

Detailed Description

Problem and opportunity:

Mental health disorders are among the leading causes of the Global Burden of Disease, and their relative importance is predicted to rise globally. Adversity is one of the most important risk factors associated with an increased incidence of psychological and behavioral problems. Acute or chronic adversity is common in Low and Middle Income Countries (LMIC) settings and unsurprisingly, psychological and behavioral problems are highly prevalent in LMIC, which have to deal with these emerging problems with scarce resources. During the COVID-19 pandemic, this scenario has worsened globally. One recent systematic review has showed that pooled estimates obtained in the first year of the COVID-19 pandemic suggest that 25.2% (95% Confidence Interval (CI), 21.2%-29.7%) of youth globally are experiencing clinically elevated depression symptoms, while 20.5% (95% CI, 17.2%-24.4%) of youth are experiencing clinically elevated anxiety symptoms. These pooled estimates, which increased over time, are double of pre pandemic estimates. And regarding behavioral problems, a study in China found that the prevalence of the total difficulties was (8.2%), with conduct problems (7.0%), peer problems (6.6%), and hyperactivity-inattention (6.3%) among the most prevalent. In this study emotional problems reached 4.7%. Finally, recent evidence has revealed that students' psychosocial and behavioral problems have increased in the early stage of schools reopened. Several international agencies have calls on governments, and public and private sector partners, to commit, communicate and act to promote mental health for all children, protect those in need of help, and care for the most vulnerable. The State of the World's Children 2021, UNICEF's most comprehensive look at the mental health of children in the 21st century, calls on "urgent investment in child and adolescent mental health across sectors, not just in health, to support a whole-of-society approach to prevention, promotion and care" and "integrating and scaling up evidence-based interventions across health, education and social protection sectors […]; and ensuring schools support mental health through quality services and positive relationships".

Along with the magnitude of the problem, the treatment gap for mental health disorders is large: one in every ten people with mental disorders receives treatment in LMIC. The ideal strategy to tackle this gap should be that of preventing the onset of these conditions. Most adult mental disorders start in childhood or adolescence, and delaying or preventing the onset can have a substantial impact. However, few preventive interventions or interventions to increase resilience to adversity have been developed, and even fewer tested in LMIC. There is evidence to suggest that strengthening cognitive and socio-emotional skills might result in a reduced incidence of mental disorders. For instance, reduced emotional regulation, and poor social problem-solving have been associated with increased incidence of depression.

Basic psychological skills acquired early in life have been associated with a range of important social and economic outcomes later in life. Early childhood is a critical time for psychosocial development. Until recently, years of education and Intelligence Quotient (IQ) were the main measures to assess the relationship between human capital and economic development. More recently, researchers have acknowledged that skills such as maintaining good interpersonal relations, controlling impulses, or demonstrating goal-directed behavior are critical to physical and mental health and economic productivity. The Nobel prize economist, James Heckman, highlighted the importance of these skills, which he originally called non-cognitive skills, for economic development. Scientific evidence has recently indicated that the stimulation of cognitive and non-cognitive skills in the first years of life promotes general development and has a beneficial long-term impact on health and on different economic indicators . However, much of this evidence comes from studies in the United States, Europe of other develop countries, such as the High/Scope Perry Preschool Study, the Abecedarian Project , Head Start, and Early Head Start. Many of these interventions were costly and difficult to implement.

Several studies have investigated how the capacity to regulate emotions and behaviors is associated with social, health, educational, and labor outcomes. Studies from neurobiology to behavioral economics show that emotions affect a person's ability to self-regulate and that this, in turn, affects cognitive skills and subsequent self-regulatory capacity. Executive functions, involving the regulation and control of cognitive processes, are closely linked to skills leading to better problem solving, task persistence, self-esteem, school performance, and better social adjustment with a reduction in aggressive and other behavioral problems. Healthy development of executive functions early in life predicts better self-regulatory capacity later. The growing scientific knowledge-based emotional self-regulation or social skills linked to the developing brain can be leveraged to engender new intervention approaches. There is significant evidence that structural and functional plasticity in many brain core centers involved in executive functions and self-regulatory processes develops rapidly during early childhood. Most of the evidence to support the association between early acquired psychosocial skills and functional outcomes later in life comes from developed countries. There is a need to replicate these findings in resource-poor settings.

