Promoting Mental Health in Young Children - a Dialogue Based Approach in Kindergartens
NCT ID: NCT06471816
Last Updated: 2025-10-01
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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RECRUITING
NA
200 participants
INTERVENTIONAL
2024-01-01
2029-06-30
Brief Summary
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The main questions it aims to answer are:
* Do children in kindergartens where DBED is implemented develop better mental health scores than children in kindergarten where DBED is not implemented?
* How well identifies DBED kindergarten children with impaired mental health compared to a traditional screening instrument (the Strengths and Difficulties Questionnaire)?
* What is the impact of DBED on activation of interventions for mental health problems?
* What is the social validity of DBED?
Researchers will compare outcomes in kindergartens where DBED is implemented with outcomes in kindergartens where it's not.
* During the last three years of kindergarten attendance participants (parents of kindergarten children) in the intervention kindergartens will take part in the biannual DBED parent-teacher meetings, while participants in the control kindergartens will take part in traditional parent-teacher meetings.
* Twice a year all participants will answer questionnaires of the child's mental health and parental stress during the follow-up period (3 years in kindergarten and 2 first years in school).
* Participants in the intervention kindergartens will answer user satisfaction questionnaires after every parent-teacher meeting.
* The kindergarten teachers will report on type and time of supportive interventions for each participating child during the follow-up period in kindergarten.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
NONE
Study Groups
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Intervention kindergartens
Participants (parents of kindergarten children) will take part in the biannual DBED parent-teacher meetings.
Dialogue Based Early Detection
Before the biannual parent-teacher meeting, both the kindergarten teacher and the parents will complete the Early Worry Questionnaire containing 39 items related to development and well-being of the individual child. For each item the respondents are asked to indicate if they during the last three months have been concerned. In the parent-teacher meeting they will discuss their possible concerns and try to reach an agreement on how to evaluate the child. If necessary, possible supportive interventions or further assessments locally in the kindergarten or in the public services will be decided.
Control kindergartens
Participants (parents of kindergarten children) will take part in traditional parent-teacher meetings.
Traditional parent-teacher meeting
This is an annual or biannual meeting that is prepared by the kindergarten teacher where (s)he reports on the child's appearance / behaviour and possible challenges as to development and behaviour from an educationalist's view. There are no common templates for the agenda of such meetings, however, usually the kindergarten teacher's perspective and opinion will dominate.
Interventions
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Dialogue Based Early Detection
Before the biannual parent-teacher meeting, both the kindergarten teacher and the parents will complete the Early Worry Questionnaire containing 39 items related to development and well-being of the individual child. For each item the respondents are asked to indicate if they during the last three months have been concerned. In the parent-teacher meeting they will discuss their possible concerns and try to reach an agreement on how to evaluate the child. If necessary, possible supportive interventions or further assessments locally in the kindergarten or in the public services will be decided.
Traditional parent-teacher meeting
This is an annual or biannual meeting that is prepared by the kindergarten teacher where (s)he reports on the child's appearance / behaviour and possible challenges as to development and behaviour from an educationalist's view. There are no common templates for the agenda of such meetings, however, usually the kindergarten teacher's perspective and opinion will dominate.
Eligibility Criteria
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Inclusion Criteria
* Inclusion during the first half-year of the third last year in kindergarten
Exclusion Criteria
2 Years
3 Years
ALL
Yes
Sponsors
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University of Bergen
OTHER
Western Norway University of Applied Sciences
OTHER
Haukeland University Hospital
OTHER
Responsible Party
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Principal Investigators
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Ingvar Bjelland, PhD
Role: PRINCIPAL_INVESTIGATOR
Haukeland University Hospital
Randi-Luise Møgster, MD
Role: STUDY_DIRECTOR
Haukeland University Hospital
Locations
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Haukeland University Hospital
Bergen, , Norway
Eventus Barnehage AS
Bergen, , Norway
Øygarden municipality
Straume, , Norway
Countries
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Central Contacts
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Facility Contacts
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References
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Bjelland I, Wergeland GJ, Gillberg C, Gjestad R, Visnjic-Jevtic A, Lisaeth VK, Miniscalco C, Tufta ALF, Vermeer IL, Sadownik AR, Wilson P, Posserud MB. PRO-DIALOG-the effect of a novel dialogue-based parent-teacher conference on mental health in kindergarten children: a cluster randomized controlled trial. Trials. 2025 Aug 21;26(1):299. doi: 10.1186/s13063-025-08980-x.
Related Links
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Paper that describes the development of the intervention / method under study in PRO-DIALOG
Other Identifiers
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151749
Identifier Type: -
Identifier Source: org_study_id
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