Ignite Creation Date:
2024-05-06 @ 1:06 PM
Last Modification Date:
2024-10-26 @ 1:09 PM
Study NCT ID:
NCT03939208
Status:
UNKNOWN
Last Update Posted:
2019-05-06
First Post:
2019-04-24
Brief Title:
Efficacy of a Brief Intervention for School Clinicians BRISC
Sponsor:
University of Washington
Organization:
University of Washington
Study Overview
Official Title:
Efficacy of a Brief Intervention Strategy for School Mental Health Clinicians BRISC
Status:
UNKNOWN
Status Verified Date:
2019-05
Last Known Status:
ACTIVE_NOT_RECRUITING
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
BRISC
Brief Summary:
Research shows that the majority of all mental health MH treatment for children is delivered in schools Unfortunately however school mental health SMH providers rarely use evidence-based approaches and are often poorly integrated into the school context Given the high 20 and increasing rates of MH disorders among children and youth MH clinicians working in schools need effective and efficient ways to address student emotional and behavioral problems The Brief Intervention Strategy for School Clinicians BRISC is a four-session flexible and research-informed Tier 2 intervention tailored to high school students and designed to fit the school context Findings from initial research funded by an IES Development and Innovation grant including a small n66 comparison study indicate positive small to large sized effects ES 30- 133 in favor of BRISC for MH impairment emotional symptoms therapeutic alliance coping skills and client satisfaction Moreover even though the majority of students who were referred to BRISC were in the clinical range for functional impairment due to MH problems over 50 were able to step down to lower levels of intervention after four sessions of BRISC demonstrating promise for efficiency and reach Given potential for public health impact the purpose of the current study is to further examine the efficacy of BRISC by assessing its impact on mental health and academic outcomes - as well as feasibility acceptability and efficiency - in a larger multi-site trial
Detailed Description:
Fostering emotional and behavioral well-being is critical to school success and research shows that over 70 of all mental health treatment for children is delivered in schools Thus school mental health SMH services are a fundamental component of our nations strategy to ensure academic and life success of our children and youth Unfortunately SMH providers rarely use evidence-based approaches and are often poorly integrated into the school context SMH providers carry large caseloads experience time constraints and serve youth with a broad array of needs For SMH to live up to its potential individuals who provide SMH treatment must be equipped with effective and efficient ways to address student emotional and behavioral needs
The purpose of this project is to conduct a multi-site randomized controlled trial RCT of the Brief Intervention Strategy for School Clinicians BRISC BRISC is a fully developed manualized intervention strategy for use by professionals working individually with high school students experiencing mental health symptoms or other emotional and behavioral stressors that negatively affect their ability to succeed academically With funding from an IES Development and Innovation grant R305A120128 BRISC was developed as a brief evidence-based and flexible Tier 2 intervention designed to fit the high school context Findings from a small N66 comparison study indicate positive small to large sized effects ES 30 - 133 in favor of BRISC over SMH services as usual SAU for a range of short and longer-term outcomes see Section A9 The study also found high clinician fidelity to BRISC increased clinician use of evidence-based strategies high ratings of feasibility and very low ratings of research burden Moreover even though the majority of students who were referred to BRISC were in the clinical range for functional impairment due to MH problems over 50 were able to step down to lower levels of intervention after four sessions of BRISC demonstrating promise for efficiency and reach The current study aims to further examine the efficacy of BRISC the mediators and moderators that may further influence its development and to illuminate how and under what conditions BRISC is effective A cluster randomized design has been used to assign 52 schools in Washington Minnesota and Maryland to BRISC or SAU 520 students total 260 per group
This efficacy project has six research aims
1 To test the effects of BRISC on hypothesized short-term service outcomes such as clinician use of evidence-based strategies and standardized assessment data therapeutic alliance student service satisfaction retention in services and service referrals
2 To test the effects of BRISC on hypothesized short-term student outcomes such as problem-solving coping skills school engagement school attendance and homework completion
3 To test the effects of BRISC on longer-term outcomes such as MH symptoms emotionalbehavioral functioning peerfamily relations discipline problems at school and academic performance
4 To examine the impact of BRISC on treatment efficiency in terms of trajectory of student change in outcomes over time
5 To confirm that BRISC is perceived as an appropriate feasible and acceptable intervention for use by SMH clinicians working in a diverse array of high schools
6 To examine hypothesized moderators and mediators of outcomes including service factors eg fidelity service dosageduration clinician orientation receipt of other services student factors eg age gender problem type and severity and proximal outcomes eg problem-solving skills coping strategies school engagement
The purpose of this project is to conduct a multi-site randomized controlled trial RCT of the Brief Intervention Strategy for School Clinicians BRISC BRISC is a fully developed manualized intervention strategy for use by professionals working individually with high school students experiencing mental health symptoms or other emotional and behavioral stressors that negatively affect their ability to succeed academically With funding from an IES Development and Innovation grant R305A120128 BRISC was developed as a brief evidence-based and flexible Tier 2 intervention designed to fit the high school context Findings from a small N66 comparison study indicate positive small to large sized effects ES 30 - 133 in favor of BRISC over SMH services as usual SAU for a range of short and longer-term outcomes see Section A9 The study also found high clinician fidelity to BRISC increased clinician use of evidence-based strategies high ratings of feasibility and very low ratings of research burden Moreover even though the majority of students who were referred to BRISC were in the clinical range for functional impairment due to MH problems over 50 were able to step down to lower levels of intervention after four sessions of BRISC demonstrating promise for efficiency and reach The current study aims to further examine the efficacy of BRISC the mediators and moderators that may further influence its development and to illuminate how and under what conditions BRISC is effective A cluster randomized design has been used to assign 52 schools in Washington Minnesota and Maryland to BRISC or SAU 520 students total 260 per group
This efficacy project has six research aims
1 To test the effects of BRISC on hypothesized short-term service outcomes such as clinician use of evidence-based strategies and standardized assessment data therapeutic alliance student service satisfaction retention in services and service referrals
2 To test the effects of BRISC on hypothesized short-term student outcomes such as problem-solving coping skills school engagement school attendance and homework completion
3 To test the effects of BRISC on longer-term outcomes such as MH symptoms emotionalbehavioral functioning peerfamily relations discipline problems at school and academic performance
4 To examine the impact of BRISC on treatment efficiency in terms of trajectory of student change in outcomes over time
5 To confirm that BRISC is perceived as an appropriate feasible and acceptable intervention for use by SMH clinicians working in a diverse array of high schools
6 To examine hypothesized moderators and mediators of outcomes including service factors eg fidelity service dosageduration clinician orientation receipt of other services student factors eg age gender problem type and severity and proximal outcomes eg problem-solving skills coping strategies school engagement
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None
Secondary IDs
| Secondary ID | Type | Domain | Link |
|---|---|---|---|
| R305A160111 | OTHER_GRANT | Institute of Education Sciences | None |