In addition, the evidence suggests that children from low-income families may begin the preschool stage with less development of academic (such as pre-calculus and initial language) and non-academic skills (such as emotional, social, and health competence in general) when compared with children from higher-income families. These differences would contribute to the increase in socio-emotional, educational, and health disparities in the long term. Add to this the evidence that critical aspects of human development occur between 3 and 7 years, such as the recognition of emotions, the control of behavior, and the development of Executive Functions, it is essential to work with children who have greater economic vulnerability and to stimulate these skills early.

As our approaches become more interdisciplinary, several important questions arise: What is the effect of improving psychosocial skills on health, educational, and economic outcomes? What interventions are most effective at bolstering these functions and abilities? What is the applicability of such interventions across diverse cultural groups and in low-resource settings? Valid and reliable measures to assess these skills are lacking, especially for use in less developed countries. Furthermore, it would be important to incorporate more objective neurocognitive and physiological variables into the study of these regulatory processes. A concerted effort is needed to identify these critical psychosocial skills that can be incorporated into interventions to improve children's wellbeing globally. Multi-disciplinary research efforts can advance our understanding of these essential elements of human capital formation and their role in social and economic success in diverse settings.

The penetration of new technologies (smartphones, tablets, wearable devices) is increasing all over the world and opening unimaginable opportunities to advance this field, especially due to the effect of the covid-19 pandemic. Technological platforms offer an incredible opportunity to reach out to underserved and remotely located populations. The use of smartphones and tablets is increasing at a fast speed in most LMIC. These devices allow us to use more sophisticated software as well as all 'old' functionalities such as text messaging or live telephony. Gaming offers an excellent opportunity to engage young kids and deliver early life interventions at a low cost and at a large scale. The use of games in the educational sector is wide and continues to grow. There is good evidence that the use of technology among pre-school kids is feasible and growing. There are already recommendations of the features that apps need to have to promote learning and creativity. No other tablet games for young children are known that aim to stimulate multiple skills (working memory or inhibitory control, self-regulation, and social problem solving) with a single unified game. Other than teaching skills, technology might also allow capturing large amounts of data, which can help at the same time with one piece of software us understand better the mechanisms whereby skills are learned and the pathways to larger impact later in life. If these interventions effectively strengthen skills vital to improve health, social, and economic outcomes, the gains for society could be substantial. A large number of applications have been launched, though very few tested, to prevent mental disorders or behavioral problems. However, there is a marked paucity in the development of preventive interventions delivered via technology, especially early in life. There are a few games to foster specific psychosocial skills among pre-school children but comprehensive platforms that stimulate diverse functions, such as working memory, inhibitory control, emotion recognition or social competence, are not available.

Latin America has been a leading region pioneering initiatives aiming to stimulate basic psychosocial skills early in life. In Chile, programs to encourage mothers to stimulate the psychosocial skills of their children started in the seventies but the initial interest somehow lost impetus for political and economic reasons. More recently, as part of a major World Bank project in which members of our group participated, parents of low socioeconomic status were trained to improve the skills of their young children (aged <=5). Our group also undertook a large Randomized Controlled Trail (RCT) of a mental health school intervention for adolescents. One of the main lessons of this study was the need to focus on interventions at earlier ages to prevent rather than treat mental health problems. There is also evidence from other Chilean school programs that psychosocial skills are associated with better educational outcomes. Overall, there is consensus that in spite of the importance of the topic, there has been little research from LMICs. This proposal brings together a wide range of expertise across multiple disciplines including psychology, neuroscience, epidemiology, intervention trials, education, and economics. New methods and technologies are also being incorporated into this proposal. Developing effective early life interventions and assessing the mechanisms leading to changes using top-of-the-range, non-invasive technology are key features of this proposal. The results of this research will lay the foundations for future programs to learn how young children acquire skills, how the developing brain works, whether or not these skills predict future outcomes, and how these interventions can be scaled up.

Pandemic effect on tech use:

The digital revolution is evolving with an unprecedented explosion of technology development to transform mental health care delivery, with its emphasis on computing power and mobile technology. These platforms are becoming the medium through which assessment and intervention are taking place. The COVID-19 crisis has fast forwarded the use of technology in mental health care; therefore, it is crucial to scale up access to mental health interventions during and after COVID-19.

Taking all into account, the general objective of this study is to develop a gaming platform aiming to improve cognitive and non-cognitive skills in early childhood at schools with high socio-economic vulnerability, supported by Early Years Educators and Parents using a dashboard integrated in a whole system housed in local server, and to evaluate the acceptability and feasibility of this gaming platform and dashboards, with the ultimate goal of reducing behavioral problems, and improving mental health and functional and performance outcomes later in life.

Conditions

Behavioral Problem of Child

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: PREVENTION
• Blinding Strategy: DOUBLE

Study Groups

Intervention group

The whole intervention has 24 sessions. Children will play with the game two times a week, each lasting 15 minutes, over a period of 12 weeks. Each session stimulates two skills (one cognitive and one non-cognitive skills) and has eight activities with increasing levels of difficulty.

Group Type: EXPERIMENTAL

JAPI: Cognitive, Emotional and Social Stimulation for Preschool Children

Intervention Type: BEHAVIORAL

Those children in the intervention group will play with the gaming platform "Japi" using a tablet device in a designated time given from schools' authorities. Early Year Educators will be present to help with the discipline and motivation of the students and Research Assistants will be there as well to provide technical support for the use of the equipment.

The intervention has 24 sessions, and the dosage will be two sessions of 15 minutes each per week for 12 weeks. Sessions number 1 to number 8 are focused on emotional regulation and inhibitory control. Sessions number 9 to 16 work on working memory and problem-solving. Sessions number 17 to 24 promote empathy and planification skills. Each session will have eight activities with increasing levels of difficulty.

Control group

The control group receives standard school curricula, which is not a manualized intervention. The standard curriculum is provided by the Ministry of Education with a guideline called "Curricular Bases for Kindergarten Education" which includes pre-kindergarten directions to Early Year Educators regarding emotion regulation and planification to implement in class.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

JAPI: Cognitive, Emotional and Social Stimulation for Preschool Children

Those children in the intervention group will play with the gaming platform "Japi" using a tablet device in a designated time given from schools' authorities. Early Year Educators will be present to help with the discipline and motivation of the students and Research Assistants will be there as well to provide technical support for the use of the equipment.

The intervention has 24 sessions, and the dosage will be two sessions of 15 minutes each per week for 12 weeks. Sessions number 1 to number 8 are focused on emotional regulation and inhibitory control. Sessions number 9 to 16 work on working memory and problem-solving. Sessions number 17 to 24 promote empathy and planification skills. Each session will have eight activities with increasing levels of difficulty.

Intervention Type: BEHAVIORAL

Other Intervention Names

JAPI

Eligibility Criteria

Inclusion Criteria

1. Schools located in Santiago (Chile).

2. Schools with Preschool Education.

3. Mixed-sex schools.

4. Schools with vulnerability (≥75%), measured with the School Vulnerability Index - National System of Equality Allocation (IVE-SINAE). This index is the proportion of students in a given school with high vulnerability. This index considers the following socioeconomic variables to group the schools: mother's educational level, father's educational level, and total monthly household income, among others.

1) Children attending pre-kindergarten

Exclusion Criteria

1. Three or more classes in Preschool. This criterion was considered for economic and practical reasons.

2. Implementing a manualized program to promote cognitive or social-emotional skills.

3. Participating in a similar study.

For students:

1. Children with intellectual disability

2. Children unable to understand and speak Spanish

• Minimum Eligible Age: 3 Years
• Maximum Eligible Age: 5 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

University of Talca

OTHER

Sponsor Role: collaborator

Universidad de los Andes, Chile

OTHER

Sponsor Role: lead

Responsible Party

Jorge Gaete

Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Jorge Gaete, MD, PhD

Role: PRINCIPAL_INVESTIGATOR

Universidad de Los Andes

Locations

Universidad de los Andes

Santiago, Santiago Metropolitan, Chile

Site Status: RECRUITING

Universidad de los Andes

Santiago, Santiago Metropolitan, Chile

Site Status: RECRUITING

Countries

Chile

Central Contacts

Jorge Gaete, MD, PhD

Role: CONTACT

jgaete@uandes.cl

+56226181000 ext. 2277

Natalia Ríos, BA

Role: CONTACT

nmrios@miuandes.cl

+56978783002

Facility Contacts

Jorge Gaete, Md, Phd

Role: primary

jgaete@uandes.cl

+56226181000 ext. 2277

Jorge Gaete, Md, PhD

Role: primary

jgaete@uandes.cl

+56226181000 ext. 2277

References

Sawyer SM, Azzopardi PS, Wickremarathne D, Patton GC. The age of adolescence. Lancet Child Adolesc Health. 2018 Mar;2(3):223-228. doi: 10.1016/S2352-4642(18)30022-1. Epub 2018 Jan 30.

Reference Type: BACKGROUND

PMID: 30169257 (View on PubMed)

Aldington S, Williams M, Nowitz M, Weatherall M, Pritchard A, McNaughton A, Robinson G, Beasley R. Effects of cannabis on pulmonary structure, function and symptoms. Thorax. 2007 Dec;62(12):1058-63. doi: 10.1136/thx.2006.077081. Epub 2007 Jul 31.

Reference Type: BACKGROUND

PMID: 17666437 (View on PubMed)

Weiser M, Zarka S, Werbeloff N, Kravitz E, Lubin G. Cognitive test scores in male adolescent cigarette smokers compared to non-smokers: a population-based study. Addiction. 2010 Feb;105(2):358-63. doi: 10.1111/j.1360-0443.2009.02740.x. Epub 2009 Nov 17.

Reference Type: BACKGROUND

PMID: 19919595 (View on PubMed)

Winward JL, Hanson KL, Bekman NM, Tapert SF, Brown SA. Adolescent heavy episodic drinking: neurocognitive functioning during early abstinence. J Int Neuropsychol Soc. 2014 Feb;20(2):218-29. doi: 10.1017/S1355617713001410.

Reference Type: BACKGROUND

PMID: 24512674 (View on PubMed)

Solowij N, Jones KA, Rozman ME, Davis SM, Ciarrochi J, Heaven PC, Lubman DI, Yucel M. Verbal learning and memory in adolescent cannabis users, alcohol users and non-users. Psychopharmacology (Berl). 2011 Jul;216(1):131-44. doi: 10.1007/s00213-011-2203-x. Epub 2011 Feb 17.

Reference Type: BACKGROUND

PMID: 21328041 (View on PubMed)

Servicio Nacional para la Prevención y Rehabilitación del Consumo de Drogas y Alcohol. Décimo Segundo Estudio Nacional de Drogas en Población Escolar de Chile 2017 [Available from: https://www.senda.gob.cl/wp-content/uploads/2019/01/ENPE-2017.pdf.

Reference Type: BACKGROUND

Meier MH, Caspi A, Ambler A, Harrington H, Houts R, Keefe RS, McDonald K, Ward A, Poulton R, Moffitt TE. Persistent cannabis users show neuropsychological decline from childhood to midlife. Proc Natl Acad Sci U S A. 2012 Oct 2;109(40):E2657-64. doi: 10.1073/pnas.1206820109. Epub 2012 Aug 27.

Reference Type: BACKGROUND

PMID: 22927402 (View on PubMed)

Medina Cardenas E, Dobert Versin MT. [Chile: program for the primary prevention of alcoholism in schools]. Bol Oficina Sanit Panam. 1981 Feb;90(2):95-104. No abstract available. Spanish.

Reference Type: BACKGROUND

PMID: 6452149 (View on PubMed)

National Council for Narcotics Control. Catálogo de Publicaciones CONACE 2000-2009 2010 [Available from: https://bibliodrogas.gob.cl/biblioteca/documentos/DROGAS_CL_6192.PDF.

Reference Type: BACKGROUND

National Service for the Prevention and Rehabilitation of Substance and Alcohol Use. Programa Continuo Preventivo 2021 [Available from: https://www.senda.gob.cl/prevencion/iniciativas/prevencion-escolar/programa-continuo-preventivo/.

Reference Type: BACKGROUND

Corea V ML, Zubarew G T, Valenzuela M MT, Salas P F. [Evaluation of the program "Strong families: love and limits" in families with teenagers aged 10 to 14 years]. Rev Med Chil. 2012 Jun;140(6):726-31. doi: 10.4067/S0034-98872012000600005. Spanish.

Reference Type: BACKGROUND

PMID: 23282609 (View on PubMed)

National Council for Narcotics Control. Estrategia Nacional de Drogas y Alcohol 2011-2014 2011 [Available from: http://www.cicad.oas.org/fortalecimiento_institucional/planesnacionales/docs/estrategia_drogas_alcohol.pdf.

Reference Type: BACKGROUND

R. J, Harris J, Skoog A. A review of classroom-based SEL programs at the middle school level. In: The Guilford Press, editor. Handbook of social and emotional learning: Research and practice2015. p. 167-80.

Reference Type: BACKGROUND

Perry CL, Williams CL, Veblen-Mortenson S, Toomey TL, Komro KA, Anstine PS, McGovern PG, Finnegan JR, Forster JL, Wagenaar AC, Wolfson M. Project Northland: outcomes of a communitywide alcohol use prevention program during early adolescence. Am J Public Health. 1996 Jul;86(7):956-65. doi: 10.2105/ajph.86.7.956.

Reference Type: BACKGROUND

PMID: 8669519 (View on PubMed)

Komro KA, Perry CL, Veblen-Mortenson S, Farbakhsh K, Toomey TL, Stigler MH, Jones-Webb R, Kugler KC, Pasch KE, Williams CL. Outcomes from a randomized controlled trial of a multi-component alcohol use preventive intervention for urban youth: project northland Chicago. Addiction. 2008 Apr;103(4):606-18. doi: 10.1111/j.1360-0443.2007.02110.x. Epub 2008 Feb 4.

Reference Type: BACKGROUND

PMID: 18261193 (View on PubMed)

Gol-Guven M. The effectiveness of the Lions Quest Program: Skills for Growing on school climate, students' behaviors, perceptions of school, and conflict resolution skills. European Early Childhood Education Research Journal. 2017;25(4):575-94.

Reference Type: BACKGROUND

Eisen M, Zellman GL, Murray DM. Evaluating the Lions-Quest "Skills for Adolescence" drug education program. Second-year behavior outcomes. Addict Behav. 2003 Jul;28(5):883-97. doi: 10.1016/s0306-4603(01)00292-1.

Reference Type: BACKGROUND

PMID: 12788263 (View on PubMed)

Catalano RF, Haggerty KP, Oesterle S, Fleming CB, Hawkins JD. The importance of bonding to school for healthy development: findings from the Social Development Research Group. J Sch Health. 2004 Sep;74(7):252-61. doi: 10.1111/j.1746-1561.2004.tb08281.x. No abstract available.

Reference Type: BACKGROUND

PMID: 15493702 (View on PubMed)

Hawkins JD, Catalano RF, Kosterman R, Abbott R, Hill KG. Preventing adolescent health-risk behaviors by strengthening protection during childhood. Arch Pediatr Adolesc Med. 1999 Mar;153(3):226-34. doi: 10.1001/archpedi.153.3.226.

Reference Type: BACKGROUND

PMID: 10086398 (View on PubMed)

Brown EC, Catalano RF, Fleming CB, Haggerty KP, Abbott RD. Adolescent substance use outcomes in the Raising Healthy Children project: a two-part latent growth curve analysis. J Consult Clin Psychol. 2005 Aug;73(4):699-710. doi: 10.1037/0022-006X.73.4.699.

Reference Type: BACKGROUND

PMID: 16173857 (View on PubMed)

Catalano RF, Mazza JJ, Harachi TW, Abbott RD, Haggerty KP, Fleming CB. Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology. 2003;41(2):143-64.

Reference Type: BACKGROUND

Faggiano F, Galanti MR, Bohrn K, Burkhart G, Vigna-Taglianti F, Cuomo L, Fabiani L, Panella M, Perez T, Siliquini R, van der Kreeft P, Vassara M, Wiborg G; EU-Dap Study Group. The effectiveness of a school-based substance abuse prevention program: EU-Dap cluster randomised controlled trial. Prev Med. 2008 Nov;47(5):537-43. doi: 10.1016/j.ypmed.2008.06.018. Epub 2008 Jul 9.

Reference Type: BACKGROUND

PMID: 18657569 (View on PubMed)

Faggiano F, Vigna-Taglianti F, Burkhart G, Bohrn K, Cuomo L, Gregori D, Panella M, Scatigna M, Siliquini R, Varona L, van der Kreeft P, Vassara M, Wiborg G, Galanti MR; EU-Dap Study Group. The effectiveness of a school-based substance abuse prevention program: 18-month follow-up of the EU-Dap cluster randomized controlled trial. Drug Alcohol Depend. 2010 Apr 1;108(1-2):56-64. doi: 10.1016/j.drugalcdep.2009.11.018. Epub 2010 Jan 18.

Reference Type: BACKGROUND

PMID: 20080363 (View on PubMed)

Bond L, Patton G, Glover S, Carlin JB, Butler H, Thomas L, Bowes G. The Gatehouse Project: can a multilevel school intervention affect emotional wellbeing and health risk behaviours? J Epidemiol Community Health. 2004 Dec;58(12):997-1003. doi: 10.1136/jech.2003.009449.

Reference Type: BACKGROUND

PMID: 15547059 (View on PubMed)

McNeely C, Falci C. School connectedness and the transition into and out of health-risk behavior among adolescents: a comparison of social belonging and teacher support. J Sch Health. 2004 Sep;74(7):284-92. doi: 10.1111/j.1746-1561.2004.tb08285.x. No abstract available.

Reference Type: BACKGROUND

PMID: 15493705 (View on PubMed)

Irvin MJ, Meece JL, Byun SY, Farmer TW, Hutchins BC. Relationship of school context to rural youth's educational achievement and aspirations. J Youth Adolesc. 2011 Sep;40(9):1225-42. doi: 10.1007/s10964-011-9628-8. Epub 2011 Jan 28.

Reference Type: BACKGROUND

PMID: 21755376 (View on PubMed)

Gaete J, Olivares E, Rojas-Barahona CA, Labbe N, Rengifo M, Silva M, Lepe L, Yanez C, Chen MY. [Factors associated with health promoting behaviors among Chilean adolescents]. Rev Med Chil. 2014 Apr;142(4):418-27. doi: 10.4067/S0034-98872014000400002. Spanish.

Reference Type: BACKGROUND

PMID: 25117031 (View on PubMed)

Shochet IM, Smith CL, Furlong MJ, Homel R. A prospective study investigating the impact of school belonging factors on negative affect in adolescents. J Clin Child Adolesc Psychol. 2011;40(4):586-95. doi: 10.1080/15374416.2011.581616.

Reference Type: BACKGROUND

PMID: 21722030 (View on PubMed)

Stallard P, Spears M, Montgomery AA, Phillips R, Sayal K. Self-harm in young adolescents (12-16 years): onset and short-term continuation in a community sample. BMC Psychiatry. 2013 Dec 2;13:328. doi: 10.1186/1471-244X-13-328.

Reference Type: BACKGROUND

PMID: 24294921 (View on PubMed)

Ream RK, Rumberger RW. Student engagement, peer social capital, and school dropout among Mexican American and non-Latino white students. Sociology of education. 2008;81(2):109-39.

Reference Type: BACKGROUND

Demanet J, Van Houtte M. School belonging and school misconduct: the differing role of teacher and peer attachment. J Youth Adolesc. 2012 Apr;41(4):499-514. doi: 10.1007/s10964-011-9674-2. Epub 2011 May 13.

Reference Type: BACKGROUND

PMID: 21567214 (View on PubMed)

West* P, Sweeting H, Leyland A. School effects on pupils' health behaviours: evidence in support of the health promoting school. Research papers in Education. 2004;19(3):261-91.

Reference Type: BACKGROUND

Weissberg R, Caplan M, Bennetto L, Jackson A. The New Haven Social Development Program: Sixth-grade social problem-solving model. New Haven, CT: Yale University. 1990.

Reference Type: BACKGROUND

Caplan M, Weissberg R. The New Haven Social Development Program: Sixth-grade substance use prevention module. Chicago: University of Illinois at Chicago. 1990.

Reference Type: BACKGROUND

Caplan M, Weissberg RP, Grober JS, Sivo PJ, Grady K, Jacoby C. Social competence promotion with inner-city and suburban young adolescents: effects on social adjustment and alcohol use. J Consult Clin Psychol. 1992 Feb;60(1):56-63. doi: 10.1037//0022-006x.60.1.56.

Reference Type: BACKGROUND

PMID: 1556286 (View on PubMed)

Weissberg RP, Barton HA, Shriver TP. The Social-Competence Promotion Program for Young Adolescents. 1997.

Reference Type: BACKGROUND

The Oregon Addiction and Mental Health Services. Social Competence Promotion Program for Young Adolescents (SCPP-YA) 2012 [Available from: https://www.theathenaforum.org/social_competence_promotion_program_for_young_adolescents_scpp_ya.

Reference Type: BACKGROUND

Brigham GS, Feaster DJ, Wakim PG, Dempsey CL. Choosing a control group in effectiveness trials of behavioral drug abuse treatments. J Subst Abuse Treat. 2009 Dec;37(4):388-97. doi: 10.1016/j.jsat.2009.05.004. Epub 2009 Jun 23.

Reference Type: BACKGROUND

PMID: 19553062 (View on PubMed)

Junta Nacional de Auxilio Escolar y BecasDirección Nacional. SINAESistema Nacional de Asignación conEquidad para Becas JUNAEB 2005 [Available from: https://www.junaeb.cl/wp-content/uploads/2013/02/libro_junaeb.pdf.

Reference Type: BACKGROUND

Ramirez S, Gana S, Godoy MI, Valenzuela D, Araya R, Gaete J. Validation of the European Drug Addiction Prevention Trial Questionnaire (EU-Dap) for substance use screening and to assess risk and protective factors among early adolescents in Chile. PLoS One. 2021 Oct 11;16(10):e0258288. doi: 10.1371/journal.pone.0258288. eCollection 2021.

Reference Type: BACKGROUND

PMID: 34634082 (View on PubMed)

Sorsdahl K, Stein DJ, Myers B. Psychometric properties of the Social Problem Solving Inventory-Revised Short-Form in a South African population. Int J Psychol. 2017 Apr;52(2):154-162. doi: 10.1002/ijop.12192. Epub 2015 Aug 7.

Reference Type: BACKGROUND

PMID: 26249118 (View on PubMed)

Gullone E, Taffe J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychol Assess. 2012 Jun;24(2):409-17. doi: 10.1037/a0025777. Epub 2011 Oct 24.

Reference Type: BACKGROUND

PMID: 22023559 (View on PubMed)

Pastor MC, Lopez-Penades R, Cifre E, Moliner-Urdiales D. The Spanish Version of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): A Psychometric Evaluation in Early Adolescence. Span J Psychol. 2019 May 31;22:E30. doi: 10.1017/sjp.2019.30.

Reference Type: BACKGROUND

PMID: 31148532 (View on PubMed)

Gaete J, Montero-Marin J, Valenzuela D, Rojas-Barahona CA, Olivares E, Araya R. Mental health among children and adolescents: Construct validity, reliability, and parent-adolescent agreement on the 'Strengths and Difficulties Questionnaire' in Chile. PLoS One. 2018 Feb 5;13(2):e0191809. doi: 10.1371/journal.pone.0191809. eCollection 2018.

Reference Type: BACKGROUND

PMID: 29401472 (View on PubMed)

Gaete J, Montero-Marin J, Rojas-Barahona CA, Olivares E, Araya R. Validation of the Spanish Version of the Psychological Sense of School Membership (PSSM) Scale in Chilean Adolescents and Its Association with School-Related Outcomes and Substance Use. Front Psychol. 2016 Dec 6;7:1901. doi: 10.3389/fpsyg.2016.01901. eCollection 2016.

Reference Type: BACKGROUND

PMID: 27999554 (View on PubMed)

U.S. Food & Drug Administration. Regulations: Good Clinical Practice and Clinical Trials [Available from: https://www.fda.gov/science-research/clinical-trials-and-human-subject-protection/regulations-good-clinical-practice-and-clinical-trials.

Reference Type: BACKGROUND

Guzman J, Kessler RC, Squicciarini AM, George M, Baer L, Canenguez KM, Abel MR, McCarthy A, Jellinek MS, Murphy JM. Evidence for the effectiveness of a national school-based mental health program in Chile. J Am Acad Child Adolesc Psychiatry. 2015 Oct;54(10):799-807.e1. doi: 10.1016/j.jaac.2015.07.005. Epub 2015 Aug 3.

Reference Type: BACKGROUND

PMID: 26407489 (View on PubMed)

Gaete J, Valenzuela D, Rojas-Barahona C, Valenzuela E, Araya R, Salmivalli C. The KiVa antibullying program in primary schools in Chile, with and without the digital game component: study protocol for a randomized controlled trial. Trials. 2017 Feb 20;18(1):75. doi: 10.1186/s13063-017-1810-1.

Reference Type: BACKGROUND

PMID: 28219403 (View on PubMed)

Thorisdottir IE, Asgeirsdottir BB, Kristjansson AL, Valdimarsdottir HB, Jonsdottir Tolgyes EM, Sigfusson J, Allegrante JP, Sigfusdottir ID, Halldorsdottir T. Depressive symptoms, mental wellbeing, and substance use among adolescents before and during the COVID-19 pandemic in Iceland: a longitudinal, population-based study. Lancet Psychiatry. 2021 Aug;8(8):663-672. doi: 10.1016/S2215-0366(21)00156-5. Epub 2021 Jun 3.

Reference Type: BACKGROUND

PMID: 34090582 (View on PubMed)

Social competence - parent - fast track project. (2022, May 1). Fast Track Project. https://fasttrackproject.org/measure/social-competence-parent/

Reference Type: BACKGROUND

Gaete J, Ramirez S, Rojas-Barahona CA, Romo V, Rios N, Araya R. Japi 2.0, a gaming platform to stimulate cognitive and non-cognitive skills in early childhood: protocol for a pilot randomized controlled trial. Pilot Feasibility Stud. 2025 Jan 11;11(1):5. doi: 10.1186/s40814-025-01593-w.

Reference Type: DERIVED

PMID: 39799357 (View on PubMed)

Other Identifiers

FONDEF ID22I10126

Identifier Type: -

Identifier Source: org_study_id